RESUMO
The theme of the 76th session of the United Nations (UN) General Assembly (2021) stresses on the need to tackle the global coronavirus pandemic and other challenging issues presently staring our world in the face. World leaders have tried to contribute their own quota towards changing the present narrative by vaccinating a large portion of their population. However, vaccine hesitancy has served as a barrier to achieving herd immunity in nations-Nigeria inclusive. The sociological theory of phenomenology and the concept of ''sick role'' were employed as the theoretical framework upon which the study was anchored. Descriptive cross-sectional survey and purposive sampling were used in the work. Data for the study was generated through primary (online survey of 150 respondents) and secondary sources. The content and thematic techniques were used to analyze the data so gathered. The causal factors of vaccine hesitancy in Nigeria were uncovered to include: 'negative human awareness', lack of or low public knowledge/agreement on public health need of the vaccine, disconnect (public mistrust of government) between the people and government and lack of awareness/proximity of vaccination points, among others. The paper recommends strategies for massive advocacy/social mobilization to counter negative social interaction and narratives making the rounds on the intake of the COVID-19 vaccine by the Nigerian populace to build general consensus on the need for the vaccine and adoption of the Nigeria Polio vaccination model of taking vaccine down to the people.
RESUMO
Background/objective: Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. Method: A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. Results: Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. Conclusion: Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes.
