"The outbreak of the COVID-19 pandemic has accelerated the need for online counseling to preserve therapeutic processes that have begun face to face and to provide service to others in need during lockdowns. Previous studies have already indicated the benefits and effectiveness of online counseling. However, there is a lack of research concerning the therapist's characteristics who is the best fit to conduct online counseling. Therefore, this study is focused on several precursors of openness to provide online counseling: preference to communicate emotions online, identification of emotional expressiveness advantages in providing online counseling, innovative behavior, creativity, and future problem-solving thinking skills. The question at focus is which constructs would be found contributive to students’ openness to provide online counseling. The sample was 277 undergraduate students (future counselors) who filled out questionnaires. Data were analyzed using Partial Least Squares Structural Equation Modeling. Our findings pointed to the centrality of students’ preference to communicate their emotions online in explaining their openness to conducting online counseling. This study might help encourage students’ openness towards providing online counseling. In addition, the current investigation may help pinpoint the adjustments curriculum designers should address to better reflect the intensive changes within the counseling field that necessitate transferring face-to-face skills to online settings."
{"title":"WHAT CHARACTERIZES THOSE WHO ARE WILLING TO PROVIDE ONLINE COUNSELING?","authors":"D. Alt, Meyran Boniel-Nissim","doi":"10.36315/2022inpact060","DOIUrl":"https://doi.org/10.36315/2022inpact060","url":null,"abstract":"\"The outbreak of the COVID-19 pandemic has accelerated the need for online counseling to preserve therapeutic processes that have begun face to face and to provide service to others in need during lockdowns. Previous studies have already indicated the benefits and effectiveness of online counseling. However, there is a lack of research concerning the therapist's characteristics who is the best fit to conduct online counseling. Therefore, this study is focused on several precursors of openness to provide online counseling: preference to communicate emotions online, identification of emotional expressiveness advantages in providing online counseling, innovative behavior, creativity, and future problem-solving thinking skills. The question at focus is which constructs would be found contributive to students’ openness to provide online counseling. The sample was 277 undergraduate students (future counselors) who filled out questionnaires. Data were analyzed using Partial Least Squares Structural Equation Modeling. Our findings pointed to the centrality of students’ preference to communicate their emotions online in explaining their openness to conducting online counseling. This study might help encourage students’ openness towards providing online counseling. In addition, the current investigation may help pinpoint the adjustments curriculum designers should address to better reflect the intensive changes within the counseling field that necessitate transferring face-to-face skills to online settings.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124183470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Manipulations differentially activating the left or right cerebral hemisphere influence behavior in ways congruent with known theories of hemispheric lateralization of function. For example, rightward eye gaze increases positive mood via left hemisphere activity, and left unilateral nostril breathing increases right hemisphere spatial task performance. Determining under what conditions, and to what extent, simple techniques can be used to alter mental and emotional state holds considerable appeal because methods might be used as adjuncts to other tactics to mitigate negative affect in clinical situations, or to improve cognition in neurocognitive impairment. One method demonstrating promise for altering cognition and emotion, and that could be used in home-settings, is sustained unilateral hand clenching. The goal of the present paper was to analyze the literature to examine i. typical methods used for this manipulation; ii. in what manner such movements alter cognition and/or emotion; iii. whether one versus the other hemisphere, is particularly affected by manipulation. A literature search was conducted using relevant search terms, resulting in 24 articles. Across the literature, a wide range of domains was examined, including memory, decision making, creativity, language, emotion, and social perception, with many examining more than one domain. Nine included neurophysiological measures. Overall, 4 studies reported an impact of only unilateral right-hand clenching and 5 of only unilateral left-hand clenching, on behavior. Twelve reported an impact of both hand clenching conditions. Three reported no impact of hand clenching on performance. Future work should examine unilateral hand clenching in clinical populations."
