Psychological Well-being Development Research Articles

Basic Psychological Needs at Work: Their Relationship with Psychological Well-Being and Healthy Organisational Outcomes with a Gender Perspective.

The aim of the study is to evaluate the mediating role of psychological well-being between the satisfaction/frustration of Basic Psychological Needs (BPN) and Healthy Organisational Outcomes, with a gender perspective. In a sample of 565 workers (65% women, response rate 72%) from two Colombian food companies, using Multigroup Structural Equation Models to test the invariance among gender, the study hypotheses were partially supported. The results show that: (1) psychological well-being fully mediates the relationship between BPN satisfaction and Healthy Organisational Outcomes; and (2) only work engagement mediates the relationship between BPN frustration and Healthy Organisational Outcomes. Specifically, people (women and men) whose basic needs are satisfied experience greater well-being and better Healthy Organisational Outcomes. In contrast, people whose BPN are frustrated experience lower levels of work engagement, which, in turn, influences their Healthy Organisational Outcomes. However, structural differences were observed among the variables, attending to gender, when invariance model grouping by gender was tested. Furthermore, ANOVA by gender found significant differences in the autonomy dimension of frustration and organisational affective commitment, in favour of men. The present study contributes to the scarce research on the role of BPN levels as a relevant driver in the development of psychological well-being and Healthy Organisational Outcomes.

The Perceptions of Educators Relating to the Promotion of the Psychological Well-Being of Abandoned Children

Promoting the psychological well-being of abandoned children raises specific issues. These children have no choices but to live in residential child care institutions. They are called to take part in society, to become autonomous and competent adults. However, these children present difficulties that result in impairment of self-esteem and are identified by negative feelings, as well as failures in their relationship with others. Researchers point out that the satisfaction of the three basic psychological needs: the need for autonomy, the need for social affiliation and the need for competence, is essential to the growth of the individual’s integrity and well-being. Our ultimate interest is to contribute through this work, to the development of educational practices and the quality of care in the child care institutions. From this perspective, this qualitative research aims to explore the educators’ perceptions of psychological well-being of abandoned children, actions they take and the contributions of professional services to promote it. Semi-structured individual interviews were conducted with educators (N=10) in a residential child care institution. The results show that the educator’s perceptions of psychological well-being go in the same direction as the definitions of psychological well-being in the scientific literature. The majority of their actions tend towards satisfaction of the three fundamental psychological needs, which are essential to the development of psychological well-being. They also underlined the important role of professional services, material and human resources in this direction. This research allowed identifying five specific ways to promote the psychological well-being of abandoned children in the residential child care institutions.

The impact of care-related factors on the language and communication needs of looked after and adopted children/young people

It is established that the development of psychological well-being and cognitive skills for Looked After and Adopted Children/Young People (LAACYP) is impacted by their experiences before and after entry into care. Language and communication skills are typically considered to have a reciprocal relationship with cognitive development, but the language skills of the LAACYP population are currently underspecified. The current study explores the severity and specificity of language and communication difficulty in a LAACYP population and the association between these difficulties and several care-related factors, including mental health and Adverse Childhood Experiences (ACEs). Fifty-seven children aged 4–16 either in foster care or an adoptive placement were sampled via carer-report, using the Children’s Communication Checklist 2. Forty-two of these children’s mental health needs were also sampled using the Assessment Checklist for Children. The child’s social worker completed information regarding ACEs and care-related factors. Based on UK norms, the performance of 68% of the children sampled was consistent with the lowest 10% of the general population for language and communication ability. Similar levels of severity were found for both structural and pragmatic abilities. Language and communication difficulties were associated with older children, later age of entry into care and placement type (foster care vs. adoption) but not placement disruption. A significant relationship was found between mental health and language difficulty, but no link was established with ACEs. This study highlights the severity and pervasiveness of language and communication impairment among many of the LAACYP population and its association with psychological well-being.

Preparation for pre-ageing populations in the workplace: Spiritual health and psychological well-being development program

Preparation for pre-ageing populations in the workplace: Spiritual health and psychological well-being development program

Psychological Well-Being and Youth Autonomy: Comparative Analysis of Spain and Colombia.

