Manja Veldin, A. Kozina, T. Perše, M. Vidmar, I. Jugović, M. Oskarsson
One of the key ingredients of social, emotional and intercultural competencies, which contributes significantly to a positive and inclusive classroom climate is empathy (Zorza, 2015). Empathy enables us to understand others and feel connected with them (Eisenberg, et al., 1996). High ability of empathy, which includes cognitive (e.g. taking the perspective of another) and emotional components (e.g. personal distress), is associated with numerous positive effects on relationships and behaviour (e.g. prosocial behaviour), while the lack of it is associated with many negative effects (e.g. aggression) (Davis, 1980). Establishment of positive relationships with others and empathy are associated with psychological wellbeing of students (Shanafelt et al, 2005). The aim of the present study was to analyse the associations between empathy, perceived classroom climate and well-being among students of the 8th-grade. We will present the analysis from three EU countries (N: Slovenia: 107, Sweden: 86, and Croatia: 79) who participated in the pilot of the European Erasmus KA3+ Hand in Hand project. We analysed predictive power of empathy (IRI; Davis, 1980) and the perceived classroom climate (Positive class climate; Stöber, 2002) on the well-being (WEMWBS; Stewart-Brown et al., 2011). Results show, that in all countries, personal distress (one component of empathy) is an important predictor of the student’s well-being. Results are discussed in light of guidelines for school practice.
社会、情感和跨文化能力的关键要素之一是移情，这对积极和包容的课堂氛围有重要贡献(Zorza, 2015)。共情使我们能够理解他人，并感受到与他人的联系(Eisenberg, et al.， 1996)。高同理心能力，包括认知能力(如换位思考)和情感能力(如个人痛苦)，对人际关系和行为有许多积极影响(如亲社会行为)，而缺乏同理心会产生许多消极影响(如攻击行为)(Davis, 1980)。与他人建立积极的关系和共情与学生的心理健康有关(Shanafelt et al .， 2005)。本研究的目的是分析八年级学生共情、感知课堂气氛和幸福感之间的关系。我们将介绍参与欧洲伊拉斯谟KA3+手拉手项目试点的三个欧盟国家(斯洛文尼亚:107个，瑞典:86个，克罗地亚:79个)的分析。我们分析了共情(IRI)的预测能力;Davis, 1980)和感知课堂气氛(积极课堂气氛;Stöber, 2002)关于幸福(WEMWBS;Stewart-Brown et al.， 2011)。结果表明，在所有国家，个人痛苦(共情的一个组成部分)是学生幸福的重要预测因素。根据学校实践的指导方针对结果进行了讨论。
{"title":"EMPATHY AND CLASSROOM CLIMATE AS PREDICTORS OF STUDENT’S WELL-BEING: AN INTERNATIONAL PILOT STUDY","authors":"Manja Veldin, A. Kozina, T. Perše, M. Vidmar, I. Jugović, M. Oskarsson","doi":"10.36315/2019inpact072","DOIUrl":"https://doi.org/10.36315/2019inpact072","url":null,"abstract":"One of the key ingredients of social, emotional and intercultural competencies, which contributes significantly to a positive and inclusive classroom climate is empathy (Zorza, 2015). Empathy enables us to understand others and feel connected with them (Eisenberg, et al., 1996). High ability of empathy, which includes cognitive (e.g. taking the perspective of another) and emotional components (e.g. personal distress), is associated with numerous positive effects on relationships and behaviour (e.g. prosocial behaviour), while the lack of it is associated with many negative effects (e.g. aggression) (Davis, 1980). Establishment of positive relationships with others and empathy are associated with psychological wellbeing of students (Shanafelt et al, 2005). The aim of the present study was to analyse the associations between empathy, perceived classroom climate and well-being among students of the 8th-grade. We will present the analysis from three EU countries (N: Slovenia: 107, Sweden: 86, and Croatia: 79) who participated in the pilot of the European Erasmus KA3+ Hand in Hand project. We analysed predictive power of empathy (IRI; Davis, 1980) and the perceived classroom climate (Positive class climate; Stöber, 2002) on the well-being (WEMWBS; Stewart-Brown et al., 2011). Results show, that in all countries, personal distress (one component of empathy) is an important predictor of the student’s well-being. Results are discussed in light of guidelines for school practice.","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132361917","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}
Burnout is a struggle of today’s workforce and is regarded as a risk factor for mental health professionals working with countless social, emotional, and career related issues. Understanding the role of resources would help with its prevention and early intervention. The aim of this study is to investigate the role of mindfulness and self-esteem as possible resources in relation to burnout in counselors and psychologists working at schools. Data were collected from 338 (229 females and 109 males) counselors and psychologists working at public schools in Turkey, among them 184 (54.4%) were counselors and 154 (45.6%) were psychologists. Participants’ age ranged between 21 and 51 with a mean of 31.41 (SD = 8.09). Data were collected using a Demographic Information Form, and Turkish versions of the Mindful Awareness Attention Scale (Brown & Ryan, 2003; Özyeşil, Arslan, Kesici, & Deniz, 2011), the Self-Liking Subscale of the Two Dimensional Self-Esteem: Self-Liking and Self-Competence Scale (Doğan, 2011; Tafarodi & Swann, 2001), and the Burnout Measure Short Version (Pines, 2005; Tümkaya, Çam, & Çavuşoğlu, 2009). The internal consistencies of the scales in the current study were .87, .85, and .90 respectively. The results indicated no significant differences between the genders of the participants on variables of mindfulness, self-esteem, and burnout. There were significant negative correlations between mental health professionals’ mindfulness and burnout levels (r =-.34; p < .001) and their self-esteem and burnout levels (r = -.53; p < .001). In addition, there were positive relationships between mental health professionals’ mindfulness and self-esteem levels (r = .39; p < .001). Results of multiple regression analyses indicated that mindfulness and self-esteem accounted for 30.2% of variance in mental health professionals’ burnout levels. In addition, mindfulness (β = -.15, p < .01) and self-esteem (β = -.47, p< .001) both uniquely contributed to burnout. Considering that mindfulness and self-esteem had significant unique contributions to burnout, teaching simple yet effective interventions and strategies for increasing mindfulness and self-esteem during their undergraduate program could be useful in preventing counselor and psychologist burnout in later years. As school counselors and psychologists feel more resourceful in preventing and dealing with burnout, they would be more effective in their work with students. Based on the results, the counseling and psychology curriculums could be reconstructed by including courses that focus on mindfulness based practices and those that strengthen one’s relationship with himself/herself. Including courses such as positive psychology or increasing happiness and wellbeing could be valuable goals to focus on within the future directions of the counseling field.
{"title":"MINDFULNESS, SELF-ESTEEM, AND BURNOUT IN COUNSELORS AND PSYCHOLOGISTS WORKING AT SCHOOLS","authors":"G. Bulgan","doi":"10.36315/2019inpact035","DOIUrl":"https://doi.org/10.36315/2019inpact035","url":null,"abstract":"Burnout is a struggle of today’s workforce and is regarded as a risk factor for mental health professionals working with countless social, emotional, and career related issues. Understanding the role of resources would help with its prevention and early intervention. The aim of this study is to investigate the role of mindfulness and self-esteem as possible resources in relation to burnout in counselors and psychologists working at schools. Data were collected from 338 (229 females and 109 males) counselors and psychologists working at public schools in Turkey, among them 184 (54.4%) were counselors and 154 (45.6%) were psychologists. Participants’ age ranged between 21 and 51 with a mean of 31.41 (SD = 8.09). Data were collected using a Demographic Information Form, and Turkish versions of the Mindful Awareness Attention Scale (Brown & Ryan, 2003; Özyeşil, Arslan, Kesici, & Deniz, 2011), the Self-Liking Subscale of the Two Dimensional Self-Esteem: Self-Liking and Self-Competence Scale (Doğan, 2011; Tafarodi & Swann, 2001), and the Burnout Measure Short Version (Pines, 2005; Tümkaya, Çam, & Çavuşoğlu, 2009). The internal consistencies of the scales in the current study were .87, .85, and .90 respectively. The results indicated no significant differences between the genders of the participants on variables of mindfulness, self-esteem, and burnout. There were significant negative correlations between mental health professionals’ mindfulness and burnout levels (r =-.34; p < .001) and their self-esteem and burnout levels (r = -.53; p < .001). In addition, there were positive relationships between mental health professionals’ mindfulness and self-esteem levels (r = .39; p < .001). Results of multiple regression analyses indicated that mindfulness and self-esteem accounted for 30.2% of variance in mental health professionals’ burnout levels. In addition, mindfulness (β = -.15, p < .01) and self-esteem (β = -.47, p< .001) both uniquely contributed to burnout. Considering that mindfulness and self-esteem had significant unique contributions to burnout, teaching simple yet effective interventions and strategies for increasing mindfulness and self-esteem during their undergraduate program could be useful in preventing counselor and psychologist burnout in later years. As school counselors and psychologists feel more resourceful in preventing and dealing with burnout, they would be more effective in their work with students. Based on the results, the counseling and psychology curriculums could be reconstructed by including courses that focus on mindfulness based practices and those that strengthen one’s relationship with himself/herself. Including courses such as positive psychology or increasing happiness and wellbeing could be valuable goals to focus on within the future directions of the counseling field.","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126643611","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}
With a growing body of research suggesting the co-occurrence of autism spectrum disorders (ASD) and gender variance (GV), only a handful of published studies have investigated the perspectives and experiences of GV youth with ASD. Current clinical care guidelines for this population have generally been obtained through expert knowledge and fail to consider the contribution and perspectives of key stakeholders with an insider perspective such as youth and their caregivers. As such, a semi-structured focus-group and interview were conducted to explore the experiences and perspectives of four GV youth with ASD. Interviews were transcribed and analyzed for themes. The key themes identified were: 1) a clear understanding of their gender identity and related needs 2) significant perceived stigma related to their ASD diagnosis, 3) recognition of how ASD identity and gender identity intersect and impact one another, 4) complexities of medical systems can be challenging to navigate for youth with ASD, so a comprehensive team approach to services is important. This study seeks to increase our understanding of this population and contribute to improving the quality of clinical services for this transgender youth with ASD.
