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Mattering, wellness, and fairness: psychosocial goods for the common goodPrilleltensky, I., Scarpa, M.P., Ness, O., Di Martino, Salvatore 18 January 2023 (has links)
Yes / Whereas the behavioral and health sciences have been mainly concerned with the private good,
there is an urgent need to understand and foster the collective good. Without a coherent framework
for the common good, it will be extremely difficult to prevent and manage crises such as
pandemics, illness, climate change, poverty, discrimination, injustice, and inequality, all of which
affect marginalized populations disproportionally. While frameworks for personal well-being
abound in psychology, psychiatry, counseling and social work, conceptualizations of collective
well-being are scarce. Our search for foundations of the common good resulted in the identification
of three psychosocial goods: mattering, wellness, and fairness. There are several reasons for
choosing them, including the fact that they concurrently advance personal, relational, and collective
value. In addition, they represent basic human motivations, have considerable explanatory power,
exist at multiple ecological levels, and have significant transformative potential. The
complementary nature of the three goods is illustrated in an interactional model. Based on empirical
evidence, we suggest that conditions of justice lead to experiences of mattering, which, in turn,
enhance wellness. Challenges and opportunities afforded by the model at the intrapersonal,
interpersonal, occupational, communal, national, and global levels are presented. The proposed
psychosocial goods are used to formulate a culture for the common good in which we balance the
right with the responsibility to feel valued and add value, to self and others, in order to promote not
just wellness but also fairness.
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Experiences of adolescents with Type 1 Diabetes Mellitus on treatment adherence / Liezel van der WesthuizenVan der Westhuizen, Liezel January 2014 (has links)
Type I Diabetes Mellitus (T1DM) is a major health problem and a burden for affected young individuals, as well as for society. It is among the most prevalent paediatric disorders, affecting an estimated 1.7 per 100 children and adolescents. Given the complexity of diabetes treatment regimens, it is not surprising that children, adolescents, and their families often have difficulty adhering to these regimens. Studies have found that the overall adherence rate among children and adolescents with diabetes is about 50%. It has also been found that adherence to T1DM often tends to decrease when the adolescent begins to assume most of the responsibility for managing the disease and the parents‟ role starts to decline.
However, literature indicates that adolescent patients‟ adherence is poor and an important strategy to improving their metabolic control is to increase self-care. The most common age of onset for T1DM is between 10-14 years. The adolescent population is highly neglected in current research on diabetes, because the focus tends to favour children and not adolescents. It is widely recognised that glycaemic control in adolescents is complex, challenging and dependent on interconnected relationships between numerous inputs at individual, family, community and health service levels. Optimal care of adolescents with diabetes has not been subjected to rigorous scientific studies, and research results related to optimal glycaemic control are conflicting.
Development and continuous evaluation of best practices pertaining to diabetes mellitus remains one of the major objectives of diabetes care, possibly allowing a delay in and/or prevention of later complications. Research indicates that adolescence is the one age group where there has been no discernible improvement in health over the last 20 years. A great number of research studies on the subject of diabetes are done globally, but less literature, especially in the South African context, can be found that focuses on and explain the experiences of adolescents with T1DM with regard to their treatment adherence.
This qualitative study explored the experiences of adolescents with T1DM. A purposive sample (n=7) of young adolescents between the ages of 13 and 15 willingly participated in the research study to explore and describe their experiences with managing their treatment regimen. In-depth interviews were conducted to collect rich descriptive data, followed by participants‟ verbal reflections once a week for the duration of a month. After the in-depth interviews and weekly reflections, the researcher held a focus group interview with all the participants. Transcribed data were analysed by means of thematic analysis from which themes and subthemes were derived. The participants expressed both positive and negative emotions associated with their diabetes; they experienced a lack of understanding by significant others because of a lack of knowledge, interest or support regarding their diabetes; they mentioned that they continually need age-appropriate support and parental involvement, even though they manage diabetes through their own processes; and lastly, participants struggled with a fear of friends‟ and peers‟ perceptions.
