Psychosocial training and support guidelines for research staff

Burgess, Raquel; Kim, Andrew Wooyoung; Cele, Lindile; Khadka, Seema; Sigdel, Kripa; Hagaman, Ashley

doi:10.2471/blt.21.287159

Cited by 2 publications

(3 citation statements)

References 15 publications

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“…These workshops helped them to better navigate the volatile and uncertain situation of the COVID-19 pandemic they were facing. This finding is in line with the study of Burgess et al (2022), who, after exploring the well-being of research staff in different countries, identified the need for psychosocial support strategies for employees. Burgess et al (2022) explained that employees experienced psychosocial problems such as job security, health issues, stress, and anxiety, which were exacerbated by the COVID-19 pandemic.…”

Section: B) Psychosocial Workhopssupporting

confidence: 89%

“…This finding is in line with the study of Burgess et al (2022), who, after exploring the well-being of research staff in different countries, identified the need for psychosocial support strategies for employees. Burgess et al (2022) explained that employees experienced psychosocial problems such as job security, health issues, stress, and anxiety, which were exacerbated by the COVID-19 pandemic. Burgess et al (2022) recommended that organisations develop training and support initiatives to educate staff on mental health risks, coping with anxiety, crisis and stress management, and emotional trauma to help employees to cope and be productive.…”

Section: B) Psychosocial Workhopssupporting

confidence: 89%

“…Burgess et al (2022) explained that employees experienced psychosocial problems such as job security, health issues, stress, and anxiety, which were exacerbated by the COVID-19 pandemic. Burgess et al (2022) recommended that organisations develop training and support initiatives to educate staff on mental health risks, coping with anxiety, crisis and stress management, and emotional trauma to help employees to cope and be productive.…”

Section: B) Psychosocial Workhopsmentioning

confidence: 99%

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Leading from face-to-face to virtual: leaders' experiences at the University of KwaZulu-Natal during the pandemic.

Badru

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The COVID-19 pandemic lockdown disrupted the usual functioning of businesses and organisations had to operate remotely to continue working. This brought about a unique opportunity for organisations such as traditional Higher Education Institutions (HEIs), who would not have previously considered virtual work arrangements, to explore and experience the opportunities and possibilities of virtual work arrangements. Post-COVID-19 pandemic, organisations are now re-strategising and incorporating elements of virtualness in their operations, which require new structures and leadership beyond traditional face-to-face approaches. This increasing interest in virtual work arrangements and existing virtual leadership challenges necessitates further research to explore leaders' experiences of leading virtually during the COVID-19 pandemic to identify successful approaches and their specific challenges. The study employed the qualitative research approach to explore leaders’ experiences of leading virtually during the COVID-19 pandemic at the University of KwaZulu-Natal (UKZN) in South Africa. A purposive sampling technique was used in selecting the study participants. Thirteen participants were interviewed, including academic leaders and directors of professional services. The interviews were recorded via Zoom and subsequently transcribed. Thematic analysis of interview transcripts was undertaken using the NVIVO software. Codes and themes were generated from the analysis to answer the research questions. The study findings revealed that participants adopted and hardened their face-to-face leadership styles upon transitioning to virtual leadership. Amongst the attributes and behaviours exhibited by the leaders were trust, empathy, good communication, consultation, and self-confidence. Some of the challenges participants faced when leading virtually included a lack of participation by subordinates, slow response rates, exhaustion, balancing work and personal life, isolation, and load shedding. Generally, participants expressed both positive and negative feelings toward leading virtually during the COVID-19 pandemic. All participants believed that the era of completely face-to-face work arrangements is over and that a hybrid working model should be adopted and institutionalised in the future. Based on the key findings of the study, a face-to-face-to virtual leadership transition conceptual framework was developed to illustrate the possible journey of face-to-face leaders to become virtual leaders.

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Section: B) Psychosocial Workhopssupporting

confidence: 89%

Section: B) Psychosocial Workhopssupporting

confidence: 89%

Section: B) Psychosocial Workhopsmentioning

confidence: 99%

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Leading from face-to-face to virtual: leaders' experiences at the University of KwaZulu-Natal during the pandemic.

Badru

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Making academia suck less: Supporting early career researchers studying harmful content online through a feminist ethics of care

Brown,

Lukito,

Pruden

et al. 2024

New Media & Society

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Early career researchers (ECR) in communication and media research face increasing problems and stressors due to systemic challenges in academia, including the precarity of being an ECR and the politicization of research and targeting of researchers. For researchers studying harmful content online (HCO), research-related trauma (RRT) can compound these stressors. In this study, we present results from interviews with 18 ECRs from communication studies and adjacent disciplines studying HCO. We find researchers frequently experience RRT from harmful content, pressure from superiors to conduct research on harmful content, and outside harassment related to their research. In addition, researchers frequently use individualized self-care practices for dealing with RRT or couch their trauma. Drawing from widespread consensus by our participants that their needs are not being institutionally met, we offer a vision of what an ethics of care framework for ECRs should provide.

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Psychosocial training and support guidelines for research staff

Cited by 2 publications

References 15 publications

Leading from face-to-face to virtual: leaders' experiences at the University of KwaZulu-Natal during the pandemic.

Leading from face-to-face to virtual: leaders' experiences at the University of KwaZulu-Natal during the pandemic.

Making academia suck less: Supporting early career researchers studying harmful content online through a feminist ethics of care

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