A pilot study of offering a positive disciplining module for public school teachers in Hyderabad, Pakistan: A quasi-experimental study.

A pilot quasi-experimental study was conducted in which participants in the intervention group (n = 31) received positive learning environment through Positive Disciplining (PLEPD) module, while those in the control group (n = 29) received routine training. Teachers' knowledge and attitude regarding corporal punishment (CP) and Beck Depression Inventory-II (BDI-II) were measured before (T0), immediately after (T1) and 3 months after the intervention (T2). Descriptive analysis and analysis of variance (ANOVA) were used to describe participants' characteristics and mean scores for knowledge and attitude among teachers. A total of 60 teachers completed the 16 hours training module. The overall response rate was >90%. Most participants recommended increasing the overall duration of the programme by reducing 4 to 2 hours per day, thus, increasing the period from 4 to 8 days of training. There were no differences between control and intervention groups at baseline regarding participant characteristics (p= > .05). The difference in depression (F = .0863, p = .357) and knowledge and attitude (F = 1.589, p = .213) scores among groups were not statistically significant. However, the mean score for knowledge and attitude followed a positive trend, increasing depression mean scores at T1 and T2. A positive disciplining programme is a feasible school intervention for public schools and may effectively reduce depression to ensure overall well-being.

Protective Factors Affecting Trauma Recovery Among Female South Asian Immigrant Intimate Partner Violence Survivors: A Scoping Review.

Intimate partner violence (IPV) is a pressing public health issue affecting women worldwide. Thirty percent of women experience some form of violence throughout their lifetime globally, and South Asian countries have a higher prevalence of IPV (33%-51%). Notably, IPV has detrimental psychological impacts not only on women but also on their children. Despite this, limited empirical attention has explored protective factors for IPV trauma recovery. This review examines protective factors aiding South Asian immigrant IPV survivors' trauma recovery using Joanna Briggs Institute JBI methodology. The study draws on PubMed, Scopus, and PsychINFO data, resulting in 20 articles retrieved using Rayyan software. Protective factor's themes and subthemes revealed in the literature operated at multiple levels, including personal, interpersonal, community, and professional factors. Personal factors were selfhood, collective self, and adaptation, as well as those that enabled the utilization of interpersonal, community, and professional factors; interpersonal factors were family and friends, children as motivators, and religion; and community and professional factors were resources and technology usage. Immigrant status and culture significantly impacted the protective factors, acting as barriers among some IPV survivors. Therefore, future research should focus on exploring the experiences and cultural values of South Asian immigrant women with other influencing factors that may hinder the development and impact of protective factors on IPV trauma recovery. These findings can help design culturally sensitive support services that incorporate the unique needs of female South Asian immigrant IPV survivors.

Testing an educational intervention to enhance resilience and self-efficacy among schoolteachers in Karachi Pakistan.

OBJECTIVE: A pilot study using a pre-post interventional design, was carried out to evaluate the effectiveness of a resilience-based training workshop on the self-efficacy and resilience of schoolteachers in a peri-urban area of Karachi, Pakistan. Four in person workshops were held at the school's location during January to June 2022. RESULTS: A total of 14 teachers participated in the workshop. The effectiveness of interventions was evaluated by assessing self-efficacy and resilience in pre- and post-teaching modules. The Wilcoxon Signed Rank Test determined a significant difference between the pre- to post-module scores of Self Efficacy (p = 0.016) and resilience (p = 0.006). The pre-median scores with IQR of Self-Efficacy were 28 (10), and Resilience scores 76 (12); and post-scores for Self-Efficacy and Resilience scores increased to 35 (5.5) and 88 (14) respectively. This indicated significant improvement in general self-efficacy and resilience skills after four weeks of training. This pilot study showed that building knowledge regarding mental health struggles in students and oneself, learning ways to cope with stress and manage student behavior, and forming a peer support system are crucial in building self-efficacy and resilience in teachers.

Application of Virginia Henderson's Theory Within an Intimate Partner Violence Scenario.

The practice column focuses on incorporating a nursing theoretical framework into nursing care in a clinical scenario involving intimate partner violence. Accordingly, as exemplified by utilizing Virginia Henderson's theory, there is guidance to define, focus, and evaluate nursing care in these multifaceted clinical cases.

Human emotions during COVID-19: A lens through Kubler-Ross Grief theory.

The COVID-19 pandemic has constituted an extreme danger to global wellbeing and has become one of the major sources of morbidity and mortality around the world these days. It is quite challenging to accept and adapt to the drastic ongoing changes which have made people suffer from grief. The purpose of this commentary is to outline the Kubler-Ross Grief theory, explain its stages in the light of COVID-19, and consider factors that contribute to good health. It is more useful to examine responses to the pandemic utilizing contextualized grief and trauma aspects than to pathologize those reactions, particularly for those without existing mental health issues. Inability to address the squeezing needs of those encountering grief may bring about poor mental and physical wellbeing. Perceiving the uniqueness of every person and their stage of grief will allow providing individualized measures that encourage smooth adaptation to acceptance and promote psychological wellness and prosperity in this pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Developing mental health competency in undergraduate nursing students amid pandemic: A hybrid model approach.

COVID-19 has raised a concern about the quality and continuity of education. The uncertain situation has required universities to undertake several innovative measures to continue their educational programs without compromising the quality of education. The aim of this paper is to introduce the hybrid approach for undergraduate nursing students for teaching mental health nursing course, utilizing Gagne's instructional design theory, in a private nursing institution in Pakistan. The nine steps of instructions in Gagne's theoretical framework were utilized for teaching the mental health nursing course. The approach enhanced students' therapeutic communication skills, boosted their confidence level, and assisted them in overcoming their fears in caring patients with psychiatric illnesses. Students appreciated the innovative strategies, such as problem-based learning, case studies, interactions with standardized patients, and learning through movies. The innovative and creative clinical teaching approaches can be used to develop nursing students' competencies, core clinical skills, and to bridge the theory-practice gap.