The construct of autonomy appears in literature associated with individual psychological wellbeing. In Ryff’s model, autonomy is presented as one of the dimensions of wellbeing, along with self-acceptance, positive relationships with others, environmental mastery, purpose in life, and personal growth. The present study compared the levels of autonomy and psychological wellbeing between Spanish and Colombian young people. Ryff’s Scale of Psychological Wellbeing and the Transition to Adulthood Autonomy (EDATVA) scales were used on a sample of 1,146 young people aged between 16 and 21; 506 Spaniards and 640 Colombians. Results showed differences in autonomy and in two of the four dimensions proposed by the EDATVA: self-organization and critical thinking. Similarly, important differences were observed in the subscales of positive relations and purpose in life. The importance of contextual factors in the development of psychological well-being and autonomy in young people in transition to adulthood is discussed.

Does Language Background Have an Effect on the Development of Psychological Well-Being During College?

Does Language Background Have an Effect on the Development of Psychological Well-Being During College? Jiajun Liu (bio) and Ernest T. Pascarella (bio) According to the 2017 American Community Survey, more than 1 in 5 US residents speak a language other than English at home, and many are nonnative-English speakers (U.S. Census Bureau, 2018). Among this fast-growing population, nonnative-English-speaking (NNES) college students are significantly underserved and under-researched (Kanno & Cromley, 2013). NNES students are largely Students of Color; they are a diverse group that include immigrants, those born and raised in the US who learn English as a second language, and international students from non-English-speaking countries (Curry, 2004). Since language is the defining characteristic, existing research on this population at the college level has largely focused on vocabulary development, literacy skills, and the effectiveness of English remedial courses (Kanno & Cromley, 2013; Liu, Hu, & Pascarella, 2019). Authors of a small but increasing number of studies have examined nonlinguistic outcomes and have suggested that merely improving language skills is not sufficient to achieve college success (Kanno & Cromley, 2013; Leki, 2001; Liu et al., 2019). One issue that has caused concern that the literature has yet to address is the development of NNES students' psychological well-being (PWB) during college. PWB is not restricted to medical descriptions or merely about happiness and positive emotions. It is multidimensional and engages different aspects of life and wellbeing, such as building positive relations with others and adapting to the environment (Ryff, 1989). PWB is important because students cannot be entirely engaged in college without psychological involvement (Astin, 1999). Due to their language background and immigration status, PWB is particularly concerning for NNES students, because these students tend to encounter challenges and stress from acculturation, family separation, isolation in school, and issues related to visas and immigration (Pratt-Johnson, 2015). We attempted to answer the research question: [End Page 648] Does being a nonnative-English-speaking student have an effect on the development of psychological well-being during college? LITERATURE REVIEW Time at university can be anxiety-provoking. From the time students enter college, their psychological distress and anxiety will not recede to precollege levels (Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016). Prior research delivers a clear message that psychological factors are critically associated with college students' GPA, involvement of college activity, and life satisfaction (Krumrei-Mancuso, Newton, Kim, & Wilcox, 2013; Mayhew et al., 2016). Students with higher PWB levels are associated with short-term and long-term positive outcomes: while in the short term students tend to persist and graduate, in the long term students are likely to develop a successful professional and personal life (Bowman, 2010). Certain precollege characteristics, such as gender and race, have been frequently studied with findings indicating that being a female is positively associated with PWB development during the first year of college (Bowman, 2010). Yet Students of Color tend to experience lower PWB levels due to cultural differences and persistent discrimination (Harrell, 2000; Iwamoto & Liu, 2011). In their study on Asian Americans and Asian international students, Iwamoto and Liu (2011) found that differences in cultural values could contribute to acculturation stress and hence lower PWB levels. Gloria, Castellanos, and Orozco (2005) found that Latina students who reported using coping strategies such as talking with others had higher PWB levels. To date, no scholars have directly examined NNES students' PWB development during college. The most relevant research we could find is a qualitative study of the influence of language difficulty on international students' well-being, which suggests that not being able to communicate effectively could increase cultural stress and passive emotions and therefore lead to low PWB levels (Gatwiri, 2015). Other studies have highlighted the challenges faced by NNES college students. Leki (2001) found that NNES college students had negative experiences working on group projects because their voices were least powerful and their contributions were not considered meaningful to the group by their peers, situations that were barely noticed by the instructors. Kanno and Cromley (2013) revealed that only 1 in 8 English-language learners would earn a bachelor's degree or higher compared to 1 in 3 or 4 of their peers. More recently...

