The mandatory closure of schools due to the Covid‐19 pandemic affected the mental health, and, by extension, the personal and professional life of teachers. This study explored their level of resilience during the pandemic and its association with attitudes towards emergency remote teaching and perceived stress. Data were collected through the administration of three self‐report instruments: (a) the “Teachers' Professional Attitudes and Behaviors Scale”, (b) the “Teachers' Resilience Scale”, and (c) the “Perceived Stress Scale”. The sample consisted of 1415 general teachers from central Greece. Teachers were found to possess neutral attitudes towards emergency remote teaching, moderate levels of resilience, and experienced slightly increased levels of stress. The examined constructs were largely influenced by some of the teachers' demographic and professional characteristics. Teachers' perceptions of resilience predicted their attitudes to emergency remote teaching and stress levels during the pandemic. The study has reaffirmed the importance of holding sufficient levels of resilience to cope with adverse circumstances and has offered clear directions about which groups of teachers are in most need for counselling and professional support so that their resilience is strengthened.

No abstract

No abstract

Background: Childhood cancer survivors may have a tendency to risk-taking. Adolescents with a history of childhood cancer experience psychological and neurocognitive long-term effects that also impact negatively their social life. Adolescents are exposed to many risk factors in order to be socially accepted, such as drug use, alcohol use, as well as provocative behavior at school and in the wider social environment. Therefore, the counseling process is vital, to cope with the negative effects of the disease and ensure a positive adjustment in adulthood. Case Report: The present case study is focused on an adolescent male with a history of childhood cancer (acute lymphoblastic leukemia) who suffered cognitive effects on his memory that resulted in poor school performance and stress and reported cannabis use. The counseling intervention was based on the combination of cognitive-behavioral and systemic approach, and family counseling, with the aim to enhance the adolescent’s socialization through psychosocial interventions. The duration of the counseling was seventeen sessions. The results of the intervention showed that the initial goal of the student was achieved, i.e. to socialize with his peers and to give up substance use. At the same time, the adolescent discovered many hidden aspects of himself, learned to trust, to communicate without fear and shame, to set limits in the relationships with his family and to claim his rights. The psychological, emotional and moral support of childhood cancer survivors by mental health professionals is important, even years after treatment, to ensure adolescent smooth personal development and social integration.

BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (domains) of preparedness that guide the process of organizational preparedness and the sub-themes (indicators) per domain that help educational organizations to evaluate their level of preparedness and to identify potential gaps and set priorities for preparedness planning.MethodsScoping review with thematic analysis was performed on literature published from 2010 to 2022. Six scientific databases (PsycInfo, Web of Science, Eric, Scopus, Proquest, JSTOR) and one academic search engine (Google Scholar) were examined in order to identify publications (peer-reviewed and preprint) in English. The search strategy and robust eligibility criteria were defined by the authors, who also performed screening of the papers, eligibility decisions, and key data extractions. A thematic analysis was applied to define the organizational preparedness domains and indicators per domain, informed by a system thinking approach for educational organizations. Conflicts were collaboratively resolved after each step. All members of the research team were involved in the data synthesis.ResultsFrom 1,564 publications identified, 216 were included in the final analysis. Six domains and 14 indicators were identified.ConclusionThe organizational preparedness in educational organizations in pandemic crisis times needs to be prioritized in the educational policy agenda, drawing special attention on students with disabilities. The identified preparedness domains and indicators may guide the policy dialogue and inform accordingly a system thinking change approach in education and disability.