New conceptual work in the judgment and decision-making research arena has suggested a nonconsequentialist perspective to decision-making. From this perspective, an emphasis is placed on emotions during the decision-making process, specifically positing that concurrent emotions may lead to decisions that are nonconsequentialist in nature. In the current study I develop the Nonconsequentialist Decision-Making Model (NDMM) and include indecisiveness as a vital construct in the model. In tune with much new research on emotions during the decision-making process, I examine how being indecisive is a product of negative concurrent emotions, and how indecisiveness affects the decision-making process. Using a natural decision-making setting, the current study had participants discuss the "biggest" decision they are currently facing in their lives. Data was collected regarding indecisiveness, nonconsequentialist dysfunctional decisional coping behavior, and decision difficulty. The findings show strong support for the NDMM and the nonconsequentialist perspective. Furthermore, the indecisiveness construct was measured successfully and showed to be a critical part of the decision-making process when dealing with difficult decisions.

New conceptual work in the judgment and decision-making research arena has suggested a nonconsequentialist perspective to decision-making. From this perspective, an emphasis is placed on emotions during the decision-making process, specifically positing that concurrent emotions may lead to decisions that are nonconsequentialist in nature. In the current study I develop the Nonconsequentialist Decision-Making Model (NDMM) and include indecisiveness as a vital construct in the model. In tune with much new research on emotions during the decision-making process, I examine how being indecisive is a product of negative concurrent emotions, and how indecisiveness affects the decision-making process. Using a natural decision-making setting, the current study had participants discuss the "biggest" decision they are currently facing in their lives. Data was collected regarding indecisiveness, nonconsequentialist dysfunctional decisional coping behavior, and decision difficulty. The findings show strong support for the NDMM and the nonconsequentialist perspective. Furthermore, the indecisiveness construct was measured successfully and showed to be a critical part of the decision-making process when dealing with difficult decisions.

Embarrassmet is a very common emotion but usually hard to express, which plays a very important role in social encounter. There are many reasons why people feel embarrassed, like being criticized, making a fool of oneself, performaning inferior to self or other people¡¦s expectation, and so on. The social encounter attribute in service marketing not only is the basic condition for embarrassment but also fits the Social Impact Theory. However, most studies on embarrassment dedicated their attention to personal psychology and social encounter; few of them are about product buying behavior. Therefore this study would verify the impact of embarrassment in service encounter, test how the severity of embarrassing event and numbers of others on site influent consumers¡¦ emotional and behavioral reaction. Besides, researcher puts social comparison theory and consumer pre-consumption mood into the study to verify the impact of consumers¡¦ original mood and others¡¦ relevance to consumers¡¦ percepted embarrassment and behavioral reaction. The research material in Experiment 1 is a story about shopping in a clothe counter in department store. Reseracher finds out that the severity of embarrassing event (the criticism from counter sales representative) and numbers of others on site have different impact on perceived embarrassment. The negative emotion arised from embarrassment mediates their behavioral reaction; the stronger the negative emotion, the stronger ther leaving intention and negative word of mouth are. In Experiment 2, researcher verifies that consumers¡¦ pre-consumption mood and others¡¦ relevance moderate the impact of embarrassment to consumers¡¦emotional and behavioral reaction. The major contribution of this study is that we put ¡§embarrassment¡¨ as the leading role of this study and prove that one¡¦s mood and other customers on site have impact on service encounter. In the end of this article, researcher provides managerial implication, research restriction, and the future research directions.

The purpose of this study was to compare the effects of four micro-teaching environments on fourth-grade pupils' coping behavior and verbal response and to determine if one micro-teaching environment is more appropriate than another.