{"title":"INTEGRATIVE RESEARCH REVIEW OF THE IMPACTS OF UNILATERAL HAND CLENCHING ON BEHAVIOR: CLINICAL IMPLICATIONS","authors":"Shannon Schierenbeck, R. Propper","doi":"10.36315/2022inpact055","DOIUrl":"https://doi.org/10.36315/2022inpact055","url":null,"abstract":"\"Manipulations differentially activating the left or right cerebral hemisphere influence behavior in ways congruent with known theories of hemispheric lateralization of function. For example, rightward eye gaze increases positive mood via left hemisphere activity, and left unilateral nostril breathing increases right hemisphere spatial task performance. Determining under what conditions, and to what extent, simple techniques can be used to alter mental and emotional state holds considerable appeal because methods might be used as adjuncts to other tactics to mitigate negative affect in clinical situations, or to improve cognition in neurocognitive impairment. One method demonstrating promise for altering cognition and emotion, and that could be used in home-settings, is sustained unilateral hand clenching. The goal of the present paper was to analyze the literature to examine i. typical methods used for this manipulation; ii. in what manner such movements alter cognition and/or emotion; iii. whether one versus the other hemisphere, is particularly affected by manipulation. A literature search was conducted using relevant search terms, resulting in 24 articles. Across the literature, a wide range of domains was examined, including memory, decision making, creativity, language, emotion, and social perception, with many examining more than one domain. Nine included neurophysiological measures. Overall, 4 studies reported an impact of only unilateral right-hand clenching and 5 of only unilateral left-hand clenching, on behavior. Twelve reported an impact of both hand clenching conditions. Three reported no impact of hand clenching on performance. Future work should examine unilateral hand clenching in clinical populations.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128034211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Previous studies have widely explored the impacts of different parenting styles on children's developmental outcomes. Authoritative parenting is generally regarded as supportive and nurturing to children's psychological well-being. The concept of ""control"" is one of the important topics in the study of parenting. Previous studies mainly focused on the impacts of parental control over child discipline. However, the amount of research exploring the association between parental perceived controllability in their parenting practice and the choice of parenting styles is rare. The purpose of this study was to fill up this gap. A total of 157 parents participated in this survey, including 38 fathers and 119 mothers. The mean age of their children was 4.67. Three constructs were designed as independent variables to measure parental attributes on control, including parental efficacy, parental self-control, and parental perceived controllability over their children. This study was conducted within the context of the pandemic situation in which parents allowed their children and themselves to use mobile phones during the pandemic. Parental efficacy was measured by a one-item scale, as proposed by Bandura (2016), which was ""How much can you do to control the time your child spends"". The lack of parents' self-control was measured by studying how frequently they used their mobile phones with absent-mindedness. Parental perceived controllability was measured by parents' expected time consumption on a mobile phone by their child minus the exact time consumed in their mobile phone usage. The bigger the positive difference represented, the stronger parent's perceived controllability over child discipline. The result showed that the practice of the authoritative parenting style was significantly predicted by parental self-efficacy (?=0.239, p=0.003) and perceived controllability (?=0.154, p=0.050). However, the practice of authoritarian parenting style was predicted by a lack of self-control (?=0.423, p<0.001) and lack of perceived controllability (?=-0.159, p=0.030) but not parental self-efficacy (?=0.031, p=0.670). Similarly, for the practice of the permissive parenting style, it was predicted by a lack of self-control (?=0.477, p<0.001), and a lack of perceived controllability (?=-0.178, p=0.011). It implies that parents with authoritative parenting styles seem to have more internal resources for exercising appropriate parental control in child discipline than parents with authoritarian and permissive parenting styles. Perhaps, these parents may express their difficulty in exercising control in parenting in different ways. Recommendations for future parent education on learning ""parental control"" will be discussed."
