Setting Life Goals Research Articles

Transformasi Kurikulum Madrasah Strategi Integrasi Kecerdasan Spritual Dalam Kurikulum Fiqih di Madrasah Tsanawiyah

The background to the problem is the importance of transforming the Madrasah curriculum into spiritual intelligence strategies in the Fiqh curriculum at Madrasah Tsanawiyah. To answer the challenges of the times and advances in the world of education, the research methodology used is a descriptive qualitative method and a literary bibliography in the form of books. and internet. The research objective is to find out about implementation. obstacles and outcomes. The first implementation is to carry out direction (commanding), guidance (directing) and communication (communication). Second, implementation (actuating) is nothing but an effort to make planning a reality, through various directions and motivations so that each student can carry out activities optimally in accordance with their roles, duties and responsibilities. Spiritual intelligence strategy is a person's ability to surrender to God. and enjoy every reality and give meaning to worship in every behavior and activity through steps and thoughts that are natural towards the whole human being (hanif) and have a monotheistic (integralistic) thought pattern. Spiritual intelligence is the perfection of the development of the mind (such as intelligence, sharpness of mind), while "Spiritual" is psychological (spiritual, inner). Obstacles are circumstances that can cause implementation to be disrupted and not carried out well. The results achieved are setting life goals. The first step to increasing spiritual intelligence is by setting life goals. Understanding one's inner values. A person's inner values can shape beliefs, direct behavior and choices, and at the same time influence feelings about aqidah, morals and spiritual intelligence, ensuring that all elements work in balance.

Pengaruh Regulasi Diri Dan Efikasi Diri Terhadap Stress Akademik Mahasiswa

Academic stress experienced by students can arise from various factors, such as competition for achievements, pressure to excel academically, high GPA demands, diverse coursework tasks, and the risk of dropping out. Efforts to address this academic stress involve self-regulation, including motivation to set life goals, designing action strategies, and self-efficacy to control activities and manage time efficiently, thereby assisting students in overcoming obstacles in the academic context. The subjects in this study are students at Universitas Islam 45 Bekasi. The research on the influence of self-regulation and self-efficacy on academic stress employs a quantitative method. The analysis of Pearson product-moment correlation indicates a significant negative relationship between self-regulation and academic stress. However, the results of the Pearson product-moment correlation show no significant relationship between self-efficacy and academic stress.

School burnout in adolescents: what are the roles of emotional autonomy and setting life goals?

ABSTRACT This study was conducted to investigate the mediating role of setting life goals in the relationship between emotional autonomy and school burnout. The mediation model was tested on 304 high school students [156 (51.3%) females, 148 (48.7%) males; Mage = 16.12, SD = 1.20]. According to the results, we found that school burnout had negative significant correlations with emotional autonomy and setting life goals. On the other hand, there was a significant positive correlation between emotional autonomy and setting life goals. The analysis results indicated that setting life goals had a mediating role between emotional autonomy and school burnout. Accordingly, emotional autonomy promoted setting life goals and contributed to mitigating school burnout. In this respect, this study points out that some positive emotional factors have a protective function against school burnout.

Married couples: The significance of psychological wellbeing and subjective loneliness for feelings of love

Married couples are attracting attention of psychologists. Generally, feelings of love are studied as a predictor, and psychological wellbeing as an effect of relationship satisfaction. Since feelings of love change in time, the purpose of this research is to study gender and age differences and identify predictors of love for spouse. Although relationship satisfaction probably is the strongest predictor of love, the psychological wellbeing and subjective loneliness also matters. 387 couples with marriage duration from six months to 50 years were studied. Methods: Rubin’s love and liking scale; Psychological wellbeing scale (Ryff), Loneliness scale (Russell et al.); self-report of relationship satisfaction with cognitive (satisfaction, desire to maintain marriage, divorce) and emotional (negative feelings, tension, fear of parting) issues. Dispersion, correlation, factorial and regression analysis were used. Results: Men’s love is stronger than women’s one and more stable throughout marriage. The lowest relationship satisfaction and the most pronounced love were found in 3–7 years of marriage. Common predictors of love for a partner are relationship satisfaction and the partner’s psychological wellbeing; a specific predictor for men is a low level of subjective loneliness, and for women it is the husband’s love for her, his subjective loneliness and her fear of parting. Spouses who express a desire to divorce are characterized by weak love for a partner, men are not satisfied with the relationship and both spouses have a reduced level of psychological wellbeing: women are not competent enough, men have difficulty setting life goals, and both partners have low self-acceptance.

