The interplay between psychological capital, social support, and occupational self-efficacy in shaping school counsellors’ well-being in the context of wartime

Dramatic social change in East Germany has warranted the need for communities to assist youth in managing new opportunities and risks. Using data from Youth in Rural Brandenburg '96, the relationship between youth ages 15 to 21 and their communities was examined through a model of community sentiment. Incorporated were sociodemographic, life interest, social network and support, community, and community resource variables in explaining community attachment and satisfaction. Of interest were resources of special relevance for youth: employment, housing, leisure, and social support. Descriptive analyses indicated negative evaluations of employment and leisure resources, more positive views of housing and social support, above-average levels of attachment, and ambivalent feelings of satisfaction. Males expressed more favorable attitudes toward employment, leisure, and community satisfaction than did females; no differences were noted by age or income. Structural equation modeling results emphasized the importance of social support and leisure resources in explaining community sentiment. Gender, length of residence, family interest, and social support resources directly influenced community attachment. Gender, organizational memberships, population, social support resources, and leisure resources directly influenced community satisfaction. Leisure and social support resources also allowed for the indirect effects of various social network variables on attachment and satisfaction. In addition, social support resources mediated the negative effects of female gender on attachment and satisfaction, and social support and leisure resources mediated the negative effects of community organizational memberships on satisfaction. The final, best-fitting parsimonious model explained almost half the variance in attachment and three-quarters of the variance in satisfaction. Age, income, family socioeconomic status, regional economic status, employment, and housing resources were not significant predictors in the model.

School counselors’ occupational plans were investigated in terms of the mediating role of occupational self-efficacy including three antecedents (role clarity, role autonomy, social support) on three outcomes (life satisfaction, job satisfaction, occupational plans) among 483 female Israeli school counselors, aged 26–69. High levels of the three antecedents were associated with high levels of occupational self-efficacy, which in turn was associated with high levels of life and job satisfaction and with counselors’ plans to remain in their profession. The antecedents also demonstrated direct effects with job satisfaction. This emphasizes the importance of occupational self-efficacy in counselor retention and its antecedents.

Introduction Psychotherapeutic consultation at work (PT-A) aims to prevent sickness absence and to facilitate return to work by offering early intervention and treatment for employees with (subclinical) symptoms of mental disorders. PT-A specifically considers work-related aspects to increase occupational self-efficacy, which is a predictor for work ability and return to work. This study investigates which psychosocial working conditions are related with occupational self-efficacy among employees who enrolled for PT-A. Methods This cross-sectional analysis uses baseline data of 536 participants of a randomized controlled trial (friaa-study) investigating the effect of PT-A in Germany. Psychosocial working conditions were measured by the Copenhagen Psychosocial Questionnaire (COPSOQ) using the following subscales: quantitative and emotional demands, decision authority, possibilities for development, leadership quality and social support. Occupational self-efficacy was measured by the short form of the Occupational Self-Efficacy Scale. Associations between psychosocial working conditions and occupational self-efficacy are calculated by multiple linear regression. Results Quantitative job demands are negatively (b=-0.118, SE = 0.047, p<.05) and possibilities for development (b = 0.284, SE = 0.049, p<.001) are positively associated with occupational self-efficacy. Interactions between sex and decision authority (b = 0.228, SE = 0.097, p<.05) and social support (b=-0.273, SE = 0.101, p<.05) suggest that occupational self-efficacy is only associated with social support among male and only associated with decision authority among female participants. Conclusions Results suggest that psychosocial working conditions and particularly quantitative job demands, decision authority, possibilities for development and social support should be addressed during PT-A. However, longitudinal data ought to shed light on the causal relationships between working conditions and occupational self-efficacy. Key messages • Results suggest that adverse psychosocial working conditions are related to lower levels of occupational self-efficacy among users or PT-A. • It might therefore be useful to address psychosocial working conditions with employees visiting PT-A.

