The concept of resilience- the scientific adaptation for society health

The main idea of the paper to indicate the factors of resilience indicators. The task of the research - a theoretical analysis of the latest research resilience factors and resilience risk factors and to analyze the theory of the intervention of positive psychology and development programs. Based on quantitative methods (narrative content analysis) recognise the contents of resilience and create the resilience factor model. Author together with students form RTTEMA master study programme “Psychology” during last 4 years (Svence and Nereta, Pumpurina, Stale, Berzina, 2009-2012) has created a positive intervention author programme “Resilience skills training” and adapted in Latvian term “resilience” together with scale of resilience (Resilience Scale, RS, Wagnild Young, 1993). Eksperimental programmes was based on the Penn Resilience Programme (Seligman at al, 1999) and Masters Resilience Trainer (Gillham, Reivich, Jaycox, 2008 Reivich Seligman, 2008) programms which include the vitaly of skills development (self-regulation, hardiness, optimism, meaningful live, character strengths, etc). The practical aim is to analyse and compare resilience indicators in the groups of different ages (this article will analyse one of them- 40-50 years old wimin leaders group) in the period of twelve weeks by using experimental program of positive intervention. One of researches (Svence, Berzina, 2011-2012) participants narrative content analysis proves that individuals with daily stress caused by various stressors, and it significantly affects psychological wellbeing, as a result of these stressors can be added to the resilience risk factors because they increase human adaptive interference. Narrative content analysis proves that, for examples, women's resilience is the compilation of the resources - the vitality of the personality resources, which includes the force of will, hope, optimism, ability to adapt to change, stress tolerance, ability to solve problems and make decisions, positive thinking and attitude towards yourself and life in general . Women's are important resilience factors is social support of relatives, which gives strength and comfort, communicating with other, previous experience, understanding of the resources resilience, sense of responsibility, positive attitudes towards themselves, belief in yourself and the desire to improve themselves. After the intervention of quantitative analysis of the results of the study the author concludes that resilience is a set of skills that can be developed. It is proved by the results of the indicators before and after the intervention is received as well as by the results achieved in positive psychology (Seligman et al, 1999; Gillham, Reivich, Jaycox, 2008 Reivich Seligman, Jackson, Watkins, 2004, Khoshaba , Maddi, 1999, Gillham et al. 1991; Reivich, Shatte Gillham,2003). Authors has approbated the programm “Resilience skills training” and has approved Resilience scale (Resilience Scale, RS, Wagnild Young, 1993, translated by G. Svence, I.Berzina, 2011) and created a resilience factor theoretical and experimental model

Correlation between Mindfulness, Coherence and Wisdom in Sample of Different Age Groups in Adulthood

There are two different researches has been explain in this article. There is common idea of those two researches (Svence, Mihailova, Bebre, 2014)- does age as correlate statistical significant differ scores of mindfulness, wisdom and coherence.The aim of the first research (Svence, Mihailova, 2014) is to make theoretical and practical analysis of correllations between sense of coherence, mindfulness and wellbeing among 25-45 year old women, as also make qualitative analysis in order to explore one of the sense of coherence categories – meaningfulness. Reserach has shown that there exists positive correlation between wellbeing and sense of coherence and between wellbeing and mindfulness, as aslo it has been shown that higher scores of sense of meaning in life is related to higher scores of wellbeing, yet there are nearly no research where the correlations between mindfulness and sense of coherece and/or meaningfulness would be explored. Yet there are enough research where the realaton of these concepts with other concepts such as self-efficacy, anxiety, stressreactivity is confirmed. Considering the above mentioned it is valuable to explore relations between sense of coherence, mindfulness and wellbeing. Principal question of the research was to investigate if there is an association between sense of coherence, mindfulness and wellbeing, as also to make qualitative and quantitative analysis and acquire the broader understanding of this association. There were 36 participants in the research who were asked to fill three questionnaires via internet and to particiapate in the interview. Quantative methods were used in the research (Fife Facet Mindfulness Questionnaire, Orientation to Life Questionnaire to measure sense of coherence, Scales of Psychological Well-Being), as well as statistical methods (Pearson correlation) and qualitative method (content analysis of narratives). Quantitative analysis confirmed the question of the research, since there were significant positive correlations discovered between all three concepts – sense of coherence, mindfulness and wellbeing. Content analysis of narratives was made and several typical content units were discovered whish are related to age appropriate meaningful life tasks, and to the processes of sense of coherence. Therefore the associatio between meaningfulness and other sense of coherence components was confirmed. There is other research (Svence, Bebre,2014) about wisdom and meaningfulness scores- how they  correlates and differes in different age subgroups in adulthood.There are some results show- scores of wisdom and meaningfulness are not significant differ in different age groups- early adulthood (20-35), middle age (40-55)  mathematical statistical significant, but differences has been finded about wisdom in early adulthood and middle age – according scores – wisdom is more higher in middle age as in early adulthood.

