Peer Support and Help-seeking Efforts: Predictors of Psychological Well-being in School Adolescents

Grandparents are increasingly becoming key figures in the supplementary care of grandchildren. Based on the Resilience Model of Family Stress, Adjustment and Adaptation, the present study aims to analyze the emotional competences that canpl predict higher levels of psychological wellbeing and quality of life in supplementary grandparents caregivers. A sample of 270 supplementary grandparents caregivers living in Spain participated. Most participants were women (71.1%), and the mean age was 67.83 years (SD = 6.26). Most participants were occasional caregivers, that is, they care for less than 10 h per week (76.3%). We conducted hierarchical multiple regression analysis, one for psychological wellbeing and the other for quality of life. The regression model for psychological wellbeing identified that age, management of caregiving stress, self-confidence in the caregiving role, management of work-life balance difficulties and emotional self-regulation explained 32.8% of its variance. The regression model for quality of life showed that age, type of grandparent caregiver, management of caregiving stress, management of work-life balance difficulties and emotional self-regulation explained 31.2% of its variance. This study focuses on supplementary grandparents caregivers, whereas literature has tended to look at primary grandparents caregivers. The results highlight the role of emotional competences as predictors of supplementary grandparents caregivers' psychological wellbeing and quality of life, overcoming the usual tendency in the literature to focus on the negative consequences of grandparents caregiving for grandchildren, and emphasizing the competences that grandparents have to cope with this care in a satisfactory way, which, moreover, can be trained.

The behavior of seeking psychological help shows a sign of mental health in adolescents. Seeking psychological help is influenced by various things, including gratitude and self-esteem. With gratitude, students appreciate the benefits of social support for their problems, and with self-esteem, they will raise defenses to solve their problems. This study examines the effect of gratitude and self-esteem on psychological help-seeking behavior in vocational high school students in Boja District, Kendal Regency. The population of this study was 2,504 students, and with the cluster sampling method and the calculation of the Isaac and Michael formula, 333 students were selected as the research sample. The method used in this study is a quantitative approach of correlational design with multiple regression analysis. The study results obtained an f-test score of 74.383 with a sig of 000, meaning H1 is accepted. Gratitude and self-esteem simultaneously affect 31.1% of psychological help-seeking behavior and have a significant and positive relationship. So, it can be interpreted that the higher the level of gratitude and self-esteem in students, the higher the level of help-seeking behavior.

The aim of this study was to analyze the reciprocal effects between prosociality, peer support and psychological well-being using a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A sample of 587 adolescents (males = 308; Mage = 14.23, SD = 0.58) enrolled in the first year of high school (9th grade) were recruited and followed over four years from 2016 (Time 1 [T1]) to 2019 (Time 4 [T4]). Once a year, they filled in a questionnaire measuring prosociality, peer support, and psychological well-being. The results from the RI-CLPM revealed that, at the between-person level, prosociality, peer support and psychological well-being were all positively associated. Conversely, at the within-person level and at all survey points, only psychological well-being positively predicted prosociality one year later. Specifically, we found that adolescents with higher levels of psychological well-being were more likely to show a tendency for prosocial behaviors over time. Promoting interventions aimed at enhancing psychological well-being may make adolescents more likely to engage in positive behaviors, such as prosocial ones, in a variety of contexts, thereby creating favorable social environments.

Physician well-being has rapidly become an important area of interest given that reduced well-being can have a negative effect on patient outcomes. The majority of studies in this area have focused on impairment, and research on skills and processes that allow physicians and resident physicians to achieve and maintain adequate levels of well-being has been limited. As such, the purpose of the present study was to adopt a positive psychology approach to investigate well-being as more than the presence or absence of dysfunction. It aimed to examine the link between self-regulation capacity, an important self-management skill, and psychological and affective well-being among physicians and resident physicians. A total of 132 Canadian physicians and resident physicians completed online questionnaires assessing their levels of psychological and affective well-being and self-regulation capacity in order to determine if there were significant differences in well-being between physicians and resident physicians with high and low self-regulation capacity. Physicians and resident physicians had moderate and high levels of self-regulation capacity, respectively. While both groups were generally high in psychological well-being, they had average levels of positive and negative affect. Between-subject MANOVAs confirmed the hypothesis that high self-regulating physicians and resident physicians have higher levels of psychological well-being and positive affect compared to those with lower levels. However, those higher in self-regulation capacity did not have lower negative affect, nor did physicians have significantly higher levels of psychological and affective well-being than resident physicians. Results do not support some of the literature suggesting that physicians are highly distressed and cannot manage the demands of their profession. The positive significant association between the physicians and resident physicians' self-regulation capacity and well-being implies that nurturing self-regulation skills within this population could potentially be one way to help them adapt to meet the evolving demands of the medical profession.

