Introduction. Life satisfaction has been a major goal of both the individual and society since ancient times. Nevertheless, relatively little is known about which personal characteristics can affect our satisfaction with life. It may be assumed that higher levels of education, being related to better health, may also be a factor increasing one’s cognitive element of well-being i.e., life satisfaction. It is also known that satisfaction with one’s life is also related to positive attitudes towards other people. Nevertheless, it is not clear whether education is directly related to satisfaction with life or via certain attitudes. The purpose of the study is to analyze links between the length of education and satisfaction with life with regard to positive attitudes toward others using a representative sample. Methods and data. Expert-generated single-item questions were used to measure the level of satisfaction with life and attitudes towards other people. The study is based on the data (N=1127) of the Lithuanian National Science Programme “Welfare society”. Respondents were between 18 and 97 years of age (M=48). For statistical analysis correlation and simple mediation models were used. Results. The analysis of the data showed that higher levels of life satisfaction were predicted by years of completed education directly, and indirectly – through more positive attitudes towards others, while controlling for age, gender, level of income. Discussion. The study confirms previous findings that education is related to life satisfaction through more positive attitudes towards others and suggests that education impacts on life satisfaction not only as a promoter of higher income. Conclusion. Longer duration of studying (learning) is related to higher satisfaction with life and more positive attitudes towards others independently of gender, age and income.
{"title":"Importance of length of studying and attitudes toward others for life satisfaction","authors":"Andrius Šmitas, L. Gustainienė","doi":"10.7220/2345-024x.23.3","DOIUrl":"https://doi.org/10.7220/2345-024x.23.3","url":null,"abstract":"Introduction. Life satisfaction has been a major goal of both the individual and society since ancient times. Nevertheless, relatively little is known about which personal characteristics can affect our satisfaction with life. It may be assumed that higher levels of education, being related to better health, may also be a factor increasing one’s cognitive element of well-being i.e., life satisfaction. It is also known that satisfaction with one’s life is also related to positive attitudes towards other people. Nevertheless, it is not clear whether education is directly related to satisfaction with life or via certain attitudes. The purpose of the study is to analyze links between the length of education and satisfaction with life with regard to positive attitudes toward others using a representative sample. Methods and data. Expert-generated single-item questions were used to measure the level of satisfaction with life and attitudes towards other people. The study is based on the data (N=1127) of the Lithuanian National Science Programme “Welfare society”. Respondents were between 18 and 97 years of age (M=48). For statistical analysis correlation and simple mediation models were used. Results. The analysis of the data showed that higher levels of life satisfaction were predicted by years of completed education directly, and indirectly – through more positive attitudes towards others, while controlling for age, gender, level of income. Discussion. The study confirms previous findings that education is related to life satisfaction through more positive attitudes towards others and suggests that education impacts on life satisfaction not only as a promoter of higher income. Conclusion. Longer duration of studying (learning) is related to higher satisfaction with life and more positive attitudes towards others independently of gender, age and income.","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88702542","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}
Objective. The Full Range Leadership Model (Avolio, Bass, 2004) is one of the most popular leadership theories, while the Dark Triad (Paulhus, Williams, 2002) has become the most researched personality model that describes the “dark side” of personality. However, despite the popularity, there is still a lack of evidence about relationship between Dark Triad traits and Full Range Leadership styles. Besides, researchers confirm the need for reliable and valid instruments that could be used in such empirical studies. Therefore, the aim of this study was to evaluate the validity and reliability of scenarios that were developed and used to reveal the relationships between leaders’ Dark Triad traits and Full Range Leadership styles in the perception of potential employees. Methods. 40 students from psychology Bachelor’s and Master’s programs participated in this research (90% females, mean age – 24.90 (SD=5.52)). Five scenarios were developed to represent hypothetical leaders with different patterns of Dark Triad traits expression and were used as stimuli material for this quasiexperiment. Participants were asked to read one out of five scenarios and to fill in two questionnaires about the hypothetical leader: the Dirty Dozen scale (Jonason & Webster, 2010) to assess Dark Triad traits, and the Multifactorial Leadership Questionnaire (Avolio & Bass, 2004) to assess leadership styles and outcomes from Full-range leadership model. Data were collected via online survey. Results. All developed scenarios showed high reliability. However, results confirmed construct validity in only of four out of five scenarios. Relationships between Dark Triad traits and Full Range Leadership styles, and Dark Triad traits and leadership outcomes, were not significant. Conclusions. Developed Dark Triad leader scenarios could be an original and useful instrument for leadership psychology research. Some revisions should be made before the future usage of them.
