School community: intervention with teachers in times of COVID-19

Journal title PSICOLOGIA DI COMUNITA’
Author/s Fortuna Procentese, Alessia Fantini, Martina Giordano, Cristina Malvone
Publishing Year 2021 Issue 2021/1
Language Italian Pages 15 P. 96-110 File size 202 KB
DOI 10.3280/PSC2021-001007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

This work reports methodological reflections on the intervention in the school community in emergency situations. The online space for group discussion has encouraged listening and sharing on the one hand and the recognition of teachers’ resources on the other and the en-hancement of effective strategies and skills for post-lockdown school return. 41 teachers from a comprehensive school in the province of Naples participated in the course. The intervention in small groups made it possible to process the experiences, organizational difficulties and new skills to be recognized in the school community to which they belong.

Keywords: scolastic community, DAD, social support, resilience, intervention in pandemic situation.

  1. Hobfoll, S.E., Palmieri, P.A., Johnson, R.J., Canetti-Nisim, D., Hall, B.J. & Galea, S. (2009). Trajectories of resilience, resistance, and distress during ongoing terrorism: The case of Jews and Arabs in Israel. Journal of Consulting and Clinical Psychology, 77, 138-148.
  2. Holmes, E.A., O’Connor, R.C., Perry, V.H., Tracey, I., Wessely, S., Arseneault, L., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry, 7, 547-560. DOI: 10.1016/S2215-0366(20)30168-
  3. Inail ‒ Dipartimento di medicina, epidemiologia, igiene del lavoro e ambientale (2020). Disposizioni anti COVID-19 ed ergonomia scolastica. Edizioni Inail. -- Tratto da https://www.inail.it/cs/internet/docs/alg-img-pubbl-disposizioni-covid-19-ergonomia-scolastica.pdf
  4. Kim, L.E. & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. Br J Educ Psychol, 90, 1062-1083. 
  5. Leung, S.K., Chiang, V.L., Chui, Y., Lee, A.K., & Mak, Y. (2011). Feasibility and potentials of online support for stress management among secondary school teachers. Stress & Health: Journal of the International Society for the Investigation of Stress, 27(3), 282-286.
  6. Lillejord S., Børte K., Nesje K. & Ruud E. (2018). Learning and teaching with technology in higher education ‒ a systematic review. Oslo: Knowledge Centre for Education.
  7. Lizana, P.A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764.
  8. Maunder, R.G., Lancee, W.J., Mae, R., Vincent, L., Peladeau, N., Beduz, M.A., Hunter, J.J. & Leszcz, M. (2010). Computer-assisted resilience training to prepare healthcare workers for pandemic influenza: a randomized trial of the optimal dose of training. BMC Health Services Research, 10, 72.  DOI: 10.1186/1472-6963-10-7
  9. Miller, A. (2009). Riprendersi la vita. I traumi infantili e l’origine del male. Torino: Bollati Boringhieri editore.
  10. OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. -- Tratto da https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
  11. Olasile Babatunde Adedoyin & Emrah Soykan (2020). COVID-19 pandemicand online learning: the challenges and opportunities. Interactive Learning Environments.
  12. Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., Dosil Santamaría, M. (2021). The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching. Front Psychol., 11, 620718. Published 2021 Jan 12.
  13. Pfefferbaum, B., & North, CS. (2020). Mental health and the COVID-19 pandemic. N Engl J Med, 383(6), 510-512.
  14. Pianta, R.C. (2001). Student-Teacher Relationship Scale: Professional manual. Odessa, EL: Psychological Assessment Resources, Inc.
  15. Besser, A., Lotem, S., and Zeigler-Hill, V. (2020). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic. J. Voice Official J. Voice Foundat. S0892-1997, 30190-30199.
  16. Brissie, J.S., Hoover-Dempsey, K.V., & Bassler, O.C. (1988). Individual, situational contributors to teacher burnout. Journal of Educational Research, 82(2), 106-112. DOI: 10.1080/00220671.1988.1088587
  17. Brooks, S.K., Webster, R.K., Smith, L.E., Woodland, L., Wessely, S., Greenberg, N., et al. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395, 912-920. DOI: 10.1016/S0140-6736(20)30460-
