Positive Social Environment Research Articles

Perceived Discrimination, Social Environment, and Older Adults’ Psychological Well-Being

Experiencing discrimination can have detrimental effects on psychological well-being. For older adults in the U.S., discrimination on the basis of country of origin may be a particularly alienating experience. A positive social environment, however, has been shown to buffer associations between discrimination and poorer psychological well-being. However, this hypothesis has not been tested in a sample of older Americans who perceive discrimination because of country of origin. As the United States continues to diversify and politically polarize, understanding older adults’ experiences with discrimination and identifying potential buffers to these negative effects is increasingly important. We analyze 942 older Americans (aged 50+) from the Psychosocial Module of the most recent wave of the Health and Retirement Study (HRS, 2020). Specifically, we analyze associations between perceived discrimination on the basis of country of origin and three psychological well-being outcomes: loneliness, anxiety, and life satisfaction. We further test if the social environment buffers negative effects by examining interactions between discrimination and social support as well as discrimination and neighborhood environment. Our results reveal clear and consistent associations between older adults’ perceived discrimination and increased loneliness and decreased life satisfaction. These negative associations, however, appear to be buffered by social support and positive neighborhood environment, respectively. The potential buffering effect of positive social environments on psychological well-being is particularly pronounced for older adults under the age of 65. We discuss these findings in light of the prevalence of discrimination in the U.S. and consider potential mechanisms for improving the social environment of older adults.

On the Strategies of College Students’ Entrepreneurial Mental Health Education from the Perspective of Positive Psychology

Objectives: Entrepreneurship education is one of the contents of higher education, which aims to cultivate college students’ entrepreneurial consciousness and ability, and its core is to cultivate college students’ entrepreneurial quality. Methods: Positive psychology is directed at the traditional “negative psychology”, which advocates studying the positive qualities of human beings, fully tapping the inherent, potential and constructive forces of human beings, and promoting the development of individuals and society. Results: Healthy family, good living environment, positive social environment and harmonious learning environment all play an important role in positive psychology. Government policy support objectively provides guarantee for college students’ entrepreneurial practice, while psychological support subjectively provides guarantee for college students’ entrepreneurial practice. Conclusion: Healthy family, good living environment, positive social environment and harmonious learning environment all play an important role in positive psychology. Government policy support objectively provides guarantee for college students’ entrepreneurial practice, while psychological support subjectively provides guarantee for college students’ entrepreneurial practice.

The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. These results might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions and their resilience through the use of mindfulness techniques. The outcome may be a more positive social and academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. These results might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions and their resilience through the use of mindfulness techniques. The outcome may be a more positive social and academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

Interpersonal Relations Within the Context of Resource Groups for People With Severe Mental Illness: A Narrative Approach.

Objective: The resource group method intends to promote patients' agency and self-management and to organize meaningful partnerships between patients and their informal and formal support systems. The aim of this study was to enhance the understanding of interpersonal dynamics that arise within resource groups for people with severe mental illness. Insight into these unfolding processes would enable improved implementation of the resource group method so that it contributes to establishing a positive social environment, which can lead to more enduring recovery.Methodology: We performed a narrative analysis of transcripts and field notes obtained in a longitudinal, qualitative study on the resource group method. The stories of four different resource groups were reconstructed and analyzed in depth. Data included a total of 36 interviews (with patients, significant others, and mental health professionals) and 18 observations of resource group meetings.Results: The degree to which the resource group method actually contributes to recovery was based on the extent to which the existing roles of and patterns between the patient and his/her resource group members were altered. Breaking through old patterns of inequality and the joint search for a new balance in relationships proved to be crucial processes for establishing an empowering resource group. The four cases showed that it takes time, patience, and small steps back and forth to overcome the struggles and fears related to finding new ways of relating to each other. An honest and reflective atmosphere in which all participants are encouraged to participate and be curious about themselves and each other is essential for changes in interpersonal dynamics to emerge. Such changes pave the way for individuals with SMI to find their own voices and pursue their unique recovery journeys.Conclusions: The functioning of the resource group and the ability of the involved members to respond in new ways are important when working toward the patient's recovery goals. The resource group method should therefore not be considered an intervention to organize informal support for the patient, but a platform to expose and adjust the functioning of the patient's social network as a whole.

School and Teacher Factors That Promote Adolescents' Bystander Responses to Social Exclusion.

Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th (N = 450, Mage = 11.73), and 9th (N = 446, Mage = 14.82) graders, approximately evenly divided by gender. Participants were primarily European–American (63.3%). Results revealed that girls and participants who perceived better relationships between students and teachers were more likely to judge exclusion to be wrong. Further, ethnic minority participants, those who were more anxious about being rejected by their teachers and reported more teacher discrimination were less likely to judge exclusion as wrong. Participants who reported more positive student–teacher relationships, perceptions of a more positive school social environment and more prior experiences of teacher discrimination were more likely to report that they would seek help for the victim. On the other hand, participants who reported being more angry about teacher rejection, experiencing either peer or teacher discrimination, and perceiving they are excluded from opportunities at school were less likely to intervene to come to the aid of a peer who is being excluded. The results document the complex interplay of school and teacher factors in shaping adolescents’ bystander responses to social exclusion. Our findings suggest that positive school climate can promote intentions to intervene. However, findings indicate that adolescents who are marginalized in their school environments, and who report experiences of rejection, exclusion or discrimination are not willing or likely to intervene to prevent others from experiencing exclusion.

Who Is More Satisfied with Health Services? A Cross-Sectional Study in China.

This cross-sectional study aims to assess the Chinese population’s satisfaction with health service and identify 2 types of variables, Andersen’s behavioral model related variables and social environment variables associated with high satisfaction. Data were derived from the 2013 Chinese General Social Survey (CGSS). Using exploratory factor analysis, the original questionnaire’s 10 health services were grouped into 2 dimensions, including “health management service” and “public health service.” Then, the satisfaction was described. The associations between satisfaction and factors were assessed using a multivariable logistic regression model. As a result, a total of 5283 subjects were enrolled. The satisfaction was 56.74% for “health management service” and 54.48% for “public health service.” Those with older age, lower education level, positive social environment factors (ie, higher perceived social class, higher perceived social trust, and perceived social equity), and having pension were more likely to report high satisfaction. Moreover, compared to the east region (the most prosperous region), the individuals from the central region or the north-east region (both regional economic levels were medium) had lower odds of reporting high satisfaction. In comparison, those from the west region (the least developed region) had higher odds. In conclusion, actionable measures to increase satisfaction should be proposed by the Chinese government, including increasing pension insurance coverage, increasing investment in health services, creating an excellent social environment, etc.

Perceived Everyday Age Discrimination and Depressive Symptoms:The Moderating Effect of Social Environment

Approximately 30% of men and women in the United States have experienced age discrimination (Rippon, Zaninotto, & Steptoe, 2015). Experiencing age discrimination may lead to increased risk of depressive symptoms among older adults. Although positive social environments are known to buffer depressive symptoms, it is unknown to what extent a positive social environment may buffer the association between age discrimination and depressive symptoms for older adults in the US. The purpose of this study is to examine the association between perceived age discrimination and depressive symptoms among older adults, and to explore whether this association varies by two aspects of the social environment: social support and neighborhood environment. We explore this topic with data on 5,439 adults aged 50 and older in a sample drawn from the Psychosocial Module of the Health and Retirement Study (HRS, 2016 wave). Our results show a clear association between age discrimination and increased risk of depressive symptoms, net of a range of covariates. Older adults who receive more positive social support and rate their neighborhood environment more positively also report lower depressive symptoms. Finally, we find statistically significant interactions between age discrimination and both measures of the social environment, which suggest that social support and a positive neighborhood environment may buffer the negative impact of age discrimination on depressive symptoms. We discuss these findings in light of the prevalence of age discrimination in the US and cross-nationally, and consider potential mechanisms for improving the social environment of older adults, particularly in the post-COVID era.

Mental traumatization of police officers during service in a medical and biological emergency caused by the COVID-19 pandemic