School Counselors' Future Plans: The Contribution of Role Characteristics, Social Support, and Occupational Self-Efficacy

A majority of Americans participate in religious services and identify themselves as members of a faith community. Understanding the role that religion plays in people's lives is essential to developing a comprehensive model of social support during times of crisis. The purpose of the current study was to identify the resources of social support that are helpful for church members during times of crisis. Although research on the impact of social support has identified several types of support—and the function of such support—to people undergoing difficult times, researchers have not looked at the impact of religious beliefs and participation in religious communities on social support to any significant extent. The current study collected questionnaire data from 23 members of one congregation who experienced a personal crisis. Analysis of the data shows that religious beliefs and the support provided by the religious community were seen as extremely helpful in times of crisis. Implications for incorporating people's religious beliefs and participation in religious communities into future investigations of social support are discussed.

ABSTRACTIn recent years, the influx of new immigrants into megacities has been progressively increasing, making the exploration of their settlement intentions crucial for addressing both their material and spiritual needs. While previous research has examined migrants' settlement intentions from the perspectives of living and employment, most studies focus on a single life dimension. In contrast, this study investigates the effects of the social dimension by incorporating two key domains: the housing and work domain (including housing affordability and commuting distance) and the social support and urban resource interaction domain (encompassing family and social network support, social belonging, urban identity, and urban resource assessment – such as public service accessibility). Using survey data from Shanghai, this study examines the determinants influencing new immigrants' settlement intentions in megacities. It reveals that housing and work conditions, such as affordable housing and shorter commuting distances, significantly enhance settlement intentions. Additionally, within the social support and urban resource interaction domain, family support, urban identity, social belonging, and positive urban resource assessments all demonstrate strong associations with settlement inclination. By elucidating these multidimensional factors, the study assists policymakers in understanding immigrants' cross‐domain needs to improve social integration strategies.

An issue of primary significance in the public mental health field is the extent to which interventions are effective in enhancing the community adjustment of people with serious mental illnesses. A fundamental goal of community support services is to integrate clients into the larger community by providing them with a range of resources that will result in greater levels of independent functioning. Thus, a key function of direct practitioners in all programs should be the of natural social support resources for clients to supplement their formal psychosocial rehabilitation activities. The use of natural supports by clients with serious mental illness is important to their stability because of limits in the scope and availability of formal services and the vulnerability of these services to shifts in political support and funding patterns. More important, social supports promote normalcy in clients' lifestyles. Although community-based programs have become preferred modalities for working with clients with serious mental illness, their potential for developing natural support resources has not been adequately examined. The National Institute of Mental Health (1991) asserted that studies of the origin, nature, constitution, and evaluation of informal social networks should be pursued to determine what factors promote their development (p. 27). Yet it is difficult to study informal support networks with this or any population, because although supports are of acknowledged importance, data that adequately describe their characteristics have not been compiled. This article describes the range of specific social support resources that clients with severe mental illness identify as important and describes a method for assessing social support patterns. Very little research has been done on clients' reports of their own experiences with support networks. Although the findings discussed in this article represent one step in a process of instrument for use by researchers, the authors believe that direct service providers will also benefit from an understanding of the behavior of supportive people and groups present in the lives of clients with serious mental illness. Practitioners can target their interventions to enhance supports that seem beneficial and may also use the authors' methods to perform social support assessments. CONCEPT OF SOCIAL SUPPORT Social support is important for all people in the promotion of physical health, mental health, stress-coping capability, and community living satisfaction (Bloom, 1990). The behaviors and relationships involved in social support have been conceptualized in various ways. Four examples may suffice to indicate conceptual differences among theorists: 1. Vaux (1988) defined social support as social networks, supportive behaviors, and support appraisals. 2. Sarason, Sarason, and Pierce (1990) considered social support to be primarily a cognitive or psychological characteristic of individuals. 3. Veil and Baumann (1992) broke social support down into four components: subjective beliefs, everyday support, potential support, and actual crisis support. 4. Richman, Rosenfeld, and Hardy (1993) specified eight types of support: (1) listening, (2) task appreciation, (3) task challenge, (4) emotional support, (5) emotional challenge, (6) reality confirmation, (7) tangible assistance, and (8) personal assistance. One problem in clarifying the concept of social support is that most research has been done with general populations. There has not been a clear appreciation of the fact that social supports are probably structured, perceived, and received differently in different populations. The characteristics of social support for seriously mentally ill people are different from those for the general population. Network structure is an essential support component, given that seriously mentally ill people tend to benefit from structure and predictability in their lives (Beels, 1981). …

