Sense Of Psychological Safety Research Articles

메타버스 젭(ZEP)을 활용한 중학생의 그림책 하브루타 활동 경험에 관한 내러티브 탐구

Objectives The purpose of this study is to narratively explore middle school students' experiences and the meaning of their experiences through a havruta activity utilizing picture books within Metaverse Zeb.
 Methods This study used narrative inquiry to capture the healthy changes in participants' lives through the experience of Havruta activities in the Metaverse and to understand the context of each participant's life more holistically. Two secondary school students participated in 12 sessions of activities and in-depth individual interviews. 12 picture books, one for each session, were selected and categorized into person, home, and school areas based on spatiality and relationships. The research activity was conducted on the Metaverse platform Zeb for 12 sessions of 60 minutes per session. The main activities were question-based habvruta and argument- based havruta, which were conducted in the pair activity space.
 Results This study was more than just fun, it was a process of growth through psychological healing and problem solving. First, the participants improved their sense of psychological safety through accidental play and self-disclosure. Second, they recovered their “healing power” through support from their partner activities and family support. Third, they sought “problem-solving solutions” through understanding and acceptance of others and self-understanding and acceptance. Fourth, Study participants experienced a “self-growth process” in which I regained the power of healing, worked to solve problems, and searched for a changed future self.
 Conclusions By identifying the counseling value of havruta activities utilizing picture books in the Metaverse, this study will help lay the groundwork for the development of a virtual counseling program to support the development of young people who do not have access to face-to-face counseling.

Fostering a safe workplace: the transformative impact of responsible leadership and employee-oriented HRM

PurposePromoting a safe workplace for everyone is a key tenet of Sustainable Development Goal 8 (SDG-8), which focuses on promoting inclusive and sustainable economic growth, employment and decent work for all. Therefore, this study explores how responsible leadership ensures a psychologically safe workplace for everyone, leveraging employee-oriented human resource management. Specifically, drawing on signalling theory, this study aims to examine the impact of responsible leadership on employee-oriented HRM and the subsequent effect of employee-oriented HRM on employees' psychological safety. Furthermore, it investigates the mediating role of employee-oriented HRM in the relationship between responsible leadership and psychological safety.Design/methodology/approachData was collected from banking professionals through a survey questionnaire. A total of 270 samples were collected using both online and face-to-face data collection strategies. The data was analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) approach.FindingsThe findings reveal that responsible leadership ensures employee-oriented HRM, which subsequently enhances employees' psychological safety. Further, the results suggest that employee-oriented HRM acts as a mediator between responsible leadership and psychological safety.Originality/valuePast studies have often emphasized HRM practices as antecedents of various attitudes and behaviours. The present study offers a novel contribution by conceptualizing and empirically validating employee-oriented HRM as a mechanism that links responsible leadership and psychological safety. It stands as the first of its kind to establish this significant relationship, shedding new light on the dynamics between responsible leadership, HRM practices and employees' sense of psychological safety.

Seeing Black Girls in Their Glory: Cultivating Spaces that Facilitate Black Girls’ Psychological Safety

Black girls are regularly exposed to physical, emotional, and psychological violence in schools. Spaces intentionally created for and by Black girls can offer them psychological safety, where they can feel comfortable being their authentic selves. In the current qualitative study, we explore Black adolescent girls’ sense of psychological safety using individual, semi-structured interviews with 16 girls ( Mage = 17.36 years) who participated in Black Girl Magic Crew (BGM), an after-school program in the southeastern United States. This program was created for and with Black girls and focused on their identity development, mental health, and academic preparation. Drawing on the psychological framework of radical healing and Black feminism in qualitative inquiry, we depict the practices and curricular elements that enabled the girls to feel psychologically safe in BGM. Findings demonstrated that within BGM, participants (a) were validated, (b) seen in their glory, and (c) freely expressed themselves. The authors discuss the implications of study findings for Black girls’ psychological safety and co-creating Black girl spaces that prioritize liberation and healing.

Trauma-informed co-production: Collaborating and combining expertise to improve access to primary care with women with complex needs.