Relevance. Internal Affairs employees during the anti-epidemic measures of COVID-19 period protected public order and the safety of citizens in crowded places. During the pandemic, according to departmental statistics, morbidity rates in police officers were 6.6 times higher than in general population and close to the healthcare professionals. Due to police officers' professional activities, the COVID-19 pandemic was associated not only with high contamination risks, but also with certain emotional stress and destabilization.Intention. To identify mental traumatization features in police officers who serve to protect public order and citizens safety during the COVID-19 pandemic.Methodology. 371 male employees of the Internal Affairs Headquarters in Moscow were surveyed. Three groups were identified: Group I - 127 police officers (average age 33.3 ± 1.1 years, service experience 6.1 ± 1.3 years) with positive test results and COVID-19 clinical manifestations (mild and moderate severity, inpatient and outpatient treatment) over the period from 10.04.2020 to 9.06.2020 (the restrictive measures and self-isolation period announced by the decree of the Russian Chief State Sanitary Doctor on 30.03.2020 N 9 “On additional measures to prevent the COVID-2019 spread in connection with the COVID-19 pandemic”); Group II - 118 healthy police officers (average age 30.9 ± 1.5 years, service experience 5.6 ± 1.9 years), without COVID-19 clinical manifestations but released from their duties as contacts; Group III - 126 healthy police officers (average age 32.4 ± 1.5 years, service experience 7.1 ± 1.9 years) not released from their duties during the COVID-19 pandemic, who protected public order in crowded places (patrolling streets, metro duty, etc.). Our questionnaire was intended for self-assessing mental state, and experimental psychological examination was also included. To meet the anti-epidemic requirements, respondents were surveyed online using electronic digital resources.Results and Discussion. Based on self-assessment results, police officers in all groups showed high levels of well-being, mood, performance and emotional stability on duty during the COVID-19 pandemic.Mental traumatization in police officers of the Group 1 was associated with increased personal anxiety and responses to everyday situations tended to be maladaptive, with physical and verbal aggression, irritation. In Group 2 employees, mental trauma included emotional stress and situational anxiety associated with the COVID-19 risk. Healthy police officers who were not released from their duties during the COVID-19 pandemic and continued to serve as law enforcement officers in crowded areas were prone to non-constructive responses to stress in the form of feelings of guilt, hostility, and irritability. In all respondents, constructive business relationships with direct managers and additional financial incentives helped prevent psychological trauma during the COVID-19 pandemic.Conclusion. The study results justify developing an algorithm for psycho-prevention in police officers during medical and biological emergencies, including psychological support, social support and a positive social environment in service teams. This will help prevent the psychological trauma and borderline mental disorders in police officers and, accordingly, increase their personal reliability and reduce damage to the Department image.

Balance confidence and physical activity participation of independently ambulatory youth with cerebral palsy: an exploration of youths’ and parents’ perspectives

Aim Youth with cerebral palsy generally participate in less physical activity than typically developing peers. In adults with physical disabilities, balance confidence is a strong predictor of participation and community re-integration. However, balance confidence has not been studied in youth with cerebral palsy. Method Qualitative descriptive methodology with interviews of eight youth with cerebral palsy (9–17 years old, three girls) in Gross Motor Function Classification System Levels I–III, and eight parents (five mothers) of youth with cerebral palsy (9–17 years old, two girls) in Levels I–III. Results Three themes arose: (1) youth in Gross Motor Function Classification System Levels I–II are more concerned about losing their balance during physical activities than those in Level III; (2) when balance is lost, embarrassment and frustration are more common than fear, especially for those in Levels I–II; and (3) social factors can create a favorable participation environment when balance confidence is low, especially for youth in Levels I–II. Conclusion Balance confidence may have greater influence on physical activity participation for youth in Gross Motor Function Classification System Levels I–II than those in Level III. Youth in Levels I–II may draw greater benefit from interventions targeting balance confidence when addressing physical activity goals. IMPLICATIONS FOR REHABILITATION Balance confidence may have a greater influence on activity avoidance for youth with cerebral palsy in Gross Motor Function Classification System Levels I and II (who are independently ambulatory without walkers or cane(s)) than for those in Level II (who use walkers or cane(s) to ambulate). Youth who are independently ambulatory without walkers or cane(s) may benefit more from interventions directed at balance confidence (e.g., enactive mastery and verbal persuasion) to address their physical activity participation goals. For youth who are independently ambulatory without walkers or cane(s), addressing factors that could reduce the influence of balance confidence on physical activity participation, such as providing a positive and supportive social environment in which to participate, may be beneficial.

Teacher support and the social classroom environment as predictors of student loneliness

This study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional and instrumental teacher support were directly related to students’ perceptions of the social classroom environment, and indirectly to student loneliness through the social classroom environment. While for boys, both types of teacher support were significantly related to these variables, only emotional teacher support was of significance to girls. The strongest contributing factor to students’ school loneliness was their perceptions of the social classroom environment. Some implications of this study are that a positive social classroom environment is an important safeguard against student loneliness, and that teachers can aid in preventing loneliness among students through facilitating a positive social environment in the class.

