International students experience stress and adaptation difficulties as they study in a new culture. This study examined how cultural distance, acculturative stress, and social support interacted to influence positive and negative emotional responses among international students in the northern part of Cyprus. Acculturation models and the stress-buffering hypothesis served as theoretical frameworks. The 2 research questions involved understanding whether international students experienced more negative emotional responses compared to students from the home culture and whether social support moderated acculturative stress and reactions to being in the northern part of Cyprus. An analysis of variance (ANOVA) was used to examine differences in emotional reactions between home and international students while 2 hierarchical multiple regressions examined the moderation hypotheses. ANOVA results indicated that Turkish-Cypriots had more positive emotional responses than international students. Results did not support social support as a moderator for either international students' acculturative stress or their emotional reactions. However, results suggested that unmet expectations, less financial satisfaction, and less social support predicted acculturative stress, while being in a relationship, having higher Turkish proficiency, having unmet expectations, and experiencing higher acculturative stress predicted more negative emotional reactions. These results may help universities design programs to support the psychological adaptation of international students, which could ultimately facilitate student retention.

Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2005.

Eudaimonic psychological well-being (PWB) refers to a lifelong process of purposeful engagement in goal-driven tasks or activities resulting in positive psychological functioning. These activities reflect autonomy, purpose in life, self-acceptance, personal growth, positive relations with others, and environmental mastery. While more women are surviving breast cancer, they face a multitude of late and long term physiopsychosocial challenges that result from being diagnosed and treated. Protective health effects associated with the experience of PWB can potentially mitigate ill-being and benefit overall health of breast cancer survivors (BCS). Adequate preparation by healthcare teams to transition them from primary treatment to early survivorship is critical for the immediate and long term PWB of BCS. The purpose of this dissertation was to: 1) summarize current literature addressing PWB among BCS; 2) describe the helpfulness of information BCS satisfied and dissatisfied receive from their healthcare team to prepare to transition into life immediately after treatment; and 3) examine relationships between PWB and factors that negatively influence BCS’ ability to successfully transition to early survivorship Three manuscripts describe results of data analysis. From a literature review, factors that correlate with PWB among BCS were identified: coping, social support, self-esteem, post-traumatic growth, religious struggles and the impact of physical symptoms. Based on qualitative responses, BCS who are satisfied and dissatisfied with information received to prepare for transition into early survivorship emphasized the importance of receiving comprehensive information on: (1) what to expect physically and emotionally post-treatment, and (2) how their lives moving forward will be unlike their lives prior to being diagnosed. Among a convenience sample of 56 BCS, significant negative relationships between PWB and a) cancer problems frequently experienced by early survivors of breast cancer, b) psychological distress, and c) satisfaction with information received to transition from primary treatment into early survivorship was noted from a prospective, cross-sectional research design study. PWB is becoming increasingly important given that BCS live longer. Information learned from this dissertation can be used by healthcare teams to promote or maintain positive psychological functioning among these survivors, focusing initially on preparing them for life immediately after treatment.

Kadangi manoma, jog dauguma vyrų mūsų visuomenėje turi geresnius socialinius-ekonominius rodiklius (geresnes pareigas darbe, daugiau uždirba), todėl daroma prielaida, jog jų subjektyvi fizinė sveikata ir psichologinė gerovė turėtų būti geresnė nei moterų. Tad šiame darbe mes norėsime patikrinti šiuos socialinius-ekonominius ryšius su subjektyvia fizine sveikata ir psichologine gerove vyrų imtyje. Šio darbo tikslas - įvertinti vyrų socialinės-ekonominės padėties bei subjektyvios fizinės sveikatos ir psichologinės gerovės skirtumus sociodemografinių duomenų atžvilgiu (išsilavinimo, šeimyninės padėties, darbo stažo) bei nustatyti socialinės-ekonominės padėties sąsajas su subjektyvia fizine sveikata ir psichologine gerove. Tyrime dalyvavo 132 vyrai, dirbantys trejose skirtingo dydžio Marijampolės miesto autotransporto įmonėse, teikiančiose transporto paslaugas. Socialinė-ekonominė vyrų padėtis šiame darbe buvo matuojama socialinės-ekonominės padėties indeksu (12 klausimų, sudarytų darbo autorės, 2007). Vyrų subjektyviai suvokiama sveikata matuota subjektyvios sveikatos indeksu (12 klausimų, parengtų darbo autorės, 2007). Vyrų psichologinė gerovė buvo matuota Carol Ryff psichologinės gerovės skale (Ryff Scales of Psychological Well-Being, 1989 m.), susidedančia iš eilės teiginių, atspindinčių 6 