Transition out of high school for young adults with intellectual disabilities (IDs) has been described as a stressful time for individuals and their families, with increased demands for caregiving and parental support. A lack of research is associated specifically with those individuals with moderate IDs and their parents' experiences of well-being during the transition process. The purpose of this phenomenological study was to understand how parents of young adult-aged children with moderate IDs experience well-being as their child transitions from high school to adulthood. Ryff's model of psychological well-being was used as the conceptual framework to better understand and explore the psychological well-being of parents as they navigate through the transition process. Eight parents from an urban Georgia school district were recruited through criterion sampling and participated in individual semistructured face-to-face interviews. Constant comparison analysis was used to analyze the data. There were 8 major themes that emerged from describing the lived experience of parents: (a) expectations and preparation, (b) experience with school, (c) accessing and coordinating services, (d) social support systems, (e) daily activities and planning, (f) life as an adjustment, (g) personal growth, and (h) looking toward the future. School districts and adult service providers may gain insight from parent perspectives to help alleviate rather than exacerbate the challenges parents face during the transition process, which would contribute to the parents' psychological well-being.

Magister Psychologiae - MPsych / Mental health is one of the most neglected issues among school-going adolescents, with the result that little is known about aspects of these young people in the South African context. Given the stressors encountered by adolescents in the South African context specifically, there is a great need for research into which health-promoting behavioural and coping strategies adolescents use to buffer the negative consequences of these stressors on their mental health and overall psychological well-being.

Mindfulness practice is used to treat mental and physical symptoms. The problem is that research on the long-term effects and the neural changes involved, correlated with well-being, are inconsistent. The purpose of this review is to create a deeper understanding of mindfulness and its neural correlates related to stress. In mindfulness, one can use focused attention meditation (FA), involving anterior cingulate cortex (ACC), prefrontal cortex (PFC), parietal areas, thalamus, visual cortex, intraparietal sulcus, and amygdala. In open monitoring meditation (OM), ACC, PFC, insula, somatosensory cortex, limbic areas and amygdala are involved. In exposure to a high amount of stress, the grey matter volume decreases in the hippocampus, PFC, and amygdala. Research has also shown that 19 000 hours of mindfulness practice increases activation in areas involved in FA and OM. This increased activation might also enhance the subject’s ability to control emotions. After 44 000 hours of meditation, areas involved in FA showed less activation which might imply that more hours of mindfulness practice involve less cognitive activity and a calmer state of mind. Regardless of hours spent on meditating, a decreased activation in the amygdala and ACC occurs, which correlates with less response towards negative stimuli. The neural changes involved in mindfulness practice was related to less experienced stress and enhanced psychological well-being. For future research, an investigation of the interaction between attentional networks and stress would be of relevance.

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This study examines the correlation between self-regulated learning (SRL) and psychological well-being (PWB) in students in the online learning environment. Previous research suggests that these concepts are positively correlated, i.e. that application of SRL contributes to better PWB or vice versa. However, most studies on this relation have been performed with the traditional/in-person learning environment as context. Therefore, there is a lack of insight into how this relation might behave in the online learning environment, which is currently employed by many universities due to the ongoing Covid-19 pandemic. Thus, in this study, SRL and PWB were measured across 6 subscales each in students at KTH in order to perform a correlation analysis between the subscales of the two concepts. The aim is to gain in-sight into the relationship between SRL and PWB, which could be useful for teachers in assisting their students’ utilization of SRL and in turn improve their PWB.  Data was gathered through an online survey which was administered to students at KTH through a course and was published on an online forum for KTH students on Facebook in the year 2021. The survey received 103 responses. The data was analyzed using Spearman rank correlation analysis, which revealed mostly statistically insignificant correlations, or statistically significant but weak correlations between the subscales within SRL and PWB. The results show an overall weaker correlation between SRL and PWB compared to the results of previous studies. The large number of insignificant correlations might indicate that the sample size was insufficient for the method and tools used. In conclusion, the results of this study did not reveal much meaningful information on the relation between SRL and PWB in students in the online learning environment. / I denna studie undersöktes korrelationen mellan självreglerat lärande (SRL) och psykologiskt välmående (PWB) i online-lärandemiljön. Tidigare forskning har visat att dessa koncept är positivt relaterade, dvs. att användning av SRL kan bidra till bättre psykologiskt välmående eller vice versa. Tidigare studier som undersöker denna relation har undersökt frågan med den traditionella lärandemiljön som kontext, där studenter och lärare träffas i person. Det finns därför en kunskapslucka gällande hur denna relation ser ut i online-lärandemiljön, som i skrivande stund används av många lärosäten på grund av den rådande Covid-19 pandemin. Därför har i denna studie PWB och SRL mätts över 6 delskalor var hos studenter på KTH för att utföra en korrelationsanalys mellan delskalorna av de två koncepten. Syftet var att få insikt i relationen mellan SRL och PWB med målet att det kan hjälpa lärare assistera deras studenter applicera SRL strategier och då bidra till bättre PWB hos studenter i online-lärandemiljön. Data samlades in med en online-enkät som delades ut till studenter på KTH genom en kurs och publicerades på ett online-forum för KTH studenter på Facebook året 2021. Enkäten fick 103 svar. Datan undersöktes med Spearmans rangkorrelationsmatris, som visade mestadels icke-signifikanta korrelationer, eller signifikanta, men svaga, korrelationer mellan delskalorna inom SRL och PWB. Resultaten av denna studie visar på svagare relation mellan SRL och PWB jämfört med resultat i tidigare studier. Det stora antalet icke signifikanta korrelationer kan tyda på att sampel-storleken var för liten för instrumenten som användes. Sammanfattningsvis så gav inte denna studie mycket betydelse-full insikt i relationen mellan SRL och PWB i online lärandemiljön.