{"title":"WILL THE CHOICE OF PARENTING STYLE BE AFFECTED BY PARENTS’ SELF-EFFICACY AND SELF PERCEPTION OF CONTROL","authors":"Yao Song, R. Chan","doi":"10.36315/2022inpact078","DOIUrl":"https://doi.org/10.36315/2022inpact078","url":null,"abstract":"\"Previous studies have widely explored the impacts of different parenting styles on children's developmental outcomes. Authoritative parenting is generally regarded as supportive and nurturing to children's psychological well-being. The concept of \"\"control\"\" is one of the important topics in the study of parenting. Previous studies mainly focused on the impacts of parental control over child discipline. However, the amount of research exploring the association between parental perceived controllability in their parenting practice and the choice of parenting styles is rare. The purpose of this study was to fill up this gap. A total of 157 parents participated in this survey, including 38 fathers and 119 mothers. The mean age of their children was 4.67. Three constructs were designed as independent variables to measure parental attributes on control, including parental efficacy, parental self-control, and parental perceived controllability over their children. This study was conducted within the context of the pandemic situation in which parents allowed their children and themselves to use mobile phones during the pandemic. Parental efficacy was measured by a one-item scale, as proposed by Bandura (2016), which was \"\"How much can you do to control the time your child spends\"\". The lack of parents' self-control was measured by studying how frequently they used their mobile phones with absent-mindedness. Parental perceived controllability was measured by parents' expected time consumption on a mobile phone by their child minus the exact time consumed in their mobile phone usage. The bigger the positive difference represented, the stronger parent's perceived controllability over child discipline. The result showed that the practice of the authoritative parenting style was significantly predicted by parental self-efficacy (?=0.239, p=0.003) and perceived controllability (?=0.154, p=0.050). However, the practice of authoritarian parenting style was predicted by a lack of self-control (?=0.423, p<0.001) and lack of perceived controllability (?=-0.159, p=0.030) but not parental self-efficacy (?=0.031, p=0.670). Similarly, for the practice of the permissive parenting style, it was predicted by a lack of self-control (?=0.477, p<0.001), and a lack of perceived controllability (?=-0.178, p=0.011). It implies that parents with authoritative parenting styles seem to have more internal resources for exercising appropriate parental control in child discipline than parents with authoritarian and permissive parenting styles. Perhaps, these parents may express their difficulty in exercising control in parenting in different ways. Recommendations for future parent education on learning \"\"parental control\"\" will be discussed.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121461252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"In structuralist times, Levi-Strauss forwarded the notion of a structural (obviously) unconscious, functioning according to simple, formal laws of organisation and being akin to what Paul Ricoeur called a “Kantian unconscious”, to a “compartmentalised system without any reference to a thinking subject”. In the wake of structuralism, psychoanalysis seems to fall back, yet again, on the biological input which constituted, for that matter, its primordial inspiration (Freudism has often been indicted for biologizing excesses (Laplanche) or even dismissed as a (crypto)biologism (Sulloway). If the structuralist psychoanalyst Jacques Lacan shoved the unconscious into the abstract tiers of language, enouncing the principle according to which the unconscious is “structured as a language,” poststructuralist representatives of psychoanalysis, such as Didier Anzieu, for example, make a decisive swerve back to corporeality and, implicitly, to Freud. I argue that the instruments provided by the poststructuralist psychoanalysis allow for a more permissive analysis, which no longer remains steeped in the rigid confines of a “system” and does no longer have to pay its dues to structure, considered by structuralists to have been inherent in things."
{"title":"FROM STRUCTURALIST TO POSTSTRUCTURALIST PSYCHOANALYSIS","authors":"D. Cârstea","doi":"10.36315/2022inpact109","DOIUrl":"https://doi.org/10.36315/2022inpact109","url":null,"abstract":"\"In structuralist times, Levi-Strauss forwarded the notion of a structural (obviously) unconscious, functioning according to simple, formal laws of organisation and being akin to what Paul Ricoeur called a “Kantian unconscious”, to a “compartmentalised system without any reference to a thinking subject”. In the wake of structuralism, psychoanalysis seems to fall back, yet again, on the biological input which constituted, for that matter, its primordial inspiration (Freudism has often been indicted for biologizing excesses (Laplanche) or even dismissed as a (crypto)biologism (Sulloway). If the structuralist psychoanalyst Jacques Lacan shoved the unconscious into the abstract tiers of language, enouncing the principle according to which the unconscious is “structured as a language,” poststructuralist representatives of psychoanalysis, such as Didier Anzieu, for example, make a decisive swerve back to corporeality and, implicitly, to Freud. I argue that the instruments provided by the poststructuralist psychoanalysis allow for a more permissive analysis, which no longer remains steeped in the rigid confines of a “system” and does no longer have to pay its dues to structure, considered by structuralists to have been inherent in things.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131703291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Our research review aims to identify areas in which schoolteachers experience moral distress. The research of moral distress in health professions, especially nurses, has been steadily growing in recent years. Teachers and nurses describe moral dilemmas that are similar in nature, and the environment may be considered highly similar in various aspects (Shapira-Lischinsky, 2010, Brüggemann et al., 2019). Social pressures put teachers in front of moral dilemmas, and they must repeatedly choose either to succumb to social pressure and decide with which they disagree internally, or to take a risk, oppose the pressure and do what they consider morally right (Mares, 2017). However, teachers also experience situations of ethical dilemmas involving their colleagues or superiors behaving in an unethical way (Brüggemann et al., 2019; Campbell, 1996; Tirri, 1999). Teachers then experience a moral outrage and face the dilemma of whether and how to intervene. This study is a systematic review of studies selected via keywords, narrowed down to 2010-2021 period. A summary of these studies might contribute to future research as well as to the future development of better measurement of moral distress in schools."