  18. Burić, I., & Kim, L.E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302.
  19. Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara-Sánchez, A.J., & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Front. Psychol., 11, 2457.
  20. Chew, Q.H., Wei, K.C., Vasoo, S., Chua, H.C, Sim, K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the general population: practical considerations for the COVID-19 pandemic. Singapore Medical Journal, 61(7), 350-356.
  21. Cohen, S., & Wills, T.A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. DOI: 10.1037/0033-2909.98.2.31
  22. Collie, R.J., & Martin, A.J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27-39.
  23. Corzine, E., Figley, C.R., Marks, R.E., Cannon, C., Lattone, V., & Weatherly, C. (2017). Identifying resilience axioms: Israeli experts on trauma resilience. Traumatology, 23(1), 4-9. 
  24. CSTS Center of Study of Traumatic Stress, Department of Psychiatry, (2020d). Leader’s Guide to Risk communication in the face of Coronavirus and other emerging public health threats. Uniformed Services University. Tratto da https://www.cstsonline.org/assets/media/documents/CSTS_FS_Coronavirus_Leaders_Guide_to_Risk_Communication_in_the%20Face_of_Emerging_Threats_Outbreaks.pdf
  25. Procentese, F., Capone, V., Caso, D., Donizzetti, A. R., & Gatti, F. (2020). Academic community in the face of emergency situations: Sense of responsible togetherness and sense of belonging as protective factors against academic stress during COVID-19 outbreak. Sustainability, 12(22), 9718.
  26. Procentese, F. (2011). Convivenza responsabile: prospettive di intervento. Psicologia di Comunità, 2, 5-8.
  27. Procentese, F., Di Luzio Scotto, S., & Natale, A. (2011). Convivenza responsabile: quali i significati attribuiti nelle comunità di appartenenza? Psicologia di Comunità, 2, 19-29. DOI: 10.3280/PSC2011-00200
  28. Spilt, J.L., Koomen, H.M.Y., & Thijs, J.T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457-477.
  29. UNESCO (2020, March 10). Adverse consequences of school closures. -- Tratto da https://en.unesco.org/covid19/educationresponse/consequences
  30. Xiang, Y.T., Yang, Y., Li, W., Zhang, L., Zhang, Q., Cheung, T., … (2020). Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. Lancet Psychiatry, 7, 228-229.  DOI: 10.1016/S2215-0366(20)30046-
  31. Johnson, D.W. & Johnson, R.T. (2005). New Developments in Social Interdependence Theory, Genetic, Social, and General Psychology Monographs, 131(4), 285-358. DOI: 10.3200/MONO.131.4.285-35
  32. Deryakulu, D., & Olkun, S. (2007). Analysis of Computer Teachers’ Online Discussion Forum Messages about their Occupational Problems. Educational Technology & Society, 10 (4), 131-142. DOI: 10.1501/000361
  33. Fanning, R.M., & Gaba, D.M. (2007). The role of debriefing in simulation-based learning. Simul Healthc, 2(2), 115-125.
  34. Fredrickson, B.L., Tugade, M.M., Waugh, C.E., & Larkin, G.R. (2003). What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001, Journal of Personality and Social Psychology, 84(2), 365-376. Tratto da https://doi.org/10.1037/0022-3514.84.2.365
  35. Fullan, M., & Langworthy, M. (2013). Towards a New End: New Pedagogies for Deep Learning. Seattle: Collaborative Impact.
  36. Hanna, F., Oostdam, R., Severiens, S.E., & Zijlstra, B.J.H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. 

  • Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study Fortuna Procentese, Flora Gatti, Emiliano Ceglie, in Journal of Community Psychology /2023 pp.67
    DOI: 10.1002/jcop.22879
  • Gruppo di lavoro su setting di intervento online in psicologia di comunità Fortuna Procentese, Davide Boniforti, Andrea Guazzini, Daniela Marzana, Laura Migliorini, Alessia Rochira, Stefano Tartaglia, in PSICOLOGIA DI COMUNITA' 1/2021 pp.113
    DOI: 10.3280/PSC2021-001008

Fortuna Procentese, Alessia Fantini, Martina Giordano, Cristina Malvone, Comunità scolastica: intervento con insegnanti in tempo di COVID-19 in "PSICOLOGIA DI COMUNITA’" 1/2021, pp 96-110, DOI: 10.3280/PSC2021-001007