Problem statement: It has been observed that there are a limited number of studies on the resilience of primary and secondary school students in Turkey. However, it is acknowledged that secondary school students with difficult conditions of life also have to cope with rapid physical, psychological and social changes brought about by adolescence. For this reason, conducting research on the resilience characteristics of students within this age range would be an opportunity to enable them to acquire the abilities that will increase their resilience level. Moreover, the findings obtained from this research would contribute to the acknowledgement of protective factors, especially crisis response studies in the fields ofpsychological counseling and guidance services. Purpose of the Study: The general purpose of this research is to analyze perceived social support, depression and life satisfaction as predictors of the resilience of secondary school students of low socioeconomic levels. The examination of students’ levels of resilience was based on gender, who they lived with, and whether their parents were together/separated and were alive/not alive. Method: The study group of the research consists of 386secondary school students. Of the students in the sample, 202 (52%) are girls, and 184 (48%) are boys. Of these students, 130 (34%) attend sixth-grade, 138 (36%) attend seventh-grade, and 118 (30%) attend eighth-grade. In this research used the relational screening method. To obtain the data for the Resilience Scale for Secondary School Students, The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS), Social Support Appraisal Scale for Children and Adolescents and Depression Scale for Children were used. A t-test, one-way analysis of variance, and multi-standard linear regression analysis were used for data analysis in the research. Findings and Results : The results obtained from the research indicate that perceived social support and life satisfaction significantly predict resilience, whereas depression is not a significant predictor of resilience. Moreover, the resilience of students does not express a significant difference based on gender. The resilience levels of students who live with their parents and whose parents are together was found to be higher when compared to other students. Conclusions and Recommendation: First of all, in order to increase their resilience abilities, psychological training can be provided through counseling in schools for students who live with only one of their parents or their relatives. Within the scope of student personality services, various social support resources can be allocated for secondary school students whose parents have separated and the father/mother is/are not alive. Since social support and life satisfaction are important variables inregard to resilience, an appropriate education-teaching environment can be provided for such studies to be conducted at schools. In considering schools as important social support elements, increasing school services that meet the needs of the students and transforming the school into an important living area that encouragesstudents to love school can be useful. This can be achieved throughsports activities, functional clubs, and creating environments where students can comfortably express themselves. In order to increase resilience levels, psycho-training programstargeting risk groups can be developed, and these programs can be experimentally tested. The most important restriction of this study is that the sample group consisted of students living in Burdur, a small city that does not receive many immigrants. Keywords: Well-being, gender, stressful life events, adolescents

Food insecurity has been identified as a risk factor of nutritional inadequacy and several chronic health conditions. In the U.S., as many as 17% of older adults are food insecure. Both social support and monetary resources have been negatively associated with food insecurity, yet whether social support moderates the association between monetary resources and food insecurity among older adults has not been examined. The purpose of this study is to examine the association between social support (social contact, emotional support, and social strain), monetary resources, and food insecurity among older Americans. We examined a sample of 2,800 adults aged 50 and older drawn from the 2012 Health and Retirement Study and 2013 Health Care and Nutrition Study. In general, emotional support was negatively associated, and social strain was positively associated, with food insecurity, respectively. We identified a synergistic interaction effect between assets and emotional support on reducing food insecurity, suggesting the protective effect of greater monetary assets was stronger among those with higher social support. This study confirms that social support can protect older adults from the risk of food insecurity and finds that greater monetary resources are especially protective against food insecurity for those with greater social support. The results indicate the importance of nutritional interventions for older adults that incorporate strategies to maximize social support, address social strain, and account for the synergistic impact of social support and monetary resources to prevent food insecurity among older adults.