{"title":"Development of scenarios for leadership psychology research to reveal the relationships between leaders’ Dark Triad traits and Full Range Leadership styles","authors":"Tadas Vadvilavičius, A. Stelmokienė","doi":"10.7220/2345-024x.23.5","DOIUrl":"https://doi.org/10.7220/2345-024x.23.5","url":null,"abstract":"Objective. The Full Range Leadership Model (Avolio, Bass, 2004) is one of the most popular leadership theories, while the Dark Triad (Paulhus, Williams, 2002) has become the most researched personality model that describes the “dark side” of personality. However, despite the popularity, there is still a lack of evidence about relationship between Dark Triad traits and Full Range Leadership styles. Besides, researchers confirm the need for reliable and valid instruments that could be used in such empirical studies. Therefore, the aim of this study was to evaluate the validity and reliability of scenarios that were developed and used to reveal the relationships between leaders’ Dark Triad traits and Full Range Leadership styles in the perception of potential employees. Methods. 40 students from psychology Bachelor’s and Master’s programs participated in this research (90% females, mean age – 24.90 (SD=5.52)). Five scenarios were developed to represent hypothetical leaders with different patterns of Dark Triad traits expression and were used as stimuli material for this quasiexperiment. Participants were asked to read one out of five scenarios and to fill in two questionnaires about the hypothetical leader: the Dirty Dozen scale (Jonason & Webster, 2010) to assess Dark Triad traits, and the Multifactorial Leadership Questionnaire (Avolio & Bass, 2004) to assess leadership styles and outcomes from Full-range leadership model. Data were collected via online survey. Results. All developed scenarios showed high reliability. However, results confirmed construct validity in only of four out of five scenarios. Relationships between Dark Triad traits and Full Range Leadership styles, and Dark Triad traits and leadership outcomes, were not significant. Conclusions. Developed Dark Triad leader scenarios could be an original and useful instrument for leadership psychology research. Some revisions should be made before the future usage of them.","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81603850","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}
As a result of the enactment of the National Education Act B.E. 2542 in Thailand, teachers have been encouraged to employ various methods for students’ learning assessment including student portfolio. Student portfolio is a collection of evidence that systematically reflects students’ learning processes and their learning outcomes in various aspects. The purposes of this study were to examine teachers’ misconceptions in implementing student portfolio assessment, and to compare teachers’ current performance in implementing student portfolio assessment between teachers who had attended the training sessions concerning portfolio assessment and those who had not. Four hundred and fifty-four elementary school teachers were randomly sampled to be participants in this study. Questionnaires were employed to collect data on teachers’ misconceptions about the principles of student portfolio assessment and the utilization of the results from student portfolio assessment, as well as their current performance in implementing four main steps of student portfolio assessment [i.e., (a) planning for portfolio assessment, (b) collecting created products, (c) selecting products and reflecting on selected products, and (d) revising and evaluating products]. Results revealed that, overall, teachers had misconceptions in nine concepts. Six concepts were about the principles of student portfolio assessment and three concepts were about the utilization of the results from student portfolio assessment. Performance, which consisted 1 Please send all paper correspondence to: Kamonwan Tangdhanakanond, Ph.D. Dept. of Educational Research and Psychology Faculty of Education Chulalongkorn University Phyathai Rd., Pathumwan, Bangkok Thailand 10330 Tel. +(66) 22182582 Fax +(66) 22182578 Please direct all e-mail messages to: tkamonwan@hotmail.com