BackgroundVarious factors associated with attitudes toward the utilization of professional psychological help among the school-going population have been explored, but studies from Arabian Gulf countries are lacking. This study aimed to assess attitudes toward seeking professional psychological help, examine how demographic factors and self-esteem are associated with seeking psychological help, and understand the interaction between these variables.MethodsA cross-sectional correlational design was used. A random sample of Omani secondary school students (n = 2165) aged 15–18 years completed the demographics sheet, the Scale of Attitudes Toward Seeking Professional Psychological Help (SATSPH), and the Rosenberg self-esteem scale. Hierarchical regression analysis with interaction was performed to test the moderating role of self-esteem in the relationship between selected demographics and attitudes toward seeking professional psychological help (ATSPH).ResultsMost of the adolescents exhibited poor attitudes toward ATSPH. The findings demonstrated a significant moderating effect of self-esteem on the relationship between demographics (sex and age) and ATSPH (ΔR 2 = 0.002, F (7, 2156) = 4.839, p < 0.001). In terms of sex, women may have more positive attitudes toward seeking help than men. However, when self-esteem is considered, the positive effect of being female can reverse at higher levels of self-esteem, suggesting that men with higher self-esteem may have more positive attitudes toward seeking help than women with higher self-esteem. Furthermore, initially, age was not significant. However, when self-esteem was introduced as a moderator, age was a significant predictor. These findings indicate that the effect of age on seeking professional psychological help is influenced by self-esteem.ConclusionsThis study highlights that attitudes toward seeking professional psychological help among Omani adolescents are generally poor and are influenced by both demographic factors and self-esteem. Although women tend to have more positive attitudes than men do, this can change with varying levels of self-esteem. Similarly, the effect of age on these attitudes is dependent on self-esteem levels. This underscores the complex interplay between demographic factors and self-esteem in shaping attitudes toward psychological help-seeking behaviors. Therefore, more studies of this nature are warranted.

Success in higher education is most commonly indexed in Ethiopia with academic success despite the fact that the major factor undergirding this success appears to be non-academic in nature. The main intent of this study was to examine one of these academic profiles of university students (i.e., psychological wellbeing) and the extent to which it was affected by perceived (university, peer group and instructors) support services. Data were collected from a sample of 384 students (217 males and 167 females) drawn from three universities (Bahir Dar, Wollo, and Debre Tabor) in the Amhara Regional State. Structured questionnaire composed of various components originally developed by experts in the field was used for the present study; in fact after validating the sub scales. Findings indicated that psychological wellbeing general score, ‘environmental mastery’, ‘purpose in life’, and ‘self-acceptance’ were lower compared to autonomy, personal growth, and relationship with others. Female students and those from lower family income group were more vulnerable than their counterparts unlike grade level in which, contrary to previous research, little differences were noted in psychological well-being among students of different university grade levels. It was also found that university support, teacher support, and peer support were perceived to be lower. Yet, peer support and teacher support were found to be significant predictors of psychological well-being compared to university support that proved to be less useful. The results were discussed and recommendations were forwarded to fill in the gaps noted.

Psychological Help-Seeking Behavior is an action taken in seeking psychological help from others to solve the problem at hand. This study aims to determine factors related to psychological help-seeking behavior among first-year college students. This study is a descriptive-correlation study with an approach cross-sectional. The sample was taken using proportionate stratified random sampling, with 144 participants based on the G-Power calculation. The instruments used are General Help-Seeking Questionnaire (GHSQ) and Actual Help Seeking Questionnaire (AHSQ), data analysis using univariate and bivariate (chi-square). In this research, there is a relationship between age factor and gender factor with psychological help-seeking behavior with a p-value ( 0.05). Most of the first-year students perform psychological help-seeking behavior in the future and currently, while other factors in this research did not have a significant relationship both in the future, past and present. This can happen due to the unbalanced number of sample proportions.