The primary purpose of this investigation was to examine the role of emotions as predictors of children's coping responses to peer rejection experiences. This study also explored how children's emotional experience and coping behaviors were related to gender, peer socialization (i.e., receiving prosocial acts by peers and previous victimization experiences), and indices of psychopathology. Children ages 7-12 (N=53) completed questionnaires to assess emotional and coping responses to hypothetical peer rejection scenarios, symptoms of depression and anxiety, and peer experiences. Overall, findings suggested that emotion-related factors (emotion states and more stable "emotional tendencies" such as psychological symptoms) and social context (i.e., children's prosocial peer experiences and victimization) are important predictors of children's coping with peer rejection. Children's emotions predicted coping responses after controlling for peer experiences. Discrete emotions were uniquely associated with coping responses, indicating that coping responses are emotionally-driven. Finally, gender emerged as a predictor of children's emotions in response to rejection experiences. Girls were more likely than boys to anticipate feeling sad or worried inresponse to rejection. These findings provide an empirical foundation for future research and the development of interventions to facilitate adaptive reactions to peer rejection.

A Study of Female Managers¡¦ Coping Behavior with Work-Family Conflicts in Terms of Sex-Role Attitudes, Life-Style and Job Involvement Abstract In terms of human resources, female managers has come into a spotlight for their outstanding professional performance, efficiency and competitiveness in today¡¦s business world. According to the 10 managerial roles defined by Mintzberg(1973), female managers are required to take greater responsibility and spend longer working hours at their managerial job. Furthermore, family role expectations also require a female manger¡¦s time and energy. Therefore the fact that multiple role-demands compete a female manager¡¦s limited time is seen, and it is found that female managers are considered to face work-family conflicts more than their female counterparts working at the non-management level. The focus of this dissertation is based on the time-based interrole conflict proposed by Greenhaus & Beutell(1985) and is in accordance with three types of coping behaviors suggested by Hall(1972). This study was conducted in terms of sex-role attitudes, life-style and job involvement to understand how these factors interact with each other, affecting a female manager¡¦s coping behavior as a whole. Furthermore, how each of these factors affects a female manager¡¦s coping behavior with work-family conflicts is also discussed. Four Taiwanese female managers, who are working at the senior management level are interviewed, producing the quantitative data in this study. A case study approach was utilized and a semi-structured interview framework was used based on three factors mentioned above. This study concluded that sex-role attitudes, life-style and job involvement indeed affect a female manager¡¦s behavior to cope with work-family conflicts. It also suggested that better supportive organizational programs, sensitive family supports, and self-identity-clarified by a female manager herself- will aide them in handling work and family obligations, and will provide a ¡§no trouble back home¡¨ environment, allowing them to devote themselves to their managerial work. Keywords: sex-role attitudes, life-style, job involvement, work-family conflict, coping behavior

A presente tese aborda o tema da saúde mental do Estudante de Medicina da UFRGS, em dois momentos chave, a entrada no curso (1º ano) e a saída (6º ano), usando metodologia transversal. Um dos seus objetivos foi comparar os níveis e prevalência de sintomas de ansiedade e depressão na entrada e saída do curso médico. No primeiro estudo, um total de 232 alunos (110 do primeiro ano, 122 do sexto ano) completou o questionário, com taxa de resposta de 73,8% no primeiro e de 62,6%, no sexto ano. Na amostra, 50,4% dos entrevistados eram do sexo masculino (56,4% do primeiro ano e 45,1% dos alunos do sexto ano). Sintomas de ansiedade foram relatados por 30,8% dos alunos do primeiro ano e de 9,4% dos alunos do sexto ano (p < 0,001). Estudantes do sexo feminino foram mais afetadas pela ansiedade do que os estudantes do sexo masculino. Não houve diferença significativa entre os grupos em relação aos sintomas depressivos, com escores médios de 8,02 ± 6,14 e 6,62 ± 5,23 pontos na escala BDI em respondentes do primeiro e sexto