{"title":"“I THINK HAVING ASPERGER’S HELPED ME WITH MY TRANSGENDER IDENTITY”: THE LIVED EXPERIENCES OF YOUTH WITH GENDER DIVERSE IDENTITIES AND AUTISM SPECTRUM DISORDERS","authors":"Wallace Wong, Jaime Semchuk, Veronique Nguy","doi":"10.36315/2019inpact010","DOIUrl":"https://doi.org/10.36315/2019inpact010","url":null,"abstract":"With a growing body of research suggesting the co-occurrence of autism spectrum disorders (ASD) and gender variance (GV), only a handful of published studies have investigated the perspectives and experiences of GV youth with ASD. Current clinical care guidelines for this population have generally been obtained through expert knowledge and fail to consider the contribution and perspectives of key stakeholders with an insider perspective such as youth and their caregivers. As such, a semi-structured focus-group and interview were conducted to explore the experiences and perspectives of four GV youth with ASD. Interviews were transcribed and analyzed for themes. The key themes identified were: 1) a clear understanding of their gender identity and related needs 2) significant perceived stigma related to their ASD diagnosis, 3) recognition of how ASD identity and gender identity intersect and impact one another, 4) complexities of medical systems can be challenging to navigate for youth with ASD, so a comprehensive team approach to services is important. This study seeks to increase our understanding of this population and contribute to improving the quality of clinical services for this transgender youth with ASD.","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"185 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121927734","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}
{"title":"QUALITATIVE PSYCHOLOGICAL EFFECTS OF POLITICAL INFORMATION TO HIGH SCHOOL STUDENTS","authors":"I. Samuylova","doi":"10.36315/2019inpact052","DOIUrl":"https://doi.org/10.36315/2019inpact052","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122193028","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}
{"title":"SELF-CONCEPT AND ANXIETY OF POTENTIAL SLOVAK LEADERS","authors":"Lenka Ďuricová, B. Gurgová","doi":"10.36315/2019inpact079","DOIUrl":"https://doi.org/10.36315/2019inpact079","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133783836","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}
{"title":"PSYCHOLOGICAL DETERMINANTS OF YOUTH PARTICIPATION IN THE LIFE OF THE COUNTRY","authors":"T. Anisimova, K. Bakuleva, I. Samuylova","doi":"10.36315/2019inpact050","DOIUrl":"https://doi.org/10.36315/2019inpact050","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"88 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120810257","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}
{"title":"POSITIVE SELF-ESTEEM, SATISFACTION AND THE UNPLUGGED PROGRAM AMONG SLOVAK SCHOOLCHILDREN","authors":"O. Orosová, M. Bacikova-Sleskova, B. Gajdošová","doi":"10.36315/2019inpact090","DOIUrl":"https://doi.org/10.36315/2019inpact090","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126133596","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}
Kristi Kõiv, A. Jussila, Outi Rantanen, Triin Peitel
{"title":"ESTONIAN AND FINNISH STUDENTS’ EXPERIENCES ABOUT INTERNATIONAL CAREER GUIDANCE E-LEARNING COURSE","authors":"Kristi Kõiv, A. Jussila, Outi Rantanen, Triin Peitel","doi":"10.36315/2019INPACT032","DOIUrl":"https://doi.org/10.36315/2019INPACT032","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"5087 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129069618","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}
Mary Ann I. Diaz, Elenita M. Tiamzon, M.a Cristina J. Estioco, John Mark S. Borbon
{"title":"GENDER-BASED LINEAR CORRELATION OF EMOTIONAL QUOTIENT WITH STUDY HABITS AND ACADEMIC SUCCESS OF JUNIOR COLLEGE STUDENTS","authors":"Mary Ann I. Diaz, Elenita M. Tiamzon, M.a Cristina J. Estioco, John Mark S. Borbon","doi":"10.36315/2019inpact088","DOIUrl":"https://doi.org/10.36315/2019inpact088","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132202257","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}
{"title":"PILOT TRIAL OF STEPPED CARE CBT FOR PEDIATRIC OCD","authors":"A. Lewin, O. Rahman","doi":"10.36315/2019inpact013","DOIUrl":"https://doi.org/10.36315/2019inpact013","url":null,"abstract":"","PeriodicalId":295945,"journal":{"name":"Psychological Applications and Trends 2019","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127953582","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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