ADAPTATION OF FLOURISHING AS POSITIVE PSYCHOLOGY CONCEPT IN LATVIA

The aim of the study is to adapt linguistically and psychometrically the construct of flourishing and to compare four most popular measuring instruments by looking at their psychometric validity indicators and examining in more details the flourishing level of randomized sample in Latvia (N=312). As this construct was not adapted in Latvia jet, it is a new concept both – in terms of content and psychometry. Therefore, the tasks of research were more related to the study of the construct’s own content by comparing most popular flourishing measuring instruments, their internal consistency, analyzing the convergent validity of measuring instruments, and studying of the relationships between various demographic indicators and the level of flourishing. The research results confirm that flourishing scores of all four measuring instruments mutually correlate, that suggests cross compliance of all four instruments. Demographic indicators as education and occupation are the only ones which are mathematically plausible, but only at trend level correlate with flourishing characteristics. The data adapted in the study and psychometrically tested methodologies can be used in the practice of psychologists and in other studies in the future. The discussion raised the question of why neither gender nor age correlate with flourishing, that contradicts other similar studies in the word. Keywords: flourishing characteristics, measuring instruments, positive psychology, well-beingpublishersversionPeer reviewe

TEACHER`S SOCIAL EMOTIONAL HEALTH AND RESILIENCE IN SLOVAKIA AND LATVIA DURING DISTANCE LEARNING SITUATION

The article brings the research results of the teachers´ social-emotional health and resilience in Slovak Republic and in Latvia during distance learning situation. The sample consisted of 800 teachers, 400 teachers from each country, who completed Social-Emotional Health Survey-Teachers (SEHS-T) and Resilience Scale (RS) during months of May through July 2021. The research results showed the highest covitality level of Slovak teachers in comparison with Latvian teachers (p ˂.001, r = .36). There was found a big difference in covitality  in the clue domain Belief in Self in favour of Slovak teachers (p ˂.001; r = .44), there were only average differences in other domains - Belief in Others, Emotional Competence, Engaged Living. Latvian teachers reached high scores in cognitive reappraisal and optimism (p ˂.001). There was statistical difference in the level of resilience between Slovak and Latvian samples (p ˂.001; r = .35).  Slovak teachers scored higher. But the teacher’s resilience in both countries had moderate level. Significant positive strong correlation was found between resilience and covitality in Slovak teachers rs = .76** and in Latvian teachers rs = .66**. Significant high and moderate positive correlations were found also between resilience and covitality domains.

CHANGES OF MIDDLE CHILDHOOD STUDENTS’ EMOTIONAL AWARENESS IN SOCIAL COMPETENCE AND AWARENESS INTERVENTION GROUP FOR CHILDREN

Emotion awareness (EA) is the cornerstone of emotional intelligence, an essential prerequisite for the development of children's social competence. Recent scientific studies have shown that EA has a number of positive psychological outcomes. The main objective of the study was to develop and implement the EA and social competence intervention program for children (N=19, boys n=8 and girls n=11, age8 -9, M=8,05, SD=0,23) and compare the indicators of EA of middle childhood students before and after the realization of the author's program. Additional purpose of the study was the approbation of The Levels of Emotional Awareness Scale for Children (LEAS-C; BajgarLane, 2003) by analysis of its psychometric indicators. In total 13 sessions were carried out during the school year 2013/2014 - from the beginning of November, 2013 until the end of May, 2014. LEAS-C (BajgarLane, 2003) and Children's Personality Questionnaire (CPQ, Porter Cattel, 1975), observations, interviews, content analysis were used. The study results show the effectiveness of intervention programs, namely, it was found that there was a statistically significant difference between the EA level of children before and after the intervention program (SELF t=- 2,99, p=0,008, OTHER t=- 3,78, p=0,001, TOTAL t=- 3,58 (p=0,0020,05). The level of EA increased and the quality of emotional vocabulary improved after the intervention program. The LEAS-C version in Latvian language of showed high internal consistency scores and high Inter-Rater Reliability between the two encoders. The paper also carries out detailed analysis of indicators of construct validity

PARENTS’ SELF-COMPASSION AND THEIR PERCEPTIONS OF CHILD REARING PRACTICES

The issue of parents’ psychological well-being, parents’ ability to recognize their physical and emotional resources, ability to avoid exhaustion of those resources has become increasingly important. In this context parents’ self-compassion could be psychological resource for parents to implement positive parenting approaches and encourage positive contact with the child. The aim of this research was to examine whether there is an association between parents’ self-compassion and their perceptions of child rearing practices. Data were collected from 203 respondents in 2019. The results showed a statistically significant positive correlation (rs= .268 p < .01) between self-compassion and the Positive parenting indicators; statistically significant negative correlation (rs= -.214 p < .01) between self-compassion and Psychological control; statistically significant negative correlation (rs= -.192, p < .01) between self-compassion and Physical control. Keywords: psychological well-being, self-compassion, perceptions of child rearingpublishersversionPeer reviewe