Health, social care, charitable and justice sectors are increasingly recognising the need for trauma-informed services that seek to recognise signs of trauma, provide appropriate paths to recoveryand ensure that services enable people rather than retraumatise. Foundational to the development of trauma-informed services is collaboration with people with lived experience of trauma. Co-production principles may provide a useful framework for this collaboration, due to their emphasis on lived experience, and intent to address power imbalances and promote equity. This article aims to examine trauma-informed and co-production principles to consider the extent to which they overlap and explore how to tailor co-production approaches to support people who have experienced trauma. Bridging Gaps is a collaboration between women who have experienced complex trauma, a charity that supports them, primary care clinicians and health researchers to improve access to trauma-informed primary care. Using co-production principles, we aimed to ensure that women who have experienced trauma were key decision-makers throughout the project. Through reflective notes (n = 19), observations of meetings (n = 3), interviews with people involved in the project (n = 9) and reflective group discussions on our experiences, we share learning, successes and failures. Data analysis followed a framework approach, using trauma-informed principles. Co-production processes can require adaptation when working with people who have experienced trauma. We emphasise the need for close partnership working, flexibilityand transparency around power dynamics, paying particular attention to aspects of power that are less readily visible. Sharing experiences can retrigger trauma. People conducting co-production work need to understand trauma and how this may impact upon an individual's sense of psychological safety. Long-term funding is vital to enable projects to have enough time for the establishment of trust and delivery of tangible results. Co-production principles are highly suitable when developing trauma-informed services. Greater consideration needs to be given as to whether and how people share lived experiences, the need for safe spaces, honesty and humility, difficult dynamics between empowerment and safetyand whether and when blurring boundaries may be helpful. Our findings have applicability to policy-making, funding and service provision to enable co-production processes to become more trauma-informed. Bridging Gaps was started by a group of women who have experienced complex trauma, including addiction, homelessness, mental health problems, sexual exploitation, domestic and sexual violenceand poverty, with a general practitioner (GP) who provides healthcare to this population, alongside a support worker from the charity One25, a charity that supports some of the most marginalised women in Bristol to heal and thrive. More GPs and healthcare researchers joined the group and they have been meeting fortnightly for a period of 4 years with the aim of improving access to trauma-informed primary care. The group uses co-production principles to work together, and we aim to ensure that women who have experienced trauma are key decision-makers throughout our work together. This article is a summary of our learning, informed by discussion, observations and interviews with members of the group.

Research on the impact of peer effect on employee creativity under the background of involution

Under the background of involution, the impact of peer effect on employee creativity provides ideas and directions for improvement of enterprise innovation. Based on this, this study explores the influence of peer effect on employee creativity and the moderating effect of competitive atmosphere within the organization in the context of involution. Research shows that under the background of involution, the excessive competitive atmosphere regulates the relationship between peer effect and employee creativity, and has a negative regulatory effect on psychological safety; organizations should pay attention to the positive impact of peer effect, and guarantee Employees' sense of psychological safety can further enhance the impact of employees' creativity; employees should correctly deal with the sense of security and pressure brought about by the peer effect to ensure self-efficacy.

Principals’ Optimism, Teachers’ Psychological Safety and Job Performance in Secondary Schools of Enugu State, Nigeria

Leader optimism is a resource that have been shown to impact a leader’s capacity to positively influence followers towards successful job performance even in the face of crisis or insecurity. This study investigated the relationship between principals’ optimism, teachers’ psychological safety and job performance in Awgu Education Zone of Enugu State. Three null hypotheses were tested at 0.05 level of significance. A correlational research design was employed using a sample of 250 teachers drawn through simple random sampling method. Principals’ optimism in insecurity, teachers’ psychological safety and job performance were measured using scales adapted from previous studies with reliability indices ranging from 0.71 to 0.83. The data analyzed using Pearson Product Moment Correlation revealed that there was a moderate negative relationship between principals’ optimism and teachers’ psychological safety and a positive relationship between teachers’ psychological safety and teachers’ job performance. The findings imply that the display of optimism by school principals in the context of the current state of insecurity in the country can dampen teachers’ sense of psychological safety thereby impede on the performance of their teaching responsibilities. Based on the findings, it was recommended among other things that mechanisms to boost optimism among principals such as counselling by psychologists, organization of workshops for fostering principals’ optimism and creating awareness training campaign to be organized by the schools’ governing boards and Post-Primary Schools Management Board on school leaders’ optimism.

