Personal Adjustment Research Articles

Autonomy & advocacy in planning for a medical emergency: Adults with a learning disability and family carers' experiences and perceptions of the Recommended Summary Plan for Emergency Care and Treatment (ReSPECT) process.

The Recommended Summary Plan for Emergency Care and Treatment (ReSPECT) is designed to facilitate meaningful discussions between healthcare professionals, patients, and their family about preferences for treatment in future medical emergencies. People with a learning disability may face particular barriers in completing health care plans and receiving emergency treatment, however little is known about their preferences towards emergency care treatment planning. This study explores the views of people with a learning disability, and family carers about ReSPECT. A reference group of 5 people with a learning disability contributed to the design of the workshops and evaluation of outputs. Online, arts-based interactive workshops were held with 2 groups of 6 people with a learning disability to explore how they felt about emergency care treatment planning, and to co-produce materials to support ReSPECT conversations. Carers of people with a learning disability participated in focus groups or interviews. Data from workshops, focus groups and interviews were analysed thematically. Themes were; Getting the Process Right, Lack of trust a barrier to ReSPECT planning, and Person-Centred Care. All groups supported the ReSPECT process feeling that ReSPECT plans could support person-centred care, enhancing the autonomy of a person with a learning disability and supporting the advocacy of carers. However, drawing on their previous experiences of the health care system some expressed doubt that their wishes would be carried out. Suggestions were made for improving the ReSPECT process and used to develop resources to support ReSPECT planning. Emergency care planning and ReSPECT are viewed positively by people with a learning disability and family carers. To ensure this works well for people with a learning disability attention should be given to reasonable, personalised adjustments to support their participation in planning conversations. There is a wider challenge of fostering trust in the health care system.

CHARACTERISTICS OF THE PERSONAL ADAPTIVE POTENTIAL OF ADOLESCENTS WITH VISUAL IMPAIRMENTS

The relevance of the study on the personal adaptive potential of adolescents with visual impairments is due to insufficient understanding of the characteristics, structure and conditions that form the adaptive potential of adolescents with visual impairments. 48 adolescents (24 subjects with visual impairments), aged 15 to 16, took part in the empirical study. The study was carried out using a set of psychodiagnostic techniques: the Test of Personal Adjustment by C. Rogers and R. Diamond adapted by M. Prikhozhan as a method of diagnosing socio-psychological adaptation; multilevel personality questionnaire “Adaptability” (A. Maklakov, S. Chermyanin); personal differential technique in the adaptation of employees of the Bekhterev Psychoneurological Institute. The analysis of the data obtained showed that, despite the positive characteristics of the personal adaptive potential in adolescents with visual impairments, the subjects often do not have the necessary skills to effectively use this potential in social interactions.

Reduction of Social Anxiety and Increase in Academic Adjustment through Motivational Enhancement Therapy in Freshmen College students in Indonesia

Academia in college is different from high school because college students will meet people who have different cultures, personalities, points of view, and interests. Personal adjustments are essential for these college students in this different scenario. Not only can it boost social interaction but it will help how to be persistent and resilient in their academic life. Failure to develop personal adjustments could turn the college students into anxiety in their social interaction which freshman students may encounter when they face the changes in their environment and culture. An attempt to increase personal adjustment and decrease social anxiety through Motivational Enhancement Therapy (MET) is possible. There are five stages used in MET, that are pre-contemplation, contemplation, preparation, action, and maintenance. This study used an experimental method with one group of pretest and post-test design which included 100 freshman college students. This research aims to know the effect of MET treatment on reducing social anxiety and increasing personal adjustment in freshman college students in Indonesia. The instruments are the Social Anxiety Scale (La Greca & Lopez, 1998) which consists of 18 items, and the adjustment scale (Haber & Runyon, 1984) which consists of 25 items. The analysis in this study is a paired sample t-test that examines a decrease in social anxiety and an increase in personal adjustment before and after being given MET treatment. The results revealed that MET significantly reduced social anxiety and increased personal adjustment in freshman college students in Indonesia. The results have been discussed and recommendations are given.

