Psychedelics and the future evolution of humanity

There is compelling but limited evidence that the combination of HIV, methamphetamine (meth) use, and aging form a deleterious trio that undermines cognitive functioning. Currently, a gap exists in our understanding of the intertwining relationships among drug use, HIV, and cognitive function across biological ages and over time. Interventions to reduce meth use and support brain health among aging PWH are vital and improving social relationships is a promising area of intervention. Cross-sectional and limited longitudinal studies indicate that positive social relationships and social support are associated with better cognitive function among healthy older populations. This association has received limited attention among PWH who use drugs beyond adolescence and young adulthood. This study leverages NIH’s prior and ongoing investments in research to develop a new analytic cohort by combining participants from 23 studies at the HIV Neurobehavioral Research program. Enrollment in this cohort spans from 2009-2021. At baseline, our sample consists of 862 people with a mean age of 52 (range 18-81). Most participants are male (73%), White (74%), and over half (61%) are living with HIV. Using a life course perspective and time-varying estimation modeling, we examine age-varying cognitive impairment and variation in cognitive function across age by HIV status, meth use, and social relationships. First, we examine how cognitive impairment changes over time for the full sample then examine the differing transitions/turning points among those aging with and without HIV and meth use. Lastly, we show how positive and negative social relationships alter these trajectories among each group.

Past research has suggested that the path to purpose involves connections with people along the way. In support, sense of purpose appears higher amongst those adults with more positive social relationships and interactions. However, research has yet to consider whether associations between sense of purpose and social relationship variables differ across adulthood. The present study examined this claim using a sample of Swiss adults, who completed measures for sense of purpose, loneliness, received support, and provided support. A large, nationally representative sample of 2,312 Swiss adults (52.34 years old; SD = 17.35) completed these measures, as part of a larger survey. Local structural equation modeling was employed to estimate the means and associations of these constructs across adulthood. Sense of purpose was negatively associated with loneliness, but positively associated overall with both support variables. No evidence was found for age moderation for the association between sense of purpose and loneliness. However, moderation was evidenced insofar that sense of purpose was less associated with both support variables with age. Sense of purpose again appears related to more positive social well-being and relationships, and consistently linked to lower loneliness. The age moderation effects for purpose-support associations are discussed with respect to theories of adult development. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Background:Student’s performance comes from the engagement they have with the academic activities of their institution. This conviction is determined by multiple factors both internal and external. Student´s engagement is a key factor in academic performance at the university.Objective:The aim of this study of this study was to find the relationship between the factors of emotional intelligence, orientation to happiness and positive social relationships within the school with the engagement of university students in a population of Mexico.Method:A stratified probabilistic sampling of students from a public higher education institution in the city of Guaymas, Sonora, was conducted. A total of 226 students answered the self-report, 52% were women, and 48% were men. A model of structural equations was performed to evaluate the relationships between the studied factors.Results:The results show that positive factors, both social (relationships with teachers and classmates) and personal (emotional intelligence and orientation to happiness), maintain a direct and significant relationship with the university student’s engagement.Conclusion:To improve the student’s engagement in university activities is necessary to promote personal issues such as emotional intelligence and orientation to happiness. It is also important to foster good social relationships with teachers and classmates.

Perceived isolation (i.e., loneliness) has been linked to an immune response gene profile known as the conserved transcriptional response to adversity (CTRA), but little is known about how positive social relations might affect human genome function. We analyzed two studies of Korean adults to determine whether the positive qualities of an individual's general social relations with others (warmth, satisfaction, and trust; as measured by the Positive Relations with Others [PRWO] subscale of the The Ryff Scales of Psychological Well-being) might be inversely associated with CTRA gene expression. In Study 1 (53 participants, mean age = 72 years, 47% female), PRWO were significantly associated with reduced CTRA profiles, even after controlling for loneliness. Similarly, in Study 2 (152 participants, mean age = 45 years, 50% female), PRWO were significantly associated with reduced CTRA profiles, particularly in the context of higher collectivism. These findings suggest that gene regulatory correlates of social flourishing extend beyond the absence of loneliness, and may contribute to health advantages associated with social well-being. Loneliness and social flourishing may not simply represent opposite ends of a single continuum but rather function as related yet distinct processes affecting human molecular well-being.