From the findings it is clear that in order to cope, the adolescents need not only medical treatment and education about diabetes (T1DM), but emotional support, supervision and repeated reinforcement to achieve effective self-management. The basic suggestion is that diabetes care
for children and young people should include routine assessment of the psychological and social pressures on the adolescent and the family so that strategies can be put in place to give support and education as needed and as appropriate. The researcher also recommends that school personnel must be educated about diabetes so that they can understand the changing medical and psychosocial needs of the adolescent and can help him/her to participate fully in all the available work, sport, and leisure activities. Models of legislation and training programmes for school staff specifically addressing the needs of children with diabetes in school have been developed in a number of countries such as Greece, Germany, Italy, Poland, Spain, Sweden, the UK and the USA. These programmes should be considered as an example to other countries. These best practices can serve as a foundation for national improvement. / MA (Psychology), North-West University, Potchefstroom Campus, 2015
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Experiences of adolescents with Type 1 Diabetes Mellitus on treatment adherence / Liezel van der WesthuizenVan der Westhuizen, Liezel January 2014 (has links)
Type I Diabetes Mellitus (T1DM) is a major health problem and a burden for affected young individuals, as well as for society. It is among the most prevalent paediatric disorders, affecting an estimated 1.7 per 100 children and adolescents. Given the complexity of diabetes treatment regimens, it is not surprising that children, adolescents, and their families often have difficulty adhering to these regimens. Studies have found that the overall adherence rate among children and adolescents with diabetes is about 50%. It has also been found that adherence to T1DM often tends to decrease when the adolescent begins to assume most of the responsibility for managing the disease and the parents‟ role starts to decline.
However, literature indicates that adolescent patients‟ adherence is poor and an important strategy to improving their metabolic control is to increase self-care. The most common age of onset for T1DM is between 10-14 years. The adolescent population is highly neglected in current research on diabetes, because the focus tends to favour children and not adolescents. It is widely recognised that glycaemic control in adolescents is complex, challenging and dependent on interconnected relationships between numerous inputs at individual, family, community and health service levels. Optimal care of adolescents with diabetes has not been subjected to rigorous scientific studies, and research results related to optimal glycaemic control are conflicting.
Development and continuous evaluation of best practices pertaining to diabetes mellitus remains one of the major objectives of diabetes care, possibly allowing a delay in and/or prevention of later complications. Research indicates that adolescence is the one age group where there has been no discernible improvement in health over the last 20 years. A great number of research studies on the subject of diabetes are done globally, but less literature, especially in the South African context, can be found that focuses on and explain the experiences of adolescents with T1DM with regard to their treatment adherence.
This qualitative study explored the experiences of adolescents with T1DM. A purposive sample (n=7) of young adolescents between the ages of 13 and 15 willingly participated in the research study to explore and describe their experiences with managing their treatment regimen. In-depth interviews were conducted to collect rich descriptive data, followed by participants‟ verbal reflections once a week for the duration of a month. After the in-depth interviews and weekly reflections, the researcher held a focus group interview with all the participants. Transcribed data were analysed by means of thematic analysis from which themes and subthemes were derived. The participants expressed both positive and negative emotions associated with their diabetes; they experienced a lack of understanding by significant others because of a lack of knowledge, interest or support regarding their diabetes; they mentioned that they continually need age-appropriate support and parental involvement, even though they manage diabetes through their own processes; and lastly, participants struggled with a fear of friends‟ and peers‟ perceptions.
From the findings it is clear that in order to cope, the adolescents need not only medical treatment and education about diabetes (T1DM), but emotional support, supervision and repeated reinforcement to achieve effective self-management. The basic suggestion is that diabetes care
for children and young people should include routine assessment of the psychological and social pressures on the adolescent and the family so that strategies can be put in place to give support and education as needed and as appropriate. The researcher also recommends that school personnel must be educated about diabetes so that they can understand the changing medical and psychosocial needs of the adolescent and can help him/her to participate fully in all the available work, sport, and leisure activities. Models of legislation and training programmes for school staff specifically addressing the needs of children with diabetes in school have been developed in a number of countries such as Greece, Germany, Italy, Poland, Spain, Sweden, the UK and the USA. These programmes should be considered as an example to other countries. These best practices can serve as a foundation for national improvement. / MA (Psychology), North-West University, Potchefstroom Campus, 2015
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WORK STRESS AND WELL-BEING : ACADEMIC WORK STRESS AND ITS RELATION TO THE PSYCHOLOGICAL WELL-BEING AND SOCIAL LIFE OF UNIVERSITY MASTER STUDENTSEmaasit, Daniel January 2016 (has links)
The aim of this research study was to explore the relationship between academic work stress, psychological well-being and social life of university master students. It was also examined whether the presence of control variables i.e. gender and living status had an influence on the relationship between the variables mentioned above. A total of 100 participants both male (N=56) and female (N=44) were conveniently drawn from master students pursuing different master programmes in the university and the spearman’s correlation results of how academic work stress is related to psychological well-being showed a significant strong negative correlation between the variables (rs=-.448, p < .001) which suggests that students who experienced a high level academic work stress, experienced a lower level of psychological well-being. In addition, the results on the relationship between academic work stress and social life showed a significant negative correlation between variables (rs=-.293, p < .001) meaning that a high level of academic work stress is negatively correlated with a lower level of social life among students. Also, the inclusion of living status as a control variable did not have an influence on the above relationship but including gender had a positive significant impact. Lastly, theoretical implications of the study as well as the conclusion were presented.