Future-oriented coping: gender and adolescent stage as modulators of its use, dispositional profile and relationship with emotional adjustment outcomes

The aim of this study was to examine possible differences by sex and stage of adolescence in the use of proactive and preventive coping, its relationships with personality and emotional adjustment. A total of 934 Spanish adolescents participated. No differences were found by sex or stage of adolescence in the use of future-oriented coping or in its relationship with adjustment scores. The differences found were centered on the dispositional profile of future-oriented coping shown by the different subgroups. The dispositional profile of proactive coping was more complex in girls and in late adolescence. In contrast, the dispositional profile of preventive coping was more complex in boys, and the differences by stage of adolescence highlighted the different weight of the personality dimensions involved. These findings point to the importance of developing programs adapted according to sex and stage of adolescence to train adolescents in the use of future-oriented coping skills and to improve their mental health.

Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.

Cerebral Vein Thrombosis and Direct Oral Anticoagulants: A Review.

Cerebral venous thrombosis (CVT) is a rare type of cerebrovascular event in which the thrombosis occurs in a vein of the cerebral venous system. The diagnosis could be challenging due to the great clinical variability, but the outcome is favourable in most cases, especially in the case of early diagnosis. Anticoagulant therapy is the core of CVT management and currently consists of heparin in the acute phase followed by vitamin K antagonists (VKAs) in the long term. The ideal duration of anticoagulant therapy is still unclear, and the same criteria for the treatment of extracerebral venous thromboembolism currently apply. In this paper, we reviewed the literature regarding the use of direct oral anticoagulants (DOACs) in CVT since in recent years a considerable number of studies have been published on the use of these drugs in this specific setting. DOACs have already been shown to be equally effective with VKAs in the treatment of venous thromboembolism. In addition to efficacy, DOACs appear to have the same safety profile, being, on the other hand, more manageable, as they do not require close monitoring with continuous personalised dose adjustments. In addition, a further advantage of DOACs over VKAs is the possibility of anticoagulant prophylaxis using a reduced dosage of the drug. In conclusion, although the use of DOACs appears from preliminary studies to be effective and safe in the treatment of CVT, additional studies are needed to include these drugs in the treatment of CVT.

Peer tutoring as a strategy for inclusive education in primary education: a case study

ABSTRACT This paper studied the degree of inclusion in three primary school groups in Spain, where five students with mild special educational needs (SEN), but without disabilities, were enrolled. The study was based on a multiple-case design, combining observational and self-report techniques before, during and after implementing a peer tutoring programme. Three components of inclusive education were analysed: presence, participation and learning achievement. Within this last component, four specific variables of classroom participation were evaluated: (1) social acceptance rating of peers; (2) social relationships and friendship choices; (3) self-perception of personal, social and school adjustment; and (4) social interactions in learning activities. Quantitative and qualitative data were collected and analysed. The results show worse inclusion rates for students with SEN than for the rest of their peers in all dimensions. During the peer tutoring programme, an improvement was observed in the presence and achievement of SEN students. However, these improvements were only found in some variables of social participation, in the short term. The implementation of a fixed tutoring programme is a positive but not sufficient measure to generate changes in the degree of inclusion of students with learning disabilities. Finally, the implications for the planning of inclusive collaborative learning practices are discussed.

Logistic regression analysis of school anxiety as a predictor of school refusal

School refusal has important repercussions on the lives of children and adolescents, seriously affecting their personal, academic, and social adjustment. Negative attitudes towards school can be caused simultaneously for several reasons and, due to the existing heterogeneity, Kearney, and Silverman (1990) grouped them into four functional conditions: I. Avoidance of school stimuli that generate negative affectivity; II. Avoidance of school situations that generate social aversion or fear of evaluation; II. Capturing the attention of significant others; and IV. Get tangible reinforcements outside of school. Given its tendency to coexist with internalizing disorders, it is essential to understand its correlation with school anxiety, which is one of the significant problemsin the child and adolescent population. In this way, the present study aims to identify the probability of predictive capacity of school anxiety on high school refusal. There were 1786 participants (51% men) aged 15to 18 years (MAge = 16.31; SD = 1.00). The instruments administered were the Spanish version of the School Refusal Assessment Scale-Revised (SRAS-R-C; Gonzálvez et al., 2016) and the School Anxiety Inventory (IAES;García-Fernández et al., 2011). The results reveal that depending on the dimension of school anxiety evaluated, it acts as a negative or positive predictor of school refusal, also depending on the type of school refusalassessed. These findings highlight the connection between the avoidance of negative affectivity associated with school and the experience of anxiety in various school settings, emphasizing the need to address both school refusal and anxiety in the educational setting.

