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Improving Teachers’ Mental and Well-Being Amidst.pptx
- 1. “IMPROVING TEACHERS’ MENTAL AND WELL-BEING AMIDST PANDEMIC” Presented by: Daniel John D. Arboleda, RPm, MS Psy Guimaras State College
- 2. RELAXATION ACTIVITY Count down slowly from 10 to 0. With each number, take one complete breath, inhaling and exhaling. For example, breathe in deeply, saying "10" to yourself. Breathe out slowly. On your next breath, say "nine", and so on. If you feel lightheaded, count down more slowly to space your breaths further apart. When you reach zero, you should feel more relaxed. If not, go through the exercise again.
- 3. OUTLINE: 1. Mental/Psychological Well-Being 2. Situations ofTeachers this time of Pandemic 3. DSM 5 Criteria of Stress, Depression, and Anxiety 4.Tips to ImproveTeacher’s Well Being
- 4. WHAT IS PSYCHOLOGICALWELL-BEING? conceptualized as some combination of positive affective states such as happiness (the hedonic perspective) and functioning with optimal effectiveness in individual and social life (the eudaimonic perspective) (Deci & Ryan, 2008).
- 5. …… According to Huppert (2009): It is the combination of feeling good, functioning effectively and how you are going with your life well. People with high PWB report feeling happy, capable, well-supported, satisfied with life, etc. PWB to include better physical health, mediated possibly by brain activation patterns, neurochemical effects and genetic factors.
- 7. SITUATION OFTEACHERS’ INTHE PANDEMIC A recent Arab study has indicated that this crisis has caused teachers to suffer problems that are often related to a pandemic situation, such as anxiety, depression, domestic violence, and divorce, all of which restrict their ability to teach properly (Al Lily et al., 2020). A study carried out in three cities in China during the pandemic assessed the prevalence of anxiety among teachers and found a prevalence of 13.67%, with women being more anxious than men and the older ones being more symptomatic (Li et al., 2020).
- 8. … In a study conducted in Spain at the beginning of the pandemic, teachers also reported having workloads, psychosomatic problems, and exhaustion (Prado-Gascó et al., 2020) . Previous studies have found that working from home using Information and Communication Technologies (ICT) can create feelings of tension, anxiety, exhaustion, and decreased job satisfaction (Cuervo et al., 2018), and in times of a pandemic these were the only tools that were available to teachers.
- 9. …. To this new context, it should be added that the teaching profession has always brought with it added stress due to excessive workloads, interpersonal communication problems, insufficient training, and job insecurity (Pérez, 2003). In fact, the job instability of teachers was an issue that had already attracted attention before the pandemic (García and Martín, 2012) and COVID-19 has only served to exacerbate this problem with more layoffs and instability (Aunión and Romero, 2020; La Vanguardia., 2020).
- 10. ….. The study of Ozamiz-Etxebarria, et al. (2020) revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology.
- 11. CRITERIA OF SOME SELECTED MENTAL DISORDERS
- 12. MAJOR DEPRESSIVE DISORDER (MDD)
- 13. ACUTE STRESS DISORDER (R3D2 AFRAID SCARE) Presence of nine or more of the following 14 symptoms: Intrusion symptoms: Recollect (memories) (1), Recurring flashbacks, Reactivity (physiological) Dreams (distressing) (2), Distress as response to trauma
- 14. Negative mood, dissociative and avoidance symptoms (cognitive symptoms removed): Avoid internal (5) or external (6) stimuli associated with the trauma False cognitions (mislabelling and blaming) Recall difficulty (7) Affect (no positive emotions) (8) Interest diminished Detachment (9).
- 15. Arousal symptoms: Sleep disturbance Concentration (difficulty) Anger (outbursts or irritability) Really vigilant Exaggerated startle response
- 16. GENERALIZED ANXIETY DISORDER (GAD) Worry Anxiety Time for at least 6 months Controlling the worry difficult Handicapping Exclude another mental disorder Rule out worry, not due to physiological effects of a substance or another medical condition
- 17. TIPSTO IMPROVETEACHERS’ WELL BEING 1. Observe Work-Life Balance
- 19. 3. REDUCE BLUE LIGHT.
- 20. 4. KNOWYOUR EFFECTIVE COPING STYLE.
- 21. 5. SELF-CARE
- 23. 7. SEEK PROFESSIONAL HELP FOR SEVERE CASES OF MENTAL ILLNESS AND PERSONAL DISTRESS.
- 25. 9. LEARN AND COPE UP WITHTHE DIGITAL SKILLS.
- 27. END Thank you for listening! Have a nice day and God bless, my dear teachers and graduate school students!
- 28. REFERENCES 1. Deci, E.L., & Ryan, R.M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, Vol (9), 1–11. DOI: 10.1007/s10902-006-9018-1 2. Huppert, F.A. (2009). Psychological well-being: Evidence regarding its causes and consequences. Applied Psychology: Health andWell‒Being,Vol (1), 137–164. DOI: 10.1111/j.1758-0854.2009.01008.x 3. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, (5th ed.). American Psychiatric Publishing.