Gender features of developing financial literacy of Russian university students

The article shows the relevance of studying gender differences in the formation of financial literacy of student youth. A review of studies on various aspects of the formation of financial literacy of Russians is given. In particular, student youth as a group of the population that makes up the development potential of Russia was considered. The article justifies the need to study the processes of forming financial literacy of student youth during their studies based on the future roles and tasks of the life of men and women in Russia. There are identified the main factors that form financial literacy of Russian university students: setting life goals and priorities for life activities of youth; planning and implementation of personal student budget; culture of financial behavior. It has been established that the student youth of Russian universities for the most part has significant reserves to improve the financial literacy. The differences in students’ gender characteristics — male and female — in the process of forming their financial literacy are presented. In particular, girls, due to a more responsible approach to education, are ready to spend additional time for their development in the financial sphere by attending elective classes. Female students (55.4%) are more interested in studying personal budget planning technologies and are more confident in the importance of forming their life goals already at the stage of studying at the university, while more than half of male students (53.5%) do not even think about forming life goals. Female students are more focused on strict accounting of income and expenses, among male students the practice of maintaining clear accounting of income and expenses is less common: 23.5% of them do not keep records, do not know how much money they had and how much was spent for a month. Female students are almost one and a half times more likely than male students first to postpone something for large purchases, and to spend the remained money on current needs. 46.7% of students do not save money, among them there are four times more boys than girls. The identified gender features should be used in organizing the educational process in universities, within teaching disciplines aimed at forming the universal competence of students — economic culture, including financial literacy.

Setting and implementation of life goals as a tool for improving financial literacy of students

Problem and objective. In modern conditions, the problem of improving the financial literacy of students becomes relevant due to the need for the rapid development of the financial system, the expansion of the range of financial services, the emergence of new and often difficult for students to understand financial instruments. At the same time, there is an inability of student youth, and sometimes even unwillingness, to set life goals for themselves, especially in the financial sphere. The purpose of the article is to analyze the practice of setting and achieving life goals by students as a tool to improve their financial literacy. Research methods. The information base of the study is the scientific publications of scientists in the field of setting life goals and financial literacy of students, a comparison of the results of a questionnaire survey of 565 students from 29 Russian universities and an expert survey of 36 highly qualified specialists of Russian universities. Results of the study. The assessment by students of the importance of setting life goals indicates a misunderstanding by many students of the importance of this factor in ensuring their successful life. Less than half of the students surveyed (49.0%) set and achieve life goals in the field of finance on their own, the rest, due to their age and lack of experience, resort to the advice of relatives, friends and acquaintances (51.0%). The educational process at a university implies the development of students' skills in setting and achieving life goals, however, more than a third of the students surveyed (35.4%) believe that they have not yet acquired competencies that allow them to formulate and implement life goals, including in the field of finance. The majority of many students (32.2%) lack the practice of self-control of the results of their achievement of life goals. Against the background of a low level of goal-setting among students, their self-assessment of their own level of financial literacy also turned out to be at an unsatisfactory level. This confirms the necessity and importance of the educational technologies proposed by the authors. Conclusion. The scientific novelty of the research results lies in substantiating the importance of a competent setting and striving to achieve life goals as a significant tool for ensuring a high level of financial literacy among students. The proposed educational technologies help to increase the efficiency of the process of setting and implementing students' life goals, including goals in the field of finance.

Life goals and proactive career behaviors: The mediating role of visions about the future and the moderating role of intolerance of uncertainty.