psichologinės gerovės sritis: autonomiškumą, aplinkos valdymą, asmenybės augimą, teigiamą ryšį su kitais, tikslą gyvenime ir savęs priėmimą. Tyrimo rezultatai parodė, vyrai... [toliau žr. visą tekstą] / Whereas it is considered that most of the men in our society have improved the social – economic indicators ( better obligation at work, bigger earnings ), therefore it is assumed that their subjective physical health and psychological well – being should be better then women. So into this paper we want to check these social – economic ties to its subjective physical health and psychological well – being of men sample. The aim of this work - to assess the social economic men situation and the subjective physical health and welfare differences between the sociodemographical both (education, marital status, seniority) and to identify the social - economic links with subjective physical health and psychological well-being. The study included 132 men working in three different sizes Marijampolė city truck companies providing transport services. Socio - economic situation of men in this work was measured in the social - economic situation index (12 questions, made of the author of the work, 2007). Men subjectively perceived health measured subjective health index (12 questions prepared by the author, 2007). Men's psychological well-being was measured of Carol Ryff psychological well-being scale (Ryff Scale of Psychological Well - Being, 1989), a series of statements that reflect the psychological welfare of 6 areas: autonomy, environmental masteryt, personal growth, positive relationship with others, purpose in life and self-acceptance. The results of the study showed that the... [to full text]

De plus en plus, les gens doivent apprendre à intégrer de nouvelles identités dans leur concept de soi, ce qui est souvent la source de conflits identitaires. Afin de réduire ces conflits identitaires, plusieurs chercheurs proposent que d’avoir des identités bien intégrées augmente le bien-être psychologique (Amiot, de la Sablonnière, Terry & Smith, 2007; Benet-Martinez & Haritatos, 2005; de la Sablonnière, Amiot, Sadykova, Cardenas, & Gorborukova, 2010). Jusqu’à ce jour, aucune stratégie favorisant cette intégration identitaire à été suggérée. Parallèlement, diverses études sur l’écriture démontrent qu’écrire aide à organiser et structurer les idées tout en augmentant le bien-être psychologique (Lyubomirsky, Sousa & Dickerhoof, 2006; Pennebaker & Graybeal,2001; Pennebaker & Seagal, 1999; Smyth, 1998). Notre hypothèse est que l'écriture faciliterait le processus d’intégration identitaire des identités conflictuelles dans le soi. Nos études 1 et 2 démontrent qu’écrire sur les conflits identitaires, comparativement à écrire sur un sujet neutre ou ne pas écrire, est associé à une augmentation de bien-être seulement chez les gens qui rapportent un haut niveau d’intégration identitaire. Nos études 3 et 4 confirment qu’en offrant plusieurs sessions d’écriture tout en adaptant les directives de rédaction, les participants augmentent leur niveau d’intégration identitaire et de bien-être indépendamment de leur niveau initial d’intégration identitaire. Des analyses de contenu sur les textes d’écriture des participants ont été étudiées afin d’approfondir notre compréhension. / More and more, people must learn to integrate new identities in their self-concept, which is often the source of identity conflicts. To reduce these identity conflicts, previous research suggests that high levels of identity integration increases psychological wellbeing (Amiot, de la Sablonnière, Terry & Smith, 2007; Benet-Martinez & Haritatos,2005; de la Sablonnière, Amiot, Sadykova, Cardenas, & Gorborukova, 2010). So far, no strategy to promote identity integration was suggested. In parallel, the action of writing about a negative experience demonstrates that writing helps organize and structure ideas while enhancing psychological well-being (Lyubomirsky, Sousa & Dickerhoof, 2006; Pennebaker & Graybeal, 2001; Pennebaker & Seagal, 1999; Smyth, 1998). Thus, we hypothesize that writing will facilitate the integration of conflicting identities into the self. Studies 1 and 2 reveal that writing about identity conflicts, as compared to writing about a neutral topic or no writing, is associated with superior levels of psychological well-being only for participants scoring high on identity integration. Studies 3 and 4 confirm that several writing sessions using clearer writing instructions helped participants to increase both levels of identity integration and psychological well-being regardless of the initial level of identity integration. Analyses of participants’ written content were performed to deepen our understanding. / Je reconnais l’aide financière du Centre d’études ethniques des Universités montréalaises (CEETUM), du Ministère de l’Éducation – Aide Financières au Études (AFE), et ainsi que de l’Université de Montréal (Département de psychologie et Faculté des études supérieures) dans la réalisation de ce mémoire.