{"title":"Teachers’ misconceptions and current performance in implementing student portfolio assessment in elementary schools in Thailand","authors":"K. Tangdhanakanond, Teara Archwamety","doi":"10.7220/2345-024x.23.2","DOIUrl":"https://doi.org/10.7220/2345-024x.23.2","url":null,"abstract":"As a result of the enactment of the National Education Act B.E. 2542 in Thailand, teachers have been encouraged to employ various methods for students’ learning assessment including student portfolio. Student portfolio is a collection of evidence that systematically reflects students’ learning processes and their learning outcomes in various aspects. The purposes of this study were to examine teachers’ misconceptions in implementing student portfolio assessment, and to compare teachers’ current performance in implementing student portfolio assessment between teachers who had attended the training sessions concerning portfolio assessment and those who had not. Four hundred and fifty-four elementary school teachers were randomly sampled to be participants in this study. Questionnaires were employed to collect data on teachers’ misconceptions about the principles of student portfolio assessment and the utilization of the results from student portfolio assessment, as well as their current performance in implementing four main steps of student portfolio assessment [i.e., (a) planning for portfolio assessment, (b) collecting created products, (c) selecting products and reflecting on selected products, and (d) revising and evaluating products]. Results revealed that, overall, teachers had misconceptions in nine concepts. Six concepts were about the principles of student portfolio assessment and three concepts were about the utilization of the results from student portfolio assessment. Performance, which consisted 1 Please send all paper correspondence to: Kamonwan Tangdhanakanond, Ph.D. Dept. of Educational Research and Psychology Faculty of Education Chulalongkorn University Phyathai Rd., Pathumwan, Bangkok Thailand 10330 Tel. +(66) 22182582 Fax +(66) 22182578 Please direct all e-mail messages to: tkamonwan@hotmail.com","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"196 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74205550","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}
E. Zakharchuk, E. Dotsenko, T. Khvesko, Julia Andrejeva
Many children become disabled during their entire lives (Alisic et al., 2014; Cohen, 2009; Draper, 2007). The historic UN Convention on the Rights of the Child, ratified by almost all the governments of the world, states that all children have the right to a safe environment and to protection from injury. The traumatic situation has several psychological factors contributing to the injury and to the characteristic consequences (Shi, 2015). These factors relate to the children’s living conditions and social situations in which children participate (Bonander, 2017; Gregorovski, 2013; Loeb et al., 2011). the aim of the research is to reveal micro-social factors which lead to re-injuries in children aged 5–10: peculiarities of (pseudo) hyperactivity disorders, interaction between adults who are taking care of the children, daily traditions in families of injured children. Research methods and participants. The research sample (n=350) was drawn from the general population in Russia. The youngest participant was 5 years old and the oldest was 10. Research was conducted in Tyumen, Russia, Regional Clinical Hospitals, schools, and kindergartens in 2016–2019. Conclusions. True hyperactivity disorders were revealed in no more than 5% of children. Thus, here we deal with pseudo-hyperactivity. To reduce the risk of injury in children it is necessary to differentiate between two types of pathogenic factors influencing trauma: minimal brain dysfunction in children (biological) and parental behavior (social).
许多儿童终生残疾(Alisic et al.， 2014;科恩,2009;德雷伯,2007)。世界上几乎所有政府都批准了具有历史意义的《联合国儿童权利公约》，该公约规定，所有儿童都有权享有安全的环境和免受伤害的权利。创伤情境有几个心理因素导致了伤害和特征后果(Shi, 2015)。这些因素与儿童的生活条件和儿童参与的社会状况有关(Bonander, 2017;Gregorovski, 2013;Loeb et al.， 2011)。该研究的目的是揭示导致5-10岁儿童再次受伤的微观社会因素:(伪)多动障碍的特点，照顾儿童的成年人之间的互动，受伤儿童家庭的日常传统。研究方法和参与者。研究样本(n=350)来自俄罗斯的普通人群。最小的参与者只有5岁，最大的10岁。研究于2016-2019年在俄罗斯秋明市、地区临床医院、学校和幼儿园进行。结论。发现真正的多动障碍的儿童不超过5%。因此，这里我们要讨论的是伪多动症。为了减少儿童受伤的风险，有必要区分影响创伤的两种致病因素:儿童最小程度的脑功能障碍(生物学)和父母行为(社会)。
{"title":"Neuropsychological and/or psychological factors of children’s traumatic behavior under the age of 10 years","authors":"E. Zakharchuk, E. Dotsenko, T. Khvesko, Julia Andrejeva","doi":"10.7220/2345-024x.23.8","DOIUrl":"https://doi.org/10.7220/2345-024x.23.8","url":null,"abstract":"Many children become disabled during their entire lives (Alisic et al., 2014; Cohen, 2009; Draper, 2007). The historic UN Convention on the Rights of the Child, ratified by almost all the governments of the world, states that all children have the right to a safe environment and to protection from injury. The traumatic situation has several psychological factors contributing to the injury and to the characteristic consequences (Shi, 2015). These factors relate to the children’s living conditions and social situations in which children participate (Bonander, 2017; Gregorovski, 2013; Loeb et al., 2011). the aim of the research is to reveal micro-social factors which lead to re-injuries in children aged 5–10: peculiarities of (pseudo) hyperactivity disorders, interaction between adults who are taking care of the children, daily traditions in families of injured children. Research methods and participants. The research sample (n=350) was drawn from the general population in