“我们的研究综述旨在确定学校教师经历道德困境的领域。近年来，对卫生专业人员，特别是护士的道德困扰的研究一直在稳步增长。教师和护士描述的道德困境在本质上是相似的，环境在各个方面可能被认为是高度相似的(Shapira-Lischinsky, 2010, br ggemann et al.， 2019)。社会压力使教师面临道德困境，他们必须反复选择，要么屈服于社会压力，决定他们内部不同意的东西，要么冒险，反对压力，做他们认为道德上正确的事情(Mares, 2017)。然而，教师也会遇到道德困境的情况，涉及他们的同事或上级以不道德的方式行事(br格曼等人，2019;坎贝尔,1996;年以来,1999)。然后，教师们经历了道德上的愤怒，面临着是否以及如何干预的困境。本研究是通过关键词选择的研究的系统综述，缩小到2010-2021年期间。这些研究的总结可能有助于未来的研究，以及未来更好地衡量学校道德困境的发展。”
{"title":"MORAL DISTRESS OF SCHOOLTEACHERS (RESEARCH REVIEW)","authors":"V. Dacerova, K. Bartošová","doi":"10.36315/2022inpact039","DOIUrl":"https://doi.org/10.36315/2022inpact039","url":null,"abstract":"\"Our research review aims to identify areas in which schoolteachers experience moral distress. The research of moral distress in health professions, especially nurses, has been steadily growing in recent years. Teachers and nurses describe moral dilemmas that are similar in nature, and the environment may be considered highly similar in various aspects (Shapira-Lischinsky, 2010, Brüggemann et al., 2019). Social pressures put teachers in front of moral dilemmas, and they must repeatedly choose either to succumb to social pressure and decide with which they disagree internally, or to take a risk, oppose the pressure and do what they consider morally right (Mares, 2017). However, teachers also experience situations of ethical dilemmas involving their colleagues or superiors behaving in an unethical way (Brüggemann et al., 2019; Campbell, 1996; Tirri, 1999). Teachers then experience a moral outrage and face the dilemma of whether and how to intervene. This study is a systematic review of studies selected via keywords, narrowed down to 2010-2021 period. A summary of these studies might contribute to future research as well as to the future development of better measurement of moral distress in schools.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131739253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Minority university students in the US often regularly face the toxic effects of racial-ethnic microaggressions that may negatively impact their mental health. Although the impact of racial-ethnic microaggressions has been frequently studied in cross-sectional studies, little is known about their potential long-term consequences to mental health among minority students in universities. To investigate these hypothesized relationships, 45 minority university students were recruited to participate in a study examining microaggressions longitudinally. It was hypothesized that racial-ethnic microaggressions would be significantly associated with anxiety and depression symptoms as reported by the students longitudinally. Participants completed the College Student Microaggressions Measure (CSMM) at baseline, and then completed the Beck Anxiety Inventory (BAI) and Beck Depression Inventory (BDI) at the one-year follow-up assessment. Thirty-five (77.8%) participants completed the follow-up. Multiple linear regression found support for study hypotheses. Total CSMM scores were significantly and positively associated with total BAI scores (Full Model R2 = .247, p < .01) and with total BDI scores (Full Model R2 = .244, p < .01), when controlling for gender effects. Racial-ethnic microaggressions appear to be a potential threat to the long-term health of minority students in universities. Next steps are suggested for research and campus interventions."