Adolescence and emerging adulthood are both critical transition phases wrought with developmental changes and challenges. One of the major developmental tasks that families of children, adolescents and emerging adults deal with is facilitating the development of emotion regulation. The practices that families engage in that attempt to create order and stability within the family—their routines and rituals—may be one key family variable that helps develop better emotion regulation. Family routines and rituals tend to create a more stable environment, which in turn may predict better outcomes for individuals (Crespo, Davide, Costa & Fletcher, 2008; Fiese, 2007; Leon & Jacobvitz, 2003). The current study examined the extent to which routines and rituals in the family of origin during adolescence contributed to longer term, post-adolescent positive psychological outcomes in emerging adults. The current study used a sample of 492 college students between the ages 18-24 years old. The college students completed a series of online questionnaires about their family routines and rituals during adolescence, their current psychological well being and emotion regulatory skills. A subset of college student had their parents participate in the study who completed similar online questionnaires about their past family routines and rituals. When emerging adults ascribed greater meaning to past family routines and rituals, this was directly related to greater psychological well being. Emerging adults and parents ascribed a different level of meaning to the family routines and rituals, which predicted greater psychological well being of emerging adults. The results of the study showed that emotion regulation was a significant mediator of the relationship between family routines and relationships and emerging adults’ psychological well being. The findings of the current study support the notion that mechanisms such as family routines and rituals that families implement are related to better outcomes for individuals. When families engage in meaningful family practices during adolescence, the impact of these practices can carry over into emerging adulthood.

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Objectives The purpose of this study was to examine the influences of spiritual well-being and parenting styles on USA nursing students’ psychological well-being and suicidal ideation. Methods This was a cross sectional, descriptive research design. The structured questionnaires were used to do the data collection. There were 404 nursing students were recruited from a Midwest University in the USA. The mean age was 24.53 (SD = 6.14). There were 53 Male (13.1%) and 351 Female (86.9%). The SPSS 28th version was used to do the data analysis. The descriptive data analysis, Pearson Correlation, and Step-wise Multiple Regressions were used to solve the research questions. Results Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant positive relationships with nursing students’ psychological well- being. Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant reverse relationships with nursing students’ suicidal ideation. Their parents’ rearing attitude: child monitor, inductive reasoning, communication, positive reinforcement, involvement, and the total scores of positive rearing attitude had statistically significant positive relationships with nursing students’ psychological well-being. Their parents’ rearing attitude: communication, positive reinforcement, and the total scores of positive rearing attitude had statistically significant reverse relationships with nursing students’ suicide ideation. Their parents’ harsh discipline and the total scores of negative rearing attitude had statistically significant positive relationships with nursing students’ suicide ideation. Discussion In this study, life satisfaction/self-actualization, life/self-responsibility, positive reinforcement, and faith/belief were the significant predictors of nursing students’ psychological well-being. Total scores of spiritual well-being and positive reinforcement were significant predictors of nursing students’ suicidal ideation. Higher score of total scores of spiritual well-being and positive reinforcement were found to predict decreasing nursing students’ suicidal ideation.