The study of the subjective factors of psychological well-being of gifted adolescents (psychodiagnostic complex)

Introduction: the phenomenon of giftedness is sufficiently studied in domestic and foreign psychology, and some features of the mental and personal development of gifted children and adolescents are studied. Particular attention is paid to the instrumental and motivational aspects of giftedness, as well as interpersonal and environmental influences. The psychological well-being of gifted adolescents rarely serves as the main subject of research.Materials and methods: psychodiagnostic tools for studying the personal characteristics of gifted adolescents include testing using Ryff's Scales of Psychological Well-being in the adaptation of L. V. Zhukovskaya and E. G. Troyshinoy, The scale of self-efficacy M. Madduks and D. Scheer in the adaptation of L.V. Boyarintseva and R.L. Krichevsky, Frankfurt scale self-concept J.M. Doisinger in the adaptation of O.E. Baitinger, Test of Hardiness Survey, S. Muddy, in the adaptation of E.N. Asina and E.I. Rasskazova, the Subjecting Structure Diagnostic Questionnaire, Ye.N. Volkova and I.A. Seregina, Integrative Anxiety Test A.P. Bizyuka, L.I. Wasserman, B.V. Iovleva. The group of authors proposed a variant of the “Unfinished sentences” methodology and a questionnaire aimed at studying the various components of attitudes towards adolescents ’own endowments and problem load.Results: we have proposed and are testing a cross-sectional study of a methodical complex for diagnosing integrative indicators of psychological well-being, as well as such subjective factors of psychological well-being, such as attitudes toward one’s own endowments, subjectivity, hardiness, problem experiences, emotional background, self-concept and self-efficacy (components is allocated in accordance with the developed theoretical model). This complex includes both standardized and projective techniques.Discussion and Conclusions: the research methodology created and tested during the project will contribute to the formation of a unified methodological support and centralized coordination of monitoring research on the most common personal problems among gifted adolescents, as well as the development of effective programs for the development of psychological well-being and health resources for adolescents and young people.

The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being

<p>The aim of this research is to design a proposed model for Mobile Digital Content Applications Based on Gamification and measure its effectiveness in the development of psychological well-being among the graduate students of King Abdulaziz University who are challenged with issues related to the nature of postgraduate studies, which may affect their levels of psychological well-being. Research sample consisted of (62) students, particularly those who are students of the postgraduate programs at King Abdulaziz University. The study has applied the semi-experimental approach that is based on two group design. The experimental group used an application version called "My Academic Advisor", which was developed according to the proposed model, while the control group used a version that did not include any methods or tools for gamification. A measure of psychological well-being was built through the mobile digital content applications. The measure in its final version consisted of 6 themes that included (36) indicators of psychological well-being; 6 indicators for each theme. The results of the application showed the effectiveness of the proposed model of the gamification in the development of psychological well-being among the experimental group students compared to the students of the control group.</p>

Role of music in the development of psychological well-being

affected by the changing world's scenario. People these days are more stressed out which has a negative impact on their well-being. The purpose of this paper is to focus on how Music constructively contributes to positive emotions and enhances Psychological well-being. Music can be considered as an informal type of self-medicated therapy. Many call it, 'Healing without Medicine'. Music has a therapeutic effect in the human life. It helps us connect with our deeper self and bring our emotions to the fore. It has the power to take the listener to a different world where there is only emotional ecstasy. Thus the present paper is an attempt to emphasize the beneficial impact of music on the Psychological well-being of people.

Trajectories of distress, anxiety, and depression among women with breast cancer: Looking beyond the mean

Objective. Little is known about the development of psychological wellbeing over time among women who have been treated for breast cancer. The aim of this study was to identify distinct patterns of distress, anxiety, and depression in such women.Methods. We invited 426 consecutive women with newly diagnosed primary breast cancer to participate in this study, and 323 (76%) provided information on distress (‘distress thermometer’) and on symptoms of anxiety and depression (‘hospital anxiety and depression scale’). Semiparametric group-based mixture modeling was used to identify distinct trajectories of distress, anxiety, and depressive symptoms assessed the week before surgery and four and eight months later. Logistic regression analysis was used to evaluate the characteristics of women in the distinct groups.Results. Although no sub-group of women with chronic severe anxiety or depressive symptoms was found, we did identify a sub-group of 8% of the women who experienced continuously severe distress. Young age, having a partner, shorter education, and receiving chemotherapy but not radiotherapy might characterize women whose psychological symptoms remain strong eight months after diagnosis.Conclusion. By looking beyond the mean, we found that 8% of the women experienced chronic severe distress; no sub-groups with chronic severe anxiety or depression were identified. Several socio-demographic and treatment factors characterized the women whose distress level remained severe eight months after diagnosis. The results suggest that support could be focused on relatively small groups of patients most in need.

