Interpersonal Relationships Research Articles

Eating disorder risks and psychopathological distress in Italian high school adolescents

BackgroundPsychopathological disorders are often comorbid diagnosis in eating disorders (EDs). We aimed to assess the presence of psychopathological traits and symptoms associated with EDs in an Italian high school adolescent population.MethodsA sample of high school adolescents was enrolled, and demographic and clinical data were collected. Two self-report questionnaires, the Eating Disorder Inventory-3 (EDI-3) and the Questionnaire for the Assessment of Psychopathology in Adolescence (Q-PAD), were administered.Results548 adolescents (333 F/215 M; 16.89 ± 0.85 years) were included. Symptoms associated with EDs of clinical or high clinical concern were prevalent in a range of individuals, with percentages varying from 26.82% for body dissatisfaction to 51.83% for Interoceptive Deficits. The findings from the Q-PAD assessment indicated the presence of psychological distress, leading to discomfort or challenging situations requiring potential intervention in a percentage of adolescents ranging from 2.93% for psychosocial risks to 23.77% for anxiety. These percentages showed differences between genders (F > M, p < 0.001). Our study also highlighted an association between symptoms of EDs and lifestyle factors within families. We observed correlations between Q-PAD measures and EDI-3 scores, including a positive correlation between Q-PAD and EDI-3 body dissatisfaction (r = 0.7), Q-PAD interpersonal conflicts and EDI-3 interpersonal problems (r = 0.6) and a negative correlation between Q-PAD self-esteem and well-being and EDI-3 ineffectiveness Composite (r=-0.7).Conclusionsa substantial prevalence of ED symptoms and psychological distress among high school adolescents were recorded. These conditions are interrelated, suggesting the importance of addressing them comprehensively. Early detection is essential to improve treatment outcomes and to implement preventive strategies.

Restoring Psychiatric Mental Health APRN Roles: A Report of Innovations in Workforce Development Design Supported by Salutogenic Solutions and an Enduring Educational Frame, Part One.

The change from a clinical nurse specialist to nurse practitioner model has significantly affected graduate education and practice because of emphasis on the dominant biomedical prescriber role, marginalizing the nurse-psychotherapy and consultation-liaison roles fundamental to quality psychiatric advanced practice nursing practice. We report on a four-year Workforce Development Project supported by an academic-practice partnership to restore formation and skill building of the marginalized roles. Part One focuses on program design, the curriculum for nine specialty courses, and the teaching and learning community approach that promotes engagement, faculty commitment, and preceptor recruitment and retention; the creative faculty staffing model is described. The educational frame described includes highlights of teaching/learning strategies drawn from the history of professional formation curriculum rooted in salutogenesis and belonging science, existentialism, solution-focused therapy, modeling and role modeling theory, and Peplau's Interpersonal Relations. There is significant interest and commitment to learning the nurse-psychotherapist and consultation-liaison roles.

Perception of interpersonal relationships between students and sports coaches in Piura, Peru

Background: In Peru, current laws require universities to integrate complementary sports services in order to obtain institutional licensing. However, the scarcity of information makes it difficult to understand behaviour among athletes and coaches. The objective of the study is to analyse the interpersonal behaviour between athletes and coaches at the Universidad Nacional de Frontera, Sullana, Peru, 2023. The study was a non-experimental, descriptive study based on a quantitative approach. A total of 85 athletes involved in one of the sports disciplines offered by the university participated. The valid and reliable Interpersonal Behaviour Perceptions (IBQ) scale (Cronbach's alpha = 0.913) was applied. The results reveal that football (31.8%), volleyball (30.6%) and basketball (18.8%) are the most practiced disciplines and are related to the gender of the participants (p &lt; .016), whose ages range from 18 to 23 years. In addition, athletes value the support of coaches in decision-making but show neutrality in perceived empowerment. There is resistance towards pressure and discrepancies in emotional support and comfort from the coach. In conclusion, positive interpersonal behaviour is observed between athletes and coaches at the Universidad Nacional de Frontera, Sullana, Peru.

