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The study of teacher well-being is critically important. However, teacher well-being studies are lacking in Africa, Asia, and the Middle East, and also generally in low-income countries. This exploratory case study sought to identify teachers' perceptions of work-related characteristics and personal practices associated with well-being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in-depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data-driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well-being (e.g., engagement school-wide or district-wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow-up. Few teachers could name any well-being programs at their school.

Background: There is a lack of randomized controlled trials of behavioral interventions and process‐level research related to alcohol reduction among patients with chronic liver disease (e.g., hepatitis C viral (HCV) infection). We conducted a process‐level, secondary analysis of the Hepatitis C‐Alcohol Reduction Treatment (HepART) trial to investigate the association between change in psychological processes posited by the Integrated Behavioral Model (IBM) and change in World Health Organization (WHO) drinking risk levels. Methods: Patients with HCV who consume alcohol were recruited from hepatology clinics and received provider‐delivered SBIRT (Screening, Brief Intervention, Referral to Treatment) or SBIRT+ 6 months of co‐located alcohol counseling. Treatment arms were combined for this analysis because no between‐group differences were found. At baseline and 6 months, the timeline followback method was used to determine alcohol risk levels according to the 2000 WHO risk categories (based on average grams of alcohol per day). Changes in alcohol consumption and WHO risk levels were quantified and regressed on change in individual psychological processes (e.g., readiness, self‐efficacy, motives, attitudes, and strategies) from baseline to 6 months. Results: At the baseline assessment, 162 participants were classified as abstinent (5%), low (47%), moderate (16%), high (19%), or very high (13%) WHO risk levels. At 6 months, 38% remained at the same risk level and 48% decreased by at least one level. In univariate analyses, changes in 7 of 12 psychological processes were associated with change in risk levels. Adjusted multivariate analyses demonstrated that change in four processes were significantly associated with change in risk levels, including SOCRATES Taking Steps, Ambivalence, and Recognition scores and alcohol reduction strategies. Conclusions: These findings demonstrate significant reductions in quantitative indices of alcohol consumption following opportunistic alcohol interventions in patients with HCV. However, results provided mixed support for associations between change in IBM psychological processes and alcohol consumption. [ABSTRACT FROM AUTHOR]

BACKGROUND: Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. OBJECTIVE: The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. METHODS: Applying appropriate search terms to relevant databases for the years 2016–2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. RESULTS: The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. CONCLUSION: Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing. [ABSTRACT FROM AUTHOR]

Purpose: The study assessed the relationship between the level of disability amongst school-aged children with Down Syndrome and overall caregiver burden, and the potential moderating effects of social support and external service access on the caregiver/child relationship in Sri Lanka. Method: Caregivers were recruited to complete the Caregiver Priorities and Child Health Index of Life with Disabilities (CPCHILD) assessment, the Caregiver Difficulties Scale (CDS), and to answer questions regarding resource use. A subset of 15 surveyed caregivers were also invited to participate in semi- structured interviews. Regression analyses were used to investigate the impact of resource usage on the association between level of disability and caregiver burden. Results: Lower perceived levels of child disability were related to less caregiver burden. Thirty-seven percent of caregivers reported receiving assistance from external sources. The relationship between the child's level of disability and caregiver burden was attenuated by family support for caregiving and by school attendance in a general class in a mainstream public primary school. Conclusion: External sources of support reduce caregiver burden but may not be available to many caregivers. [ABSTRACT FROM AUTHOR]