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This study modeled trajectories of four psychosocial competencies (autonomy, industry, identity, and intimacy) across four years of university and year-to-year covariation of these competencies with typical student experiences (living away from parents, academic performance, dating, and alcohol use) in 195 Canadian students. Analyses revealed that, on average, autonomy and identity did not change over time. Accounting for gender differences, however, revealed some linear changes across time for these competencies. Industry and intimacy showed curvilinear trajectories of change. Year-to-year, students reported higher autonomy and identity when living away from their parents and when getting higher grades. They also reported higher industry when getting higher grades. When students dated they reported higher identity and intimacy; dating women also reported higher autonomy than dating men. When dating students reported higher intimacy they reported higher perceived affection within their romantic relationships. Possible mechanisms for the observed patterns and their implications are discussed.

Made available in DSpace on 2014-06-11T19:28:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-24Bitstream added on 2014-06-13T19:16:04Z : No. of bitstreams: 1 ferreira_msc_me_botfm.pdf: 565308 bytes, checksum: b6f0629f6ca1ed7f3fd1077718b7198c (MD5) / Secretaria de Saúde do Estado de São Paulo / Considerando o evoluir histórico da atenção em Saúde Mental, vê-se que essa tem se transformado e caminhado para a busca da inclusão social e se apresentado como campo de conhecimento complexo, que solicita práticas que contemplem a diversidade de demandas de muitas ordens. Nessa perspectiva, o presente estudo teve como objetivos compreender como os pacientes egressos de um Hospital Dia de Saúde Mental vêem o serviço, conhecer se este contribuiu para mudanças em suas vidas e apreender se estas pessoas têm continuidade ao tratamento. Para tanto, utilizamos a abordagem qualitativa de pesquisa. Os dados foram coletados por meio de entrevistas semi-estruturadas realizadas durante visitas domiciliares e busca documental. Adotamos a Análise Temática para a ordenação e análise dos dados obtidos. Esses foram analisados a partir do referencial da reabilitação psicossocial. Participaram do estudo nove pacientes, residentes no município de Botucatu que concluíram o tratamento proposto no Hospital Dia de Saúde Mental – UNESP – Botucatu, no ano de 2008. Os resultados demonstram que o sofrimento causado pelo adoecimento psíquico é um fator marcante e desagregador na vida dos participantes desta investigação, solicitando uma assistência que considere as necessidades complexas dos indivíduos e o acolhimento do sofrimento. Para os sujeitos, o serviço ofereceu o acolhimento, mostrando-se continente ao sofrer psíquico, contribuiu para o processo de retomada da autonomia e inserção social, possibilitando a efetivação de mudanças na vida dessas pessoas. O estudo, também, aponta que os sujeitos dão continuidade ao tratamento após a alta do serviço e valorizam a pluralidade terapêutica oferecida. Por outro lado, evidencia-se a necessidade de ações que considerem a integralidade e a intersetorialidade, uma vez que foi observada restrita comunicação entre serviços... / Considering the historical development of mental health care in Brazil, it is observed that such care has changed, headed towards the search for social inclusion and shown to be a field of complex knowledge, as it requires practices that can contemplate a diversity of demands of many orders. In this perspective, the present study aimed at understanding how patients who have been discharged from a Mental Health Care Day Hospital view the service, at learning whether such service contributed to changes in their lives and at apprehending whether such individuals continued treatment. To that end, the qualitative research approach was used. The data were collected by means of semi-structured interviews conducted during home visits and by documental research. Thematic analysis was adopted for organization and analysis of the information obtained, which was analyzed according to the psychosocial rehabilitation framework. Nine patients who resided in the city of Botucatu and had completed the treatment proposed by the Mental Health Day Hospital - UNESP - Botucatu in 2008 participated in the study. Results showed that the suffering caused by psychic illness was a remarkable and disaggregative factor in the lives of the participants in this investigation, thus requiring care that takes into account the individuals’ complex needs as well as suffering admittance. To the subjects, the service received them well by showing to be attentive to their psychic suffering, contributed to the process of autonomy resumption and social inclusion, thus producing effective changes in these individuals’ lives. The study also shows that the subjects continued their treatment after hospital discharge and valued the plurality of the therapy provided. On the other hand, it shows the need for actions that will consider integrality and intersectoriality, since limited communication between the services ... (Complete abstract click electronic access below)