Perceived social support-giving moderates the association between social relationships and interleukin-6 levels in blood

Positive social relationships are fundamental to psychological and physical well-being across the lifespan. This symposium showcases rigorous daily-diary and longitudinal investigations that (a) examine change in social relationships and loneliness in older adulthood, and (b) investigate links between social relationships and psychological and physical well-being outcomes in older adulthood. First, we present results from a coordinated analysis of three longitudinal studies demonstrating that loneliness tends to increase across the second half of life (Talk 1). Second, we share converging evidence that suggests positive social relationships tend to decline with age. In turn, these longitudinal changes in loneliness and social relationships predict later physical health outcomes (Talk 2). Together, these findings suggest that positive social relationships tend to decrease and loneliness tends to increase with age, resulting in physical health costs. In the second half of the symposium, we turn to research on how positive social relationships may promote psychological well-being, and in turn, better physical health in older adulthood. Using daily diary data, we demonstrate that on days when older adults report more positive social interactions, they also report feeling more sense of purpose (Talk 3). Finally, we show that higher sense of purpose and more positive change in sense of purpose in midlife prospectively predicts better physical health in older adulthood (Talk 4). Together, the research presented in this symposium reveals normative declines in social relationships in late life, while also highlighting the potential health benefits of increasing positive social relationships in older adulthood.

Handbook of pain assessment: Edited by DC Turk and R Melzack. New York: Guilford, 1992. 491 pp.


 
 
 Students learn best when they feel accepted, included and have positive social relationships. Over a period of two school years, four students with disabilities told their stories of the reality of their secondary school experiences including their experiences of friendships and social relationships in their classrooms and out- of-class settings. This article presents some of the contextual factors that were identified as supporting and/ or hindering positive social relationships and learning.
 Unintentional and intentional barriers to positive social relationships are explored, and some implications for teachers, as they promote student learning within the classroom, are presented. Teachers are invited to listen to these stories and reflect on their pedagogy so as to learn how to create supportive learning environments where the values and principles of the New Zealand Curriculum are supported and where the key competencies of Relating to Others; Participating and Contributing; and Managing Self are developed.
 
 

Students learn best when they feel accepted, included and have positive social relationships. Over a period of two school years, four students with disabilities told their stories of the reality of their secondary school experiences including their experiences of friendships and social relationships in their classrooms and out- of-class settings. This article presents some of the contextual factors that were identified as supporting and/ or hindering positive social relationships and learning. Unintentional and intentional barriers to positive social relationships are explored, and some implications for teachers, as they promote student learning within the classroom, are presented. Teachers are invited to listen to these stories and reflect on their pedagogy so as to learn how to create supportive learning environments where the values and principles of the New Zealand Curriculum are supported and where the key competencies of Relating to Others; Participating and Contributing; and Managing Self are developed.

The objective was to predict early adolescents' emotional well-being from personal and contextual assets in the classroom. Emotional well-being is a key indicator of health. Aligned with the positive youth development (PYD) framework, a supportive classroom environment and positive relationships with teachers and peers were contextual assets in the present study; positive self-concept was a personal asset. The sample was 406 grade 4 to 7 public elementary school students from diverse backgrounds (mean = 11.27 years; SD = 0.89; 50% female). Data were self-, teacher-, and peer-reported. Structural equation modeling (SEM) analyses were used to evaluate model fit and identify significant pathways. SEM indicated a good model fit. Overall, 68% of variability in early adolescents' emotional well-being was explained. Positive self-concept directly predicted emotional well-being. Supportive classroom environment predicted emotional well-being directly and indirectly through increases in positive social relationships and self-concept. Positive social relationships predicted well-being only indirectly through positive self-concept. Contextual and personal assets are central for early adolescents' emotional well-being. The interrelation among assets needs to be considered when understanding, and ultimately promoting students' emotional well-being. The present findings extend previous research and inform school-based intervention and prevention programming and teacher professional development.

