The purpose of this research is to examine the relationships among principals’ support
and leadership style, teacher self-efficacy, and teacher professional development with respect
to the implementation of a universal design for learning (UDL)approach in an international
school context (Qatar). Five teachers and five principals working in international schools in
Qatar were interviewed for the study. The identification of participants took place with the
support of several international schools based in Qatar. The research revealed that even after
implementation a substantial number of educators in international schools in Qatar fail to use
UDL. Several reasons were cited for teachers’ resistance to adopting the UDL framework,
including lack of knowledge about UDL principles and processes; insufficient training and
professional development opportunities, and; perceptions of limited time and resources.
The study also examined leadership strategies for UDL implementation. It is apparent
that the successful implementation of UDL starts at the top. Thus, school leaders are
responsible for modeling UDL instruction, as indicated by the majority of participants in the
study. Participants conceptualized the role of school leadership uncovering the most relevant
strategies to facilitate the UDL implementation. Even though some participants demonstrated
their openness and flexibility in utilizing the UDL framework, there was consensus that all
teachers should be further supported in practice. Both teachers and school leaders in
international schools in Qatar are expected to act in synchrony, under the paradigm of a
common vision to improve the country’s educational system.
The following implications for practice are identified: considering the fact that some
teachers exhibit resistance to change, they need to be fully supported during the
implementation of UDL practices; educators should be provided with sufficient practical
examples of how to utilize the UDL framework in order to achieve optimal results in the long
term, and; given that some teachers still lack basic knowledge about the components and principles of UDL, opportunities should be provided to assist faculty members to build their
knowledge and practice of UDL. This suggests a renewed focus on the available strategic
capacities, teachers’ competencies, and resources to build a solid educational system that
could benefit all stakeholders in the region. Furthermore, there is a need to build a critical
mass of school leaders and educators who can serve as advocates for the consistent use of
UDL.

School leadership strategies for the implementation of universal design for learning (UDL) in international schools

Once exposed, the COVID-19 pandemic created unprecedented pressure on all sectors causing many temporarily closures and organizations working from home. Daily norms were interrupted and further complicated with the declaration of quarantine curfews worldwide. One major sector which has been greatly impacted is the education sector. Due to the nature of its complicated infrastructure, all stakeholders were heavily affected as the world turned to online learning for solutions. By doing so, many educational institutes were able to continue with their teaching, even with strict social distancing measures in place. Although remote learning is not a new concept in the education sector, it is a new concept in Kuwait. In this chapter, a thorough review is given on the strategy which Kuwait's universities adopted as they prepared for distance learning for the first time throughout the country. Khan's 8-element VLE model will be used as a reference.

VLEs in a Post-COVID World: Kuwait's Universities

In recent years, human resource practitioners focused much on generational gap subsists among employees, which is creating considerable challenges to employers in effectually managing the diversified work force. The various mutual obligations that are unwritten exist between the employer and the employee in an organization is referred to as Psychological Contract. This obligation varies among generations. Various theories of psychological contract showed that because of the various unfolds of the process of the junctures of employment gives rise to different shapes to the psychological contract. (Rousseau and Parks 1993). The modern organization in recent times struggling to have a productive workforce over their competitors in the market. In order to accomplish that it is crucial to understand the mutual implied obligations and fulfil the same. Employees revert by expressing high intention to leave because of low organizational commitment, unhappy with the job, low citizenship behavior if employer fails to fulfil these unwritten requests. It is observed that limited research has been done, which explores the correlation among psychological contract and different generations. And also understanding the obligations of employer to different generation is becoming obligatory. Considering this as a research gap, the present paper is trying to bridge this gap by studying the influence of generations over psychological contract. The objective in this paper is to understand the relationship among generation and its affiliation on psychological contract. The paper is both explorative and descriptive in nature. The sample comprises employees of IT industries. A survey is proposed to conduct on these employees using questionnaire method.