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Draugystė yra abipusis, savanoriškas ryšys, iš kurio nariai tikisi intymumo, draugijos ir jautrumo (Kenny, 1994). Draugystės kokybė yra pagrindinis elementas apibūdinantis draugystę ir jį lengva empiriškai įvertinti. M. J. Mendelson ir F.E. Aboud (1999) tai apibūdina kaip draugystės funkcijas, kurias turi atlikti draugas. Yra šešios draugystės funkcijos: įkvepianti draugija, pagalba, intymumas, patikima sąjunga, savęs patvirtinimas ir emocinis saugumas. Pastaraisiais metais išaugo susidomėjimas pozityviais psichologinio funkcionavimo aspektais, taip pat ir psichologine gerove. Viena iš naujausių psichologinės gerovės sampratų yra daugiaaspektis modelis, kurį sukūrė C. Ryff su kolegomis. Jie išskyrė šešis psichologinės gerovės aspektus: savęs priėmimas, teigiami santykiai su kitais, savarankiškumas, aplinkos valdymas, gyvenimo tikslas ir asmenybės augimas (Lindfors et. al., 2006a). Tarpasmeniniai santykiai daro įtaką suaugusiųjų psichologinei gerovei (Ryff, Heidrich, 1997), bet dar mažai žinoma, kaip ją veikia draugystės kokybė. Šio darbo tyrimo tikslas – išanalizuoti draugystės kokybės ir psichologinės gerovės ypatumus ankstyvame ir vidutiniame brandžiame amžiuje. Tyrime dalyvavo 128 ankstyvojo (amžiaus vidurkis 25,53 metų) ir vidutinio (amžiaus vidurkis 45,04 metų) brandaus amžiaus tiriamieji. Visi tiriamieji atsakė į klausimus apie save ir savo geriausią draugą/draugę, užpildė McGill draugystės klausimyną-draugo funkcijos, McGill draugystės klausimyną-respondento palankumas... [toliau žr. visą tekstą] / Friendship is a mutual, voluntary relationship from which members expect intimacy, companionship, and responsiveness (Kenny, 1994). Friendship quality is considered as an essential element that describes friendship and it is easy to assess empirically. According to M. J. Mendelson and F.E. Aboud (1999) it is defined as friendship functions that the friend should to fulfill. There are six friendship functions: stimulating companionship, help, intimacy, reliable alliance, self-validation and emotional security. In the last few years there has been an increasing interest in the positive aspects of psychological functioning, including psychological well-being. A recent conceptualization of psychological well-being is the multidimensional model proposed by C. Ryff and coworkers. They distinguished six core dimensions of psychological well-being: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (Lindfors et. al., 2006a). Interpersonal relationships contribute to adult’s psychological well-being (Ryff, Heidrich, 1997), but yet little is known about how friendship quality affects the psychological well-being. The aim of the study presented in this work was to examine the different aspects of friendship quality and psychological well-being in early and middle adulthood. The sample consisted of 75 young adults (average age 25,53 years) and 53 middle age adults (average age 45,04 years). All respondents completed... [to full text]

The first aim of this study was to develop a research based, integrated, secondary prevention programme, called the Weight Over-concern and Well-being (WOW) programme, for the reduction of Subclinical Eating Disorder (SED) symptoms, associated traits and negative mood states, and the promotion of psychological well-being (PWB) in female students. Consequently the second aim was to determine the effectiveness of the WOW-programme on its own, in comparison with a combined Tomatis Method of sound stimulation (Tomatis, 1990) and WOW-programme, regarding the reduction of SED-symptoms, associated traits and negative mood states; the promotion of PWB; and outcome maintenance. The last aim was to obtain a deeper understanding and "insiders' perspective" of the lived experience of SED, through an interpretative phenomenological inquiry (Smith & Osborn, 2003). The motivation for the current study is a need for research based, integrated, risk-protective, secondary prevention programmes from a social-developmental perspective for female university students (Garner, 2004; Phelps, Sapia, Nathanson & Nelson, 2000; Polivy & Herman, 2002), given their risk status (Edwards & Moldan, 2004; Senekal, Steyn, Mashego & Nel, 2001; Wassenaar, Le Grange, Winship & Lachenicht, 2000). Concurrently in-depth descriptions from an "insiders' perspective" on the lived experience of SED are non-existent and require interpretative phenomenological study (Brocki & Wearden, 2006). Consequently this thesis consists of three articles, namely: (i) Development of a secondary prevention programme for female university students with Subclinical Eating Disorder, (ii) A secondary prevention programme for female students with Subclinical Eating Disorder: a comparative evaluation; and (iii) Lived experiences of Subclinical Eating Disorder: female students' perceptions. The research context comprised Subclinical Eating Disorder, secondary prevention and Positive Psychology. The first article, Development of a secondary prevention programme for female university students with Subclinical Eating Disorder (Kirsten, Du Plessis & Du Toit, 2007a), is qualitative in nature, and narrates a process of participatory action research followed to develop the WOW-programme. This social process of knowledge construction, embedded in Social Constructivist theory (Koch, Selim & Kralik, 2002), gradually revealed best clinical practice, and in retrospect, evolved over four phases. Phase One comprised experiential learning based on personal experiences with SED as undergraduate student and interaction with "participant researchers" as scientist practitioner (Strieker, 2002), resulting in a provisional risk model of intervention. Phase Two, a formal pilot study (Du Plessis, Vermeulen & Kirsten, 2004), afforded an evaluation of ideas generated in Phase One through a three-group pre-post-test design. Outcomes of Phase Two informed Phase Three, an integration of prior learning