Narrowing ‘Bathtub Volunteerism’ in Singapore and Beyond Through High-quality Adolescent and Young Adult Volunteer Experiences

High-quality volunteerism experiences in adolescence are associated with higher volunteerism later in life, yet less is understood about contextualized features of these experiences, especially when school-based programmes are mandatory. Relatedly, narrowing ‘bathtub volunteerism’ (i.e., increasing postgraduation youth volunteerism and shortening the period between volunteer disengagement and resumption) remains a research gap. Therefore, using in-depth retrospective qualitative interviews with 50 young Singaporeans, we aimed to understand features of high-quality volunteer experiences in schools (among adolescents) and communities (among young adults). Findings indicated that within a national context of compulsory school-based volunteerism, ‘bathtub volunteerism’ was narrowed efficaciously when adolescents and young adults were exposed to high-quality school- and community-based volunteer experiences, respectively. High-quality school-based experiences granted student autonomy and facilitated empathy development. Community-based ones combined cause selectivity, personal meaning and close interpersonal relationships. Our findings offer insights to raise volunteerism rates by developing and propagating high-quality volunteer experiences.

Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research

Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research

Victimization and Perpetration of Online Dating Violence and Emotional Dependence by Gender among University Students in Ecuador

The present study investigates the roles of online dating violence and emotional dependence within the context of interpersonal relationships. The primary objective of this research is to analyze the perpetration and victimization of online dating violence and emotional dependence among men and women. Utilizing a quantitative approach with a descriptive and explanatory focus, this research employed a non-experimental cross-sectional design. A sample comprising 3202 university students completed the Dating Online Abuse Scale (DOAS) and the Emotional Dependence Questionnaire (EDQ). Statistical analyses, including Student’s t-test, Pearson’s correlation coefficient, and simple linear regressions, were conducted. Significant gender differences (p &lt; 0.01) emerged concerning both victimization and perpetration of online dating violence. Furthermore, a noteworthy association (p &lt; 0.01) was observed between online dating violence and emotional dependence, with the latter serving as a predictive factor for online dating violence across genders.

How do undergraduate nursing students learn to care for families and informal caregivers? A qualitative study with a grounded theory approach

BackgroundNurses play a crucial role in caring for families of ill individuals in care, requiring high-quality relational and communication skills to care for them. Yet these skills remain underutilized, leading to reported issues of inadequate inclusion and communication. Education is crucial to enhance nurses' competencies in caring for families and informal caregivers. AimTo explore the learning process of undergraduate nursing students to care for families and informal caregivers. DesignQualitative study with a grounded theory approach. SettingsBachelor's degree in nursing from two off-sites of a university and four local health units collaborating with the university in North Italy. Participants15 undergraduate nursing students, 10 nurse preceptors, and 10 nurse clinical teachers. MethodsWe adopted initial and theoretical sampling and conducted semi-structured interviews from December 2023 to January 2024, lasting 16 to 62 min. The interviews were audio-recorded, transcribed verbatim, and analysed through open, selective, and theoretical coding. ResultsWe developed a theory of learning for undergraduate nursing students in caring for families and informal caregivers, comprising two themes, “Learning areas” and “Learning antecedents,” and nine categories. Learning areas involve five stages of learning to care for families and informal caregivers and the most frequent opportunities to interact with families and informal caregivers. The five stages are “Seeing and considering families and informal caregivers”, “Assessing the families' and informal caregivers' needs and resources”, “Preparing for and planning intervention with families and informal caregivers”, “Acting with families and informal caregivers”, “Reflecting on the intervention with families and informal caregivers”. Learning antecedents encompass student characteristics, interpersonal relationships, and the clinical training setting. ConclusionsIn this study, we delineate a five-stage learning process for undergraduate nursing students to care for families and informal caregivers, influenced by individual, interpersonal, and contextual factors. We emphasised the importance of relational skill development, tailored learning experiences, and supportive mentorship in enhancing students' preparedness to engage with and support families in healthcare settings. The developed theory provides a foundational framework for designing educational interventions to optimise nursing students' capacities in this domain.

Co-creating Humanistic AI AgeTech to Support Dynamic Care Ecosystems: A Preliminary Guiding Model.

As society rapidly digitizes, successful aging necessitates using technology for health and social care and social engagement. Technologies aimed to support older adults (e.g., smart homes, assistive robots, wheelchairs) are increasingly applying artificial intelligence (AI), and thereby creating ethical challenges to technology development and use. The international debate on AI ethics focuses on implications to society (e.g., bias, equity) and to individuals (e.g., privacy, consent). The relational nature of care, however, warrants a humanistic lens to examine how "AI AgeTech" will shape, and be shaped by, social networks or care ecosystems in terms of their care actors (i.e., older adults, care partners, service providers); inter-actor relations (e.g., care decision-making) and relationships (e.g., social, professional); and evolving care arrangements. For instance, if an older adult's reduced functioning leads actors to renegotiate their risk tolerances and care routines, smart homes or robots become more than tools that actors configure; they become semi-autonomous actors, in themselves, with the potential to influence functioning and interpersonal relationships. As an experientially-diverse, transdisciplinary working group of older adults, care partners, researchers, clinicians, and entrepreneurs, we co-constructed intersectional care experiences, to guide technology research, development, and use. Our synthesis contributes a preliminary guiding model for AI AgeTech innovation that delineates humanistic attributes, values, and design orientations, and captures the ethical, sociological, and technological nuances of dynamic care ecosystems. Our visual probes and recommended tools and techniques offer researchers, developers/innovators, and care actors concrete ways of using this model to promote successful aging in AI-enabled futures.

