The purpose of this thesis is to analyze various aspects of quality of life and to determine if there is a difference in quality of life offered by a conventional ileostomy versus a continent ileostomy. An instrument was developed to measure several factors thought to influence quality of life as well as several structural/demographic variables. This instrument was designed for persons with a conventional ileostomy and was modified for persons who had undergone conversion surgery from conventional to continent ileostomy. Analysis of variance was performed to determine differences in quality of life for persons with a conventional, conversion, or original continent ileostomy. In addition to an overall quality of life measure, measures for specific areas: self esteem, family relationships, marriage relationships and a composite measure, were tested. No difference was detected for the three types of ileostomy for these variables. Analysis of variance was also performed on variables measuring specific aspects of life such as social activities and travel. This identified several differences in the ileostomy types which the analysis of the more general variables failed to detect. Those who had conversion surgery from conventional to continent ileostomies answered each question twice, comparing life with no ileostomy to life with a conventional, then comparing life with a conventional ileostomy to life with a continent. Three analyses were performed on the resulting data: sign test, chi-square test, and Fisher's exact test. The use of these three tests showed differences in results concerning quality of life and differences in the statistical power of the tests. Both aspects are discussed. Significant improvement in quality of life for almost every aspect tested was seen for this group. Finally, principal component analysis was applied to the set of variables measuring specific aspects of quality of life and several new variables developed from the resulting factors. Analysis of variance was performed on these, as well as the original quality of life measures to determine which of the structural/demographic variables had an effect on quality of life.

Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students’ perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students’ well-being (Suldo et al., 2015). McCullough’s (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers’ well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers’ participation in the brief strengths-based teacher intervention (SBTI) on elementary students’ social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate in the SBTI concurrently. Follow-up analyses examined group differences on the variables of interest for the combined intervention (WBPP + SBTI) group, relative to classes of students engaged in the classwide-only intervention (WBPP). At immediate post-intervention, results revealed that classes of students participating in the combined intervention group did not demonstrate significantly improved student-reported life satisfaction, positive or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the classwide-only intervention group. Additionally, students in classes within the combined approach reported statistically higher levels of negative affect and reduced levels of perceived teacher support relative to a classwide-only intervention group at immediate post-intervention, although the unexpected impact on negative affect appeared driven by data from students in the class led by a teacher with questionable fidelity of intervention implementation. Results of this study do not provide support that targeting teachers’ well-being through the SBTI may promote superior student outcomes for students concurrently engaged in the WBPP. Nonetheless, high levels of treatment acceptability reported by teachers and students participating in the combined intervention, as well as limitations to the study design, justify further investigation on the impact of targeting both teacher and student well-being in the context of positive psychological practices.

The present study examined the relationships among perceived social support, mental health, and achievement in early adolescents, via analysis of an archival data set consisting of 390 middle school students. Specifically of interest was how various sources of social support (i.e., parent, classmate, and teacher) independently and uniquely predicted pathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in youth. This study also examined the role of gender in the relationship between social support and mental health outcomes in order to delineate the specific types of support most salient to boys versus girls. Finally, this study explored the protective nature of high student academic achievement in the relationship between social support and mental health in order to determine if academic achievement moderated the relationship between social support and mental health. Results indicated that social support from all sources was inversely associated with both internalizing and externalizing problems, and associated in a positive manner with life satisfaction and achievement. Social support was a significant predictor of all mental health outcomes, with social support and life satisfaction evidencing the strongest relationship. The strength and magnitude of the associations between perceived support from various sources and student mental health were consistent across gender groups, evidencing no moderating effect. Academic achievement moderated the direction and strength of the relationships between externalizing behavior and (a) classmate support, and (b) parent support, respectively. Implications for school psychologists and directions for future research are discussed.

<p>Happiness research is advancing as an academic discipline as well as on the political agenda. An aspect, largely ignored in the field, is what impact an individual’s construction of the good life has on his or her subjective well-being. The purpose of this paper was to investigate how people in different situations in life and with different backgrounds construct the idea of a good life and the importance these constructions may have in explaining subjective well-being. Despite the differences between themselves, the respondents’ constructions of the good life were shown to have a lot in common. Some factors in the good life were shared by the respondents, such as relations to other people, access to food, water and housing, whereas in other aspects, such as money and time, the constructions of the good life differed quite a lot from one another. When evaluating their own lives the respondents used quite different criteria mostly corresponding to their idea of the good life. If this is a general pattern, possible to replicate in other studies, one may in the future be able to draw the conclusion that the construction of the good life has an effect on our subjective well-being.</p>