Attitudes in an interpersonal context: Psychological safety as a route to attitude change.

Interpersonal contexts can be complex because they can involve two or more people who are interdependent, each of whom is pursuing both individual and shared goals. Interactions consist of individual and joint behaviors that evolve dynamically over time. Interactions are likely to affect people’s attitudes because the interpersonal context gives conversation partners a great deal of opportunity to intentionally or unintentionally influence each other. However, despite the importance of attitudes and attitude change in interpersonal interactions, this topic remains understudied. To shed light on the importance of this topic. We briefly review the features of interpersonal contexts and build a case that understanding people’s sense of psychological safety is key to understanding interpersonal influences on people’s attitudes. Specifically, feeling psychologically safe can make individuals more open-minded, increase reflective introspection, and decrease defensive processing. Psychological safety impacts how individuals think, make sense of their social world, and process attitude-relevant information. These processes can result in attitude change, even without any attempt at persuasion. We review the literature on interpersonal threats, receiving psychological safety, providing psychological safety, and interpersonal dynamics. We then detail the shortcomings of current approaches, highlight unanswered questions, and suggest avenues for future research that can contribute in developing this field.

AN INDIVIDUAL’S PSYCHOLOGICAL SAFETY IN THE UNSTABLE WORLD

The article analyses theoretically the concept of psychological safety as it is understood in psychology and presents the empirical study of students-future psychologists’ feeling of psychological safety in terms of their propensity to risk and their psychological hardiness as a prerequisite for a personal ability to resist danger. It is stated that the problem of an individual’s psychological safety in the situation of quarantine isolation and COVID-2019 pandemic is especially actual, even comes to the fore and requires thorough analysis and careful study in the context of the current objective situation in Ukraine and the world. The need for safety and protection from various threats is an individual’s fundamental need, further self-development and self-realization depend on its satisfaction; but an average person begins to realize this fact only after losing a sense of psychological safety. In scientific sources, psychological safety is more often seen as a means helping achieve / obtain something desired instead of understanding it as a goal. The interpretations of psychological safety, its structure, levels and factors supporting it presented by different scientists and its relation to informational-psychological security are analyzed. After the performed review of scientific psychological literature, the phenomenon of psychological safety was generalized as a complex, integral dynamic phenomenon; an individual’s state and feeling of being protected from external and internal threats; controllability of life events; an individual’s confidence in their ability to resist possible and existing threats; satisfaction of an individual’s basic needs and life as a whole for the further development and self-realization. We understand psychological safety as an individual’s sense of security in a safe world and a willingness to protect and restore that feeling when needed, resulting in the individual’s satisfaction with life. It is concluded that the studied students’ individual psychological hardiness with its components and the components of their sense of safety were not sufficiently developed. However, we can assume that psychological safety is more often experienced by people with developed psychological hardiness and its components: commitment to life; control over things happening in life, in particular, in stressful situations, and risk acceptance as a life challenge, as a result of which an individual can learn valuable life lessons helping them to become wiser for further self-realization.

Workplace fun and employee creativity: The mediating role of psychological safety

I proposed a model to explain how workplace fun is effective in facilitating employee creativity, with a focus on the mediating role of psychological safety in this relationship. Participants comprised 269 employees of hotels in China. Results show that workplace fun had a direct, significantly positive effect on employee creativity, as well as an indirect relationship through the mediator of psychological safety. These findings show that a fun work environment helps to enhance employee creativity. Thus, it is beneficial for managers of organizations to create a fun work environment, and they should also consider employees' sense of psychological safety when allowing employees to have fun at work.

Enhancing police engagement: An examination of the links between fair treatment and job engagement in a Canadian police organization

This study examined the relationships between organizational justice and job engagement, and whether these relationships were stronger for civilian staff vs police officers. Using survey data from a Canadian police organization, the results suggested that when police personnel perceived they were treated fairly, they were more likely to have a sense of psychological safety, which, in turn, enhanced their identification with their organization and increased their engagement with work. Findings further demonstrated that distributive justice (i.e., equitable outcomes) was more important to police officers than civilian staff, particularly, in relation to enhancing their attachment with the organization. In other words, as perceptions of distributive justice increased so did organizational identification; however, this effect was strongest for police officers. In general, organizational justice has positive implications for police organizations, namely in encouraging police personnel to engage their full selves at work.