Dominated by uncertainties, today’s work world pushed university students to exhibit proactive career behaviors. Thus, this created a need for more research conducted to determine the variables associated with proactive career behaviors, on the grounds that additional research may contribute to an increase in proactive career behaviors. In this context the study explored the mediating role of visions about the future and the moderating role of intolerance of uncertainty in the relationship between university students’ life goals and their proactive career behaviors. The study was carried out with 519 students (299 females and 220 males) studying at a university in the Eastern Mediterranean Region of Turkey. The Scale of Setting Life Goals with Respect to Positive Psychotherapy, the Visions about the Future Scale, the Career Engagement Scale, and the Intolerance of Uncertainty Scale were employed as data collection tools. Data were analyzed using correlation analysis, structural equation modeling methods, and regression analysis based on the bootstrap method. The correlation analysis revealed a positive relationship between proactive career behaviors, life goals and visions about the future, and a negative relationship between proactive career behaviors and intolerance of uncertainty. Furthermore, the analyses put forth that visions about the future have a mediating role in the relationship between life goals and proactive career behaviors and that intolerance of uncertainty has a moderating role in the same relationship. Increasing university students’ life goals and their visions about the future and reducing their intolerance of uncertainty will help them exhibit proactive career behaviors.

New trends in re-socialisation. The role of temporal perspective in designing work with juveniles in youth educational centres (YOI)

Human attitude to temporal perspectives as a factor determining the effectiveness of emotional and social adaptation fits into the theoretical framework of Philip G. Zimbardo and John Boyd’s (1999, 2009) model. Research on temporality is undergoing a renaissance, which is visible in Polish and world literature in the area of social sciences. However, among many analyses concerning young people's attitudes to time, the ones that concern the issue of planning one's own future and setting life goals still dominate, as they are part of the basis of identity processes occurring in this period (Czerwińska-Jasiewicz, 1997; Liberska 2007; Mac-Czernik, 2000; Nosal, Bajcar 2004 Stolarski, Fieluaine, van Beek, 2015; Suddendorf, Corballis, 2007 et al.). However, there are few results of studies based on the assumptions of Zimbardo and Boyd’s (1999, 2009) model. Those concerning socially maladjusted youth in YOIs are almost absent. The aim of this article is to present the role of time perspective in the area of increasing effectiveness in designing re-socialisation work with minors through the use of diagnosis and creating, on the basis of its results, profiles of pupils in relation to belonging to time perspectives and their dimensions.

Features meaningfulness of life among students with different attitudes to the time perspective as a component of sustainable social development

The article is aimed at analyzing the features of life style and meaningfulness of life among students depending on different attitudes to time. The analysis of modern studies of time perspective as a category of psychology is presented; the main components of meaning-life orientations, locus-control of the Ego are described. The object of the study was university students from 18 to 21 years old in the number of 294 people. The following methods were used: F. Zimbardo's time perspective questionnaire; D.A. Leontiev's "Life Orientations" test; Kellerman-Plutchik Lifestyle Index questionnaire, Mann-Whitney U statistical criterion; Spearman rank correlation. It is proved that depending on the respondents' attitude to the time perspective, both the level of meaningfulness of life and the strategy of behavior in stressful situations change. It is concluded that respondents with a focus on the future have a greater meaningfulness of life, they also are more tend to setting life goals. Moreover, the leading types of life styles statistically differ, depending on the the responders’ attitude to time.

Psykholohichni resursy profesiynoho samozdiysnennya maybutnikh fakhivtsiv sotsionomichnykh spetsialʹnostey

The article examines the issue of psychological resources for professional self-realization of future specialists in socionomic specialties. It is noted that professional self-realization is a form of life self-realization, which is characterized by a high level of revealing the personal potential of a specialist in the chosen profession, the development of his abilities, professional qualifications, and extensive use of professional experience. Selected types of professional self-fulfillment (extra-professional and intra-professional). The signs of personal self-fulfillment are outlined: the presence of one's own project (strategy) of life and a firm intention to implement it; the need for self-improvement; achievement of set life goals and disclosure of her personal potential; recognition of a person's personal achievements by the social environment; constant setting of new goals. Indicators of professional self-realization include: extra-professional and intra-professional. Methods of professional self-realization are outlined, such as self-expression, self-determination, self-realization, self-transcendence. The article defines the structural elements of a person's professional self-realization: organizational, activity-creative, subject-personal, result-professional. Generalized indicators and criteria of professional self-realization of future specialists in socionomic specialties are formulated, and the levels of professional self-realization are characterized: adaptive-reproductive, activity-creative, subject-personal. The personal qualities that determine the success of professional self-improvement are singled out. The existence of a relationship between personal characteristics and the success of professional self-improvement is confirmed. The opinion is expressed that self-realization of the individual takes place during all stages of professional development: selection, educational and professional training, professional adaptation, primary and secondary professionalization, and the stage of professional mastery. It is characterized by professional destruction in the structure of professionogenesis, which leads to changes in the formed structure of activity, negatively affects work productivity and interaction with other participants of this process, as well as the development of the individual himself. The characteristics of the levels of professional destruction of the personality (general professional, special professional, professional-typological destruction and individual deformations) are given. Types of professional and typological destruction of specialists in socionomic specialties are outlined and their causes are determined. The article suggests ways to prevent the emergence of professional destruction of specialists in socionomic specialties.