Studies identify the existence of inequalities in adolescent subjective well-being (SWB) across levels of community socio-economic disadvantage. One posited explanation is that community disadvantage harms SWB through undermining positive social relations among residents (often termed social capital). However, social relations can be both positive and negative; for example, social interactions between residents can be friendly or unfriendly, or involve being helped or harmed. Little work has explored negative social relations in communities and their impact on SWB. This study therefore examines the role that local negative social relations may play, alongside positive relations, in understanding inequalities in SWB across communities. Data are taken from a nationally representative survey of 16–17-year olds in England in 2015. Applying multilevel models, findings demonstrate that adolescents living in more disadvantaged communities exhibit lower SWB. In line with current theories, part of this association can be accounted for by weaker positive social relations: the results show that while positive local interactions are important for youth SWB (primarily via higher neighbour trust), young people in more disadvantaged communities report fewer local positive social interactions. However, the models also demonstrate that part of the negative association between community disadvantage and SWB is also accounted for by stronger negative social relations: the results show that negative local interactions are harmful for youth SWB (both directly, and indirectly via lower neighbour-trust), and young people in disadvantaged communities report more frequent negative local social interactions. Importantly, the negative indirect-effect of community disadvantage via increasing negative social interactions is almost twice as strong as the negative indirect-effect of disadvantage via reducing positive interactions. Taken together, community disadvantage appears to harm SWB not only by reducing positive relations but also increasing negative relations. These form dual, independent, social relations pathways through which community disadvantage affects SWB.

This study aimed to examine the levels of religious commitment among university students and multiple dimensions of psychological well-being, including autonomy, environmental mastery, personal growth, purpose in life, positive relations, and self-acceptance. A quantitative, descriptive-correlational design was employed. Data were collected using validated self-report scales that measured religious commitment and six dimensions of psychological well-being. The sample comprised university students who responded to items rated on Likert scales. Descriptive statistics summarized levels of religious commitment and well-being, while Pearson correlation analysis assessed the associations between religious commitment and psychological well-being dimensions. The findings revealed a moderate to high level of religious commitment among students (mean = 3.31), particularly in internalized and existential aspects of faith, such as life guidance and meaning (e.g., "My religious beliefs guide my whole approach to life," M = 3.66). In contrast, outward religious involvement showed lower endorsement. Psychological well-being dimensions were generally moderate to high, with autonomy (M = 4.47), environmental mastery (M = 4.34), personal growth (M = 4.30), purpose in life (M = 4.09), positive relations (M = 4.38), and self-acceptance showing positive self-regard. Notably, autonomy was characterized by independent decision-making alongside some tension with social pressures. Correlation analysis revealed significant moderate positive relationships between religious commitment and all psychological well-being dimensions (r values ranging from 0.461 to 0.499, p < .01), with the strongest correlation observed with self-acceptance (r = 0.499). The study concludes that university students’ religious commitment is a significant positive correlate of their psychological well-being across multiple domains. Internalized faith beliefs strongly underpin students’ sense of self and purpose, which in turn enhance well-being outcomes such as autonomy, growth, and positive social relations. However, variability in external religious engagement and some psychological tensions suggest areas for targeted support. Universities and counsellors should recognize the role of personal religious commitment in fostering psychological well-being and consider integrating faith-sensitive support services. Further research is recommended to explore mechanisms by which religious beliefs influence well-being and to address barriers to communal religious participation.