“美国的少数族裔大学生经常面临种族-民族微侵犯的有毒影响，这可能会对他们的心理健康产生负面影响。尽管在横断面研究中经常研究种族-民族微侵犯的影响，但对其对大学少数民族学生心理健康的潜在长期影响知之甚少。为了调查这些假设的关系，45名少数民族大学生被招募参加了一项纵向研究微侵犯的研究。假设种族-民族微侵犯与学生报告的焦虑和抑郁症状有显著的纵向关系。参与者在基线时完成大学生微侵犯量表(CSMM)，在1年随访评估时完成贝克焦虑量表(BAI)和贝克抑郁量表(BDI)。35名(77.8%)参与者完成了随访。多元线性回归支持了研究假设。在控制性别影响的情况下，CSMM总分与BAI总分(全模型R2 = 0.247, p < 0.01)和BDI总分(全模型R2 = 0.244, p < 0.01)呈显著正相关。种族-民族微侵犯似乎是对大学少数民族学生长期健康的潜在威胁。接下来的步骤是研究和校园干预。”
{"title":"MICROAGGRESSIONS TOWARD MINORITY UNIVERSITY STUDENTS AND THEIR MENTAL HEALTH SYMPTOMS ONE YEAR LATER","authors":"A. Blume","doi":"10.36315/2022inpact002","DOIUrl":"https://doi.org/10.36315/2022inpact002","url":null,"abstract":"\"Minority university students in the US often regularly face the toxic effects of racial-ethnic microaggressions that may negatively impact their mental health. Although the impact of racial-ethnic microaggressions has been frequently studied in cross-sectional studies, little is known about their potential long-term consequences to mental health among minority students in universities. To investigate these hypothesized relationships, 45 minority university students were recruited to participate in a study examining microaggressions longitudinally. It was hypothesized that racial-ethnic microaggressions would be significantly associated with anxiety and depression symptoms as reported by the students longitudinally. Participants completed the College Student Microaggressions Measure (CSMM) at baseline, and then completed the Beck Anxiety Inventory (BAI) and Beck Depression Inventory (BDI) at the one-year follow-up assessment. Thirty-five (77.8%) participants completed the follow-up. Multiple linear regression found support for study hypotheses. Total CSMM scores were significantly and positively associated with total BAI scores (Full Model R2 = .247, p < .01) and with total BDI scores (Full Model R2 = .244, p < .01), when controlling for gender effects. Racial-ethnic microaggressions appear to be a potential threat to the long-term health of minority students in universities. Next steps are suggested for research and campus interventions.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117167914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Acculturation is a complex and dynamic process associated with various difficulties and challenges that play a major role in raising children. This is especially true for Muslim immigrant families where instilling traditional values and a strong sense of ethnic and religious identity is a primary aspect of the parenting process. This study addresses the process of cultural negotiation undertaken by immigrant Muslim parents and analyses how it affects their children's education and parenting practices. Eleven Muslim immigrant adults with children, settled in Italy from an average of 25 years (F= 9; mean age= 48) participated to a semi-structured interview about their experiences of raising their children in relation to their origins and Italian culture. Atlas-ti was used for thematic analysis. The results showed that the educational role of parents in these families is challenged by the difficulty of finding a match between the traditional model of education and the mainstream model. This difficulty intertwines with the one related to the need to reconcile different needs, namely, the need to preserve and transmit religious and cultural values, and the need to adapt to the values that they and their children learn through interaction with the plural society. In response to this challenge, parents seem to prefer separation as an acculturation strategy, in terms of the content of traditional and religious values, while maintaining a negotiating space for these values. Instead, in teaching these values, they have moved increasingly closer to the Italian model of parenting, which is based on flexibility and dialogue, thus adopting integration in the field of parenting strategies. This research was the preliminary phase of an intervention project aimed at empowering the Islamic community of Turin, Italy, to support families in practicing intentional parenting in order to address the challenges related to the migratory context. In other words, to promote the acquisition of parenting skills that can meet both children's identity needs and parents' needs for appreciation and cultural transmission, and also prevent problems and psychological distress caused by cultural conflicts. It emerged from both the research and the intervention project that the need to develop a model of ""parenting in migration"" is shared by the entire Muslim community and requires a collective and collaborative effort to promote this process by creating spaces for discussion and by activating the resources available in the community that can guide and accompany parents in difficulty in their educational role, creating synergies with the services offered by the territory."