with Positive Psychology theory and clinical practice, resulting in a risk-protective model of prevention. Theoretical assumptions previously constructed were integrated and operationalised during Phase Four, into the final 9-session WOW-programme. In conclusion the process of knowledge construction was rigorous, despite the small overall sample size (n=28), since data saturation occurred within that sample. Although the multitude of aims involved in each session of the WOW-programme could be seen as unrealistic, in some direct or indirect way, they were addressed by means of relevant interventions due to the integrative approach. Thus future refinement is essential. Finally, despite aforementioned concerns, the WOW-programme proved to be robust on its own in reducing SED-symptoms and associated traits and enhancing PWB, as described in the second article of this thesis. The second article, A secondary prevention programme for female students with Subclinical Eating Disorder: a comparative evaluation (Kirsten, Du Plessis & Du Toit, 2007b), describes the outcomes of the WOW-programme on its own, evaluated comparatively with a combined Tomatis sound stimulation and WOW-programme. In this article the research aims were to determine: (i) whether participation in the combined sound stimulation and WOW-programme (Group 1); and (ii) participation in a WOW-programme only (Group 2), would lead to statistically significant reductions in SED-symptoms, psychological traits associated with eating disorders and negative mood states, and enhancement of PWB; (iii) whether results of Groups 1 and 2 would exceed results of a non-intervention control group (Group 3) practically significantly; and (iv) whether programme outcomes for Groups 1 and 2 would be retained at four-month follow-up evaluation. A mixed method design (Creswell, 2003; Morse, 2003) was used, including a three-group pre-post-test (n=45) and multiple case study (n=30) design. Various questionnaires measuring SED-symptoms, associated traits, negative mood states and PWB were completed. Qualitative data were obtained by means of metaphor drawings, letters to and from the "SED-problem", focus group interviews, the researchers' reflective field notes and individual semi-structured feedback questionnaires (Morse, 2003). Participation in Groups 1 and 2 proved effective, since decreases in SED-symptoms, associated traits, most negative mood states, and increases in PWB differed practically significantly from the results of Group 3. Outcomes for Groups 1 and 2 were maintained at four-month follow-up evaluation. Qualitative findings provided depth, support and trustworthiness to quantitative findings in light of the small sample size, and highlighted the value of using a mixed method design in prevention programming. It was concluded that the WOW-programme on its own, was an effective secondary prevention programme, since it led to reduced SED-symptoms, associated psychological traits and enhanced PWB, with retention of gains at four-months follow-up evaluation. The combined programme involving Tomatis stimulation and WOW-intervention proved to be even more effective, thus the complimentary role of Tomatis stimulation was demonstrated. However, the cost-effectiveness and comparative brevity of the WOW-programme rendered it the programme of choice regarding individuals with SED. Findings showed that conceptually, pathogenic and salutogenic perspectives can be successfully combined into a risk-protective model of secondary prevention. Lastly, the WOW-programme may even prove useful as an enrichment programme for female students in general. The third article, Lived experiences of Subclinical Eating Disorder: female students' perceptions (Kirsten, Du Plessis & Du Toit, 2007c), provides a qualitative, in-depth perspective on the lived experience of SED of 30 white, undergraduate females, purposively sampled. In this interpretative phenomenological, multiple case study (Brocki & Wearden, 2006), Groups 1 and 2 of the aforementioned primary study in the second article were used, since they fitted the criteria of "good informants" and were able to answer the research question (Morse, 2003). Further sampling was deemed unnecessary since data saturation occurred within their written and verbal responses and no negative cases were found. Rich individual qualitative data, further clarified through focus groups, emerged from graphic colour representations of lived SED, explanatory written records and "correspondence" with and from their "SED problem" (Gilligan, 2000; Loock, Myburgh, & Poggenpoel, 2003; White & Epston, 1990). Four main categories, characterised by serious intra-, interpersonal, existential and body image concerns were subdivided into seven subcategories, namely: Personal Brokenness, Personal Shame, Perceived Personal Inadequacy and Enslavement, Existential Vacuum, Perceived Social Pressure, Perceived Social Isolation and Body-image Dysfunction. Results were indicative of underestimation of SED-severity, its comprehensive detrimental impact on participants' PWB and high risk for escalation into full-blown eating disorders. It was concluded that the lived experiences of SED depicted the severity of SED-symptoms; descriptions resonated well with most of their pre-programme mean scores; and their risk status and need for contextually and developmentally relevant secondary prevention programmes were highlighted by the findings. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2008.

