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The Process of Positive Adaptation to Remote Learning During the Covid-19 Pandemic
Abstract
Introduction: The text presents the experiences of academic teachers and students related to a crisis situation caused by a pandemic. Referring to the concept of resilience, the authors emphasize the importance of positive adaptation in the process of coping with the existing, unknown academic reality during the pandemic caused by the spread of the SARS - CoV - 2 virus.
Research Aim: was to reconstruct the experience of academic teachers and students connected with online learning in Polish universities during the COVID-19 pandemic.
Method: The qualitative orientation of the research was centred around the interpretative paradigm. We implemented the focused interview technique in our project, inviting students and academic teachers from all over Poland. Triangulation was used in the research project.
Results: Team analysis of the interview revealed ways of experiencing and coping in the crisis situation resulting from the COVID-19 pandemic. In the initial stages of the pandemic the respondents stressed loss of stability and security in the face of an experienced crisis, resulting in anxiety and unease. In the process of becoming accustomed to the new educational order, they activated potential in the form of internal and external resources, which significantly encouraged and protected them as they were coping with everyday academic practice.
Conclusion: Even though coping strategies take different forms and methods, they are established by one common goal - regaining lost control. It manifests itself in the resilience process, the consequence of which is a positive adaptation to changing circumstances.
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It's a comprehensive handbook on education during Covid-19 pandemic written by 13 experts from different backgrounds and fields. It looks at the educational problems from psychological, didactic and management perspective.
It was freely disseminated among Polish teachers during the pandemic.
The text is in Polish.
Resiliency in children and adolescents: characteristics and measurement – Polish scale SPP-18.
Summary
The article presents characteristics and measurement of a resiliency construct and psychometric properties of Polish scale to measure resiliency in children and adolescents – SPP-18. The scale consists of 18 items, rating on a 5-point rating scale (from 0 – “totally disagree” to 4 – “totally agree”). In a sample comprised of 332 adolescents, aged 12-19 years (42,2% men and 57,8% women) 5-factor structure of the scale was revealed, which explained 63,8% of total variance. The internal consistency of the scale is satisfying, with Cronbach’s alpha for the scale = 0,82 (from 0,76 to 0,87 for particular factors). The 6-week test-retest stability was high (r=0,78). Results of SPP-18 correlates positively with extraversion, and negatively with neuroticism and agreeableness. They also link with coping strategies: positively with active coping and planning and negatively with behavioral disengagement, self-blame, denial and turning to religion.
Artykuł przedstawia charakterystykę i pomiar konstruktu, określanego pojęciem prężności oraz prezentuje właściwości psychometryczne polskiej skali do pomiaru prężności u dzieci i młodzieży. Narzędzie składa się z 18 stwierdzeń, do których osoba badana ustosunkowuje się posługując się skalą 5-cio stopniową (od 0 – „zdecydowanie nie” do 4 – „zdecydowanie tak”). W badaniach obejmujących 332 osoby w wieku 12-19 lat (42,2% mężczyzn i 57,8% kobiet) ustalono pięcioczynnikową strukturę skali, która wyjaśnia 63,8% wariancji całkowitej. Rzetelność skali jest satysfakcjonująca (współczynnik alfa Cronbacha wynosi 0,82 dla całej skali, zaś dla poszczególnych czynników od 0,76 do 0,87). Stabilność skali, ustalona metodą test-retest po upływie 6 tygodni, jest wysoka (0,78). Wyniki SPP-18 korelują pozytywnie z ekstrawersją, a ujemnie z neurotycznością i ugodowością. Wiążą się także ze strategiami radzenia sobie ze stresem, dodatnio z aktywnym radzeniem sobie i planowaniem oraz ujemnie z zaprzestaniem działań, obwinianiem siebie, zaprzeczaniem i zwrotem ku religii.