The role of target‐specific shared reality in interpersonal interactions and protective health behaviours

The role of target‐specific shared reality in interpersonal interactions and protective health behaviours

Ethical Issues in Implementation Science: A Qualitative Interview Study of Participating Clinicians

Background Implementation science presents ethical issues not well addressed by traditional research ethics frameworks. There is little empirical work examining how clinicians whose work is affected by implementation studies view these issues. Accordingly, we interviewed clinicians working at sites participating in an implementation study seeking to improve patient handoffs to the intensive care unit (ICU). Methods We performed semi-structured interviews with 32 clinicians working at sites participating in an implementation study aiming to improve patient handoffs from the operating room to the ICU. We analyzed the interviews using an iterative coding process following a conventional content analysis approach. Results Clinicians’ greatest concern about involvement was possible damage to interpersonal relations with more senior clinicians. They were divided about whether informed consent from clinicians was necessary but were satisfied with the study’s approach of sending out mass communications about the study. They did not think opting out of the implementation portion of the study was feasible but saw this inability to opt out as unproblematic because they equated the study with routine quality improvement. Those clinicians who helped launch the study at their sites recounted several different ways of doing so beyond simply facilitating access. Conclusions The risks that clinicians identified stemmed more from their general status as employees than their specific work as clinicians. Implementation researchers should be attuned to the ethical ramifications of involving employees of varying ranks. Implementation researchers using hybrid designs should also be sensitive to the possibility that practitioners affected by a study will equate it with quality improvement and overlook its research component. Finally, the interactions that go into facilitating an implementation study are more various than the “gatekeeping” typically discussed by research ethicists. More research is needed on the ethics of the myriad interactions that are involved in making implementation studies happen.

Association of pediatric firearm injury with neighborhood social deprivation in Philadelphia

BackgroundFirearm-related injury is the leading cause of death among children and adolescents. There is a need to clarify the association of neighborhood environment with gun violence affecting children. We evaluated...

Everyday Life in Great Britain and Poland During the Covid-19 Pandemic and Brexit

In recent years, everyday life and interpersonal relationships in a broad sense have been shaped by the SarsCov-2 pandemic and its extensive consequences – both on a local and on a global level. Other phenomena have made their presence felt at a local and global level too – Brexit, for example. In this article, based on research carried out in Poland, England and Northern Ireland in August and September 2021, we present various dimensions of everyday life and the relationships of migrants with people who are important to them in Poland – in the context of these two main processes. The results of our research indicate that the new circumstances affect the everyday lives of migrants and their relatives in Poland on various levels, such as routine activities, work, interpersonal relations, and transnational contacts. We have also identified the stages of these processes and the accompanying emotions, and the pandemic emerged as the leading theme, overshadowing Brexit.

A Multigenerational Model of Environmental Risk for Black, Indigenous, and People of Color (BIPOC) Children and Families.

In recent years, public discourse has increasingly brought institutional and structural racism to the foreground of discussion on the well-being of BIPOC (Black, Indigenous, and People of Color) communities. Environmental toxicity in combination with the social triggers of institutional and structural racism are among the factors that shape the short- and long-term health of BIPOC Americans across multiple lifespans. We outline a Generation Model for examining the mechanisms through which institutional and structural racism promotes the intergenerational transmission of environmental health risk and family and interpersonal relationships across the life course and across multiple generations. We present the model's theoretical underpinnings and rationale, discuss model limitations and needed sources of data, and implications for research, policy, and intervention. Parents and children are not only biologically linked in terms of transmission of environmental toxicities, but they are also linked socially and intergenerationally. The Generation Model foregrounds family and interpersonal relationships occurring within developmental contexts that are influenced by environmental toxicity as well as institutional and structural racism. In sum, the Generation Model highlights the need for an equity-first interdisciplinary approach to environmental health and redirects the burden of risk reduction away from the individual and onto the institutions and structures that perpetuate the racial disparities in exposure. Doing so requires institutional investment in expanded, multigenerational, and multimethod datasets. https://doi.org/10.1289/EHP13110.