ano, respectivamente. Nenhum dos sujeitos da amostra exibiu um nível grave de sintomas depressivos. O modelo final de regressão demonstrou associação entre sintomas depressivos e tabagismo (RR 3.12, 95% CI 1,30-7,51) e entre os sintomas depressivos e insatisfação com o curso (RR 4.32, 95% CI 2,34-7,97). Evidenciou-se a presença de maior ansiedade no início do curso, o que sugere a necessidade de serem desenvolvidas estratégias de cuidado nesse momento critico, de forma a auxiliá-los a lidar com a ansiedade. O achado de maior prevalência de sintomas de ansiedade nas mulheres da amostra deve ser levado em conta em futuras abordagens e intervenções preventivas neste grupo. O segundo artigo, avaliando estresse e coping, demonstrou alta prevalência de sintomas de estresse, que foram significativamente maiores nos alunos do primeiro ano do que no grupo do sexto ano (49,1% x 33,6%; p = 0,018). No modelo multivariado as seguintes variáveis foram significativamente associadas com o stress na amostra: ano do curso (1º ano > 6º ano), renda familiar (renda mais baixa > renda mais alta), a satisfação com o curso (insatisfeito > satisfeito) e o uso de fuga-esquiva como estratégia de coping (associação positiva). Assim como ocorre em relação a sintomas de ansiedade, é necessário auxiliar os alunos que estão iniciando o curso médico a contarem com ajuda psicológica para lidar com situações de estresse associadas a este período de forma mais madura do que a encontrada. Por fim, o terceiro artigo, visando avaliar a associação entre níveis de ansiedade e intensidade de uso de mecanismos de defesa nos alunos, relata que as analises multivariadas mostraram que mecanismos de defesa neuróticos e imaturos estavam associados à presença de ansiedade (p < 0,001). Os dados encontrados no estudo apontam que alunos do curso médico que apresentaram sintomas de ansiedade utilizaram significativamente mais mecanismos de defesa neuróticos e imaturos do que os que não tinham esses sintomas. A autora da presente tese não considera a possibilidade de que a educação médica ocorra sem estresse, pois alguma pressão pode incentivar a produtividade e o aprendizado. Entretanto, seu excesso pode prejudicá-lo. Os programas de graduação médica devem ser examinados de forma crítica para avaliar possibilidades de garantir que o estresse se mantenha num nível manejável. Assim, planos de prevenção, atenção e estratégias de apoio psicológico a este grupo devem ser desenvolvidos em nosso meio, com o objetivo de educar e profissionalizar jovens que escolheram dedicar suas vidas a uma área tão desafiante. / The present thesis broaches the subject of mental health of the Medical Student of the UFRGS, at two key moments, at the beginning of the course (1st year) and when finishing (6th year), using cross-sectional methodology. One of its aims was to compare the prevalence levels of anxiety and depressive symptoms when entering and leaving the medical course. In the first study, a total of 232 pupils (110 of the first year and 122 of the sixth year) filled in a questionnaire, with a response rate of 73.8% in the first year and 62.6% in the sixth. In the sample, 50.4% of those interviewed belonged to the male gender (56.4% in the first year and 45.1% of the sixth year students). Anxiety symptoms were reported by 30.8% of first year students and 9.4% of sixth graders (p < 0.001). Female students were more affected by anxiety than male students. There was no significant difference between groups regarding depressive symptoms, with mean scores of 8.02 ± 6.14 and 6.62 ± 5.23 points in the BDI scale in participants of the first and sixth years respectively. None of the subjects in the sample showed serious levels of depressive symptoms. The final regression model demonstrated an association between depressive symptoms and smoking (RR 3.12, 95% CI 1.30 - 7.51) and between depressive symptoms and dissatisfaction with the course RR 4.32, 95% CI 2.34 - 7.97). The presence of increased anxiety at the beginning of the course was evident, which suggests the need to develop care strategies for that critical moment, to help them deal with anxiety. The finding of a higher prevalence of anxiety symptoms in the female population of the sample must be taken into account in future approaches as well as preventive interventions in this group. The second article, assessing stress and coping, demonstrated a high prevalence of stress symptoms, that were significantly higher in the first year students than in those of the sixth year group (49.1% x 33.6%; p = 0.018). In the multivariate model, the following variables were significantly associated with stress in the sample: year of the course (1st year > 6th year), family income (lower income > higher income), level of satisfaction with the course (unsatisfied > satisfied) and the use of avoidance/escape as a coping strategy (positive association). As it happens in relation to anxiety symptoms, it is necessary to aid students who are beginning the medical course, to be able to count with psychological help to deal with stressful situations, associated with this period, in a more mature way than what was found. Finally, in a third article, aiming to assess the association between levels of anxiety and the intensity of use of defense mechanisms in students, the multivariate analysis showed that neurotic and immature defense mechanisms were associated with the presence of anxiety (p < 0.001). The data found in this study indicate that medical students who showed symptoms of anxiety used more neurotic or immature defense mechanisms that those students who did not present these symptoms. The data found in the study indicate the beginning of the medical course as critical for the expression of anxiety symptoms, as compared to the ending point of the course. Defense mechanisms against anxiety still show themselves as immature at this time. The author of the present thesis does not consider the possibility that medical education might take place without stress, since some pressure can encourage productivity and learning. However, too much can detract from them. Undergraduate medical programs should be examined critically to assess possibilities to ensure that stress is maintained at a manageable level. Prevention programs, attention care and psychological support strategies for this group should be developed among us, aiming to educate and professionalize young people who have chosen to devote their lives to such a challenging area of learning.

A presente tese aborda o tema da saúde mental do Estudante de Medicina da UFRGS, em dois momentos chave, a entrada no curso (1º ano) e a saída (6º ano), usando metodologia transversal. Um dos seus objetivos foi comparar os níveis e prevalência de sintomas de ansiedade e depressão na entrada e saída do curso médico. No primeiro estudo, um total de 232 alunos (110 do primeiro ano, 122 do sexto ano) completou o questionário, com taxa de resposta de 73,8% no primeiro e de 62,6%, no sexto ano. Na amostra, 50,4% dos entrevistados eram do sexo masculino (56,4% do primeiro ano e 45,1% dos alunos do sexto ano). Sintomas de ansiedade foram relatados por 30,8% dos alunos do primeiro ano e de 9,4% dos alunos do sexto ano (p < 0,001). Estudantes do sexo feminino foram mais afetadas pela ansiedade do que os estudantes do sexo masculino. Não houve diferença significativa entre os grupos em relação aos sintomas depressivos, com escores médios de 8,02 ± 6,14 e 6,62 ± 5,23 pontos na escala BDI em respondentes do primeiro e sexto ano, respectivamente. Nenhum dos sujeitos da amostra exibiu um nível grave de sintomas depressivos. O modelo final de regressão demonstrou associação entre sintomas depressivos e tabagismo (RR 3.12, 95% CI 1,30-7,51) e entre os sintomas depressivos e insatisfação com o curso (RR 4.32, 95% CI 2,34-7,97). Evidenciou-se a presença de maior ansiedade no início do curso, o que sugere a necessidade de serem desenvolvidas estratégias de cuidado nesse momento critico, de forma a auxiliá-los a lidar com a ansiedade. O achado de maior prevalência de sintomas de ansiedade nas mulheres da amostra deve ser levado em conta em futuras abordagens e intervenções preventivas neste grupo. O segundo artigo, avaliando estresse e coping, demonstrou alta prevalência de sintomas de estresse, que foram significativamente maiores nos alunos do primeiro ano do que no grupo do sexto ano (49,1% x 33,6%; p = 0,018). No modelo multivariado as seguintes variáveis foram significativamente associadas com o stress na amostra: ano do curso (1º ano > 6º ano), renda familiar (renda mais baixa > renda mais alta), a satisfação com o curso (insatisfeito > satisfeito) e o uso de fuga-esquiva como estratégia de coping (associação positiva). Assim como ocorre em relação a sintomas de ansiedade, é necessário auxiliar os alunos que estão iniciando o curso médico a contarem com ajuda psicológica para lidar com situações de estresse associadas a este período de forma mais madura do que a encontrada. Por fim, o terceiro artigo, visando avaliar a associação entre níveis de ansiedade e intensidade de uso de mecanismos de defesa nos alunos, relata que as analises multivariadas mostraram que mecanismos de defesa neuróticos e imaturos estavam associados à presença de ansiedade (p < 0,001). Os dados encontrados no estudo apontam que alunos do curso médico