{"title":"ACCULTURATION, PARENTING PRACTICES AND THE TRANSMISSION OF CULTURAL AND RELIGIOUS VALUES IN MUSLIM IMMIGRANT FAMILIES","authors":"Dalia El Brashy, A. Miglietta","doi":"10.36315/2022inpact090","DOIUrl":"https://doi.org/10.36315/2022inpact090","url":null,"abstract":"\"Acculturation is a complex and dynamic process associated with various difficulties and challenges that play a major role in raising children. This is especially true for Muslim immigrant families where instilling traditional values and a strong sense of ethnic and religious identity is a primary aspect of the parenting process. This study addresses the process of cultural negotiation undertaken by immigrant Muslim parents and analyses how it affects their children's education and parenting practices. Eleven Muslim immigrant adults with children, settled in Italy from an average of 25 years (F= 9; mean age= 48) participated to a semi-structured interview about their experiences of raising their children in relation to their origins and Italian culture. Atlas-ti was used for thematic analysis. The results showed that the educational role of parents in these families is challenged by the difficulty of finding a match between the traditional model of education and the mainstream model. This difficulty intertwines with the one related to the need to reconcile different needs, namely, the need to preserve and transmit religious and cultural values, and the need to adapt to the values that they and their children learn through interaction with the plural society. In response to this challenge, parents seem to prefer separation as an acculturation strategy, in terms of the content of traditional and religious values, while maintaining a negotiating space for these values. Instead, in teaching these values, they have moved increasingly closer to the Italian model of parenting, which is based on flexibility and dialogue, thus adopting integration in the field of parenting strategies. This research was the preliminary phase of an intervention project aimed at empowering the Islamic community of Turin, Italy, to support families in practicing intentional parenting in order to address the challenges related to the migratory context. In other words, to promote the acquisition of parenting skills that can meet both children's identity needs and parents' needs for appreciation and cultural transmission, and also prevent problems and psychological distress caused by cultural conflicts. It emerged from both the research and the intervention project that the need to develop a model of \"\"parenting in migration\"\" is shared by the entire Muslim community and requires a collective and collaborative effort to promote this process by creating spaces for discussion and by activating the resources available in the community that can guide and accompany parents in difficulty in their educational role, creating synergies with the services offered by the territory.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122171629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Several researches in organizational environment have shown that there is a norm of allegiance; it consists in valuing positively employees who not only obey the orders of their hierarchical superiors but who also avoid any criticism of them. Here is questioned the degree of satisfaction and dissatisfaction with adopting or refusing to adopt such behavior. 120 employees of the Argentinian private sector (60 men and 60 women) were contacted using the snowball technique and, on a voluntary basis, answered anonymously to two questionnaires. The first one was an allegiance questionnaire of 24 items from the questionnaires of Gangloff & Caboux (2003) and Gangloff & Duchon (2008): 12 items of general allegiance and 12 items differentiating the reasons for allegiance (ideological vs. opportunist). Examples: ""With my boss, I rarely try to defend my ideas"" (general allegiance item); “When my boss takes a decision, I rarely challenge it. Whatever the decision: you should not challenge your boss” (ideological allegiance); “Even if my boss's orders sometimes seem absurd to me, as I want to have quick promotions, I generally obey” (opportunistic allegiance). The subjects answered each item by indicating whether, usually, they adopted rather allegiant or rather rebellious conduct, and they specified, in each of the two cases, if this adoption satisfied or dissatisfied them. Considering that satisfaction is a constituent element of well-being, a second questionnaire was used the Scale for Measuring Manifestations of Psychological Well-Being (EMMDEP) by Massé et al. (1998), made up of 25 items in which subjects ticked off as ""somewhat agree"" (rated 1) vs. ""somewhat disagree"" (rated 0). The results show that 1) allegiant conducts are more frequent than rebellious ones, but only among women (among men, the difference is not significant); 2) dissatisfaction is more frequent with adopting allegiant conducts than with adopting rebellious ones, whatever the gender; 3) satisfaction is more frequent than dissatisfaction, both for the allegiant conducts and for the rebels; 4) Satisfied participants express more well-being than unsatisfied participants. The limits and practical consequences of these results will be discussed."