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A Study on Impact of Generational Affiliation on Psychological Contract

Depression and Internet addiction (IA) are both prevalent and burdensome in adolescents. Findings on the relationship between depression and IA remain equivocal, and we therefore conducted a meta-analysis to confirm their correlation. We searched for relevant studies, with the last search being conducted on November 10, 2022. Adolescents aged 10 to 24 reported objectively measured depression and IA using scales that have been used worldwide and are valid. Random effect models were used to produce combined odds ratios (OR) and coefficient of regression (β) We included 42 studies presenting data from 102,769 participants. The meta-analysis confirmed that depression is positively correlated with IA and vice versa. Adolescents with depressive disorders were found to have a higher risk of IA. Adolescents with IA were found to have a higher risk of depressive disorders. In addition, IA had a stronger effect on depression risk. Screening for Internet addiction in depressed adolescents is recommended at initial diagnosis and follow-up. Similarly, Internet addicts should be screened regularly for depression. 

Depression and internet addiction among adolescents:A meta-analysis

The relationship between loneliness and problematic smartphone use among adolescents during the COVID-19 pandemic: The mediating role of negative emotions and maladaptive coping.

A psychological contract is a invisible mutual beliefs, perceptions, and informal obligations between the two parties. The psychological contract between teacher and student were refered to their expectations were reached the psychological identity by communication, but this had not been reported in network course. In order to confirm the existence and possible efficacy of psychological contract in the network teaching, the study on the psychological contract in the network teaching were explored based on the Shaoguan University “Psychology” network curriculum. The results showed that students' learning enthusiasm were promoted by teachers performing their desired behavior, while students's learning initiative and efficiency were damaged when teacher's desired behavior were stopped. Psychological contract, a special contract form, were formed based on the emotional communication and reached an invisible agreement about rights and obligations. The results in this paper reflect psychological contract between teachers and students has a good application value in the network teaching, while the content and composition of psychological contract btween the teachers and students in the network curriculum were still to be explored further.

Psychological contract between teacher and student improves teaching process in the network courses of collge

Social media is used daily by a significant number of young people and can have an important influence on the well-being of its users. The aim of this study was to determine the motives for social media use among Chinese youth and whether social media addiction associates with depression. Another objective was to analyze possible mediating and moderating effects in explaining the association between social media addiction and depression. Participants were 1652 secondary school students (51.5% boys and 48.5% girls) aged 12–18 years in China. The results showed that attention bias mediated the association between social media addiction and depression when adolescents’ socio-emotional competencies were low, but not as strong when their socio-emotional competencies were high. The findings not only provided theoretical support for preventing the negative effects of mobile social media addiction, but could also directly contribute to improving adolescents’ quality of life.

/pdf/exploring-the-associations-between-social-media-addiction-1std7wsf.pdf

Exploring the Associations between Social Media Addiction and Depression: Attentional Bias as a Mediator and Socio-Emotional Competence as a Moderator

Sex differences in emotion regulation strategies may impact sex differences in affective disorders. Using cognitive reappraisal strategy in the discriminative task of conditioned fear was studied to understand how sex differences in emotion regulation impact on conditioned fear in men and women. College students with low cognitive reappraisal scores completed the task of conditioned fear during two days: acquisition and extinction at the first day, and re-extinction at the second day. The reappraisal training was carried out before conditioned fear task. The self-reported fear rating of the conditioned stimulus (CS) and US-expectancy in the conditioned fear (unconditioned stimulus, US) were analyzed. Results showed all subjects acquired conditional fear and successfully distinguished CS+ from CS−. Cognitive reappraisal significantly reduces the fear rating and improves the extinction of US-expectancy in both sexes, but the fear rating in female reappraisal group decreases more slowly than that in male reappraisal group, as well as the extinction of US-expectancy in woman requiring a longer time and more trials of extinction than that in men. For individuals with low cognitive reappraisal scores, cognitive reappraisal promotes the extinction of conditioned fear in both males and females. Because of the original gender difference of conditioned fear extinction and emotion regulation, the effect of cognitive reappraisal on conditioned fear is complex, which shows differently in influence speed and practice effect.