Exploring communicative interactions in debriefing sessions with nursing students: A qualitative study

IntroductionDebriefing as a learning activity aims to elevate participants' competence through communicative interaction. This activity is an integral component of any formative simulation. Thus, the primary objective of this study was to explore debriefing as a communicative experience in nursing students within the context of interactive virtual simulation. The secondary objectives were: 1) To investigate the typology of interactions based on participants' discourse and 2) To identify the actions that students use to develop knowledge during debriefing. MethodA qualitative exploratory study design involving six debriefing groups was conducted with 105 s-year nursing students. The debriefing sessions were analyzed following interactive virtual simulations in an in-person setting in the classroom. All sessions were recorded and transcribed verbatim. A mixed (deductive and inductive) content analysis approach was used. ResultsA total of 2187 units of meaning were identified and categorized into 3 themes (interaction by participant, interaction by communicative action, and interaction by participant's communicative goal); nine subthemes (facilitator-student, student-student and student-facilitator; declarative - unidirectional, reactive – bidirectional and multidirectional-interactive; individualistic, competitive, and collaborative), and 5 categories (providing information; generating creative solutions; processing critical and deliberative information; positive interdependence and psychosocial relationships). ConclusionThe students developed knowledge and practical communication skills, particularly reinforcing soft skills through collaborative interactions, predominantly multidirectional-interactive in nature. The facilitator and the interpersonal relationships among the participants fostered a safe and positive environment.

Challenges related to the organizational climate of the nursing team in a public hospital - nurses' perception.

The organizational climate is related to the degree of motivation of its employees. This perception is essentially felt, it is neither seen nor touched, but it is real. This study aims to identify difficulties and potentialities related to the organizational climate of the nursing staff at a public hospital in the Federal District. Methodologically, a descriptive and exploratory study was carried out characterized by a qualitative approach. The thematic content analysis led to three interpretative dimensions: environment and working conditions; communication, interpersonal relationship and work flows; motivation to improve the work environment. The results indicate a deficit of human resources, scarcity of material resources, supplies, precarious physical structure, in addition to interpersonal relationship problems, such as the (de)valuation of professional nurses and nursing. The challenges posed to managers go beyond the technical and structural dimension, the technological complexity of equipment without maintenance, as it unfolds through the human dimension, feelings and unmet needs (of appreciation) of nursing, which needs to be cared for, valued, heard and seen in their care process.

Relationship between forensic medicine education, stress factors, and mobbing perception from the perspective of specialists in Turkey's universities

IntroductionThe current situation needs to be presented with scientific data to ensure and improve the quality of specialist training. This study examined the quality of education, instructor competence, stress factors, mobbing, and their interconnections in the domain of forensic medicine specialty education in Turkey. Materials and methodsThis cross-sectional study was conducted through an anonymous, web-based survey targeting forensic medicine specialists who have completed their specialist training in university forensic medicine departments within the last three years. The survey consisted of questions regarding issues included in the core education curriculum, educator characteristics, and perceptions of stress and mobbing. Based on the responses provided, the relationships between these factors were statistically analysed. Results72.7 % of the study population completed the survey. Nearly half of the participants (46.3 %) did not consider the number of instructors adequate. The quality of instructors (scientific competence, educational and teaching skills, interpersonal relations, accessibility, management, and problem-solving abilities) was determined to be partially sufficient (mean = 3.36). Approximately one-third of the respondents indicated that instructors made the greatest contribution to their specialist training, whereas the proportion of those who said otherwise was much higher. Education received for topics included in the core curriculum was partially sufficient level (mean = 3.04). It was observed that there was a significant relationship between the instructor characteristics, sufficiency score of the taught topics, and perception of mobbing (p < 0.01). The sufficiency scores of instructor characteristics had a 1.02-fold impact on sufficiency ratings of the topics covered in residency training. Among the respondents, 76.9 % reported encountering stress factors during their specialty training, with the most frequently exposed stress factor (52.2 %) being disorganisation within the training program. Among the participants, 22.8 % reported experiencing mobbing. ConclusionsEducation and instructor qualifications were correlated; however, stress factors and mobbing adversely affected education. A close association was observed between education, instructors, stressors, and mobbing. Thus independent and objective auditors tasked with verifying whether institutions meet the established educational standards need to be established.