Editor's Notes
- NEUROSCIENCE OF PSYCHOLOGICAL WELL-BEING Patterns of Brain Activation The emotion circuitry of the brain is complex, involving primarily structures in the prefrontal cortex, amygdala, hippocampus, anterior cingulated cortex, and insular cortex. These structures normally work together to process and generate emotional information and emotional behaviour. Research has particularly focused on the prefrontal cortex which, unlike most other brain regions involved in emotion processing, shows asymmetric activation in relation to positive and negative emotions. Davidson and his colleagues have reported large individual differences in baseline levels of asymmetric activation in prefrontal cortex, related to a person's typical emotional style. Individuals with a positive emotional style show higher levels of left than right prefrontal activation at rest (using EEG or fMRI), while those with a negative emotional style tend to show higher levels of right than left prefrontal activation at rest (Davidson, 1992; Tomarken, Davidson, Wheeler, & Doss, 1992; Urry et al., 2004). Davidson and colleagues have also reported that, independent of emotional style, induced negative mood increases relative right-sided activation, whereas induced positive mood increases relative left-sided activation (Davidson, 2005; Davidson, Chapman, Chapman, & Henriques, 1990). Important links between child development and the appearance of individual differences in patterns of brain activation have also been reported. Although measures of baseline prefrontal asymmetry are stable in adults, they are not stable during early childhood (Davidson & Rickman, 1999). In a cohort of around 65 children, Davidson and Rickman examined prefrontal activation asymmetry over an 8-year period from 3 to 11 years of age, and found little evidence of stability. This is a period during which high levels of plasticity are likely to occur in the brain's emotional and cognitive circuitry, particularly in the prefrontal cortex which continues to undergo important developmental changes until puberty (Huttenlocher, 1990). Life events, parental influences, and other environmental factors are likely to play a crucial role during this formative period in establishing or shifting patterns of prefrontal activation. Of particular interest in the context of positive emotions and cognition is the neurobiological evidence that left and right frontal lobes play different roles in the processing of information. Spontaneous strategy production appears to depend critically on left prefrontal cortex, while error detection and checking processes appear to depend on right prefrontal cortex (Shallice, 2004, 2006). Evidence supporting this differentiation, which is strikingly parallel to the processes of assimilation and accommodation referred to earlier, also comes from lesion studies and brain activation studies in normal adults (Reverberi, Lavaroni, Gigli, Skrap, & Shallice, 2005; Rossi et al., 2001). Brain activation studies have tended to focus either on emotion or on cognition. Where research is integrated, it is usually concerned with emotional disorders such as depression and anxiety. Future research will need to integrate more fully the neuroscience of cognition and emotion, and develop a more detailed understanding of the relationship between emotional and cognitive processes in distinct regions of the prefrontal cortex (dorsolateral, ventromedial, orbitofrontal), as well as other brain areas. Neurochemical Effects Exposure to stressors activates the hypothalamic-pituitary-adrenal (HPA) axis, as evidenced by increased secretion of the stress hormone cortisol. However, individual differences in psychological well-being (including self-esteem and emotional style) can modulate stress-induced elevations in cortisol (Jacobs et al., 2007; Polk, Skoner, Kirschbaum, Cohen, & Doyle, 2005; Pruessner, Hellhammer, & Kirschbaum, 1999; Smyth et al., 1998). Levels of cortisol secretion vary markedly throughout the day. A healthy pattern involves a post-awakening peak and a 20-fold decrease later in the day (Clow, 2004). Several studies have found that this healthy pattern is associated with high scores on measures of well-being (positive affect, optimism, psychological well-being), but not with scores on measures of ill-being (negative affect, pessimism, anxiety, and fear) (Lai et al., 2005; Ryff et al., 2006; Steptoe, Gibson, Hamer, & Wardle, 2007; Steptoe & Wardle, 2005). Thus, the association between well-being and the cortisol cycle has been demonstrated not to be the inverse of the known association with stress or distress. Both positive and negative states are associated with the cortisol response, but independently of each other. Another neurochemical associated with mental states is serotonin (5HT). Serotonin levels are reduced in depression, and most modern anti-depressant drugs, known as serotonin reuptake inhibitors (SSRIs), act by increasing the amount of serotonin available to brain cells. But what is the relationship between serotonin and positive mental states? In a study of 254 healthy adults who made daily ratings of their mood, Flory, Manuck, Matthews, and Muldoon (2004) found that serotonin level was related to positive mood averaged across seven days, but not to negative mood, although it was related to a measure of neuroticism. The authors conclude that deficiencies in serotonergic function may reflect the relative absence of positive mood—a suggestion which warrants further investigation. Together, these findings support the idea that mental well-being and ill-being have different neurobiological as well as behavioural effects. Attempts to establish whether there is a specific hormone which increases in states of positive well-being have mainly focused on the mammalian hormone oxytocin. Oxytocin has long been known for its important role in childbirth and lactation, but experimental studies have also shown an independent effect on mother–infant bonding. After giving birth, animals to whom oxytocin antagonists have been administered do not exhibit typical maternal behaviour. By contrast, virgin females show maternal behaviour following administration of oxytocin (Kendrick, 2004). Oxytocin is secreted by both males and females, and has been associated with the formation of monogamous pair bonds in prairie voles (Insel, Winslow, Wang, Young, & Hulihan, 1995; Wang & Aragona, 2004). In humans, oxytocin is released during orgasm. One recent study shows that nasally administered oxytocin leads to a high degree of trust in a risky investment game (Kosfeld, Heinrichs, Zak, Fischbacher, & Fehr, 2005). Thus, there is some limited evidence that oxytocin may play a role in social bonding—an important component of overall well-being.
- Thus, spirituality may as well strengthen psychological well-being. Moreover, Giannone and Kaplin (2020) confirm that existential thinking and the production of meaning may be related to mental health. In general, spiritual intervention programs also contribute to mental health and well-being (Sanyal et al., 2020).