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2016 / Data was collected using qualitative methodology. The purposive sampling was used in selecting nine teachers and eight parents for the study. To collect data, semi-structured interview questions were formulated. Interview questions consisted of open-ended questions were conducted to teachers and parents in determining the role they play in empowering special needs learners with psychosocial skills. Observation was done in different phases during lessons/learning. Qualitative data analysis was used in order to draw conclusion about the role of teachers and parents in empowering special needs learners with psychosocial skills in a special school. Research findings led to the following conclusions: teachers empower special needs learners in various ways compared to the role played by parents. They believe in teaching special needs learner’s skills to be independent, sociable, and presentable and be recognised by the society. Others teach skills by focusing on the learner’s strengths to overcome their weaknesses. Some teachers empower learners through sports in order for them to participate and compete with other children outside school while others believe in teaching discipline so that learners should be able to obey the rules outside school. The results reveal that the empowerment of learners depends on the child’s condition/disability. The findings revealed that hundred percent of parents believe in giving their special needs children love and support in whatever skill that has been identified by teachers as their role of empowering them. They also make their children feel important to the family and to the community. Parents believe that once the child feels loved, she or he is able to love themselves and others. The results show that there is a gap between the role played by teachers and that played by parents which needs to be filled. The findings revealed that partnership between teachers and parents in supporting special needs learners to benefit from their education is good although there are challenges mentioned. The programmes available in the school and in the community also empower special needs children even they exit school. On the basis of the findings, recommendations for teacher training in special education were put forward in order for the empowerment of special needs learners with psychosocial skills in special schools to be effective.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Participation in college athletics comes with inherent risks. Many of these risks relate to the psychosocial safety and well-being of college athletes. These risks include depression, suicide, alcohol abuse, substance abuse, and the development of an eating disorder. This study specifically examined the current state of psychosocial needs amongst college athletes, the availability of services that address psychosocial needs, the comfort level college athletes have with seeking services, and the identification of barriers that influence whether or not a college athlete seeks necessary help. Methods: This study used a web-based survey to gather information from a proportionate stratified random sample of both college athletic directors (N = 132) and college athletes (N = 349) across all NCAA division levels. Descriptive statistics, parametric tests, and multivariate tests were used to analyze the research questions. This study used NCAA division level and the profile of a college athlete’s sport as independent variables. The researcher created composite scores for athletic, academic, and psychosocial services to serve as dependent variables. The researcher also created a composite score for perceived barriers. Results: There were multiple significant findings for this research study. One key finding was that Division I and Division II college athletes had significantly higher psychosocial needs than Division III college athletes. Another key finding was that Division I college athletes experienced significantly lower levels of comfort in seeking psychosocial services than Division II and Division III college athletes. Furthermore, Division I college athletes reported significantly higher levels of barriers to seeking necessary services than Division II and Division III college athletes. Implications: These significant findings point clearly to the fact that more must be done to ensure the psychosocial safety and well-being of college athletes. This includes athletic departments more clearly understanding the needs of their college athletes, having services more readily available, finding ways to promote a college athlete’s disclosure of a psychosocial risk, and working to address current barriers that prevent college athletes from seeking help. One idea for improving the current state of services explored in this research is the interprofessional collaboration of social workers with college athletic departments.