Russia. The youngest participant was 5 years old and the oldest was 10. Research was conducted in Tyumen, Russia, Regional Clinical Hospitals, schools, and kindergartens in 2016–2019. Conclusions. True hyperactivity disorders were revealed in no more than 5% of children. Thus, here we deal with pseudo-hyperactivity. To reduce the risk of injury in children it is necessary to differentiate between two types of pathogenic factors influencing trauma: minimal brain dysfunction in children (biological) and parental behavior (social).","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88423913","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 internal consistency reliability and structure-related validity of the Lithuanian version of the Acceptance of Disability Scale – Revised (ADS-R), a 32-item instrument originally developed to assess an individual’s adaptation to disability, was the focus of the research study. The translated instrument was completed by 274 mobility impaired individuals aged from 18 to 80. In this pilot study, it was found that the Lithuanian version of ADS-R had preliminary sufficient internal consistency reliability and structure-related validity similar to those reported by the authors of the original instrument. However, this Lithuanian version still needs further studies with a larger sample and more specific disability representation for exploring the psychometric properties more thoroughly. Nevertheless, in that there are few instruments on adaptation that have already been translated and used with the Lithuanian population, the authors believe that this pilot study is a very important first step in the process of creating a valid and reliable instrument.
{"title":"Psychometric properties of the Lithuanian version of the Acceptance of Disability Scale–Revised (ADS-R): pilot study","authors":"L. Alciauskaite, L. Sinkariova","doi":"10.7220/2345-024x.23.6","DOIUrl":"https://doi.org/10.7220/2345-024x.23.6","url":null,"abstract":"The internal consistency reliability and structure-related validity of the Lithuanian version of the Acceptance of Disability Scale – Revised (ADS-R), a 32-item instrument originally developed to assess an individual’s adaptation to disability, was the focus of the research study. The translated instrument was completed by 274 mobility impaired individuals aged from 18 to 80. In this pilot study, it was found that the Lithuanian version of ADS-R had preliminary sufficient internal consistency reliability and structure-related validity similar to those reported by the authors of the original instrument. However, this Lithuanian version still needs further studies with a larger sample and more specific disability representation for exploring the psychometric properties more thoroughly. Nevertheless, in that there are few instruments on adaptation that have already been translated and used with the Lithuanian population, the authors believe that this pilot study is a very important first step in the process of creating a valid and reliable instrument.","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"428 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76465774","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}
Background: Maintaining romantic relationships is one of the most important developmental tasks in young adulthood. Lower relationship satisfaction is associated with more expressed irrational relationship beliefs (Janjani, Momeni, Rai, & Saidi, 2017). According to the Rational Emotive Behavior Therapy, irrational beliefs should cause maladaptive behavior in conflicts. However, it is not clear how particular irrational relationship beliefs are associated with specific conflict resolution strategies in young adulthood. Purpose. The purpose of the study was to evaluate the link between irrational relationship beliefs and conflict resolution strategies in young adulthood. Method. 148 young adults (110 female, 38 male) having romantic relationships participated in this study. The irrational relationship beliefs were assessed with a questionnaire by R. J. Eidelson and N. Epstein (1982). Rahim Organizational Conflict Inventory – II (Rahim & Magner, 1995) was used to measure conflict resolution strategies. Results: The results showed that the more expressed irrational belief “Disagreement is destructive” was related to higher use of dominating and avoiding and lower use of integrating and compromising conflict resolution strategies in young adulthood. The more expressed irrational belief “Partners cannot change” was associated with lower use of integrating and compromising conflict resolution strategies in young adulthood. No links between the irrational belief “Partners cannot change” and avoiding conflict resolution strategy were found in young adulthood. The more expressed irrational belief “The sexes are different” was associated with higher use of dominating conflict resolution strategy in young adulthood. The more expressed irrational belief “Sexual perfectionism” was related to lower use of integrating conflict resolution strategy in young adulthood. Conclusions. Results of this study partially support Rational Emotive Behavior Therapy. 1 Address for correspondence: Kristina Žardeckaitė-Matulaitienė, Vytautas Magnus University, Department of Psychology. Address: Jonavos g. 66-328, LT-44191, Kaunas, Lithuania. kristina.zardeckaite-matulaitiene@vdu.lt
