Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers

The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE) teachers. The sample consisted of 457 PE pre-service teachers. Results show that evasive coping strategies partly negatively mediate the relationship between emotion resilience skills and emotion regulation and perceived stress. Therefore, emotion-regulation might protect against using evasive coping strategies, which have been found to be related to higher stress in previous studies.peer-reviewe

Group flow: A scoping review of definitions, theoretical approaches, measures and findings.

The purpose of this article is to provide a scoping review of the current literature on group flow. Based on the PRISMA-guidelines for systematic reviews, 26 publications were identified that met the inclusion criteria. Publication analyses comprised an individual consideration of each publication and a systematic, integrative synthesis of all publications. Analyses identified heterogeneous group flow definitions across publications, supporting the need for an integrative definition. Further heterogeneity existed in the theoretical approaches and measures used, highlighting the need for a comprehensive theory and a measurement standard. Components (e.g., synchronization), antecedents (e.g., trust), and outcomes (e.g., well-being) of group flow were identified in publications that presented empirical studies, some of which that showed similarities between characteristics of group flow and individual flow and others that showed aspects unique to group flow. Overall, this scoping review reveals the need for a systematic research program on group flow

Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers

The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE) teachers. The sample consisted of 457 PE pre-service teachers. Results show that evasive coping strategies partly negatively mediate the relationship between emotion resilience skills and emotion regulation and perceived stress. Therefore, emotion-regulation might protect against using evasive coping strategies, which have been found to be related to higher stress in previous studies

Evaluation of a family-oriented parenting intervention for methamphetamine-involved mothers and fathers – The SHIFT Parent Training

Introduction: A large number of people who use crystal methamphetamine in Germany are parents of young children. In the context of methamphetamine use, family situations and parenting are frequently impacted, and children are at risk of developing behavioral or emotional difficulties. SHIFT Parent Training was developed as a parenting intervention targeted specifically to the needs of methamphetamine-involved parents. The eight-session group training is delivered in substance use treatment settings and aims to foster abstinence and improve parenting skills and resilience within the families. Methods: The primary goal of this pilot study was to assess the initial effectiveness and acceptance of the SHIFT intervention. The quasi-experimental study design included pre-, post- and 6-month follow-up measurements. Sixty-eight methamphetamine-involved parents participated in all stages of the study. Substance use, parenting practices, and family functioning and resilience were primary effectiveness outcome measures. Additionally, acceptance was assessed by participants' and professionals' feedback. Results: Substance use problems were significantly lower in the intervention condition at the 6-month follow-up. Positive parenting of mothers and fathers also increased in the intervention group directly after participation. Both the intervention and control groups showed significant improvements in family functioning, parenting stress and children's behavioral issues. Participants and facilitators reported that they were highly satisfied with the program. Conclusion: Our findings suggest that SHIFT Parent Training is an effective intervention and is well-accepted among parents and health professionals. The program improves relevant aspects of substance use-related issues and parenting and therefore poses a valuable addition to support services for methamphetamine-involved families. Keywords: Substance use, Addiction, Crystal meth, Children, Family, Parent