que apresentaram sintomas de ansiedade utilizaram significativamente mais mecanismos de defesa neuróticos e imaturos do que os que não tinham esses sintomas. A autora da presente tese não considera a possibilidade de que a educação médica ocorra sem estresse, pois alguma pressão pode incentivar a produtividade e o aprendizado. Entretanto, seu excesso pode prejudicá-lo. Os programas de graduação médica devem ser examinados de forma crítica para avaliar possibilidades de garantir que o estresse se mantenha num nível manejável. Assim, planos de prevenção, atenção e estratégias de apoio psicológico a este grupo devem ser desenvolvidos em nosso meio, com o objetivo de educar e profissionalizar jovens que escolheram dedicar suas vidas a uma área tão desafiante. / The present thesis broaches the subject of mental health of the Medical Student of the UFRGS, at two key moments, at the beginning of the course (1st year) and when finishing (6th year), using cross-sectional methodology. One of its aims was to compare the prevalence levels of anxiety and depressive symptoms when entering and leaving the medical course. In the first study, a total of 232 pupils (110 of the first year and 122 of the sixth year) filled in a questionnaire, with a response rate of 73.8% in the first year and 62.6% in the sixth. In the sample, 50.4% of those interviewed belonged to the male gender (56.4% in the first year and 45.1% of the sixth year students). Anxiety symptoms were reported by 30.8% of first year students and 9.4% of sixth graders (p < 0.001). Female students were more affected by anxiety than male students. There was no significant difference between groups regarding depressive symptoms, with mean scores of 8.02 ± 6.14 and 6.62 ± 5.23 points in the BDI scale in participants of the first and sixth years respectively. None of the subjects in the sample showed serious levels of depressive symptoms. The final regression model demonstrated an association between depressive symptoms and smoking (RR 3.12, 95% CI 1.30 - 7.51) and between depressive symptoms and dissatisfaction with the course RR 4.32, 95% CI 2.34 - 7.97). The presence of increased anxiety at the beginning of the course was evident, which suggests the need to develop care strategies for that critical moment, to help them deal with anxiety. The finding of a higher prevalence of anxiety symptoms in the female population of the sample must be taken into account in future approaches as well as preventive interventions in this group. The second article, assessing stress and coping, demonstrated a high prevalence of stress symptoms, that were significantly higher in the first year students than in those of the sixth year group (49.1% x 33.6%; p = 0.018). In the multivariate model, the following variables were significantly associated with stress in the sample: year of the course (1st year > 6th year), family income (lower income > higher income), level of satisfaction with the course (unsatisfied > satisfied) and the use of avoidance/escape as a coping strategy (positive association). As it happens in relation to anxiety symptoms, it is necessary to aid students who are beginning the medical course, to be able to count with psychological help to deal with stressful situations, associated with this period, in a more mature way than what was found. Finally, in a third article, aiming to assess the association between levels of anxiety and the intensity of use of defense mechanisms in students, the multivariate analysis showed that neurotic and immature defense mechanisms were associated with the presence of anxiety (p < 0.001). The data found in this study indicate that medical students who showed symptoms of anxiety used more neurotic or immature defense mechanisms that those students who did not present these symptoms. The data found in the study indicate the beginning of the medical course as critical for the expression of anxiety symptoms, as compared to the ending point of the course. Defense mechanisms against anxiety still show themselves as immature at this time. The author of the present thesis does not consider the possibility that medical education might take place without stress, since some pressure can encourage productivity and learning. However, too much can detract from them. Undergraduate medical programs should be examined critically to assess possibilities to ensure that stress is maintained at a manageable level. Prevention programs, attention care and psychological support strategies for this group should be developed among us, aiming to educate and professionalize young people who have chosen to devote their lives to such a challenging area of learning.