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Bienestar en beneficiarios de un proyecto de voluntariado de Lima Metropolitana / Wellbeing in beneficiaries of a volunteer project in Lima MetropolitanaOscar Renzo, Cardoso Goicochea 15 January 2019 (has links)
La investigación tiene como objetivo comprender la percepción de bienestar de los beneficiarios de un proyecto de voluntariado. Toma protagonismo de los beneficiarios: vendedores ambulantes y cuidadores de carros. Presenta como base teórica la percepción de bienestar subjetivo y psicológico. La técnica cualitativa de investigación usada fue la dinámica conversacional con ocho participantes voluntarios. Se realizó análisis hermenéutico de contenido deductivo e inductivo que permite conseguir trechos de información mediante análisis de la subjetividad en las conversaciones. Se determinaron seis categorías: cumplir con sus hijos, relaciones positivas con familia extensa, concepción de éxito laboral, relación positiva con los demás, percepción de satisfacción vital y experiencias religiosas. La quinta categoría incluye una dimensión del bienestar subjetivo, la cual difiere de la teoría tomada. En síntesis, la percepción del bienestar de los participantes se encuentra dentro del bienestar psicológico. Sin embargo, presenta particularidades, destaca el valor de las relaciones interpersonales. / [The research aims to understand the perception of well-being of the beneficiaries of a volunteer project. It takes protagonism of the beneficiaries: peddlers and caretakers of cars. Presents as a theoretical basis the perception of subjective and psychological well-being. The qualitative research technique used was the conversational dynamics with eight volunteer participants. A hermeneutic analysis of deductive and inductive content was carried out, which allows to obtain stretches of information through analysis of subjectivity in conversations. Six categories were determined: compliance with their children, positive relationships with extended family, conception of work success, positive relationship with others, perception of life satisfaction and religious experiences. The fifth category includes a subjective well-being (wellness) dimension, which differs from the theory taken. In summary, the perception of the well-being of the participants lies within psychological well-being. However, it presents particularities, highlights the value of interpersonal relationships. / Tesis
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How does Hedonic Capital influence the dynamics of subjective well-being of the unemployed: evidence from the German socio-economic panel. / CUHK electronic theses & dissertations collectionJanuary 2013 (has links)
Cheng, Brian Hugh. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.
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Well-Being and Physiological Reactivity to StressFox, Sheilagh 01 March 2018 (has links)
Because of the impact of stress on health, it is important to understand the variables that underlie cardiovascular reactivity to stress because it may lead to more focused targets of intervention for helping people to reduce or otherwise better manage their stress. The purpose of the present study was to answer the following questions: does lack of eudaimonic well-being (a combination of psychological and social well-being) predict increased cardiovascular reactivity to stress in a clinically distressed population? And does increased eudaimonic well-being protect against increased cardiovascular reactivity to stress when hedonic well-being (a combination of positive affect and life satisfaction) is low and depression and stress are high? If so, then it may be possible to reduce the effects of stress on health even if depression and stress are present. One hundred twenty-nine college students (ages 18-29) who were clinically distressed were administered a questionnaire that included questions about demographic variables and measures of hedonic and eudaimonic well-being, depression, and general perceived stress. After answering the questionnaire, a baseline reading of cardiovascular activity was taken. After the baseline reading, participants were subjected to the Trier Social Stress Test (TSST), an interpersonal stressor that consists of an anticipation period, a speech, and a math task. Measurements of cardiovascular activity were taken throughout the TSST. I predicted that lower levels of eudaimonic and hedonic well-being, mental health, and higher amounts of general perceived stress would predict increased cardiovascular reactivity to the TSST as measured by systolic blood pressure, diastolic blood pressure, and heart rate. Then, should the prior hypothesis be true, I predicted that higher eudaimonic well-being will suppress the effect of lower hedonic will-being, lower mental health, and higher general perceived stress on cardiovascular activity to acute stress. Results of the study found no effect of eudaimonic well-being, hedonic well-being, depression, and general perceived stress on cardiovascular reactivity during the TSST. The results suggest that there is no relationship between well-being, depression, and general perceived stress and cardiovascular reactivity to stress in a young college student population.
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Improving Elementary Students’ Complete Mental Health: Examining the Added Impact of a Teacher-Focused Strengths-Based InterventionHeadley, Mollie Mccullough 15 November 2018 (has links)
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.