Subjective well-being is defined as individual’s cognitive and affective evaluation towards individual’s own life, which can be observed through positive self-esteem, perceived control, extroversion, optimism, positive social relationship and feelings of purposeful and meaningful life. Subjective well-being is also influenced by individual’s work experience. Basing on the above-mentioned definition, this study is conducted to obtain a snapshot of the subjective well-being of daily workers that is considered one of the unstandardized employment. This study was conducted using qualitative approach of phenomenology. Data analysis was done using inductive thematic analysis. Informants of the study are daily workers who have long work experience in CV. CA. Result shows that daily workers of CV. CA fulfilled six aspects of subjective well-being including positive self-esteem, optimism, positive social relationship, perceived control, extraversion and feelings of purposeful and meaningful life. Keywords: subjective well-being, daily workers

To date, there have been several prospective cohort studies investigating the workplace experiences of junior physicians, but with limited focus on gender issues. The objective of the present study is to explore the workplace experiences of first-year residents according to gender, type of training hospital, and clinical field. Data reported are from the second assessment of the longitudinal Swiss physicians' career development study, begun in 2001. In 2003, 497 residents (54.7% females, 45.3% males) assessed their workplace conditions, social support at work, and effort-reward imbalance. There are few, but relevant, gender related differences in workplace experiences, with female physicians experiencing less mentoring and higher over-commitment, yet more positive social relationships at work. In a multivariate model, significant differences in some workplace variables with regard to type of training hospital and/or clinical field are found: workplace conditions are rated worse in type "A" hospitals (university and cantonal hospitals) than in type "B"/"C"/"D" hospitals (regional hospitals and highly specialised units), and in surgical fields than in internal medicine. In "A" hospitals mentoring is assessed as better, but positive social relationships as worse. Both scales are rated worse in surgical fields than in internal medicine. The effort-reward imbalance (ERI) is rated significantly higher (unfavourable) in "A" hospitals than in "B"/"C"/"D" hospitals, regardless of gender and clinical field. Significantly more subjects with an ERI quotient above 1 (which is unfavourable) work in "A" hospitals, and in surgical fields regardless of hospital type. Of the total sample, 81 subjects (16.3%), 41 males and 40 females, show an ERI quotient above 1. The greater the workload, the worse the rating of workplace conditions, effort-reward imbalance, and over-commitment. Institutional determinants are crucial factors for the workplace experiences and first career steps of junior physicians. Medical educators, especially those in "A" hospitals, should become more involved in structured residency programs and be aware of potential gender inequalities in the career support of female physicians.

To date, there have been several prospective cohort studies investigating the workplace experiences of junior physicians, but with limited focus on gender issues. The objective of the present study is to explore the workplace experiences of first-year residents according to gender, type of training hospital, and clinical field. Data reported are from the second assessment of the longitudinal Swiss physicians' career development study, begun in 2001. In 2003, 497 residents (54.7% females, 45.3% males) assessed their workplace conditions, social support at work, and effort-reward imbalance. There are few, but relevant, gender related differences in workplace experiences, with female physicians experiencing less mentoring and higher over-commitment, yet more positive social relationships at work. In a multivariate model, significant differences in some workplace variables with regard to type of training hospital and/or clinical field are found: workplace conditions are rated worse in type "A" hospitals (university and cantonal hospitals) than in type "B"/"C"/"D" hospitals (regional hospitals and highly specialised units), and in surgical fields than in internal medicine. In "A" hospitals mentoring is assessed as better, but positive social relationships as worse. Both scales are rated worse in surgical fields than in internal medicine. The effort-reward imbalance (ERI) is rated significantly higher (unfavourable) in "A" hospitals than in "B"/"C"/"D" hospitals, regardless of gender and clinical field. Significantly more subjects with an ERI quotient above 1 (which is unfavourable) work in "A" hospitals, and in surgical fields regardless of hospital type. Of the total sample, 81 subjects (16.3%), 41 males and 40 females, show an ERI quotient above 1. The greater the workload, the worse the rating of workplace conditions, effort-reward imbalance, and over-commitment. Institutional determinants are crucial factors for the workplace experiences and first career steps of junior physicians. Medical educators, especially those in "A" hospitals, should become more involved in structured residency programs and be aware of potential gender inequalities in the career support of female physicians.