背景:维持浪漫关系是成年早期最重要的发展任务之一。较低的关系满意度与更多表达的非理性关系信念相关(Janjani, Momeni, Rai， & Saidi, 2017)。理性情绪行为疗法认为，不合理的信念会导致冲突中的适应不良行为。然而，目前尚不清楚特定的非理性关系信念是如何与青年期特定的冲突解决策略相关联的。目的。本研究的目的是评估非理性关系信念与青年期冲突解决策略之间的联系。方法:148名有恋爱关系的年轻人(女性110人，男性38人)参与了这项研究。R. J. Eidelson和N. Epstein(1982)用问卷对非理性关系信念进行了评估。Rahim组织冲突量表II (Rahim & Magner, 1995)被用来衡量冲突解决策略。结果:结果表明，“分歧是破坏性的”这一非理性信念在青年成人中表达得越多，支配性和回避性冲突解决策略的使用越多，整合性和妥协性冲突解决策略的使用越少。“伴侣不能改变”这一非理性信念的表达越多，在成年早期，整合和妥协冲突解决策略的使用就越少。“伴侣不能改变”的非理性信念与避免冲突解决策略之间没有联系。在成年早期，“两性不同”这种非理性信念的表达越多，就越容易使用支配性冲突解决策略。“性完美主义”这一非理性信念的表达与青年期整合冲突解决策略的低使用率有关。结论。本研究结果部分支持理性情绪行为疗法。1通信地址:Kristina Žardeckaitė-Matulaitienė， Vytautas Magnus大学，心理学系。地址:立陶宛考纳斯约纳沃斯66-328,LT-44191。kristina.zardeckaite-matulaitiene@vdu.lt
{"title":"The relationship between irrational relationship beliefs and conflict resolution strategies in young adulthood","authors":"Marija Aušraitė, K. Žardeckaitė-Matulaitienė","doi":"10.7220/2345-024x.23.4","DOIUrl":"https://doi.org/10.7220/2345-024x.23.4","url":null,"abstract":"Background: Maintaining romantic relationships is one of the most important developmental tasks in young adulthood. Lower relationship satisfaction is associated with more expressed irrational relationship beliefs (Janjani, Momeni, Rai, & Saidi, 2017). According to the Rational Emotive Behavior Therapy, irrational beliefs should cause maladaptive behavior in conflicts. However, it is not clear how particular irrational relationship beliefs are associated with specific conflict resolution strategies in young adulthood. Purpose. The purpose of the study was to evaluate the link between irrational relationship beliefs and conflict resolution strategies in young adulthood. Method. 148 young adults (110 female, 38 male) having romantic relationships participated in this study. The irrational relationship beliefs were assessed with a questionnaire by R. J. Eidelson and N. Epstein (1982). Rahim Organizational Conflict Inventory – II (Rahim & Magner, 1995) was used to measure conflict resolution strategies. Results: The results showed that the more expressed irrational belief “Disagreement is destructive” was related to higher use of dominating and avoiding and lower use of integrating and compromising conflict resolution strategies in young adulthood. The more expressed irrational belief “Partners cannot change” was associated with lower use of integrating and compromising conflict resolution strategies in young adulthood. No links between the irrational belief “Partners cannot change” and avoiding conflict resolution strategy were found in young adulthood. The more expressed irrational belief “The sexes are different” was associated with higher use of dominating conflict resolution strategy in young adulthood. The more expressed irrational belief “Sexual perfectionism” was related to lower use of integrating conflict resolution strategy in young adulthood. Conclusions. Results of this study partially support Rational Emotive Behavior Therapy. 1 Address for correspondence: Kristina Žardeckaitė-Matulaitienė, Vytautas Magnus University, Department of Psychology. Address: Jonavos g. 66-328, LT-44191, Kaunas, Lithuania. kristina.zardeckaite-matulaitiene@vdu.lt","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90480295","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}
Christine Chasek, J. Nelson, R. Cade, K. Page, B. Stare, George Stoupas
Adolescents at risk for substance use disorders face unique challenges in recovery when compared with adults. Counselors may seek to address developmental considerations with such clients, but often lack diagnostic and community resources necessary to provide holistic care. The Alternative Peer Group model shows promise in addressing adolescent recovery, however, more research is needed. We conclude from the limited research that has been conducted on APGs that there are positive aspects to consider in implementing this model including a positive peer group that offers support in recovery, 12-step meetings that are adapted specifically for adolescents, parent education and support, and community outreach to other treatment facilities and mental health providers. We also suggest that an important way to advocate for adolescent recovery from substance use disorder is for researchers to continue to conduct rigorous studies on this model as well as other promising recovery support systems for adolescents while recognizing the unique differences between adult and adolescent recovery.