Awareness creation as a strategy to reducing the rate of teenage pregnancy in Lira District

Teenage pregnancy is a serious public health and social problem, with 95%% occurring in developing countries. This study aimed to seek explain how awareness creation can be used to reduce the rate of teenage pregnancies in Lira district. A descriptive survey design was used and the study population was teenage girls. Data was collected using a document review guide since only secondary data was used in this study because of the short time. Secondary data got from plan Uganda Results indicates a drop in teenage pregnancy in five sub-counties in Lira District. It was further found established that the use of mass media and community dialogue helps in reducing the risk of teenage pregnancy by influencing behaviour towards contraceptive use, acquainting teenagers with knowledge of pregnancy prevention, creating a positive social environment. Radio programs and newspapers releases like straight talk and rock point 256 are among the mass media programs used to create awareness about teenage pregnancy. Alternatives of to reducing teenage pregnancy were are birth control, use of modern contraceptives, awareness about birth control, keeping teenagers in school, and positive religious beliefs have also been found as a major factor. Interventions focusing on retaining pregnant and married girls at in school, information on sexual and reproductive health of teenage girls, improving access to and information about contraceptive use among teenage girls, improving socio-economic status of households, and law enforcement on sexual abuse among girls may should be used to improving improve adolescent sexual and health services in Lira District.
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Social environment and quality of life among older people with diabetes and multiple chronic illnesses in New Zealand: Intermediary effects of psychosocial support and constraints

Purpose In older people with diabetes, multimorbidity is highly prevalent and it can lead to poor quality of life. The overall purpose of this study was to examine the association between the social environment, psychosocial support and constraints, and overall quality of life among older people with and without with diabetes and multiple chronic illnesses. Methods Self-reported data from participants in a cohort study of older New Zealanders was analysed. Responses from 380 older people diagnosed with diabetes and multiple chronic illnesses were compared with 527 older people with no health issues on indicators related to the associations of neighbourhood, health and ageing, using structural equation modelling. Results The final model suggests that social provision, purpose in life and capabilities mediated between the social environment and quality of life, indicate that older people with positive social environment (i.e., neighbourhood advantage, residential stability) are much less likely to experience depression due to having good social support, meaningful life purpose and opportunities to engage. Conclusions Perceived neighbourhood advantages, such as positive neighbourhood qualities, social cohesion and housing satisfaction, along with the focus on increasing social support, enhancing purpose in life and supporting one’s capability to achieve, may serve as protective factors against depression. IMPLICATIONS FOR REHABILITATION Environmental and personal circumstances can contribute to quality of life among older people with diabetes and multimorbidity. By providing older people with diabetes and multiple chronic illnesses a socially just environment that challenges ageism and other forms of oppression, this could reduce social disparities in health, improve inclusion and access to resources. Social and healthcare professionals are encouraged to design clinical care guidelines and rehabilitation goals from a wholistic and person/client centred approach to support older people with diabetes and multiple chronic illnesses.

ТЕОРЕТИЧНІ ЗАСАДИ ДОСЛІДЖЕНЬ ВПЛИВУ СІМ’Ї НА НЕВРОТИЗАЦІЮ ДІТЕЙ ТА ШЛЯХІВ ЇЇ РАННЬОЇ ПСИХОКОРЕКЦІЇ

Стаття присвячена актуальній проблемі ранньої діагностики та психокорекції невротизації школярів, спричиненої взаєминами в їхніх сім’ях. Проаналізовані провідні концептуальні положення наукової полеміки відомих вітчизняних та зарубіжних психологів щодо впливу сімейного оточення як на особливість психічного розвитку дітей та підлітків, так і на формування у них передумов до розладів поведінки. Уточнюється сутність понять дисфункційна сім’я, нозоцентриський та нормоцентриський підходи, доневротичні стани та невротичний розвиток особистості дитини. Отримані у ході дослідження результати вказують на те, що основні фактори невротизації школярів пов’язані із сім’єю та школою, причому сім’я створює постійне позитивне або негативне соціально-психологічне середовище існування дитини. Зарубіжні та вітчизняні науковці вважають сімейну психотерапію найбільш дієвим та розповсюдженим засобом психотерапії дитячих неврозів. При цьому виявлено, що у відповідних зарубіжних дослідженнях традиційно більше уваги приділяється психотерапевтичним методам, а у вітчизняних – медико-педагогічним.
 В статті обґрунтована складність, багатокомпонентність предмету дослідження, необхідність застосування системних засобів вивчення та корекції механізмів емоційно-вольової регуляції і в поведінці дитини, і в стосунках між нею та членами її сім’ї як єдиної системи.