Leadership, spirituality and empowerment: examining the experiences of women of color in fortune 500 companies

PurposeThis paper investigates the meaning of spirituality and empowerment from the perspective of women of color (WOC) in Fortune 500 companies how it impacts their leadership.Design/methodology/approachDetailed data were collected through in depth semi-structured interviews documenting their experience as lived in the context of their daily work environments. Twelve WOC in leadership positions were interviewed, and transcripts analyzed using thematic analysis. Their narratives provide insight into the experiences of discrimination and bias and the stress and disenfranchisement that result from these experiences.FindingsAnalysis shows that for these women, spirituality was more than a philosophical orientation but comprised a core facet of their identity, empowering them to cope with adversity and uplift others through a leadership style defined by compassion, trust, strong interpersonal relationships and purpose.Practical implicationsImplications for creating more compassionate and inclusive environments that draw on principles of empowerment and spiritual leadership are provided.Originality/valueThis study contributes uniquely to the literature by exploring the perspectives of understudied women leaders who identify as African American, South-Asian and Latina on spirituality and empowerment and their impact on their leadership.

Leaving the parental home, cohabitation, and marriage after a hematologic malignancy in childhood-A register-based cohort study from the SALiCCS research program.

Transitioning to adulthood often involves achieving independence from the parental home. We assessed whether the likelihood of leaving the parental home, cohabitation, and marriage was similar between patients who experienced a hematologic malignancy at a young age and their peers. We identified 11,575 patients diagnosed with a hematologic malignancy under the age of 20 years between 1971 and 2011 in Denmark, Finland, and Sweden, 57,727 country-, age-, and sex-matched population comparisons and 11,803 sibling comparisons and obtained annual information on family and marital status by linking to the statistical institute databases. Hazard ratios (HR) for leaving the parental home, cohabitation and marriage were estimated using Cox proportional hazards modeling. Young adults with a history of a hematologic malignancy were slightly less likely to leave the parental home (HR 0.89; 95% confidence interval [CI] 0.86-0.92; HR 0.87 [95% CI 0.82-0.92]), cohabit with a nonmarital partner (HR 0.83 [95%CI 0.78-0.87]; HR 0.84 [95% CI 0.77-0.92]) and be married (HR 0.87 [95% CI 0.82-0.91]; HR 0.86 [95% CI 0.79-0.93]), compared with population comparisons and siblings, respectively. Our findings provide reassurance that young adults with a history of a hematologic malignancy show only a slight decrease in their likelihood of gaining independence from their childhood family and forming close interpersonal relationships compared to peers. While most patients are coping well in the long term, integrating structured psychosocial support into long-term follow-up is recommended to facilitate a timely and adequate transition into adulthood.

Navigating non-medical androgen use: Towards a harm reduction paradigm

Non-medical androgen use is on the rise, with short-term side effects being well-documented whereas long-term consequences remain less understood but are likely to entail cardiovascular illness and permanent endocrine disruptions. Current educational initiatives are falling short in curbing this significant increase, signaling the need for a different approach. In this context, harm reduction emerges as a promising secondary prevention strategy. The key principles of the harm reduction approach outlined in this article emphasize educating individuals about side effects, limiting androgen use, and monitoring health closely. Successful implementation of this strategy hinges upon healthcare providers possessing expertise in the field, fostering non-judgmental interpersonal relationships, and securing cooperation of the athlete. The efficacy of this strategy will be rigorously evaluated in the HARNAS trial, comparing its outcomes with those of a historical control group. The findings from this trial are anticipated to be published in the coming years, shedding light on the effectiveness of this pioneering approach.

초등예비교사의 체육수업만족과 신체적자기개념 및 대인관계능력의 관계

Purpose: The purpose of this study was to verify the causal relationship between satisfaction with the Physical Education class, physical self-concepts, and interpersonal relations of elementary pre-service teachers as an approach to improving elementary pre-service teachers’ expectations for their future. Methods: In order to achieve the objectives of this study, a group of elementary pre-service teachers living in C province was established as a population in 2023 and 334 elementary pre-service teachers were selected by using convenience sampling. The main research results are as follows. Results: First, satisfaction with the Physical Education class has a direct effect on physical self-concepts and interpersonal relations. Second, physical self-concepts have a direct effect on interpersonal relations. Third, physical self-concepts have a partial mediation effect between satisfaction with the Physical Education class and interpersonal relations. Conclusion: Following combining the above findings, it was inferred that satisfaction with the Physical Education class has direct effects on physical self-concepts and interpersonal relations. Physical self-concepts had direct effects on interpersonal relations and there was a partial mediation effect between the satisfaction with the Physical Education class and interpersonal relations.