The relationship between internal and external resources, coping strategies, PTS and death-anxiety of elderly caregivers’ Philippine immigrants and local workers after the Gaza war

Health limitations are traditionally considered in psychology as difficult living conditions determining the specifics of personal development and related to the necessity of updating the resource system. The problem of the resource content specifics in the situation of health limitations did not find proper attention in psychology for a long time. The variety of external and internal resources raises the question about the factors causing them, about the search for the person’s qualities or abilities determining the resources updating. The paper presents the semantics of the resource concept in the group of adolescents with visual impairments, describes the basic interrelations of resources and cognitive-personal characteristics (reflection, self-efficacy), resources and coping strategies. Most frequently, visually impaired adolescents define a resource as a means to achieve a goal, as a potential and opportunities available to a person. The main function of a resource for teenagers is to help and support. Less frequently, the adolescents use the references to personal qualities as a resource. From the point of view of visually impaired adolescents, the social support resource is the most significant, and the stress control resource is less significant, which can be explained by age specifics. The authors identified fair direct correlation relationships between such resources as confidence, social support and parameters of self-efficacy and reflection. For visually impaired adolescents, the systemic use of parameters of reflection and resources proved to be important. The set of reflection parameters is both a health resource predictor and a multiple coping predictor. The use of a set of reflection parameters by adolescents determines the application of the social support and health resource. The communication reflection has the greatest influence on the use of the social support resource. The systemic use of the coping resources determines the self-efficacy parameter.

Section 1: Introduction to the Field of School Counseling. History of School Counseling. A Concept of Best Practices in Training School Counselors. School Counseling: Moving Towards Standards and Models. Student Accomplishment: Equity and the School Counselor's Role. Understanding Yourself as a School Counselor. Section 2: Diversity and School Counseling. The Acculturative Environment of Schools and the School Counselor: Goals and Roles that Create a Supportive Context for Immigrant Adolescents. Immigrant Children and Youth in Schools. Racial Harassment in American Schools. The Role of Ethnic Identity in the Practice of School Counseling. Understanding and Implementing Gay, Lesbian, Bisexual, Transgender, Questioning Affirmative Practices as School Counselors. Social Class in School Counseling. Disability in the Schools. Race and Ethnicity in School Counseling. African American Empowerment in Secondary School Counseling. Section 3: Student Development Facilitating Personal and Social Development. Physical Health and Emotional Development: A Primer for School Counselors. Adolescent Sexual Health and Development. The School Counselor's Role in Promoting Literacy in Elementary School-aged Children. Designing Culturally Responsive School Counseling Career Development Programming for Youth. Section 4: School Counselor Competence. School Counselor Training: School and Societal Needs in the 21st Century. Supervision of Professional School Counselors. Multicultural Competence of School Counselors. Consultation with Teachers, Administrators, and Counseling Agencies. Creating Caring School Communities. Section 5: School-based Interventions. Youth Development and Prevention in the Schools. Individual Counseling as Intervention in Schools. Focused, But Flexible: A Developmental Approach to Small-Group Work in Schools. Conducting Groups in Schools: Challenges and Rewards. Families in Context: An Essential Component of School Counseling. Crisis Management in the Schools. Collaboration and Consultation as Essential Services for School Counseling Programs. Career Development Interventions in Schools. Creative Arts Counseling in Schools: Toward a More Comprehensive Approach. Counseling the Gifted and Talented. Cultural Identity Enhancement Strategies for Culturally Diverse Youth. Section 6: Working with Socio-Emotional Challenges. Interpersonal Relationships. Suicide Prevention, Intervention, and Postvention. Working with School Failure. Measuring and Evaluating Adolescent Connectedness. Bullying and Peer Victimization. School Violence. Substance Abuse. Section 7: Accountability and Professional Issues in School Counseling. Evaluation of School Guidance and Counseling Programs: Past, Present, and Future. Research in and on School Counseling. The Essential Role of School-Community Partnerships in School Counseling. Law and Ethics in School Counseling. Professional Activities in School Counseling.

