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Alacha HF, Walbridge FC, Harton HC, Vasko JM, Bodalski EA, Rother Y, Lefler EK. Cognitive emotion regulation and learning effectiveness in college students with ADHD symptoms. ANXIETY, STRESS, AND COPING 2024:1-17. [PMID: 39021066 DOI: 10.1080/10615806.2024.2379986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 07/09/2024] [Indexed: 07/20/2024]
Abstract
BACKGROUND College students with ADHD have difficulties with emotion regulation and have poorer academic skills than peers without ADHD; however, less is known regarding the relation between ADHD symptoms, maladaptive cognitive emotion regulation strategies (CERS), and learning effectiveness. OBJECTIVES We examined whether maladaptive CERS predicted learning effectiveness, and whether this relation was moderated by ADHD symptoms. DESIGN A cross-sectional online survey. METHODS College students (N = 4,183; Mage = 19.24; 70.1% female) at eight universities completed a battery as part of a larger study. RESULTS College students in our elevated ADHD group used significantly more maladaptive CERS and performed worse in three domains of learning effectiveness (i.e., Academic Self-Efficacy [ASE], Organization and Attention to Study [OAS], Stress and Time Press [STP]) than college students in our non-ADHD group. Further, ADHD symptoms moderated the relation between maladaptive CERS and OAS, such that individuals with the highest levels of ADHD symptoms were less impacted by maladaptive CERS. CONCLUSION Increased use of maladaptive CERS is unique to ADHD rather than lack of adaptive CERS. Also, maladaptive CERS and low ADHD symptoms interact to predict poor OAS. Interventions for college students, regardless of ADHD status, should incorporate emotion regulation components to improve learning effectiveness.
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Affiliation(s)
- Helena F Alacha
- Department of Psychological & Brain Sciences, University of Louisville, Louisville, KY, USA
| | - Fayth C Walbridge
- Department of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi, USA
| | - Helen C Harton
- Department of Psychology, University of Northern Iowa, Cedar Falls, Iowa, USA
| | - John M Vasko
- Department of Wyoming, University of Wyoming, Laramie, Wyoming, USA
| | - Elizabeth A Bodalski
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Yvette Rother
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Elizabeth K Lefler
- Department of Psychology, University of Northern Iowa, Cedar Falls, Iowa, USA
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Ulrich S, Lienhard N, Künzli H, Kowatsch T. A Chatbot-Delivered Stress Management Coaching for Students (MISHA App): Pilot Randomized Controlled Trial. JMIR Mhealth Uhealth 2024; 12:e54945. [PMID: 38922677 PMCID: PMC11237786 DOI: 10.2196/54945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Revised: 04/05/2024] [Accepted: 05/03/2024] [Indexed: 06/27/2024] Open
Abstract
BACKGROUND Globally, students face increasing mental health challenges, including elevated stress levels and declining well-being, leading to academic performance issues and mental health disorders. However, due to stigma and symptom underestimation, students rarely seek effective stress management solutions. Conversational agents in the health sector have shown promise in reducing stress, depression, and anxiety. Nevertheless, research on their effectiveness for students with stress remains limited. OBJECTIVE This study aims to develop a conversational agent-delivered stress management coaching intervention for students called MISHA and to evaluate its effectiveness, engagement, and acceptance. METHODS In an unblinded randomized controlled trial, Swiss students experiencing stress were recruited on the web. Using a 1:1 randomization ratio, participants (N=140) were allocated to either the intervention or waitlist control group. Treatment effectiveness on changes in the primary outcome, that is, perceived stress, and secondary outcomes, including depression, anxiety, psychosomatic symptoms, and active coping, were self-assessed and evaluated using ANOVA for repeated measure and general estimating equations. RESULTS The per-protocol analysis revealed evidence for improvement of stress, depression, and somatic symptoms with medium effect sizes (Cohen d=-0.36 to Cohen d=-0.60), while anxiety and active coping did not change (Cohen d=-0.29 and Cohen d=0.13). In the intention-to-treat analysis, similar results were found, indicating reduced stress (β estimate=-0.13, 95% CI -0.20 to -0.05; P<.001), depressive symptoms (β estimate=-0.23, 95% CI -0.38 to -0.08; P=.003), and psychosomatic symptoms (β estimate=-0.16, 95% CI -0.27 to -0.06; P=.003), while anxiety and active coping did not change. Overall, 60% (42/70) of the participants in the intervention group completed the coaching by completing the postintervention survey. They particularly appreciated the quality, quantity, credibility, and visual representation of information. While individual customization was rated the lowest, the target group fitting was perceived as high. CONCLUSIONS Findings indicate that MISHA is feasible, acceptable, and effective in reducing perceived stress among students in Switzerland. Future research is needed with different populations, for example, in students with high stress levels or compared to active controls. TRIAL REGISTRATION German Clinical Trials Register DRKS 00030004; https://drks.de/search/en/trial/DRKS00030004.