Navigating the Impact of Overprotective Parenting on Adolescent Adaptation and Independence

This study explores the correlation between overprotective parenting and adolescent adjustment in an Indonesian educational context, focusing specifically on SMA Negeri 1 Ambon. Utilizing a quantitative research design with correlation analysis, the study examines how adolescents aged 10-18 navigate changes during the transition from childhood, especially in terms of their adaptability and independence. The influence of familial, school, and societal environments on these developments is assessed through purposive sampling of 110 students, using scales that measure overprotective behaviors and personal adjustment. Findings from the study reveal a statistically significant but weak negative correlation between overprotective parenting and adolescent adjustment, indicating that while parental involvement is crucial, excessive control can undermine adolescents' ability to adapt to their environments effectively. This study underscores the complex dynamics between parental behavior and adolescent development, suggesting that balanced parenting is key to fostering responsible and adaptable youths.

Students’ transition experiences: positioning FYE interventions in a student transition model

The transition from high school to university can be a challenging and overwhelming experience for many students. As such, it is imperative for higher education institutions to implement effective interventions to support students during this critical period. This article examines the positioning of First-Year Experience (FYE) interventions within a student transition model. The study was conducted by reviewing existing studies, articles, and books related to FYE interventions and their impact on students' transition experiences. The researchers utilised various academic databases, such as EBSCO, JSTOR, and Google Scholar to gather relevant literature on the topic. The methodology used in this study involved systematically searching for and critically evaluating existing literature on FYE interventions and their role in students' transition experiences. The researchers then synthesized and analyzed the findings from the selected literature to identify trends and gaps in the existing research. Through a review of existing literature, this article explores the various factors that influence students’ transition experiences, the role of FYE interventions, and recommendations for future research and practice. The findings of this research indicate that students’ transition experiences are multifaceted, encompassing academic, social, and personal adjustments. Academic stress, social integration, and identity development are identified as key challenges, faced by students during their transition to university life. The role of FYE interventions in addressing these challenges is perceived to be crucial, highlighting the importance of academic support, mentorship, and opportunities for social connection, provided by these programs. The implications of this research suggest the need for a holistic student transition model that encompasses academic, social, and personal dimensions of the transition experience. FYE interventions are positioned within this model as a key component in supporting students through their transition to university life. The findings also emphasize the importance of tailoring FYE programs to meet the diverse needs of students, taking into account factors, such as cultural background, socioeconomic status, and individual learning styles. In conclusion, this research contributes to the understanding of students’ transition experiences and the positioning of FYE interventions within a comprehensive student transition model. It highlights the diverse challenges, faced by students during their transition to university, and underscores the importance of tailoring FYE programs to meet these challenges. The findings of this research have implications for the design and implementation of effective FYE interventions, emphasizing the need for a holistic approach that addresses the academic, social, and personal dimensions of students’ transition experiences.

Performance of the Modified Caregiver Strain Index in a Sample of Black and White Persons Living With Dementia and Their Caregivers.