Adolescents of the US National Longitudinal Lesbian Family Study: the impact of having a known or an unknown donor on the stability of psychological adjustment

The current study is based on the US National Longitudinal Lesbian Family Study (NLLFS), which was designed to document the development of the first generation of lesbian families with children conceived through donor insemination. Data were collected in five waves, first at insemination or during pregnancy, and subsequently when the index children were 2, 5, 10 and 17 years old. The study is ongoing, with a 93% retention rate to date. The purpose of the current investigation was to assess changes in psychological adjustment of the index offspring between the time that they were 10 and 17 years old (T4 and T5) and to examine the effects of having a known or an as-yet-unknown donor. The total T5 sample consisted of 78 adolescents. The mothers in 74 families completed a Child Behaviour Checklist (CBCL) on their offspring at both T4 and T5: 26 of these offspring had been conceived through known sperm donors and 48 through unknown donors. Changes in psychological adjustment were assessed through computations of stability coefficients between T4 and T5 on all CBCL subscales, and by means of a general linear model (GLM). On 10 out of 11 CBCL subscales, the stability coefficients were not significantly different for adolescents with known and unknown donors. Findings from the GLM showed that no main effect for donor type was found; for offspring in both donor groups thought problems and rule-breaking behaviour were higher and scores on social problems and aggressive behaviour were lower at T5 than T4. The development of psychological well-being in the offspring of lesbian mothers over a 7-year period from childhood through adolescence is the same for those who were conceived through known and unknown donors.

The Development of Psychological Well-Being Among First-Year College Students

The first year of college constitutes a time of substantial transition for incoming students. For many traditional-age students, adjusting to college can include tasks that are as mundane as doing one’s own laundry for the first time, or as complex as finding meaning in one’s life and deciding on a future career. Clearly, students vary greatly in their ability to cope with and adjust to these new challenges, and some students face far more challenges than others. Those who adapt effectively to their new social and academic environment are much more likely to persist in college and ultimately earn a degree (Tinto, 1993). As a result, a great deal of attention has been paid to improving college students’ first-year experience (for an extensive review, see Upcraft, Gardner, & Barefoot, 2004). A potentially important resource for successfully accomplishing this life transition is positive psychological functioning, otherwise known as psychological well-being (PWB). As Ryff (1989) has demonstrated, the skills and perceptions that comprise PWB are crucial for successfully engaging in meaningful relationships, navigating one’s environment, and realizing one’s fullest potential throughout the lifespan. In other words, PWB is important not only for students making the transition to college, but also for individuals at any age. This study explores the factors associated with PWB among incoming college students and the experiences that contribute to changes in PWB during the first year. CoNCeptuAl FrAmework

LIFE EVENTS AND PSYCHOLOGICAL WELL-BEING IN WOMEN SENTENCED TO PRISON

There have been no systematic analyses of the factors that influence the development of psychological well-being in women sentenced to prison. This study identified relationships among life events, coping resources, and psychological well-being (indicated by the absence of anxiety and depression). A descriptive correlational design was used in a convenience sample of 62 incarcerated female offenders. The respondents were in their early 30s, single, unemployed, and receiving financial support from a variety of sources. They reported an average of 10 life events in the 12 months preceding incarceration and accumulated an average of 354 life change units. A positive correlation between the number of life events and depression was identified (r =. 24, p <. 05). The women in this study had high levels of depression as measured by the Center for Epidemiologic Studies Depression Scale (L. Radloff, 1977; M = 31) and anxiety as measured by the State-Trait Anxiety Inventory (C. D. Spielberger, 1983; M = 46). Nursing interventions to reduce psychological distress at the time of admission to a correctional facility may reduce of loss, inadequacy, and powerlessness that the might otherwise have to endure.

The Development of Psychological Well-Being in Late Adolescence

Studies following adolescents from school to work indicate a sharp decrease in psychological symptoms over the 16-17-year period compared to a more gentle decrease subsequently. This could be a genuine developmental phenomenon, related to school leaving, or because anxiety levels are higher at age 16 years due to approaching examinations. The present study examined these hypotheses. GHQ scores for those at school were related to examination candidacy. Eighteen months later such differences had disappeared among those young people now in full-time employment. Similarly, a group who remained in full-time education also showed a significant decline in GHQ scores.