{"title":"Advocating for adolescent substance use recovery: an alternative model","authors":"Christine Chasek, J. Nelson, R. Cade, K. Page, B. Stare, George Stoupas","doi":"10.7220/2345-024x.23.7","DOIUrl":"https://doi.org/10.7220/2345-024x.23.7","url":null,"abstract":"Adolescents at risk for substance use disorders face unique challenges in recovery when compared with adults. Counselors may seek to address developmental considerations with such clients, but often lack diagnostic and community resources necessary to provide holistic care. The Alternative Peer Group model shows promise in addressing adolescent recovery, however, more research is needed. We conclude from the limited research that has been conducted on APGs that there are positive aspects to consider in implementing this model including a positive peer group that offers support in recovery, 12-step meetings that are adapted specifically for adolescents, parent education and support, and community outreach to other treatment facilities and mental health providers. We also suggest that an important way to advocate for adolescent recovery from substance use disorder is for researchers to continue to conduct rigorous studies on this model as well as other promising recovery support systems for adolescents while recognizing the unique differences between adult and adolescent recovery.","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90880192","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}
There is an expectation for in-service teachers, current teachers in the field, in primary and secondary schools to be skilled in teaching strategies and behavior management. There is a growing need for teachers also to be skilled in recognizing mental health concerns in their students. Schools are becoming acutely aware that in-service teachers are not adequately prepared in this area, and therein lies a dual responsibility to also prepare college students enrolled in teacher education programs, who will be referred to as pre-service teachers, with skills that will equip them to be supportive of students with mental health needs. This study sought to find out if there were common concepts or factors that would describe how willing a pre-service teacher would be to seek or recommend mental health services for a peer. There were 151 students enrolled in teacher education programs from one Midwestern university in the United States who volunteered to participate in this study. The research design was organized in multiple stages. The data collected were processed through an exploratory factor analysis and once the factors were found, a hierarchical multiple regression analysis was further completed to explore the relationship between such factors and the decision whether to seek or recommend mental health services. The results indicated that comfort, resistance, and environment were significant factors. The comfort factor has dominant influence over the participants’ decision whether to seek or recommend mental health services. The task ahead for primary and secondary schools, and higher education institutions, is to create programs where comfort with students with mental health needs is increased, to increase awareness of the mental health resources available in the community, as well as to decrease the resistance factors.
{"title":"Concepts influencing attitudes and beliefs toward mental health issues in a teacher education program","authors":"Chandra C. Díaz, Po Hu, D. Tillman, D. Hof","doi":"10.7220/2345-024x.23.1","DOIUrl":"https://doi.org/10.7220/2345-024x.23.1","url":null,"abstract":"There is an expectation for in-service teachers, current teachers in the field, in primary and secondary schools to be skilled in teaching strategies and behavior management. There is a growing need for teachers also to be skilled in recognizing mental health concerns in their students. Schools are becoming acutely aware that in-service teachers are not adequately prepared in this area, and therein lies a dual responsibility to also prepare college students enrolled in teacher education programs, who will be referred to as pre-service teachers, with skills that will equip them to be supportive of students with mental health needs. This study sought to find out if there were common concepts or factors that would describe how willing a pre-service teacher would be to seek or recommend mental health services for a peer. There were 151 students enrolled in teacher education programs from one Midwestern university in the United States who volunteered to participate in this study. The research design was organized in multiple stages. The data collected were processed through an exploratory factor analysis and once the factors were found, a hierarchical multiple regression analysis was further completed to explore the relationship between such factors and the decision whether to seek or recommend mental health services. The results indicated that comfort, resistance, and environment were significant factors. The comfort factor has dominant influence over the participants’ decision whether to seek or recommend mental health services. The task ahead for primary and secondary schools, and higher education institutions, is to create programs where comfort with students with mental health needs is increased, to increase awareness of the mental health resources available in the community, as well as to decrease the resistance factors.","PeriodicalId":31986,"journal":{"name":"International Journal of Psychology A Biopsychosocial Approach","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77742690","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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