The Use of Online CB-ART Interventions in the Context of COVID-19: Enhancing Salutogenic Coping

Community crises require the provision of short-term reflective intervention methods to help service users identify stressors, and access and intensify their adaptive coping. Here, we demonstrate the use of a single-session online cognitive behavioral- and art-based (CB-ART) intervention within the context of the COVID-19 pandemic. In this method, the individual draws three images: his/her COVID-19-related stress, his/her perceived resources, and an integration of stress and resources. This method provided a reflective space in which individuals could identify their experienced stressors, acknowledge their coping resources, and integrate these two elements within the context of the current pandemic. In this article, we use illustrative examples from a study implemented during the first national lockdown in Israel and present a tool that can be easily implemented by mental-health professionals in ongoing community crises. The aims of this intervention were to co-create knowledge with service users, access their self-defined needs and strengths, and enhance their coping by enabling them to view stress and coping as part of the salutogenic continuum.

THE LEVELS AND NATURE OF PRE-SERVICE CHEMISTRY TEACHERS' REFLECTIONS IN A PUBLIC UNIVERSITY IN SOUTHERN BRAZIL

The development of teacher education focusing on reflective practice as well as the study of pre-service teacher reflections are educational concerns. This research seeks to categorize the levels and the nature of pre-service Chemistry teachers' reflections in a public university in Southern Brazil. For this, autoscopies of the pre-service teachers' microteachings were conducted in a supervised internship discipline. Data were collected through an open questionnaire and with the autoscopies of their microteachings. The analytical procedures were performed according to Content Analysis, from which the results show that the pre-service teachers engaged in three distinct levels of reflection: technical descriptions, deliberate reflections and critical reflections when thinking about their own microteaching experiences. By analysing the nature of the reflections, six categories emerged; reflections on: class planning; their teaching; the objectives; personal aspects; the autoscopy; and the students. The research results showed a low incidence of critical reflections, presenting the possible difficulty pre-service teachers had in this level of reflection. The Reflective Intervention proved to be useful for promoting reflections of the three levels of reflection, especially level 2 reflections, which consists of deliberate reflections. The results and analyses of this study contribute to the research in reflective teacher education in science, specifically in regards to a greater understanding of the levels and nature of pre-service teachers' reflections and the use of reflective interventions as an approach to promote critical and deliberate reflections in science teacher education. Keywords: autoscopy, reflection level, reflection nature, science teacher education.