Когнитивная репрезентация процесса взаимопознания преподавателя и студентов в образовательном пространстве вуза

On the basis of theoretical and methodological analysis, we presented the process of mutual knowledge of the lecturer and student. We considered peculiarities of pedagogical interaction of lecturer and students in educational space of university. The personality, entering into a relationship, better recognizes the interaction partner and inevitably undergoes changes. Therefore, we paid special attention to pedagogical interaction as a sphere of professional implementation and personal development of participants in educational relations in higher education. In the context of pedagogical interaction, the university analyzed the process of mutual recognition of the lecturer and students. We considered the role of the phenomenon of mutual knowledge in social development of personality, formation of collective, preservation of sense of psychological safety. We justified the effectiveness of studying the phenomenon of mutual recognition using the scientific apparatus of cognitive psychology. We presented a cognitive representation of the process of mutual recognition of the lecturer and students, consisting of conceptual representation, frame description and script. This representation allows you to study the dynamic essence of mutual knowledge in more detail and present this process in more detail regarding the lecturer and students, which will help optimize their pedagogical interaction. We revealed the relationship between the personal and professional development of participants in the educational process in higher school and the effectiveness of pedagogical interaction and mutual knowledge of the lecturer and students

The Impact of Students’ Cultural Intelligence on Their Psychological Safety in Global Virtual Project Teams

ABSTRACTThis study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students’ cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long global, virtual team project. We also examined the students’ people-focused (PF) and task-focused (TF) behaviors as mediators of the CQ-PS relationship. The results of mediation analyses provide support for our hypothesis that the relationship between cultural intelligence and psychological safety will be mediated by people-focused behaviors. Finally, we provide a model and suggestions for virtually bringing together students from different countries to collaborate on a global virtual project, and avenues for future research. Here we encourage a focus on a curriculum that educates students about their cultural intelligence and ways to develop psychologically safe learning environments. We also highlight the potential learning for faculty teaching such courses, and note how our experience collaborating with our counterpart in Peru constituted a fractal of what our students were experiencing on their global projects.

Occupational burnout among PTSD specialty clinic providers in the Veterans Health Administration: Perceptions of bureaucratic and political oversight

Background and objectivesPrior research suggests a link between occupational burnout and perceived vulnerability to organizational oversight. The purpose of this exploratory study was to examine the relationship between perceptions of political and bureaucratic oversight (e.g., by Congress, media, or policies, rules, and performance metrics) and occupational burnout among mental health providers working in Veterans Health Administration (VHA) PTSD specialty clinical teams (PCTs). DesignThis cross-sectional study included 481 prescribing and non-prescribing PCT providers throughout the VHA system. The sample was mostly female (70%), Caucasian (84%), and psychologists (48%). MethodParticipants completed an online survey that assessed demographics, perceptions of political and bureaucratic oversight, and burnout. Burnout was evaluated using the Maslach Burnout Inventory-General Survey. ResultsHigh levels of emotional exhaustion (55%), cynicism (55%), and professional efficacy (53%) were found. Results indicate that burnout in PCT providers was associated with: feeling vulnerable to complaints to media, Congress, and VHA leadership; reporting “political influence” on PTSD diagnoses or treatment offerings; and feeling care delivery is hindered by the large volume of VHA policies, rules, and performance metrics. ConclusionResults suggest increasing providers’ sense of psychological safety and reducing metric overload may support burnout prevention in VHA's complex environment of care.

Effects of Leader Humility on the Performance of Virtual Groups

Personal humility contributes to leadership effectiveness in a number of situations. However, causal mechanisms linking leader humility to positive outcomes appear to vary by task and by context. The present study investigated a mediation model where leader humility was hypothesized to lead to both a sense of psychological safety in the group and an increased sense of liking for the leader when conducting a highly interdependent task in a virtual environment. In turn, psychological safety and liking for the leader were theorized to positively affect the flow of information in the group, thereby improving group performance. Findings from three experimental studies supported the idea that leader humility positively affects psychological safety in virtual groups and increases liking for the leader. However, psychological safety and liking for the leader only mediated the intent to improve the flow of information in the group. While actual information flow and group performance under a humble leader were in the anticipated direction, the results were not statistically significant, even after controlling for the age and gender of group members. Reasons for humble leaders’ lack of effect on information flow and group performance during the conduct of a conjunctive task in a virtual environment are discussed and future research directions are identified.