&lt;p&gt;The study on the psychological well-being of students is becoming one of the key priorities in educational institutions, especially during changes in society. The purpose of the study is to investigate the relationship between personal and family resources and the psychological well-being and life satisfaction of student youth. The following methods were used in the study: Ryff Scales of Psychological Well-Being, Life Satisfaction Scale, Well-Being Index, Tolerance-intolerance of Ambiguity Questionnaire, Hardiness Survey, General Self-Efficacy Questionnaire, Self-Control Scale, Life Meaning Orientations Test, Author&amp;rsquo;s questionnaire with 15 questions and a closed list of possible answers. 41 students aged 18 to 21 years took part in measurements using these methods. The study was carried out in two stages. At the first stage, possible correlations between psychological well-being and indicators of personal and family resources were assessed for the entire group of respondents. At the second stage, in order to differentiate students by level of psychological well-being, two groups were identified: students with a high level of psychological well-being and students with a low level of psychological well-being. Mathematical and statistical analysis was carried out using descriptive statistics, the Mann-Whitney U test, Spearman correlation analysis, ranking procedures, and the method of constructing regularized networks of partial correlations. The study found that students with high levels of life satisfaction and psychological well-being exhibited more pronounced personal resources, such as self-efficacy, vitality, control and a positive attitude towards others and themselves. They also have clear goals in life and are quite satisfied with their implementation. A connection has been established between students' well-being and tolerance for uncertainty. The higher the level of psychological well-being, the more students are inclined to accept uncertainty, change and strive to solve complex problems. The results of the study emphasize the importance of personal and family resources, as well as students' positive attitudes towards themselves and others in achieving a high level of psychological well-being. They also indicate the importance for psychological well-being of the factor of tolerance to uncertainty associated with good health and the desire to develop and solve difficult life problems. The preservation of the psychological well-being of young people in educational settings is facilitated not only by the increase in personal resources, but also by the functional role of the teacher, thoughtful, well-organized design of the educational environment.&lt;/p&gt;

The doctoral dissertation investigates adolescent psychological health, health behaviour, and well-being, with a focus on typically developing students, special educational needs (SEN) students with a specific learning disorder diagnosis. Adolescence is a crucial period of bio-psycho-social development in which low mental health can result in psychological and functional difficulties. The aim of this thesis is to analyze the individual and social factors that influence psychological well-being, as well as to examine health risk behaviors and their interrelationships. The thesis discusses on the definition of psychological well-being, which is founded on the concepts of happiness, satisfaction, and positive emotions. Children with special educational needs have lower levels of social and individual skills, as well as more frequent behavioral and emotional problems, which can have a severe impact on their quality of life. Health-risk behaviors, such as smoking and alcohol consumption, begin during adolescence and are closely related to psychological well-being. The thesis proposes four major research questions that investigate the relationships between individual and social characteristics, differences in SEN and typically developing students, behavioral and emotional problems, and health behaviors and mental health. The research has demonstrated that individual and social resources have a substantial impact on psychological well-being. Self-esteem and resilience are particularly critical protective factors. The psychological well-being of SEN students is more significantly influenced by school attachment and peer support than that of their typically developing peers. Age and mental health were significantly correlated with the prevalence of health risk behaviors, such as smoking and alcohol consumption. The research demonstrated the critical nature of mental health and psychological well-being during adolescence. Individualized strategies for development and support are necessary due to the heterogeneity of SEN pupils. The findings of this investigation have the potential to facilitate the development of initiatives that promote the mental health and well-being of adolescents.

Adolescent psychological wellbeing has been identified as an important public health priority and one of the major challenges facing young people. However, few studies have examined the wellbeing of Canadian adolescents nationwide in the past decade, and even fewer have focused specifically on immigrant adolescents. This study aims to investigate Canadian adolescent psychological wellbeing (PWB) via nationally representative data from the Programme for International Student Assessment (PISA) 2018. We explored what social and educational factors were critical in predicting Canadian adolescents' PWB, how adolescents from immigrant families differed from their non-immigrant peers in their wellbeing, and how adolescents' PWB was related to their academic performance. A total of 22,651 Grade 8 Canadian students who participated PISA 2018 were included in this study (mean age of 15; 49.9% female; 26% immigrant students). Mixed effects modeling was adopted for data analysis. Our results showed that various social and educational factors were associated with adolescent PWB, but these relationships varied depending on which aspect of PWB was examined. Immigrant adolescents were shown to have higher levels of PWB when student attitudes toward immigrants were more positive. Additionally, most aspects of PWB were important for achievement performance. It is important to develop healthy and supportive school and disciplinary climates that foster students' sense of belonging. To further support the PWB of immigrant adolescents, educators can implement activities and integrate learning materials on cultural diversity into curricula, encouraging students to develop positive attitudes toward immigrants. Our findings on the PWB of Canadian adolescents could provide valuable insights for other countries with diverse populations, particularly those with significant immigrant communities.

Previous investigations of the relationship between Facebook use and psychological well-being have most commonly considered variables relating to the quantity (e.g., time spent online) and underlying motivations (e.g., making new friends) of Facebook consumption. However, previous research has reached contradictory conclusions in that quantity of Facebook use has been linked to both higher and lower levels of psychological well-being. The current study investigated whether these contradictory findings of quantity of Facebook use could be explained by considering users’ motivations for accessing Facebook. We predicted that quantity of use would be positively associated with psychological well-being when users primarily accessed Facebook to maintain existing relationships but negatively associated with psychological well-being when primarily accessed to create new relationships. In a sample of college undergraduates (N = 119), we found that the relationship of quantity of Facebook use on psychological well-being was moderated by the motivation of the user. Quantity of Facebook use was associated with higher levels of psychological well-being among users that accessed Facebook for friendship purposes but was negatively associated with psychological well-being among users that accessed Facebook for connection purposes (e.g., making new friends). We also replicated our results across dimensions of psychological well-being (e.g., anxiety and life satisfaction). The current findings provide initial evidence that quantity and motivations of Facebook use interact with potentially serious implications for psychological well-being and also provide a possible explanation for why quantity of Facebook use can be linked with both positive and negative psychological well-being.