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Affiliation(s)
- Sandra Ulrich
- School of Applied Psychology, Zurich University of Applied Sciences, Zurich, Switzerland
| | - Natascha Lienhard
- School of Applied Psychology, Zurich University of Applied Sciences, Zurich, Switzerland
| | - Hansjörg Künzli
- School of Applied Psychology, Zurich University of Applied Sciences, Zurich, Switzerland
| | - Tobias Kowatsch
- Institute for Implementation Science in Health Care, University of Zurich, Zurich, Switzerland
- School of Medicine, University of St. Gallen, St.Gallen, Switzerland
- Centre for Digital Health Interventions, Department of Management, Technology and Economics, ETH Zurich, Zurich, Switzerland
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Günaydin N. Effect of group psychoeducation on depression, anxiety, stress and coping with stress of nursing students: A randomized controlled study. Perspect Psychiatr Care 2022; 58:640-650. [PMID: 33938568 DOI: 10.1111/ppc.12828] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 12/16/2020] [Accepted: 04/15/2021] [Indexed: 11/30/2022] Open
Abstract
PURPOSE This study was performed with the aim of determining the effect of group psychoeducation in Turkish nursing students. DESIGN AND METHODS This study was planned with experimental design (randomized, controlled, and pretest-posttest control group observational study). FINDINGS There were significant differences identified for points in the experimental group before and after psychoeducation and 1 month later and between the posttest and 1-month observation measures (p < 0.05). While there was a significant difference (p < 0.05) in the styles of coping with stress and stress, there was no significant difference (p > 0.05) in anxiety and depression, though anxiety and depression scores decreased. PRACTICE IMPLICATIONS The use of group psychoeducation in which stress coping styles are taught is recommended to reduce symptoms of stress and manage the symptoms of anxiety, and depression levels.
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Affiliation(s)
- Nevin Günaydin
- Department of Psychiatric Nursing, Faculty of Health Sciences, Ordu University, Ordu, Turkey
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Saalwirth C, Leipold B. Well‐being and sleep in stressful times of the COVID‐19 pandemic: Relations to worrying and different coping strategies. Stress Health 2021; 37:973-985. [PMID: 33913244 PMCID: PMC8237007 DOI: 10.1002/smi.3057] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 04/01/2021] [Accepted: 04/26/2021] [Indexed: 12/11/2022]
Abstract
The present study examined the relationships between emotional well-being (positive and negative affect), sleep-related variables (sleep quality, sleep duration, and change in sleep quality and duration compared to weeks before lockdown), and worrying about coronavirus disease (COVID-19) challenges during the beginning of the outbreak in Europe. In addition, four different coping strategies were investigated. The study was conducted in Germany with data from 665 participants (53.8% female; 18-73 years), who completed an online questionnaire in April 2020. The results revealed that COVID-19 worry was associated with impaired well-being and sleep. Meaning- and problem-focused coping were the most frequently used coping strategies, and showed positive associations with well-being and sleep. Social and avoidance coping were associated with decreased well-being and worse sleep outcomes. Three coping strategies showed moderating effects. People who worried more showed higher levels of positive affect when they used problem-focused coping compared to those who did not. Similarly, highly worried participants showed lower levels of negative affect when they reported using meaning-focused coping more often. In contrast, social coping increased the risk of high negative affect levels in worried participants. In conclusion, problem-focused and meaning-focused coping strategies seemed to be most effective in coping with COVID-19 challenges.
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Affiliation(s)
- Christina Saalwirth
- Department of PsychologyDevelopmental & Health Psychology UnitBundeswehr University MunichNeubibergGermany
| | - Bernhard Leipold
- Department of PsychologyDevelopmental & Health Psychology UnitBundeswehr University MunichNeubibergGermany
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Bani Ahmad T, Meriç M. The effect of an online psychoeducational stress management program on international students' ability to cope and adapt. Perspect Psychiatr Care 2021; 57:1673-1684. [PMID: 33586178 DOI: 10.1111/ppc.12735] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Revised: 01/06/2021] [Accepted: 01/16/2021] [Indexed: 10/22/2022] Open
Abstract
PURPOSE To assess the effect of an online psychoeducational program on international students' abilities to cope with and adapt to stress. DESIGN AND METHOD The study had an experimental design with a pre- and posttest and a control group. The sample consisted of 60 participants randomly assigned to the control and experimental groups. FINDING The psychoeducational stress management program was effective in decreasing the stress levels and improving the capacity to cope with the participants in the experimental group. IMPLICATIONS FOR PRACTICE The study provides information to psychiatric nurses and student support services about how to assist international nursing students in coping with stress.