The Ethical Morality of Christianity Requires an Assiduous Pursuit of the Great Commandment

This humanities style essay-formatted paper exegetically explores foundational biblical principles of Christianity, morality, Christian duplicity, and behaviors found in Christian failures and successful endeavors, particularly as these principles apply to the epistemology of Christian faith, choosing to embrace good over evil, while simultaneously failing at our own flawed human efforts to overcome evil in our thought patterns, which emanate from the (fallen) human heart of mankind. The scope of this paper is not limited to religion because the ethical principles described herein apply to law, philosophy, business, and the sociology of everyday living. The pursuit of truth and honesty impact every area of life. In setting life goals for ourselves and our children on things that matter most, what could be more important than the pursuit of truth? For Christians, this requires the relentless pursuit of truth. What is truth? Jesus said, “I am the way, the truth, and the life. No one comes to the Father except through me.” (John 14:6 NKJV) The Christian faith of soteriology is based entirely upon the teachings of Jesus, the Great Commandment, and the teaching of Jesus Christ that all roads don’t lead mankind to heaven. The presentation of these issues utilizes personal anecdotal vignettes and commentary by the author.

An Integrative Review of Experience of Well-Being and Happiness: Insights from Older Adults in the Community

Well-being and happiness are the ultimate goals of older people. Having a good quality of life is very important for this age group, in which well-being can be predicted through life experiences. Research on the older adult group demonstrates that well-being is positively associated with happiness. In turn, happiness is linked with better coping, lower morbidity and lower mortality. Therefore, studying to understand this phenomenon, according to the experiences and perceptions of older adults, is the key to preparing for an aging society. The objective of this integrative review for nurses was to synthesize information from academic literature to provide insight into the experience and perception of well-being and happiness in older adults. The authors searched 5 databases - CINAHL, PUBMED, CLINICAL KEY, SCOPUS and SAGE journals - using the following key search terms: “(experience or perception or perspectives), AND (happiness or well-being), AND (older adults or elderly or late adulthood).” Only articles published between January 2010 and April 2020 were considered. The preferred reporting items for the Joanna Briggs Institute Critical Appraisal tools were adopted for quality assessment. The authors finally selected 12 out of 651 references for integrative review. The results show that the key points of view associated with the well-being and happiness of older people consist of 3 important issues. The first issue includes the challenges and concerns about late life involving independence, life quality, fear of squandering free time, being left out, and having a good death. Second are the strategies for living a meaningful late life through doing regular daily activities, creating self-esteem, finding life satisfaction, engaging in subjectively perceived activities, being optimistic, relying on religious attachment, and setting life goals. The last issue includes resources and support for older adults to reach their goals, which are family support, social support, and religious support. A challenge for future research is how to create interventions that promote the independence that leads to freedom in late life.

АНАЛІЗ ЗВ’ЯЗКУ РІВНЯ СУБ’ЄКТИВНОГО БЛАГОПОЛУЧЧЯ З АСПЕКТАМИ ЖИТТЯ УЧНІВ ПІДЛІТКОВОГО ТА РАННЬОГО ЮНАЦЬКОГО ВІКУ

The article gives a theoretical research analysis and demonstrates the link between the level of subjective well-being and such life aspects of personality as adaptation process to social environment, the effectiveness of interpersonal interaction, the ability to set life goals and realize motivation to goal achievement. Special attention is given to the lockdown conditions due to the Covid-19. The article provides results of intermediate research of the relationship between the level of subjective well-being and the following life aspects of adolescents and youth as the ability to self-regulating behavior, an adequate emotional assessment of demands and person’s achievements, the ability to react congruently to changes in the environment prior to events and situations, the tendency to trust and goodwill, the ability of emotional awareness and adequate expression of feelings.