Skolēna pozitīvā pašizjūta pedagoģiskajā saskarsmē skolā

Promocijas darbā ir teorētiski un praktiski aprakstīta skolēnu pašizjūtas izpēte pedagoģiskajā saskarsmes procesā skolā sistēmā "skolēns - skolotājs - skolēns". Pētījums veltīts to nosacījumu atklāšanai, kas skolēna un skolotāja saskarsmē pozitīvi ietekmē skolēna pašizjūtu un līdz ar to sekmē viņa iekšējo potenču pašrealizāciju

Teachers’ Social-Emotional Health and Resilience in Covid-19 Crisis : Latvian Sample

Research on social-emotional health and resilience of Latvian teachers was conducted as part of the ERASMUS+ project “Supporting teachers to face the challenge of distance teaching”. The aim of this study is to assess teachers’ social-emotional health and resilience to reveal those areas which require significant support and development in the Covid-19 pandemic situation. In the article, the concepts used in the project – social-emotional health, resilience, covitality will be theoretically analysed to substantiate the structure of the empirical study. Teachers’ mental health was tested using Social-emotional Health Survey– Teachers SEHS-T (Furlong et al., 2017; Furlong et al., 2014; Furlong & Gajdošová, 2018, as mentioned in Lapiņa, 2021) and Resilience Scale RS 25 (Wagnild & Young, 1993; Wagnild, 2009; Wagnild, 2016) with supplementary questions. 636 teachers of general and vocational schools took part in the research. The results identified that positive teachers’ strengths are self-regulation, empathy, and cognitive reappraisal. However, the teachers demonstrated limits in resilience as such, and in some scores of SEHS-T, as in covitality domain Belief in Others, especially in institutional and colleagues’ support, and in Engaged Living – gratitude and zest. The identified weaknesses and limits will be used as a foundation for preparing further intervention activities – a digital psychological support programme for strengthening the teachers’ resilience and mental health in general.publishersversionPeer reviewe

CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME

The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12-13 years old) using the following instruments: The Emotion Questionnaire (Rydell, Berlin, Bohlin, 2003, adapted by Grīvza, Brūdere-Ruska, Raikova, 2014); the School Anxiety Questionnaire (Beeman N. Phillips, 1970, translated by Zalcmane, 2004), the Parent Evaluation Questionnaire (Semple Lee, 2011) and the Children Evaluation Questionnaire (Semple Lee, 2011) that have been used in research as assessment instruments. Testing was performed in two stages: before intervention and after 12 intervention sessions. The experimental group showed an improvement in all school anxiety results compared to the control group, but the school anxiety results of control group pupils deteriorated. Emotional regulation indicators for both groups decreased, but the main impact of the experiment was demonstrating that after 12 intervention sessions the level of school anxiety dropped, while scores related to emotional awareness compared to the control group increased.

RELEVANCE OF INDICATORS OF SOCIAL EMOTIONAL HEALTH IN DIFFERENT SAMPLES OF ADOLESCENCE

The aim of this research was to determine whether there are statistically relevant differences in Michael J. Furlong's concept of socio-emotional health with meta construct Covitality (SEV factor) between teenage and youth selections, gender, and nationalities in different schools.The participants of the research were 593 respondents from Latvia, aged 11-19 years. Out of the total selection of participants (N=593) there were 318 teens (M=13.01, SD=.84), of them 151 boys and 167 girls; the other group of 274 young people (M=15.85, SD = 1.02), consisted of 132 males and 142 females. To measure the positive aspects of the mental health, A Socio-emotional Health Survey was used (Social Emotional Health Survey – Secondary, SEHS-S, Furlong, You, Renshaw, O’Malley; 2014; adapted in Latvian by Kņaze, 2017).There were raised 6 questions in the beginning of the research. Results showed higher results for girls on the scale Belief in Others (its substructure Peer Support) and on the scale Emotional Competence (its substructure Empathy), compared to the selection of boys.The results on the scale Engaged living were statistically higher for teens compared to the selection of the youth. Teens also had higher statistical results of Co-vitality compared to the youth. However, the selection of youth showed statistically higher results in the Emotion Regulation (the substructure of Emotional Competence) compared to the selection of teens.The respondents from city schools showed statistically higher results on the scale Belief in Self, Engaged Living and Co-vitality compared to students from town schools. The Regression Analysis highlights the importance of the school environment in Co-vitality, which explains the 3% variance of the socio-emotional health