This study examined the performance of the Modified Caregiver Strain Index (MCSI) in a sample of Black and White caregivers of persons living with dementia. Data on 153 dyads enrolled in the Care Ecosystem dementia care management program were analyzed, including sociodemographic variables, dementia severity, and caregiver burden and wellbeing. Factor structure, item-response patterns, and concurrent validity were assessed across racial groups. Differences between Black and White caregivers included gender, dyad relation, and socioeconomic disadvantage. Factor structure and item loadings varied by racial cohort, with parameters supporting a 3-factor model. For Black caregivers, finances and work, emotional and physical strain, and family and personal adjustment items loaded together on individual factors. For White caregivers physical and emotional strain items loaded on separate factors, although personal and family adjustment items loaded with work and financial strain items. Item-level analysis revealed differences between groups, with Black caregivers endorsing physical strain to a greater degree (p = .003). Total MCSI scores were positively correlated with concurrent measures like the PHQ-9 (White: r = 0.67, Black: r = 0.54) and the GAD-2 (White: r = 0.47, Black: r = 0.4), and negatively correlated with self-efficacy ratings (White: r = -0.54, Black: r = -0.55), with a p < .001 for all validity analysis. The MCSI displayed acceptable statistical performance for Black and White caregivers of persons living with dementia and displayed a factor structure sensitive to cultural variations of the construct. Researchers results highlight the inherent complexity and the relevance of selecting inclusive measures to appropriately serve diverse populations.

Investigation of Workplace Recreation Awareness and Burnout Levels of Workers

The aim of this research is to explore the workplace recreation awareness and burnout levels of mine workers according to some variables and to examine the relationship between them. The population of the research consists of 1020 individuals working as mine workers in the Zonguldak TTK Directorate Üzülmez Enterprise Establishment in 2022-2023. The sample of the research consists of 405 mine workers selected from these participants by simple random sampling method. In the study, the "Personal Information Form" including demographic questions, the "Workplace Recreation Awareness Perception Scale" and "Burnout Scale Short Version" were used as data collection tools in the study. The SPSS package program was used in the statistical analysis. Kruskal Wallis test which is a non-parametric test and Pearson Correlation analysis for relationship of scales were used. According to analysis it was found a significant difference between participants’ educational statue and workplace recreation awareness and burnout levels. Also, it was found a significant difference between economic status and burnout states and the personal well-being and adjustment sub-dimension of the IREFA scale. As a result, a significant, positive, and high relationship was determined between the sub-dimensions of workers' personal well-being and harmony and the sub-dimensions of corporate awareness and development. It was determined that there is a negative and weak relationship between the burnout dimension and personal well-being and harmony, corporate awareness, and development.

Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities.

Children with developmental disabilities may develop emotional and behavioral problems that arise from difficulties in social interaction, and therefore, a process of providing and testing intervention activities for emotional and behavioral issues in the early stages of development is required. This study evaluated the effects of a 12-week service-learning exercise program on children with developmental disabilities, contrasting it with a control group not engaged in specific physical activities. The participants included 18 children with developmental disabilities who participated in the service-learning exercise program (SLG) and 18 children with developmental disabilities (Non-SLG) who did not participate. The Korean Behavior Assessment System for Children-2 was used to evaluate children's emotional and behavioral problems. A two-way repeated-measures ANOVA was conducted to verify the interaction effect between the group and period according to program participation. The results showed the positive internalization of problem behaviors in the emotional domain (F = 4.291, p = 0.011), attention deficit/hyperactivity (F = 4.761, p = 0.012), and personal adjustment (F = 4.116, p = 0.023) in the SLG group. These results suggest that participation in a service-learning exercise program positively affected emotional and behavioral problems in children with developmental disabilities. This could provide a basis for future research on service-learning exercise programs for children with developmental disabilities.

Coordination of New Norms of Life Post-Pandemic Covid-19 Towards Family Well-Being