Examining the Impact of a Peer-Led Group Program for Veteran Engagement and Well-Being.

Objectives: Veterans often suffer from multiple chronic illnesses, including mental health disorders, diabetes, obesity, and cardiovascular disease. The improvement of engagement in their own health care is critical for enhanced well-being and overall health. Peer-led group programs may be an important tool to provide support and skill development. We conducted a pilot study to explore the impact of a peer-led group-based program that teaches Veterans to become empowered to engage in their own health and well-being through mindful awareness practices, self-care strategies, and setting life goals. Design: Surveys were collected before and immediately after participation in the Taking Charge of My Life and Health (TCMLH) peer-led group program. Settings/location: Sessions were held in non-clinical settings within a VA medical center in the Midwest. Subjects: Our sample comprised 48 Veteran participants who were enrolled in TCMLH and completed a pretest and post-test survey. Intervention: TCMLH is a 9-week peer-led group program with an established curriculum that leverages the power of peer support to improve patient engagement, empowerment, health, and well-being among Veterans through Whole Health concepts, tools, and strategies. Programs were led by 1 of 12 trained Veteran peer facilitators. Outcome measures: Program impact on Veteran well-being was assessed by pre-post measures, including the Patient Activation Measure (PAM), the Perceived Stress Scale (PSS), the Patient-Reported Outcomes Measurement Information System Scale (PROMIS-10), the Perceived Health Competency Scale (PHCS), and the Life Engagement Test (LET). Results: There was a significant decrease in perceived stress (PSS score). Significant improvements were also seen in mental health and quality of life (PROMIS-10), participant accordance with the statement "I have a lot of reasons for living" (LET), and patient engagement (PAM score). Conclusions: As the Whole Health movement expands-both in VA and elsewhere-our findings suggest that guiding patients in an exploration of their personal values and life goals can help in key areas of patient engagement and mental and physical health outcomes. Further study is warranted, and expansion of the TCMLH program will allow for a more rigorous evaluation with a larger sample size.

ТЕОРИЯ И ПРАКТИКА ПРИ ИССЛЕДОВАНИИ ВРЕМЕННОЙ ПЕРСПЕКТИВЫ ЛИЧНОСТИ: СПОСОБНОСТЬ ДЕЙСТВОВАТЬ "В УМЕ" Я. А. ПОНОМАРЕВА

The study was conducted as an empirical test of the model of mental development proposed by Ya.A. Ponomarev, who showed that the ability to act “in the mind” is one of the most important indicators of the overall development of the human psyche. Within the framework of these ideas, a comparative analysis of the features of time planning by first-year students of one of the Moscow universities of low (10 people) and high (10 people) levels of development of the ability to act “in the mind” through expert assessments of teachers of this university (40 people) protocols of students’ responses is carried out. As a result of the expert assessment, it was shown that with a low level of development of the ability to act “in the mind”, it is more difficult to systematically achieve the set life goals, plan your future based on a logical calculation. The study raises the question of the possible connection between “theory and practice” when taking into account the personal characteristics associated with a certain stage of the development of the ability to act “in the mind”, raises the question of the desirability of psychological support for a teenager when, due to the low level of development of this ability, planning for the future is difficult. It is postulated that if a practical psychologist provides such support in adolescence, practical psychology will be able to really influence the life path of a growing personality.