A presente tese aborda o tema da saúde mental do Estudante de Medicina da UFRGS, em dois momentos chave, a entrada no curso (1º ano) e a saída (6º ano), usando metodologia transversal. Um dos seus objetivos foi comparar os níveis e prevalência de sintomas de ansiedade e depressão na entrada e saída do curso médico. No primeiro estudo, um total de 232 alunos (110 do primeiro ano, 122 do sexto ano) completou o questionário, com taxa de resposta de 73,8% no primeiro e de 62,6%, no sexto ano. Na amostra, 50,4% dos entrevistados eram do sexo masculino (56,4% do primeiro ano e 45,1% dos alunos do sexto ano). Sintomas de ansiedade foram relatados por 30,8% dos alunos do primeiro ano e de 9,4% dos alunos do sexto ano (p < 0,001). Estudantes do sexo feminino foram mais afetadas pela ansiedade do que os estudantes do sexo masculino. Não houve diferença significativa entre os grupos em relação aos sintomas depressivos, com escores médios de 8,02 ± 6,14 e 6,62 ± 5,23 pontos na escala BDI em respondentes do primeiro e sexto ano, respectivamente. Nenhum dos sujeitos da amostra exibiu um nível grave de sintomas depressivos. O modelo final de regressão demonstrou associação entre sintomas depressivos e tabagismo (RR 3.12, 95% CI 1,30-7,51) e entre os sintomas depressivos e insatisfação com o curso (RR 4.32, 95% CI 2,34-7,97). Evidenciou-se a presença de maior ansiedade no início do curso, o que sugere a necessidade de serem desenvolvidas estratégias de cuidado nesse momento critico, de forma a auxiliá-los a lidar com a ansiedade. O achado de maior prevalência de sintomas de ansiedade nas mulheres da amostra deve ser levado em conta em futuras abordagens e intervenções preventivas neste grupo. O segundo artigo, avaliando estresse e coping, demonstrou alta prevalência de sintomas de estresse, que foram significativamente maiores nos alunos do primeiro ano do que no grupo do sexto ano (49,1% x 33,6%; p = 0,018). No modelo multivariado as seguintes variáveis foram significativamente associadas com o stress na amostra: ano do curso (1º ano > 6º ano), renda familiar (renda mais baixa > renda mais alta), a satisfação com o curso (insatisfeito > satisfeito) e o uso de fuga-esquiva como estratégia de coping (associação positiva). Assim como ocorre em relação a sintomas de ansiedade, é necessário auxiliar os alunos que estão iniciando o curso médico a contarem com ajuda psicológica para lidar com situações de estresse associadas a este período de forma mais madura do que a encontrada. Por fim, o terceiro artigo, visando avaliar a associação entre níveis de ansiedade e intensidade de uso de mecanismos de defesa nos alunos, relata que as analises multivariadas mostraram que mecanismos de defesa neuróticos e imaturos estavam associados à presença de ansiedade (p < 0,001). Os dados encontrados no estudo apontam que alunos do curso médico que apresentaram sintomas de ansiedade utilizaram significativamente mais mecanismos de defesa neuróticos e imaturos do que os que não tinham esses sintomas. A autora da presente tese não considera a possibilidade de que a educação médica ocorra sem estresse, pois alguma pressão pode incentivar a produtividade e o aprendizado. Entretanto, seu excesso pode prejudicá-lo. Os programas de graduação médica devem ser examinados de forma crítica para avaliar possibilidades de garantir que o estresse se mantenha num nível manejável. Assim, planos de prevenção, atenção e estratégias de apoio psicológico a este grupo devem ser desenvolvidos em nosso meio, com o objetivo de educar e profissionalizar jovens que escolheram dedicar suas vidas a uma área tão desafiante. / The present thesis broaches the subject of mental health of the Medical Student of the UFRGS, at two key moments, at the beginning of the course (1st year) and when finishing (6th year), using cross-sectional methodology. One of its aims was to compare the prevalence levels of anxiety and depressive symptoms when entering and leaving the medical course. In the first study, a total of 232 pupils (110 of the first year and 122 of the sixth year) filled in a questionnaire, with a response rate of 73.8% in the first year and 62.6% in the sixth. In the sample, 50.4% of those interviewed belonged to the male gender (56.4% in the first year and 45.1% of the sixth year students). Anxiety symptoms were reported by 30.8% of first year students and 9.4% of sixth graders (p < 0.001). Female students were more affected by anxiety than male students. There was no significant difference between groups regarding depressive symptoms, with mean scores of 8.02 ± 6.14 and 6.62 ± 5.23 points in the BDI scale in participants of the first and