“几项关于组织环境的研究表明，存在忠诚规范;它包括积极地评价那些不仅服从上级命令，而且避免对上级提出任何批评的员工。这里的问题是对采取或拒绝采取这种行为的满意程度和不满意程度。使用滚雪球技术联系了120名阿根廷私营部门雇员(60名男性和60名女性)，并在自愿的基础上匿名回答了两份问卷。第一个是来自Gangloff & Caboux(2003)和Gangloff & Duchon(2008)问卷的24个忠诚问卷，其中12个是一般忠诚，12个是区分忠诚原因(意识形态vs机会主义)。例如:“和我的老板在一起时，我很少试图为自己的想法辩护”(一般忠诚项目);“当我的老板做出决定时，我很少挑战它。无论决定是什么:你不应该挑战你的老板”(意识形态上的忠诚);“即使我老板的命令有时对我来说似乎很荒谬，因为我想要快速晋升，我通常都会服从”(机会主义忠诚)。受试者通过表明他们通常采取的是忠诚的行为还是叛逆的行为来回答每一个问题，并且在这两种情况下，他们具体说明这种行为是让他们满意还是不满意。考虑到满意度是幸福的一个组成要素，第二份问卷采用了mass et al.(1998)的心理幸福测量表现量表(EMMDEP)，由25个项目组成，其中受试者勾选“有点同意”(评分1)vs。“有些不同意”(0分)。结果表明:1)忠贞行为比叛逆行为更频繁，但只在女性中出现(在男性中差异不显著);2)无论性别如何，采取忠诚行为比采取叛逆行为更容易引起不满;3)不论是对忠诚的行为还是对叛逆的行为，满意都比不满意更频繁;4)满意的参与者比不满意的参与者表现出更多的幸福感。我们将讨论这些结果的局限性和实际后果。”
{"title":"THE SATISFACTION OF BEING A REBEL","authors":"B. Gangloff, Luisa Mayoral, A. Rezrazi","doi":"10.36315/2022inpact020","DOIUrl":"https://doi.org/10.36315/2022inpact020","url":null,"abstract":"\"Several researches in organizational environment have shown that there is a norm of allegiance; it consists in valuing positively employees who not only obey the orders of their hierarchical superiors but who also avoid any criticism of them. Here is questioned the degree of satisfaction and dissatisfaction with adopting or refusing to adopt such behavior. 120 employees of the Argentinian private sector (60 men and 60 women) were contacted using the snowball technique and, on a voluntary basis, answered anonymously to two questionnaires. The first one was an allegiance questionnaire of 24 items from the questionnaires of Gangloff & Caboux (2003) and Gangloff & Duchon (2008): 12 items of general allegiance and 12 items differentiating the reasons for allegiance (ideological vs. opportunist). Examples: \"\"With my boss, I rarely try to defend my ideas\"\" (general allegiance item); “When my boss takes a decision, I rarely challenge it. Whatever the decision: you should not challenge your boss” (ideological allegiance); “Even if my boss's orders sometimes seem absurd to me, as I want to have quick promotions, I generally obey” (opportunistic allegiance). The subjects answered each item by indicating whether, usually, they adopted rather allegiant or rather rebellious conduct, and they specified, in each of the two cases, if this adoption satisfied or dissatisfied them. Considering that satisfaction is a constituent element of well-being, a second questionnaire was used the Scale for Measuring Manifestations of Psychological Well-Being (EMMDEP) by Massé et al. (1998), made up of 25 items in which subjects ticked off as \"\"somewhat agree\"\" (rated 1) vs. \"\"somewhat disagree\"\" (rated 0). The results show that 1) allegiant conducts are more frequent than rebellious ones, but only among women (among men, the difference is not significant); 2) dissatisfaction is more frequent with adopting allegiant conducts than with adopting rebellious ones, whatever the gender; 3) satisfaction is more frequent than dissatisfaction, both for the allegiant conducts and for the rebels; 4) Satisfied participants express more well-being than unsatisfied participants. The limits and practical consequences of these results will be discussed.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129125382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Megatrends as globalization, digitization, demographic change, skills shortage, and the pandemic challenge the working lives of millions of people across the world. Organizations experience increasing pressure to become more and more sustainable and to remain competitive taking care of their employees at all levels of skills. At the same time, employees get mobile, search for attractive, stable, and future-oriented job opportunities, and need support to access labor offers all around Europe. The European Erasmus+ project CONNECT! (connect-erasmus.eu) aims to connect career guidance and counselling (CGC) with human resources (HR) in enterprises, for developing and advancing higher education and training in practice. To develop the higher education course two main phases were followed. In the first phase, the involved partners (Italy, Germany, Netherlands, Greece, Austria, and Serbia) conducted an analysis of the national situation. In the second phase, 79 HR and 77 CGC counselors were involved to answer a qualitative survey about the perceptions and best career and life designing practices. The comparative analysis of the national results allowed to identify similarities and differences and identify the main issue to be targeted. The training consists of 5 units that last 4.5 hours each and cover the following topics: The changing world of work, Innovative concepts, and development for company-based career work/HRM, Current theoretical and methodological approaches for counsellors and coaches in the company context, Connecting Guidance, Counselling and coaching for employees and the context of company-based career work, Changing in practice the organizations. After the evaluation of 10 experts from diverse countries, it has been piloted with higher education students. This presentation will focus on the Italian adaptation and the results of the piloting that initially involved 38 university master students in psychology. Two ad-hoc questionnaires about expectations and self-efficacy beliefs and one questionnaire about learning were used to verify its efficacy. Strengths and weaknesses will be discussed."