/pdf/sex-differences-in-the-effects-of-cognitive-reappraisal-36inojdn.pdf

Sex Differences in the Effects of Cognitive Reappraisal Training on Conditioned Fear Responses

Objective The purpose of this study is to investigate the shared and distinct thalamic-cortical circuit between bipolar depression and remission, as well as to investigate the trait and state-related characteristics of the abnormal thalamic-cortical circuit in bipolar disorder. Methods Resting-state functional magnetic resonance imaging was performed on 38 bipolar depression patients, 40 bipolar remission patients, and 39 gender-matched healthy controls (rsfMRI). The thalamic subregions were used as seed points to draw the functional connectivity of the entire brain, and then the shared and distinct thalamic-cortical circuits between bipolar depression and remission were compared. Results When compared to the healthy group, both groups of patients had significantly lower functional connectivity between the rostral temporal thalamus and the lingual gyrus, the posterior parietal thalamus, the precuneus/cerebellum, and the occipital thalamus and the precuneus; however, functional connectivity between the premotor thalamus and the superior medial frontal was significantly lower in depression. Conclusion This study discovered that both bipolar depression and remission had abnormal sensorimotor-thalamic functional connectivity, implying that it is a trait-related characteristic of bipolar disorder; however, the decline in prefrontal-thalamic connectivity exists specifically in bipolar depression, implying that it is a state-related characteristic of bipolar disorder.

/pdf/trait-and-state-related-characteristics-of-thalamo-cortical-1cjy2by6.pdf

Trait and state-related characteristics of thalamo-cortical circuit disruption in bipolar disorder: a prospective cross-sectional study

OBJECTIVE
Using college psychological resources, this paper attempts to intervene in the family psychology of middle school students learning at home during the epidemic in northern Guangdong. Focusing on the impact of family system on the psychological health status of middle school students learning at home, it provides reference for targeted family psychological intervention and treatment of students.


SUBJECTS AND METHODS
The "Psychological Health Survey Questions for Middle School Students Learning at Home during the Epidemic" was compiled to conduct a class-based random sampling survey of primary and secondary schools in northern Guangdong. Family psychological intervention is provided for key groups.


RESULTS
(1) The middle school students' psychological health level was above average on the whole, but with great individual differences. (2) Families have a significant impact on students' psychological health, among which parents' occupation, family integrity, family economy, family atmosphere, and the number of children in the family all exert a significant impact on middle school students' psychological health. (3) Stepwise regression analysis reveals that the six factors of gender, grade, ethnicity and place of residence, family economy and atmosphere in the family environment system are included in the regression equation, explaining 11.6% of middle school students' psychological health. (4) Family psychological intervention significantly improves middle school students' psychological health.


CONCLUSIONS
Local colleges' interference in middle school students' family psychological intervention can effectively improve psychological health of middle school students learning at home. Society, families and schools should value family psychological construction, and effectively unite social forces to jointly promote students' psychological health.

The impact of local colleges' interference in middle school students' family psychological intervention on the psychological health status of students learning at home - a case study of northern Guangdong.

Suqun Liao

Papers

Psychological contract between teacher and student improves teaching process in the network courses of collge

Exploring the Associations between Social Media Addiction and Depression: Attentional Bias as a Mediator and Socio-Emotional Competence as a Moderator

Sex Differences in the Effects of Cognitive Reappraisal Training on Conditioned Fear Responses

Trait and state-related characteristics of thalamo-cortical circuit disruption in bipolar disorder: a prospective cross-sectional study

The impact of local colleges' interference in middle school students' family psychological intervention on the psychological health status of students learning at home - a case study of northern Guangdong.