The current study aimed to study the ability of social support factors and occupational self-efficacy in predicting life satisfaction among working women with disabilities in Jordan. The study sample consisted of (104) working women with disabilities in Amman, Madaba, Al-Balqa, and Zarqa, who were selected by the accessible method. To achieve the goal of the study, the researchers constructed the study tools, which included the social support scale, the occupational self-efficacy scale, and the life satisfaction scale. Their validity and reliability indications have been verified. To answer the study questions, the study used the descriptive predictive methodology, and used means, standard deviations, and multiple regression analysis to process the collected data. The results showed that the level of social support, the level of occupational self-efficacy, and the level of life satisfaction among working women with disabilities in Jordan were medium. The results also indicated that social support factors and occupational self-efficacy contributed (30.1%) in predicting life satisfaction, and social support factors were the most contributors to life satisfaction. The study recommended the need to develop the family and work sectors with the importance of social support for women with disabilities, the necessity of acquiring appropriate personal occupational skills for working women with disabilities, and to study other variables that have an impact on life satisfaction for working women with disabilities, such as attitudes, amount of income, and type of academic qualification.

Background: There is limited knowledge about how incarcerated young people have been affected by the COVID-19 pandemic. An improved understanding of the impact of pandemic circumstances could help to advance a multitude of practices and policies, including those that strengthen personal relationships. Objectives: This study aimed to (a) describe self-reported perceptions that social contact and support for incarcerated young people are powerful protective factors with the potential to attenuate the negative impacts of incarceration, (b) explore the impact of the COVID-19 pandemic on their personal and relational well-being, (c) determine the extent to which the pandemic restricted access to social support and other resources, and (d) consider potential identity-related differences in these perceptions and impacts. Methods: This exploratory study employed interpretative phenomenological analysis (Smith et al., 2010) of semi-structured interviews with 30 incarcerated youth in an adult correctional setting, ages 16-21 years, in addition to some preliminary information about social contact and multidimensional social support. Results: Significant benefits of family support were identified, such as moral guidance, hopefulness, and goal maintenance, as well as the necessity of relationships for youth well-being given the especially challenging circumstances created by the pandemic. Limitations and barriers to social support, as well as access to services, were identified that may have implications for programmatic and system-level changes. Conclusion: Contact with and involvement in supportive relationships is important for incarcerated young people, perhaps especially so during times of crisis. Specific implications for both forensic social work practice, such as family-focused advocacy and services, and further qualitative social work research, including with incarcerated young people, are further explored.

Mental health is a central determinant of quality of life. While psychiatric morbidity of populations has been studied extensively, the role of perceived stress, social support, and internal resources as determinant of health is still poorly understood. We surveyed 2000 randomly selected university students. Perceived stress was measured by the Brief Encounter Psychosocial Instrument, social support by the Duke-UNC Functional Social Support Questionnaire, internal resources (mastery and self-esteem) by a brief version of the Pearlin coping questionnaire. Linear regression models were used to explore the relationships between these variables and mental health, based on the SF-12 health survey. After two reminders, 1257 students answered the questionnaire. In bivariate analysis, mental health was negatively associated with stress and positively associated with internal resources and social support (all p-values < 0.001). In multiple regression analysis, internal resources were positively associated with mental health, and buffered the negative impact of stress on mental health. Internal resources and stress mediated the positive impact of social support on mental health. Our data confirm that perceived stress is an important risk factor for low mental health and suggest that mastery and self-esteem are important protective factors of mental health among young adults.