{"title":"THE EU PROJECT CONNECT!: FROM THE REPORTS TO THE HIGHER EDUCATION COURSE","authors":"Lea Ferrar, T. Sgaramella","doi":"10.36315/2022inpact023","DOIUrl":"https://doi.org/10.36315/2022inpact023","url":null,"abstract":"\"Megatrends as globalization, digitization, demographic change, skills shortage, and the pandemic challenge the working lives of millions of people across the world. Organizations experience increasing pressure to become more and more sustainable and to remain competitive taking care of their employees at all levels of skills. At the same time, employees get mobile, search for attractive, stable, and future-oriented job opportunities, and need support to access labor offers all around Europe. The European Erasmus+ project CONNECT! (connect-erasmus.eu) aims to connect career guidance and counselling (CGC) with human resources (HR) in enterprises, for developing and advancing higher education and training in practice. To develop the higher education course two main phases were followed. In the first phase, the involved partners (Italy, Germany, Netherlands, Greece, Austria, and Serbia) conducted an analysis of the national situation. In the second phase, 79 HR and 77 CGC counselors were involved to answer a qualitative survey about the perceptions and best career and life designing practices. The comparative analysis of the national results allowed to identify similarities and differences and identify the main issue to be targeted. The training consists of 5 units that last 4.5 hours each and cover the following topics: The changing world of work, Innovative concepts, and development for company-based career work/HRM, Current theoretical and methodological approaches for counsellors and coaches in the company context, Connecting Guidance, Counselling and coaching for employees and the context of company-based career work, Changing in practice the organizations. After the evaluation of 10 experts from diverse countries, it has been piloted with higher education students. This presentation will focus on the Italian adaptation and the results of the piloting that initially involved 38 university master students in psychology. Two ad-hoc questionnaires about expectations and self-efficacy beliefs and one questionnaire about learning were used to verify its efficacy. Strengths and weaknesses will be discussed.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122374659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The paper focuses on challenges and burdens of psychotherapists working with torture victims. Torture is used worldwide and even on the rise. It can be found in almost all countries, even in democratic ones. Torture is an international problem and leaves no one untouched. Psychotherapists who work with torture victims run the risk of being secondarily traumatized. Currently, there is a lack of research on secondary traumatization in the field of torture. Based on an individual case analysis the dynamics of secondary traumatization in therapy with victims of torture are highlighted. For this purpose, a narrative interview was conducted with a psychotherapist who worked with torture victims. The interview was analysed with the content analysis according to Mayring. The paper begins by reviewing the theoretical background and addresses the understanding of torture and secondary traumatization. It continues with a presentation of the current state of research and the method used for the study. Next, selected points of the dynamics of secondary traumatization in therapeutic work with victims of torture are presented. Finally, aspects of support resulting from the interview are highlighted."
{"title":"THE DYNAMICS OF SECONDARY TRAUMATISATION IN THERAPY WITH VICTIMS OF TORTURE","authors":"Anna Krimmer","doi":"10.36315/2022inpact110","DOIUrl":"https://doi.org/10.36315/2022inpact110","url":null,"abstract":"\"The paper focuses on challenges and burdens of psychotherapists working with torture victims. Torture is used worldwide and even on the rise. It can be found in almost all countries, even in democratic ones. Torture is an international problem and leaves no one untouched. Psychotherapists who work with torture victims run the risk of being secondarily traumatized. Currently, there is a lack of research on secondary traumatization in the field of torture. Based on an individual case analysis the dynamics of secondary traumatization in therapy with victims of torture are highlighted. For this purpose, a narrative interview was conducted with a psychotherapist who worked with torture victims. The interview was analysed with the content analysis according to Mayring. The paper begins by reviewing the theoretical background and addresses the understanding of torture and secondary traumatization. It continues with a presentation of the current state of research and the method used for the study. Next, selected points of the dynamics of secondary traumatization in therapeutic work with victims of torture are presented. Finally, aspects of support resulting from the interview are highlighted.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130556947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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