Czynniki i procesy resilience wśród dzieci krzywdzonych Celem artykułu jest przedstawienie kluczowych pojęć związanych z koncepcją resilience oraz wy-branych wyników badań nad procesami i czynnikami resilience w wśród dzieci, które doświadczy-ły w swoim życiu poważnych przeciwności losu. Badania nad fenomenem resilience wniosły cenny wkład w wiedzę na temat mechanizmów i procesów adaptacyjnych człowieka oraz przyczyniły się do rozwoju strategii wspierających prawidłowy rozwój psychospołecznych dzieci z grup podwyższone-go ryzyka. Koncepcja resilience koncentruje się głównie na wyjaśnianiu procesów równoważenia lub reduko-wania wpływu niekorzystnych zjawisk na rozwój dzieci i młodzieży. Najważniejszym przedmiotem zainteresowania badaczy z kręgu resilience są czynniki i mechanizmy chroniące, sprzyjające ich po-zytywnej adaptacji. W artykule prezentowane są różne terminy związane z czynnikami ryzyka, opisywaniem sytuacji zagrożeń dla prawidłowego rozwoju i przeciwności losu. W następnej kolejności omówione zostały czynniki chroniące i kryteria pozytywnej adaptacji dzieci i młodzieży. Prezentacja kluczowych pojęć koncepcji kończy się omówieniem procesów resilience ujmowanych w kategoriach interakcji między ochroną i ryzykiem. Badania i działania inspirowane przez koncepcję resilience stały się podstawą do skuteczniejszej pracy z dziećmi z grup zwiększonego ryzyka. W tym kontekście, na przykładzie trzech grup dzieci krzyw-dzonych, przedstawiono wyniki badań nad czynnikami i mechanizmami, które mogą uruchamiać procesy resilience. Skoncentrowano się na dzieciach–ofi arach przemocy, dzieciach wychowujących się w rodzinach z problemem alkoholowym i dzieciach uczestniczących w konfl iktach zbrojnych. Artykuł kończy się prezentacją strategii wspierających procesy resilience, które mogą stanowić cenną teoretyczną wskazówkę do pracy z dziećmi z grup podwyższonego ryzyka.
In this chapter, we describe the major developments in the field of resilience since its inception more than 40 years ago. The chapter is organized in four sections, the first one presenting a brief history of work on resilience. The second section is devoted to elucidating critical features of research on this construct, highlighting three sets of issues: definitions and operationalization of the two constructs at its core, protective and vulnerability factors; distinctions between the construct of resilience and related constructs, such as competence and ego resiliency; and differences between resilience research and related fields, including risk research, prevention science, and positive psychology. The third section of the chapter is focused on major findings on vulnerability and protective factors. These are discussed not only in terms of the specific factors found to modify risk within three broad categories--attributes of the family, community, and child--but also in terms of factors that exert strong effects across many risk conditions and those more idiosyncratic to specific risk contexts. The final section includes a summary of extant evidence in the field along with major considerations for future work on resilience across the life span. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Resiliency is the ability to adapt one’s level of control temporarily up or down as circumstances dictate (Block, Kremen, 1996). This personality trait plays a fundamental role in the process of coping with adversities. The aim of this study was to develop the Polish version of Ego Resiliency Scale. Bilingual response method showed that the translation was convergent with the original, tau-b = .82, p = .007. The proposed single-factor structure of the scale was confirmed using data from 1194 participants, χ² = 478.73, df = 65, GFI = .939, AGFI = .914, RMSEA = .073, RMSEA 90% CI [.67; .79]. The scale had a satisfactory internal consistency of α = .78 and high test-retest reliability, rtt = .89, p < .001. In sum, the Polish version of Ego Resiliency Scale has good psychometric properties and is semantically and theoretically convergent with the original.
This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.
Many people are exposed to loss or potentially traumatic events at some point in their lives, and yet they continue to have positive emotional experiences and show only minor and transient disruptions in their ability to function. Unfortunately, because much of psychology's knowledge about how adults cope with loss or trauma has come from individuals who sought treatment or exhibited great distress, loss and trauma theorists have often viewed this type of resilience as either rare or pathological. The author challenges these assumptions by reviewing evidence that resilience represents a distinct trajectory from the process of recovery, that resilience in the face of loss or potential trauma is more common than is often believed, and that there are multiple and sometimes unexpected pathways to resilience.
Adolescent resilience research differs from risk research by focusing on the assets and resources that enable some adolescents to overcome the negative effects of risk exposure. We discuss three models of resilience-the compensatory, protective, and challenge models-and describe how resilience differs from related concepts. We describe issues and limitations related to resilience and provide an overview of recent resilience research related to adolescent substance use, violent behavior, and sexual risk behavior. We then discuss implications that resilience research has for intervention and describe some resilience-based interventions.