sixth years respectively. None of the subjects in the sample showed serious levels of depressive symptoms. The final regression model demonstrated an association between depressive symptoms and smoking (RR 3.12, 95% CI 1.30 - 7.51) and between depressive symptoms and dissatisfaction with the course RR 4.32, 95% CI 2.34 - 7.97). The presence of increased anxiety at the beginning of the course was evident, which suggests the need to develop care strategies for that critical moment, to help them deal with anxiety. The finding of a higher prevalence of anxiety symptoms in the female population of the sample must be taken into account in future approaches as well as preventive interventions in this group. The second article, assessing stress and coping, demonstrated a high prevalence of stress symptoms, that were significantly higher in the first year students than in those of the sixth year group (49.1% x 33.6%; p = 0.018). In the multivariate model, the following variables were significantly associated with stress in the sample: year of the course (1st year > 6th year), family income (lower income > higher income), level of satisfaction with the course (unsatisfied > satisfied) and the use of avoidance/escape as a coping strategy (positive association). As it happens in relation to anxiety symptoms, it is necessary to aid students who are beginning the medical course, to be able to count with psychological help to deal with stressful situations, associated with this period, in a more mature way than what was found. Finally, in a third article, aiming to assess the association between levels of anxiety and the intensity of use of defense mechanisms in students, the multivariate analysis showed that neurotic and immature defense mechanisms were associated with the presence of anxiety (p < 0.001). The data found in this study indicate that medical students who showed symptoms of anxiety used more neurotic or immature defense mechanisms that those students who did not present these symptoms. The data found in the study indicate the beginning of the medical course as critical for the expression of anxiety symptoms, as compared to the ending point of the course. Defense mechanisms against anxiety still show themselves as immature at this time. The author of the present thesis does not consider the possibility that medical education might take place without stress, since some pressure can encourage productivity and learning. However, too much can detract from them. Undergraduate medical programs should be examined critically to assess possibilities to ensure that stress is maintained at a manageable level. Prevention programs, attention care and psychological support strategies for this group should be developed among us, aiming to educate and professionalize young people who have chosen to devote their lives to such a challenging area of learning.

Bullying is a pervasive event that affects individuals in a variety of ways. For example, bullied individuals display an array of psychological and related psychosocial problems associated with victimization. There is a push for a transformation in the bullying paradigm to include the psychological and psychosocial symptomologies of both the perpetrator and victim. This study addressed the lack of qualitative research on coping mechanisms for adult victims of bullying. Due to the pervasive nature of the phenomena, the following was explored: (a) descriptions of bullying as expressed by adult victims, (b) adult victims' coping processes and methods, and (c) adult victims' emotional responses to being bullied. A qualitative phenomenological research approach was applied to understand the lived experiences of this population. The theoretical framework was based on Folkman and Lazarus's transactional model of stress and coping. Eight individuals participated in the study and face-to-face interviews were conducted with each participant. Based on the results of interviews and thematic analysis, the majority of participants (34%) reported that job-related demands and coercion such as social exclusion, cyberthreats, verbal abuse, sexual abuse, job-related intimidation, and physical harm were the main forms of bullying experienced. The coping process adopted by 62% of the participants was to remain calm during the bullying incident. However, 62% used retaliatory confrontation as their main coping method. Mental stress was the main emotional response to bullying. The findings of this study can inform the adoption of positive social change policy actions that promote resiliency among bullied adults at the community level and within organizational settings.