This study explored the effect of the Lifeplan® programme, an Africa Unit for Transdisciplinary Health Research (AUTHeR) initiative, on the psychological well–being of the rural community of Taung, in the North West Province of South Africa. A mixed method sequential explanatory research design was followed where quantitative data were obtained in a pre– and post–evaluation phase. Participants were adult individuals (N=99) between the ages of 20 and 83 years, with a mean age of 43 years, living within six rural towns in the Taung community. Participants were randomly divided into an experimental group (n=47) and a control group (n=52). Four standardised scales, the General Psychological Well–being Scale (GPWS) (Khumalo, Temane, & Wissing, 2010), the Patient Health Questionnaire (PHQ–9) (Kroenke, & Spitzer, 2002), the Coping Self–Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor, & Folkman, 2006), and the Mental Health Continuum - Short Form (MHC–SF) (Keyes, 2006; Keyes, Wissing, Potgieter, Temane, Kruger, & van Rooy, 2008), validated for use in a Setswana–speaking group, were administered to measure psychological well–being. Qualitative data were obtained through conducting semi–structured interviews with a simple random sample of 30 participants three months after presentation of the programme. The quantitative findings reflected a small increase in the general psychological and emotional well–being of the experimental group. Between–group comparisons showed small practical significant differences (d=0.19 - 0.40) in the experimental group on most of the measuring instruments. Qualitative results suggest that the participants in this study experienced the Lifeplan® programme as educational, and contributing positively towards their general well–being. Participants felt that they have become more attentive to their health needs especially through exercise, a healthier diet and better attendance to overall hygiene. Suggestions for further research and possible programme interventions include a follow–up study to evaluate the sustainability of skills obtained and changes made as a result of the Lifeplan® programme. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2011.

The aim of this study was to explore whether general self–efficacy would moderate the relationship between stress and positive mental health in participants from an African context. Literature supported the concept that stress has a negative influence on mental health and that this interaction may be moderated by cognitive resources. General self–efficacy is a cognitive resource that may act as a moderator in the negative association between stress and positive mental health. Although general self–efficacy is thought to be a universal construct, little empirical research on it has been conducted in an African context. An African socio–cultural context is often described as more collectivistic and characterised by social harmony and interdependence. A sample of 1050 participants from both urban (n=451) and rural (n=599) settings completed Setswana versions of the four relevant questionnaires, i.e. the Mental Health Continuum - Short Form (MHC–SF, Keyes, 2006), used to measure positive mental health, the General Health Questionnaire (GHQ, Goldberg & Hillier, 1979), used to measure the experience of stress, the Generalized Self–Efficacy Scale (GSE, Jerusalem & Schwarzer, 1992) and the New General Self–Efficacy Scale (NGSE, Chen, Gully & Eden, 2001), both measuring general self–efficacy. Data were collected in a quantitative cross–sectional survey design with the aid of 16 trained bilingual (English and Setswana speaking) fieldworkers. Results showed negative correlations between the GHQ (SS, AS, SD, and DS) and MHC–SF (EWB, PWB, and SWB). Results indicated that general self–efficacy moderated the negative effect of manifestation of stress as shown by indices of psychological distress on emotional, psychological and social well–being. Thus, it is found that higher levels of self–efficacy are beneficial for the well–being of individuals in this African sample. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.