This study offers insights into how e learning, can be sustained in universities in developing countries, using a minimalist approach, during a crisis such as Covid-19. The banning of face-to-face classroom teaching in Zimbabwean universities and the adoption of e learning motivated it. Whilst this was unexpected, unprepared for, with no precedent or blue print, very few studies appear to pay attention to the perspectives of the academics - the people who are doing the teaching of the students and from a developing country perspective. Apparently, those studies that have been conducted to date are largely quantitative and appear to concentrate on the perspectives of students. To address this gap, this study explores how academics at one school and in one department at a university in Masvingo province of Zimbabwe were teaching their students, the challenges they were encountering and the opportunities that were presenting themselves. The researchers adopted a qualitative research design, using a case study methodology, with a sample of eighteen (18) purposively selected participants (lecturers). The study used semi-structured interviews to collect data, using WhatsApp because of the imposed lockdown restrictions. Findings reveal that lecturers at this university were using only a few communication applications to teach their students. They cite challenges of the cost of connectivity as well as lack of administrative support as impediments to e learning and teaching. They however highlight training in e-learning technologies and provision of data as opportunities that have arisen.
The article presents a reconstruction of crisis coping strategies adopted by academics during the changes in higher education resulting from the SARS-Cov-2 virus pandemic. This analysis is part of a wider research project entitled “Academic Education during the Covid-19 Pandemic.” In our research, we used a focus interview to learn about e-learning experiences of lecturers and students. Due to limitations in face-to-face meetings, the interviews were conducted via the Microsoft Teams application, which significantly improved the process of consolidating the empirical material. Academic teachers from various research centers in Poland participated in the research. An important point in the team data analysis was the clear presence of community in the strategies undertaken by online distance learning at universities.
This chapter reviews origins and progress in resilience science, with an emphasis on progress over the past decade in theory, findings, and translational applications for strategic intervention. In alignment with prevailing concepts in developmental systems theory, human resilience is defined as the potential or manifested capacity of an individual to adapt successfully through multiple processes to experiences that threaten his or her function, survival, or development. Resilience pathways, developmental cascades, gene-environment interactions, and other models salient in current resilience theory are delineated, including new approaches to testing resilience-related processes in such models. Findings on promotive and protective effects are discussed, focusing on widely replicated adaptive processes that develop in children, their families, other relationships, and key contexts as children develop. Resilience processes involving families, schools, peers, culture, and other socioecological systems are highlighted. Genetic and neurobiological processes are reviewed as a growingedge of resilience science. Intervention research based on resilience theory is discussed, together with translational implications for practice and policy based on the expanding body of knowledge about resilience processes. The chapter concludes with a review of enduring controversies, a summary of progress, and directions for the future.
Keywords:
resilience;
intervention;
risk;
adaptation;
adversity;
competence;
protective;
stress;
promotive;
stress inoculation
It was a search for understanding the nature and origins of schizophrenia that brought Norman Garmezy to the study of children at risk for psychopathology, a pursuit that eventually led to the Project Competence studies of competence, adversity, and resilience (Garmezy, 1973). During the 1940s and 1950s, Garmezy developed an interest in the significance of competence in the history and prognosis of patients with serious mental disorders, with a particular focus on premorbid functioning in patients with schizophrenia (Garmezy & Rodnick, 1959). Eventually, the search for antecedents of psychopathology led Garmezy and others to study children of mentally ill parents because of their elevated risk of developing disorders. After his move to the University of Minnesota in 1961, Garmezy began to focus his work on children, and subsequently played a leading role in an international consortium of investigators who adopted the risk strategy for uncovering clues to the etiology and possible prevention or treatment of serious mental disorders (Watt, Anthony, Wynne, & Rolf, 1984). It was not long before Garmezy's interest in competence resurfaced. He became intrigued with observations that many children at risk for psychopathology were developing surprisingly well. By the early 1970s, he and his students turned their attention to the study of competence in children at risk due to parental mental illness and other risk factors, including poverty and stressful life experiences. At this time, Garmezy named his research program Project Competence.
Providing a general introduction to focus group research, Morgan includes the appropriate reasons for using focus groups and what you can expect to accomplish with them. He provides a brief history of focus groups, a discussion of when to use focus groups and why, and several brief case studies illustrating different uses of focus groups. The author covers the timeline and costs associated with focus groups, including a discussion of the ethical issues involved in focus group research. Thoroughly covering all the information to help you start your focus group project, this guidebook is appropriate for anybody beginning a focus group, as well as managers or clients who will be using focus groups.