Siblings of children with cancer are exposed to significant stress and experience challenges in many aspects of their lives throughout the pediatric cancer trajectory. As a result, siblings are at risk for acute and long-term psychosocial consequences and must be provided with appropriate supportive services during and after cancer treatment. At this time, there are no evidence-based standards to guide the supportive care of siblings of children with cancer. The purpose of this study was to explore and develop an understanding of the different ways in which siblings of children with cancer perceive their psychosocial needs are addressed from formal and informal sources. A qualitative interpretive descriptive methodology was used in the study design. Data were collected from a sample of ten siblings in Ontario whose siblings were diagnosed and treated for pediatric cancer within the past ten years. The data collection methods included semi-structured individual interviews, socio-demographic questionnaires, field notes, and the researcher’s reflexivity journal. A reflexive thematic and inductive approach was used for the analysis of the collected data. The study findings highlight that there are significant gaps in the psychosocial support provided to siblings of children with cancer. Four overarching issues were identified, including: (1) siblings’ isolation from the pediatric cancer experience, (2) limited parental awareness of siblings’ psychosocial needs, (3) needs for consistent academic and school support, and (4) needs for standardized psychosocial support from healthcare professionals and hospital systems. The study findings provide several implications for clinical practice, policy, education, and research for nurses and other healthcare professionals working in pediatric oncology settings. Recommendations include: (1) integration of psychosocial care for siblings into clinical practice, (2) development of evidence-based standards and guidelines for the psychosocial support of siblings, (3) ongoing education and training for healthcare professionals related to siblings’ psychosocial healthcare needs, and (4) additional research on standardized screening tools and interventions for siblings. / Thesis / Master of Science in Nursing (MSN)

Based on the unique clinical correlates of two subtypes of childhood aggression (reactive and proactive), this study examined possible differential treatment effects for children with varying degrees of reactive or proactive aggression receiving one of two types of psychosocial treatment aimed at addressing these unique characteristics. Forty-seven affectively dysregulated children with oppositional defiant disorder (ODD) participated in the study. Results suggest a main effect for type of treatment, modest support for the moderating role of proactive aggression, and no support for reactive aggression as a moderator of treatment outcome. Implications for assessment and treatment of aggression are discussed. / Master of Science

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Published Article / Psychosocial support has been defined as an ongoing process of meeting emotional, social, mental and spiritual needs, all of which are considered essential elements of meaningful and positive human development. It goes beyond simply meeting the learners' physical needs, placing greater emphasis on learners' psychological and emotional development and their need for social interaction. The Free State Department of Basic Education defines vulnerable learners as orphans, heads of child-headed households, neglected learners and all learners who do not have access to a basic set of school uniforms. The department states that there are currently 70 000 of these learners in the province. This article presents a theoretical critique, within a social justice paradigm, of efforts aimed at supporting vulnerable learners psychosocially in the rural areas of South Africa. It describes attempts to afford vulnerable learners education and addresses their marginalisation and inherent powerlessness (social justice). It argues that psychosocial support (meeting their needs) for vulnerable learners will improve their access to education.

Fysisk aktivitet, stress och psykosocial arbetsmiljö är viktiga faktorer på och utanför arbetsplatsen. Tidigare forskning har visat att fysisk aktivitet kan påverka den subjektiva stressupplevelsen. En arbetsmiljö präglad av höga krav, för lite kontroll och socialt stöd kan leda till negativa känslor och stress. Syftet med uppsatsen var att undersöka deltagarnas träningsgrad och dess betydelse för upplevelse av allmän stress och fysisk aktivitet. Psykosocial miljö undersöks och sätts i relation till stressupplevelse, anställningstid, ålder och träningsgrad genom multipla regressionsanalyser. Deltagare i undersökningen var 82 anställda, varav 54 kvinnor. Resultaten visade bland annat att träningsgrad har betydelse för den allmänna upplevelsen av stress och fysisk aktivitet. Slutsatsen att psykosocial arbetsmiljö, stress och fysisk aktivitet kan interagera med varandra är av värde att lyfta fram. Detta kan bidra till ökad medvetenhet för organisationer och vara ett hälsofrämjande verktyg för att minska negativt upplevd stress på och utanför arbetsplatsen.