BackgroundCoronavirus disease 2019 (COVID-19) has considerably psychologically impacted Chinese college students. Several types of online mental health services were widely implemented for college students during the outbreak. This study investigated the relationship between college students’ mental health status and psychological help-seeking behavior to test the phases-decision-making model (PDM).MethodsA cross-sectional survey was conducted among college students in Guangdong Province using an online platform. In total, 4,164 students were assigned to the “counseling group” or “non-counseling group” according to whether they had sought psychological help because of the COVID-19 outbreak; the groups were matched based on age, sex, and grade. Demographics, perceived mental health, and experience with seeking psychological help were recorded. Fear, depression, and trauma were assessed by the COVID-19 Fear Screening Scale, Patient Health Questionnaire, and Impact of Event Scale-6.ResultsThe fear, depression, and trauma scores were significantly higher in the counseling group than in the non-counseling group (Ps < 0.001). Fear (OR = 1.27, p < 0.001), depression (OR = 1.02, p = 0.032), trauma (OR = 1.08, p < 0.001), poor perceived mental health status (OR = 3.61, p = 0.001), and experience with seeking psychological help (OR = 7.06, p < 0.001) increased the odds of seeking psychological help.ConclusionDuring the COVID-19 epidemic, the rate of psychological help-seeking was still low, and college students in poor psychological condition sought psychological counseling more. Fear, depression, trauma, experience with seeking psychological help, and perceived mental health can effectively predict psychological help-seeking behavior. These findings emphasized the importance of closely monitoring college students’ psychological status, providing psychological intervention, and improving the probability of seeking psychological help.

Attitudes toward seeking professional psychological help among Chinese pregnant women: A cross-sectional study

Physician well-being has become an important area of interest given that reduced well-being can have a negative effect on patient outcomes. However, research has predominantly focused on impairment thus studies addressing physicians' positive functioning are limited. The purpose of this two-phase, mixed methods study was to investigate the well-being and self-regulation capacity of physicians using a positive psychology lens. In Phase 1, 132 physicians (n = 40 physicians; n = 92 resident physicians) completed online questionnaires to assess their levels of psychological and affective well-being and self-regulation capacity. Selected based on Phase 1 data, 12 physicians then took part in an in-depth individual interview in Phase 2 to discuss their experiences of psychological well-being and self-regulation. Results of Phase 1 showed that physicians and resident physicians had moderate and high levels of self-regulation capacity, respectively. While both groups reported high levels of psychological well-being, they had average levels of positive and negative affect. MANOVAs confirmed the hypothesis that high self-regulating physicians and resident physicians would have higher levels of psychological well-being and positive affect compared to those with lower levels. However, those with higher self-regulation capacity did not have lower negative affect, nor did physicians have significantly higher levels of psychological and affective well-being than resident physicians. Regression analyses confirmed the hypothesis that a significant amount of variance in levels of psychological well-being would be explained by self-regulation capacity. There was a particularly strong relationship between self-regulation capacity and the dimensions of purpose in life and environmental mastery, which suggests that physicians who effectively self-manage may be better able to preserve a sense of purpose and an adequate work-life balance in their daily life. A qualitative content analysis of the Phase 2 qualitative data revealed that physicians had both high and low functioning experiences of psychological well-being across the dimensions of

The psychological well-being of veterinary medical students in clinical training was the focus of this investigation. Psychological well-being was evaluated in six subscales: personal growth, purpose in life, positive relationships with others, self-acceptance, environmental mastery, and autonomy. Comparisons between pre-clinical and clinical veterinary medical students identified that both groups experienced moderate to high levels of psychological well-being. Clinical students were more likely to endorse stress associated with financial concerns, school/life balance, heavy workload, unclear expectations, and relationship conflict than pre-clinical students. Additionally, clinical students experienced a lower sense of environmental mastery when compared to pre-clinical peers. Increased number of daily meals (more than 2), frequency of significant other and faculty mentor support, and fewer comparisons with peers predicted elevated well-being among clinical students. This accounted for 34% of the variance in psychological well-being of clinical students. These findings were discussed considering potential interventions to support clinical student psychological well-being.