Dynamics of psychological safety in mothers raising children with special needs

There is a considerable decrease in psychological well-being among mothers raising children with special needs. Addressing the issues of providing psychological support for them is of particular importance for both researchers and practitioners. The paper presents a study aimed at exploring the dynamics of psychological safety in mothers raising children with special needs. 32 mothers whose children underwent a rehabilitation programme in a rehabilitation centre participated in the study. The key element of the psychological support programme developed for these mothers was a specific psychotherapeutic space combining hippotherapy with environmental, social and personal factors. Compared to the control group, the study participants’ parameters of psychological safety showed statistically significant positive dynamics. The results obtained contribute to studying factors of psychological well-being in mothers raising children with special needs and suggest an effective way of enhancing their sense of psychological safety.

Workplace spirituality-transforming the workplace into a spiritual one

In a developing country like India, there are so many battles to be won against poverty and deprivation. Workplace spirituality is a necessity for a society which needs to be modernized without losing track of its ethical and spiritual moorings. By improving spirituality climates, managers can promote organizational commitment and thus, individual and organizational performance. It is likely that this occurs because people react reciprocally towards an organization that satisfies their spiritual needs, allows them to experience a sense of psychological safety, makes them feel that they are valued as human beings and that they deserve respectful treatment, and allows them to experience senses of purpose, self-determination, enjoyment and belonging.

Virtuous Creativity: The Effects of Leader Behavioural Integrity on Follower Creative Thinking and Risk Taking

AbstractDespite the preponderance of research concerning creativity and ethical leadership, the possibility of why and how a leader's ethical behaviour may stimulate follower creativity has not been examined. Employing an online experimental design, we applied a virtue ethics framework to examine associations between subordinates' perceptions of their leader's integrity and their intention to think creatively and to engage in risk taking. Subordinates' perceptions of their leader's behavioural integrity positively predicted their sense of psychological safety. Moreover, psychological safety positively predicted followers' intention to think creatively and to take risks. Copyright © 2011 ASAC. Published by John Wiley & Sons, Ltd.

Ethnic Minority Youth in Youth Programs

The authors examine perceptions that young people hold regarding their participation in community-based youth programs. Specifically, this study assesses young people’s sense of psychological safety, their relationships with adult staff, their learning of social skills, and how different ethnic groups experience these factors. Data for the study come from a national evaluation study of youth programs. Participants in this study include 272 White, 100 Asian or Pacific Islander, 61 African American, and 57 Hispanic youth. The results indicate that African American youth are more likely to feel psychologically safe and to have positive relationships with adult staff compared to the other youth. In addition, with the exception of African American youth, the associations between feeling safe and having positive relationships with adult staff and perception of learning social skills were significantly related. The possible explanations of these findings and directions for future research are discussed.

Alive and creating: the mediating role of vitality and aliveness in the relationship between psychological safety and creative work involvement

AbstractIndividual involvement in creative work is of crucial importance for organizations in a knowledge‐based economy. This study examined how psychological safety induces feelings of vitality and how feelings of vitality impact one's involvement in creative work. We examined these relationships among 128 part‐time graduate students who held managerial and non‐managerial position in their work organizations. The results suggest that employees' sense of psychological safety is significantly associated with feelings of vitality (both collected at time 1), which, in turn, result in involvement in creative work (collected at time 2). We discuss the implications of these findings for both theory and practice. Copyright © 2008 John Wiley & Sons, Ltd.

The Therapist's Office

The child patient makes use of the therapist's office, the actual physical space, in complex ways. The creative utilization of space in the here and now, and the unfolding therapeutic relationship in the context of space is explored. Three case vignettes illustrate the child's use of space in regaining a sense of psychological safety and continued developmental growth.