Since the COVID-19 pandemic hit the whole world, the public in most countries have had to adapt to the 'new norm' and at the same time adjusted to the sudden change in their way of life. The panic effect it has, caused major changes to people's daily lives quick and suddenly. Therefore, the process of coordinating life will usually trigger various challenges from various aspects such as economic, social, emotional and health. Although the COVID-19 virus is decreasing, there are still no signs that the COVID-19 virus will be completely eradicated, when the epidemic has already changed to an endemic one. It will continue to be in the community’s immunity because of the vaccination initiative provided by the Malaysian government and pressure from the emergence of one new corona-virus variant after another. This paper observes some of the crucial steps that need to be done in the process of personal and family adjustment in a more orderly and systematic way with certain guides that are more strategic based on the trend reported by the Malaysia Family Well-Being (MyWI) Index Report. This study is a qualitative study using the method of analyzing documents, journals, and related articles. The study found that after reaching two years of post-pandemic, the country needs to re-examine the best methods as part of the National Recovery Plan (NRP). Malaysia should not delay in dealing with issues related to the new normal life because there is a need to act immediately and help the community especially those who have been severely affected by the pandemic.

Transgender people in Indonesia: how do they overcome their personal adjustment toward stress?

ABSTRACT The rapid demographic and lifestyle changes in recent years have had a significant impact on human personality, leading to the emergence of a large population of transgender people who face unique challenges in their personal lives. This research aimed to analyze the impact of anxiety and self-esteem on personal adjustment to stress among transgender people in Jakarta, Indonesia, using data collected from 158 transgender participants through a quantitative survey questionnaire. Partial Least Squares (PLS) were used for sample determination. The findings revealed that anxiety had a positive and significant effect on personal adjustment, while self-esteem had a lesser effect. Personal adjustment, in turn, has a negative but significant effect on stress. The results suggested that anxiety toward personal adjustment is a critical factor contributing to stress among transgender people, with a coefficient of 4.223, while self-esteem has a coefficient of 1.033, and personal adjustment has a coefficient of 3.516. These findings highlighted the importance of addressing anxiety and personal adjustment in managing stress among transgender people.

PERSONAL ADJUSTMENT AMONG ADOLESCENT: GENDER DIFFERENCE

This study is aimed at finding the difference in personal adjustment in adolescents of Muzaffarpur district of Bihar. Hypothesis testing research design is adopted for this study. Data is collected from 100 male and 100 female adolescents using standardized questionnaire following convenience sampling technique. SPSS is used for data analysis. The results revealed that the present level of personal adjustment practices is just below the average among adolescents of Muzaffarpur district. The present level of home, health, social and emotional dimensions of personal adjustment practices is above the average among adolescents of Muzaffarpur district. Female reported higher personal adjustment than male in case of personal adjustment. It is also reported that female is significantly higher in case of home, health and social dimension of personal adjustment while no significant difference reported for emotional dimension among adolescents of Muzaffarpur district of Bihar. It is recommended to adolescents of Muzaffarpur district of Bihar to maintain the level and take help of psychiatric for further better level.

Perceptions of Therapeutic Climbing for Patients with Multiple Sclerosis in Neurorehabilitation: A Qualitative Study.

Therapeutic climbing (TC) has emerged as a prospective rehabilitation approach for individuals with multiple sclerosis (MS). The existing literature primarily focuses on the physical and psychological benefits of TC across diverse populations but is limited concerning its application and efficacy for patients with MS. This study aimed to delineate the experiences, subjective effects, and perceptions of both individuals with MS and therapists regarding TC, highlighting the potential benefits and challenges of this therapeutic approach. Using a qualitative design, semi-structured interviews were conducted with patients living with MS (N = 5) and therapists (N = 7) involved in TC sessions at a rehabilitation facility. The interviews were recorded, transcribed verbatim, and subjected to thematic qualitative text analysis. Our analysis resulted in the identification of five main categories: (1) motivational factors, (2) training conditions, (3) training content, (4) observed effects, and (5) safety protocol. Our findings primarily centred around the motivational aspects of TC. Participants consistently reported experiencing feelings of accomplishment, success, enjoyment, and increased self-confidence. Furthermore, TC was often perceived as a comprehensive intervention, addressing endurance, strength, flexibility, neuromotor functions, cognition, and mental health while having a low-risk profile. However, due to the demanding nature of TC, careful fatigue management is crucial. This entails personalised intensity adjustments during sessions and coordinating TC with other physically demanding therapies when implementing TC within a rehabilitation environment. TC shows promise within MS rehabilitation and can be considered safe under certain framework conditions. This research sheds light on its potential benefits, facilitators, and barriers and provides insights for practical integration into rehabilitation programs.