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Neuropsychological executive functioning and psychosocial well-being / Elizabeth PetersPeters, Elizabeth January 2005 (has links)
The aim of this study was to come to a better understanding of possible
neuropsychological mechanisms underlying psychosocial well-being and therefore to
determine whether a relationship between neuropsychological executive functions and
psychosocial well-being does indeed exist. Research was conducted in the domains of
neuropsychology and positive psychology. This thesis consists of three articles,
namely I ) Neuropsychological executive functions and psychosocial well-being: A
review, 2) Attentional switching and psychosocial! well-being, and 3) The relationship
between generativity as neuropsychological process and psychosocial well-being.
The first article argued the possibility of a relationship between neuropsychological
and psychosocial aspects, with reference to a pluralistic ecosystems perspective,
neuropsychological and other positive psychological theories, such as Miller's
neuropsychodynamic model and Frederickson's broaden-and-build theory, as well as
existing empirical studies. Numerous neuropsychological studies have indicated that
the prefrontal cortex is involved in executive functions, with its main function to
regulate both cognitive and affective functioning. Analyses of existing empirical
studies indicated an established relationship between prefrontal lobe / executive /
regulatory dysfunction and psychopathology, but also that the relationship between
normal or optimal prefrontal executive functions and psychosocial well-being is still
unclear. The first article concluded that evidence correlating neuropsychological
functioning with human flourishing, or indicating possible neuropsychological
mechanisms involved in psychosocial well-being, is sparse, presenting a serious
lacuna in scientific knowledge.
The following two articles focused on contributing to filling this lacuna.
"Attentional switching and psychosocial well-being" and "The relationship between
generativity, as neuropsychological process and psychosocial well-being" focused on
attentional switching and generativity, as part of neuropsychological executive
functions, as potential mechanisms associated with psychosocial well-being. These
studies aimed to determine whether the capacity to switch attention, as measured by
the Color Trails Test (CTT) and Wisconsin Card Sorting Test (WCST), and the
capacity to generate novelty, as measured by the Controlled Verbal Fluency Task
(CVFT) (Benton, 1967) and Uses of Objects Test (UOT) (Getzels & Jackson, 1962),
are related to the degree of psychosocial well-being experienced. As part of the interdisciplinary
POWIRS (Profiles of Obese Women with Insulin Resistance Syndrome)
project, black African women (article 2 n=66; article 3 n=72) completed the above
mentioned neuropsychological measures, as well as indices of psychosocial wellbeing,
in a cross-sectional design. The psychosocial measures included the
Affectometer (AFM) 2 (Kammann & Flett, 1983); Constructive Thinking Inventory
(CTI) abbreviated version (Epstein & Meier, 1989); Sense of Coherence Scale (SOC-
29) (Antonovsky, 1987, 1993); The Fortitude Questionnaire (FORQ) (Pretorius,
1998); JAREL Spiritual Well-being Scale (SWS-H) (Hungelman et al., 1989);
Psychological Well-being Scales (SPW-B) (Ryff & Singer, 1998); and the Cognitive
Appraisal Questionnaire (CAQ) (Botha & Wissing, 2003).
The main findings of these studies were hat the ease of attentional switching and
generativity correlates statistically (p<0.5) and practically significantly with higher
levels of psychosocial well-being. From a micro-deterministic perspective it can be
concluded that frontal lobe executive functions may play a role in the regulation
higher-order adjusting psychosocial functions related to quality of life. From a micro-deterministic
perspective it can be concluded that psychosocial well-being, while
being influenced by executive functions, may also influence the continuous
development of neuropsychological executive functions. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2005.
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Investigating the relationship between income and subjective well-being in South Africa.Frame, Emily Sarah Nomgcobo. 30 October 2014 (has links)
Conventional approaches to the analysis of human well-being use money-metric
measures such as income or consumption. However, they are heavily criticised for
relying on a limited understanding of well-being. In recent decades, subjective
measures of well-being have been increasingly presented as providing a more
inclusive and holistic perspective of well-being. Using data from the National Income
Dynamics Study (NIDS), this dissertation examines the relationship between income,
a common money-metric measure of well-being, and life satisfaction, a key indicator
of subjective well-being. The results show that income and life satisfaction exhibit a
weak but significant positive relationship, one which is stronger at lower levels of
income. In addition to income, the analysis identifies a number of other significant
correlates of subjective well-being. Furthermore, several differences in the correlates
of income and life satisfaction are detected. These results highlight how subjective
well-being measures can include information about people’s lived experiences in
ways that are not fully captured in objective money-metric measures. / M.Dev.Studies University of KwaZulu-Natal, Durban 2013.
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