Preventing tipping points in high comorbidity patients: A lifeline from health coaches

Introduction/Background This pragmatic cluster randomized clinical trial (cRCT) enrolls patients with multiple chronic diseases (MCDs) who are at highest risk for destabilization (unplanned hospitalizations, increased disability). Patients with multiple chronic diseases are often excluded from clinical trials because of their multiple medical conditions and worse health outcomes, which significantly confound Results. Few evidenced- based strategies exist to comprehensively address the needs of these patients. Objective(s) Among 1920 adult patients with multiple chronic diseases defined as a Charlson Comorbidity Index (CCI) > 4, who are established primary care patients of 16 Federally Qualified Health Centers (FQHCs) in NYC (n=8) and Chicago (n=8), which serve predominantly low income, Black and Latino patients, this pragmatic cluster RCT evaluates the comparative effectiveness of two approaches to preventing significant destabilization ('tipping points') that leads to unplanned hospitalization and increased disability. Methods Federally Qualified Health Centers (FQHCs, n=16) are cluster-randomized to: 1) Patient Centered Medical Home (PCMH) (Usual Care);or 2) PCMH plus a Health Coach (PCMH + HC) intervention that employs a positive affect/ self-affirmation strategy to motivate patients to set life goals, improve self-management and handle psychosocial and other stressors (Experimental). Primary and secondary outcomes include: unplanned hospitalizations and emergency department (ED) visits aggregated by PCORnet Clinical Research Networks, Health Information Exchange (New York City), and hospital alerts (Chicago), at baseline, 6, 12, 24-months and changes in disability. With the COVID-19 pandemic, we shifted to remote recruitment, and added oral consenting, egift cards and mailed letters. Results The PCMH + HC arm is designed to identify and prevent destabilization leading to hospitalization or ED visits that are more often triggered by psychosocial issues-family, community and environmental-than by medical issues. The study is powered to detect a 33% relative reduction in% hospitalized (a 5% absolute reduction) in PCMH + HC compared to PCMH only. Additionally, we expect that reducing hospitalization will result in reduced disability. Conclusion This intervention is designed to help participants manage life events that lead to 'tipping points' or overwhelming situations that result in unplanned hospitalizations and increased disability. FQHCs with PCMH recognition focus on care coordination. Patients need assistance to deal with many social and health related challenges they face and need help in communicating with health care providers and navigating a complex health care system. The PCMH + HC intervention will determine if adding health coaches helps patients to better manage their sources of stress, improve self-care and reduce unplanned hospitalizations. The impact of COVID-19 on changes to study processes and patient outcomes will be examined.

Perspectives of Working Children on their Education and Life Goals: A Case Study

Despite several interventions from the public, private and NGO sectors, the sustainability of education for working children has always been a challenge in Pakistan. Setting life goals is the first step towards achieving them, and setting life goals itself is a life skill, not possessed by everyone. Children who possess this valuable skill tend to perform better in managing their careers, time, and life. A framework proposed by Cassandra Massey quite explicitly explains the various factors that working children need to consider and focus on while pursuing their life goals. It comprises eight attributes, including Self-care, Relationships, Money, Personal development, Home-life, Community, Passions, and Work-life. It is essential to know-how and to what extent these attributes affect the education and life goals of working children to understand their perspectives. The multiple case study research design was used in this study to illustrate the issue and getting similar and contrasting patterns from responses of the five cases. Findings from all five case studies that there exists a high determination and commitment towards education, and 4 out of 5 cases expressed there are high chances for them to be able to achieve their life goals. Based on findings various implications are discussed.

RELATIONSHIP BETWEEN SENSE-ORIENTATIONS AND MOTIVATIONAL READYNESS OF STUDENTS FOR PROFESSIONAL ACTIVITY

In the article are represented the results of an empirical study of the relationship between meaningful life orientations and motivational readiness of students for professional activity. It was found that the leading orientation of the studied students, which is most pronounced at a high level, is the focus on interaction and cooperation, due to the interests of cooperation, constructive interpersonal communication, the needs of joint activities. It is noted that the focus on cooperation of students with other people reflects their motivation to communicate as a process when it is communication, interaction, and not the specific results of such activities that matter. The students found a predominance of the average level of life aspirations, which can be explained by their mediocre self-confidence, insufficient ability to set life goals according to their own capabilities, as well as the average level of life achievements due to average and low assessment of their ability to manage their own lives. It has been shown that the global Covid-19 pandemic has contributed to the actualization of those needs that are limited or even impossible due to total lockdown. It was found that the motivational structure of students is dominated by high levels of all indicators of life orientation: livelihood, comfort, communication, and «work» orientation, which determine the motivational orientation of students to professional activities in the form of general and creative activity and social utility. At the same time, the developmental motives of professional readiness for activity («working» orientation) of the studied students are higher in comparison with the motives of maintenance (general life orientation). The strongest connection between the indicators of meaningful life orientations is found with the need for recognition, with the need for self-expression and with the tendency to affiliation. The general life orientation of students depends mostly on life support and communication, and the «work» orientation — on general and creative activities.