<p>Neuroticism and partner relationship quality are associated with happines. A Swedish longitudinal project was utilized to examine whether these two aspects together determine happiness. Adolescent neuroticism was measured at age 15 witht he High School Personality Questionnaire (HSPQ). Measurements of neurotic manifestations were adminstered at ages 15-18. Adult neuroticism was measured at age 37 using the Eysenck Personality Questionnaire (EPQ-I). Measures of partner relationship quality and happiness were also administered. An adolescent neurotic dimension and partner relationship quality were related to happiness. Overall, neuroticism appears to be a better predictor of happiness with both direct and indirect effects through the influence on partner relationship quality.</p> / <p>Neuroticism och partnerrelationens kvalitet är två aspekter relaterade till människans livsglädje. Data från ett svenskt longitudinalprojekt användes för att undersöka om dessa tillsammans verkar avgörande för livsglädjen. Ungdomsneuroticism mättes vid 15 års ålder genom High School Personality Questionnaire (HSPQ). Neurotiska manifestationer mättes också mellan 15 och 18 års ålder. Den vuxnes neuroticism mättes sedan vid 37 års ålder med Eysencks Personality Questionnaire (EQP-I). Partnerrelationens kvalitet och livsglädje användes som utfallsmått. En neurotisk dimension från adolescensen och partnerrelationens kvalitet i vuxen ålder var relaterad till livsglädjen. Totalt sett tycks ungdomsneuroticism vara en av de tydligaste förutsägelserna för livsglädjen; dels genom direkt påverkan och dels genom indirekt påverkan via partnerreltionens kvalitet.</p>

<p>Objectives: This descriptive epidemiological dissertation aims to identify conditions of Swedish women’s sexual well-being. The focus is on the relationship between their idiosyncratically reported levels, during the last 12 months, of 5 sexual functions/dysfunctions per se and distressing and their socio-psychological situation, including aspects of their sexual history. Levels of sexual functions/dysfunctions are also related to levels of sexual satisfaction and to other aspects of life satisfaction.</p><p>Methods: Data on a randomized cross-sectional national sample of 1335 women aged 18-74 (59% of target sample) were gathered in 1996 using a combination of structured interviews and questionnaires/checklists. Analyses were performed for the total sample or for sub-samples aged 18-65 years. In 3 of the 4 dissertational articles, trichotomies of a 6-grade scale characterizing level of sexual dysfunctions into No/Mild/Manifest dysfunction were used.</p><p>Main results: Mild sexual dysfunctions were, generally, much more common than were manifest, and dysfunctional distress was considerably less common than were dysfunctions per se. All dysfunctions, and in particular orgasmic dysfunction, were closely associated with level of sexual well-being. Four factors independently pair-wise linking levels of dysfunctions per se with levels of distressful dysfunction were identified. These were Sexual interest/Desire, Genital function (lubrication and dyspareunia), Orgasm, Vaginismus. Three of these (not vaginismus) were powerful classificators of gross level of sexual well-being. Many of socio-demographic and socio-psychological contextual life-conditions were significantly associated with the different sexual functions/dysfunctions. However, the most prominent contextual variables were satisfaction with partner relationship and partner’s levels of sexual functions.</p><p>In conclusion, many different socio-psychological aspects must be taken into account to optimize treatment modalities and resources when dealing with women’s sexual dysfunction in order to secure a good level of sexual well-being.</p>

Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Thesis (M.A. (Tourism))--North-West University, Potchefstroom Campus, 2010.

The present study focuses on the relationship between personality and Life Satisfaction. I analyzed the Big Five traits, six Narrow personality traits, and levels of Life Satisfaction in a sample of 5,932 individuals. A review of existing literature on other variables that contribute to Life Satisfaction was also conducted and used to measure against personality traits. The narrow traits added variance above and beyond the Big Five personality traits. All the Big Five traits and Optimism, Assertiveness, Intrinsic Motivation, and Tough-Mindedness were significantly and positively correlated with Life Satisfaction. Image Management was significantly and negatively correlated with Life Satisfaction. Results were discussed in terms of the relation of personality traits to Life Satisfaction and the amount narrow personality traits related to Life Satisfaction after controlling for the Big Five. Explanations were offered as to how these traits might have value in relation to Life Satisfaction.