Development and Inclusion of Autistic Children in Public Schools

Characterized by limited or almost inexistent social skills, autistic children imperatively need social integration, in order to ensure a positive social environment in which they could imitate their colleagues and develop better means of communication. A sample of 60 teachers from public and special schools, aged between 29 and 50 years old, was assessed using Inclusion of Children with Special Needs in Public Schools Questionnaire (Chițu, Barcau & Blaga, 2016) in order to analyse their opinions and attitudes towards inclusive education. A sample of 75 children (aged between 8 and 12 years old) with Autistic Spectrum Disorder, with whom these teachers interact, was assessed with Adaptive Behaviour Assessment System II (ABAS II, Harisson & Oakland, 2012). We found significant differences regarding communication, community use and self-care, social skills and general adaptive composite (GAC score), between children in special and public schools. Furthermore, teachers emphasize that: (1) society, in general, has a tolerant attitude toward children with educational special needs; (2) families with such children choose a public school mostly in order to integrate their children in society and to ensure them the right to equal chances; (3) differential assessment strategies are needed for these children and adaptation of the curriculum to their needs; (4) children with special needs have a real chance of success in a public school. Results are analysed in relationship with teacher’s roles, opinions and attitudes toward the integration of autistic children in public schools.

Psychometric Properties of the Revised Organizational Citizenship Behaviour Questionnaire

Organizational citizenship behaviour is defined as “individual behaviour that is discretionary and not directly or explicitly recognized by the formal reward system and in the aggregate promotes the efficient and effective functioning of the organization” (Organ, Podsakoff, & MacKenzie, 2006). Nowadays it is one of the most widely studied phenomena in the field of organizational science (Podsakoff, Podsakoff, MacKenzie, Maynes, & Spoelma, 2014). Employee citizenship behaviour generates additional value for the organization by creating a positive social environment, improving the use of resources, coordinating activities within and between working groups, enhancingthe organization’s ability to attract and retain the best employees, maintaining organizational stability and adaptabilityto environmental changes. Meanwhile, citizenship behaviour is not widely studied in Lithuania and one ofthe reasons may be a lack of reliable and valid instruments that would correspond to the country’s cultural context.The first version of the Lithuanian twenty-nine items Organizational Citizenship Behaviour (OCB) questionnaireincluded dimensions of altruism, courtesy, civic virtue, conscientiousness, and was developed in 2013 (Bagdžiūnienė,Lazauskaitė-Zabielskė ir Urbanavičiūtė, 2013). Later, in 2014–2016, two studies were carried out with the aim torevise and confirm the structure of the OCB questionnaire and to re-evaluate its psychometric properties.In the first study, a total of 1985 employees from one Lithuanian public sector organization were surveyed online. Ninety-two percent of the respondents were female, the average age of respondents was 45.13 (SD = 10.3) years, with an average of 12.34 (SD = 7.74) years of working experience in the organization. Thirteen percent of the respondents were first-level managers. Confirmatory Factor Analysis (CFA) confirmed the five factor structure of the questionnaire; however, nine items with the lowest loadings were removed. The shortened version of the OCB questionnaire consists of five dimensions with four items in each scale. Cronbach’s alphas confirmed the reliability of each scale, the discriminant validity was confirmed by positive correlations between OCB dimensions and inrole behaviour, affective organizational commitment, job satisfaction and negative correlations with the intention to quit. In the second study, 647 employees from different organizations were surveyed online. Seventy-four percent of them were female, the average age of respondents was 30.64 (SD = 10.08) years, with an average of 4.45 (SD = 6.19) years of working experience in the organization. Sixteen percent of the respondents were first-level managers. Thirty-two percent of the respondents were from public and sixty-eight percent from private sector organizations. The five-factor structure was additionally approved by applying CFA in this sample, the invariance of the structure regarding gender, age, and status was also confirmed. Conclusion: The revised OCB questionnaire is a reliable and valid twenty-items multidimensional instrument and is congruent with the classical concept of OCB. It includes five dimensions of employee citizenship behaviour, namely altruism, courtesy, civic virtue, conscientiousness, and initiative. Limitations and practical applications are discussed.