Reviews the literature on the concept of resilience in children. The topic of individual resilience is one of considerable importance with respect to public policies focused on the prevention of either mental disorders or developmental impairment in young people. In planning preventive policies, it is important ot ask whether it is more useful to focus on the risks that render children vulnerable to psychopathology or on the protective factors that provide for resilience in the face of adversity. Topics covered include methodological considerations in the study of resilience, studies directly focusing on resilience, processes associated with resilience, and associated policy implications. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Extensively reviews resilience processes and psychosocial and other factors predictive of successful life adaptation in children who, because of multiple environmental risk factors, should not be as successful as they are. The chapter first attempts to organize variables found to be related to increased resilience into a dynamic framework that allows for interactions between the resilient person and his or her high risk environment. This transactional model includes (1) environmental precursors such as risk and protective factors; (2) characteristics of the resilient person; (3) his or her resilient reintegration or positive outcome after a negative life experience, as well as a dynamic processes that mediate between the person and his or her environment and his or her environment and the person and the outcome. The chapter concludes with implications of these resilience research findings for increasing positive life adaptation and reducing drug use in high-risk youth. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book describes in nontechnical language the human helping process and provides a road map through the complex concepts and research on helping. The organizing idea of this book is that all help is aimed at self-help. The focus is on empowering the person to solve his or her own problems. This state is reached through encouraging the development of inner strength. Thus, self-responsibility is encouraged and rewarded in the helping process. The basic problem is how to apply the vast resources for helping to the acute human problems plaguing our society. There is a great social need for people skilled in the art of helping others. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reviews the research on resilience in order to delineate its significance and potential for understanding normal development. Resilience refers to the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances. Three resilience phenomena are reviewed: (a) good outcomes in high-risk children, (b) sustained competence in children under stress, and (c) recovery from trauma. It is concluded that human psychological development is highly buffered and that long-lasting consequences of adversity usually are associated with either organic damage or severe interference in the normative protective processes embedded in the caregiving system. Children who experience chronic adversity fare better or recover more successfully when they have a positive relationship with a competent adult, they are good learners and problem-solvers, they are engaging to other people, and they have areas of competence and perceived efficacy valued by self or society. Future studies of resilience will need to focus on processes that facilitate adaptation. Such studies have the potential to illuminate the range and self-righting properties of, constraints on, and linkages among different aspects of cognitive, emotional, and social development.
The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: 1) reduction of risk impact, 2) reduction of negative chain reactions, 3) establishment and maintenance of self-esteem and self-efficacy, and 4) opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.
The group interview has been overlooked by social researchers in general and by ethnographic investigators in particular. Their preference has been for the individual interview. Group interviews can be formal with a specific, structured purpose such as a marketing focus group, or, it can be informal taking place in a field setting where a researcher stimulates a group discussion with a topical question. The data generated can be instrumental and factual, or, it can be subjective and qualitative. Researchers can use group interviews as a more efficient use of resources and as a means of adding valuable insight to the interpretation of a social or behavioral event. On the cautionary side, lessons from group dynmics tell us that the characteristics of the group (e.g. size) and background of members (e.g. leadership style) can impact the interaction and response patterns within the group. Still, the group interview has great potential for social research.
The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity. The most surprising conclusion emerging from studies of these children is the ordinariness of resilience. An examination of converging findings from variable-focused and person-focused investigations of these phenomena suggests that resilience is common and that it usually arises from the normative functions of human adaptational systems, with the greatest threats to human development being those that compromise these protective systems. The conclusion that resilience is made of ordinary rather than extraordinary processes offers a more positive outlook on human development and adaptation, as well as direction for policy and practice aimed at enhancing the development of children at risk for problems and psychopathology.
This article highlights the potential of developmental psychopathology as a useful integrative perspective for the challenging task of linking the study of brain development and adolescent behavior in context; it considers clues from behavioral research on resilience on the nature of regulatory processes as risks and assets, or vulnerabilities and protective factors for the development of competence and psychopathology in adolescence; and it advocates more integrative neurobehavioral research on risk and resilience in adolescent development.
Perspectives based on the first three waves of resilience research are discussed with the goal of informing the fourth wave of work, which is characterized by a focus on multilevel analysis and the dynamics of adaptation and change. Resilience is defined as a broad systems construct, referring to the capacity of dynamic systems to withstand or recover from significant disturbances. As the systems perspective on resilience builds strength and technologies of measuring and analyzing multiple levels of functioning and their interactions improve, it is becoming feasible to study gene-environment interactions, the development of adaptive systems and their role in resilience, and to conduct experiments to foster resilience or reprogram the fundamental adaptive systems that protect development in the context of adversity. Hot spots for future research to study and integrate multiple levels of analysis are delineated on the basis of evidence gleaned from the first waves of resilience research.
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