Transitioning to college: Testing cognitive bias modification for interpretations as an inoculation tool for social anxiety in college first-years

Background and objectivesReducing social anxiety development among incoming college students may improve college adjustment and mental health outcomes. This study tested whether cognitive bias modification for interpretations (CBM-I) reduces social anxiety and increases adjustment during the transition to college, and whether changes in outcomes would be mediated by changes in interpretation biases. MethodsParticipants (N = 73) were randomly assigned to a 3-session weekly CBM-I condition or symptom tracking (ST) control condition. Multilevel models were used to estimate within-person trajectories from baseline to one week post-intervention and to test whether trajectories differed by condition. ResultsThose in the CBM-I condition (vs. ST) reported higher increases in social adjustment across time. There were not significant differences between conditions for changes in social anxiety, academic adjustment, and personal adjustment. CBM-I was indirectly linked to improvements in outcome variables via more adaptive interpretation biases. LimitationsCBM-I was administered in a laboratory setting, requiring more resources than some computerized interventions. ConclusionsData tentatively support CBM-I for first-year students to increase social adjustment. Further, mediation findings provide support for targeting interpretation biases to improve social anxiety and adjustment outcomes. Yet, CBM-I did not outperform ST in improving social anxiety symptoms or other areas of college adjustment, and effect sizes were small, suggesting that more work is needed to amplify the potential of CBM-I as a therapeutic tool.

Autonomy &amp; advocacy in planning for a medical emergency: Adults with a learning disability and family carers’ experiences and perceptions of the Recommended Summary Plan for Emergency Care and Treatment (ReSPECT) process

Background The Recommended Summary Plan for Emergency Care and Treatment (ReSPECT) is designed to facilitate meaningful discussions between healthcare professionals, patients, and their family about preferences for treatment in future medical emergencies. People with a learning disability may face particular barriers in completing health care plans and receiving emergency treatment, however little is known about their preferences towards emergency care treatment planning. This study explores the views of people with a learning disability, and family carers about ReSPECT. Methods Online, arts-based interactive workshops were held with people with a learning disability to explore how they felt about emergency care treatment planning, and to co-produce materials to support ReSPECT conversations. Carers of people with a learning disability participated in focus groups or interviews. Data from workshops, focus groups and interviews were analysed thematically. Results Themes identified were: Getting the Process Right, Lack of trust as a barrier to ReSPECT planning, and Person-Centred Care. All groups supported the ReSPECT process. They felt that ReSPECT plans could support person-centred care, enhancing the autonomy of a person with a learning disability and supporting the advocacy of carers. However, drawing on their previous experiences of the health care system some expressed doubt that their wishes, as reflected in the recommendations, would be carried out. Suggestions were made for improving the ReSPECT process for people with a learning disability and used to develop resources to support ReSPECT planning. Conclusions Emergency care planning and ReSPECT are viewed positively by people with a learning disability and family carers. To ensure this works well for people with a learning disability attention should be given to reasonable, personalised adjustments to support their participation in planning conversations. There is a wider challenge of fostering trust in the health care system regarding treatment of people with a learning disability.

A 2023 nationwide study on adjustment disorder among first year MBBS students in India.

Amidst the complex transition to medical college, encompassing a myriad of academic, social, and personal adjustments, MBBS students in India confront multifaceted challenges that can precipitate adjustment disorder, a phenomenon understudied within the Indian context. Therefore, it is of interest to assess adjustment disorder among first-year MBBS students within six months of enrolment. We used a Google form encompassing adjustment disorder new-module 20 for data collection and found that 67% of the 401 responses from first-year medical students exhibited adjustment disorder. The top stressors identified included time pressure, work pressure, financial problems, moving to a new home, and termination of important leisure activities. Female gender, age group 21-25, conflicts in working life, financial problems, own serious illness, family conflicts, pressure to meet deadlines, and excessive workload showed significant associations with adjustment disorder.