I don’t feel positive, but you are: Every issue can be settled! The role of self and others’ positivity in the perception of intragroup conflict at work

Although personal resources support adjustment during hard times at work, social resources can have comparable influence in preventing the negative impact of adverse circumstances (Hobfoll 2001, 2002). This study investigates the contribution of both individual and group level positivity, a personal resource, in perceived intragroup conflict. Data on positivity and perceived intragroup conflict were collected from 140 employees belonging to 14 different groups at two different organizations and were analyzed using the Group Actor-Partner Interdependence Model (Kenny et al. 2012). Results showed that, in the case of low others’ positivity, high (vs. low) individual positivity led to lower intragroup conflict. However, when others’ positivity was high, there was no difference in reported intragroup conflict for high and low positive individuals. Findings highlighted the importance of a positive social environment in determining individual adjustment at work. Future research can address how the beneficial effect of positivity on intragroup conflict may transport on important organizational outcomes. Ultimately, this study suggests that organizations should sustain positivity, at both the individual and the group levels.

Future Physicians and Cosmetic Medical Interventions

Abstract Background International Union of Aesthetic Plastic Surgeons’ survey-2017 showed Turkey is the second country among others in terms of numbers of cosmetic medical interventions (CMI) in Europe and ranks ninth worldwide. Therefore future physicians’ (FT) perceptions are important on this topic as potential implementer and service user. Objective Objectives are: To examine FPs (interns) personal CMI experience; practiced/observed CMI; their attitude towards CMI and related factors. Methods Study is descriptive with 274 interns. Data collected by online survey contains 22 questions and acceptance of cosmetic surgery scale (ACSS) (Henderson and King, 2005). Findings Of the interns, 51.5% were female; 47.8% perceived good economic status; 40.5% had cosmetic-surgery training; 23.0% had CMI (laser on skin and teeth interventions mostly); 39.7% of these interventions were performed in private clinics while some of them are realized in beauty centers; body-perception was found (75.5%) the main motive of CMI. There was a strong relation between CMI and gender. Female interns constituted majority (p = 0.01). Respondents who had CMI had the highest scores of ACSS (p < 0,001). It was found that ACSS is positively related to positive familial and social environment (p = 0,007); negatively related with strong traditional (p = 0,005) and religious beliefs (p < 0,001); positively related with the given importance of body-perception (p = 0,015). Media effect was found important factor on ACSS scores (p < 0,001). Conclusions If the awareness of the quality, results, benefits and harms of CMIs is well established, it may be thought that there will be differences in attitude scale and less CMI performance. Therefore, it is necessary to constitute training programs on the different aspects of CMIs in medical curriculum. Key messages CMIs are not medically necessary and not a public-health issue and has economic burden. Awareness on the quality, results, benefits and harms of CMIs is should be well-clarified in the society.

Learning About Crime (A Study on Children in Conflict with the Law at LPKA of Palembang, South Sumatera, Indonesia)

Crime by adults may not be so astonishing. This will be different if it is committed by children, especially in relatively serious crimes, such as sexual crimes, murder, robbery, and others. This research focuses on how children learn about crime, which eventually makes them Anak yang Berkonflik dengan Hukum (ABH) – an Indonesian term for Children in conflict with the law – placed in Lembaga Pembinaan Khusus Anak (LPKA) – an Indonesian term for juvenile detention center – of Palembang. This study is based on the assumption that criminal behavior is learned, as stated by Edwin Sutherland in his Differential Association theory. This research uses qualitative perspective to find the depth of the background, actors, life, and the learning processes that influence children to commit crime. The subjects of this study are children in conflict with the law, LPKA officers, and activists of child’s rights. The data was collected through in-depth interviews, observations to ABH, and extraction of secondary data related to number and type of crime committed by children. Children who are detained in LPKA of Palembang mostly come from lower middle-class families and dropouts. The results of this study show that children learn to commit crime from peer groups, social environment, and mass media. It can be concluded that being selective in choosing peer groups and developing a positive social and family environment can protect children from being involved in crime.

Learning is Social with Zoom Video Conferencing in your Classroom

Zoom has become a robust, indispensable and reliable video conferencing tool for the way we work, teach and learn together. When we create a positive social learning environment with supportive faculty and student relationships, we are able to retain our online students. Zoom connects easily across room systems, desktops and mobile devices to seamlessly bring together our various campus sites and long-distance participants. Utilizing the numerous features of zoom creates an authentic online teaching environment.