PSYCHOLOGICAL TIME AND SELF-EFFICACY OF THE INDIVIDUAL

Background: The article presents the features of psychological time as one of the factors of self-efficacy of the individual. The belief in the efficacy of one’s own actions is an indicator of the potential success of a person. Attention is paid to various aspects of psychological time, which provide a high subject and interpersonal self-efficacy of the individual. Aim. This paper aims to determine the relationship between the self-efficacy of the individual and the components of psychological time, including the features of time perspective, personal competence in time and exposure to time disruptors. Materials and methods. The following questionnaires were used: the subject and interpersonal self-efficacy test, the time perspective questionnaire, the diagnostics of personal disorganizers and personal competence in time. The data obtained were subjected to correlation analysis with the Spearman coefficient. Results. The self-efficacy of a person is higher in the following conditions: goals and plans for the future are more expressed; perception of ones own past as filled with negativity and disappointments is less pronounced; the attitude to the present as independent of the subject's will is less pronounced. Interpersonal self-efficacy of a person is promoted by: orientation to setting life goals and future prospects; ability to getting one’s affairs in order, problem concentrating, showing interest in life and work. Conclusion. Subjects with high indicators of self-efficacy in both the subject and interpersonal spheres are characterized by: a high level of personal competence in time; low indicators of time disruptors. Subjects with high self-efficacy only in subject activities are characterized by: a high level of focus on the future; acceptance of their past without pain and frustration; perception of their present as dependent on their will and aspirations. Subjects with primary self-efficacy in interpersonal relationships are characterized by: the formation of life goals and intentions, the ability to see personal perspectives, an indifferent attitude to work, and the desire for activity. The results of the study can be used for correctional, developmental, and advisory psychological support for improving self-efficacy in individuals.

Adolescents living with HIV, complex needs and resilience in Blantyre, Malawi

BackgroundAdolescents living with HIV (ALHIV) in Malawi experience multiple challenges associated with their illness and various social, environmental, economic and cultural factors. In exploring their various medical concerns and social vulnerabilities, we consider the role of multiple services in creating a pathway for resilience.MethodsMultiple methods and case studies allowed for triangulation of evidence and provided a holistic understanding of resilience among adolescents with complex needs. The research methods included: (1) a survey to identify examples of young people with complex needs, (2) qualitative interviews and field notes to further explore these needs, (3) patient files and health passports to identify clinical challenges, and (4) ecomapping exercises to personalize cases and identify resilience-enabling resources and supports. We present four case studies to highlight the complex experiences and access to services of ALHIV, and to illustrate their growing power and decision-making capacity over time.ResultsAdversity experienced by ALHIV varied by gender, family situation, years of schooling, and use of teen-clubs for support. The two female adolescents emphasised their need to be accepted and how this impacted sexuality and reproduction. The two males illustrated how ideas of masculinity influenced their sexual practice and involvement with health services and the correctional justice system. Multiple risks (alcohol use, sexual activities) and complex needs (belonging, having a purpose in life/productive activities, autonomy, desire for offspring) influence pathways to resilience. ALHIV were able to strengthen their own wellbeing by resisting negative behaviours and peer pressure and caregiver interactions through ‘strategic silence’.ConclusionALHIV experienced self-transformation as a result of taking ART, with fewer severe episodes of illness and distressing skin conditions. Continuous engagement at the teen-club clinic transformed both productive activities and social relationships among ALHIV as they set life goals, gained a sense of empowerment, requested SRH services, and formed intimate relationships. These transformative opportunities allowed them to learn ways of minimizing risk of reinfection and violence, and of navigating health worker–caregiver–adolescent interactions.