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Affiliation(s)
| | - Meltem Meriç
- Faculty of Nursing, Near East University, Mersin, Turkey
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Allen JG, Romate J, Rajkumar E. Mindfulness-based positive psychology interventions: a systematic review. BMC Psychol 2021; 9:116. [PMID: 34362457 PMCID: PMC8344333 DOI: 10.1186/s40359-021-00618-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Accepted: 07/19/2021] [Indexed: 11/25/2022] Open
Abstract
Background There are hundreds of mindfulness-based interventions in the form of structured and unstructured therapies, trainings, and meditation programs, mostly utilized in a clinical rather than a well-being perspective. The number of empirical studies on positive potentials of mindfulness is comparatively less, and their known status in academia is ambiguous. Hence, the current paper aimed to review the studies where mindfulness-based interventions had integrated positive psychology variables, in order to produce positive functioning. Methods Data were obtained from the databases of PubMed, Scopus, and PsycNet and manual search in Google Scholar. From the 3831 articles, irrelevant or inaccessible studies were eliminated, reducing the number of final articles chosen for review to 21. Interventions that contribute to enhancement of eudaimonia, hedonia, and other positive variables are discussed. Results Findings include the potential positive qualities of MBIs in producing specific positive outcomes within limited circumstances, and ascendancy of hedonia and other positive variables over eudaimonic enhancement. Conclusion In conclusion, exigency of modifications in the existing MBIs to bring about exclusively positive outcomes was identified, and observed the necessity of novel interventions for eudaimonic enhancement and elevation of hedonia in a comprehensive manner.
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Affiliation(s)
- Joshua George Allen
- Department of Psychology, School of Social and Behavioral Sciences, Central University of Karnataka, Kalaburagi, India.
| | - John Romate
- Department of Psychology, School of Social and Behavioral Sciences, Central University of Karnataka, Kalaburagi, India
| | - Eslavath Rajkumar
- Department of Psychology, School of Social and Behavioral Sciences, Central University of Karnataka, Kalaburagi, India
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Waters L, Allen KA, Arslan G. Stress-Related Growth in Adolescents Returning to School After COVID-19 School Closure. Front Psychol 2021; 12:643443. [PMID: 34093323 PMCID: PMC8174561 DOI: 10.3389/fpsyg.2021.643443] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 04/12/2021] [Indexed: 12/02/2022] Open
Abstract
The move to remote learning during COVID-19 has impacted billions of students. While research shows that school closure, and the pandemic more generally, has led to student distress, the possibility that these disruptions can also prompt growth in is a worthwhile question to investigate. The current study examined stress-related growth (SRG) in a sample of students returning to campus after a period of COVID-19 remote learning (n = 404, age = 13-18). The degree to which well-being skills were taught at school (i.e., positive education) before the COVID-19 outbreak and student levels of SRG upon returning to campus was tested via structural equation modeling. Positive reappraisal, emotional processing, and strengths use in students were examined as mediators. The model provided a good fit [χ 2 = 5.37, df = 3, p = 0.146, RMSEA = 0.044 (90% CI = 0.00-0.10), SRMR = 0.012, CFI = 99, TLI = 0.99] with 56% of the variance in SRG explained. Positive education explained 15% of the variance in cognitive reappraisal, 7% in emotional processing, and 16% in student strengths use during remote learning. The results are discussed using a positive education paradigm with implications for teaching well-being skills at school to foster growth through adversity and assist in times of crisis.
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Affiliation(s)
- Lea Waters
- Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia
| | - Kelly-Ann Allen
- Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia
- Faculty of Education, Monash University, Clayton, VIC, Australia
| | - Gökmen Arslan
- Department of Psychological Counselling and Guidance, Burdur Mehmet Akif Ersoy University, Burdur, Turkey
- International Network on Personal Meaning, Toronto, ON, Canada
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Michel A, Groß C, Hoppe A, González‐Morales MG, Steidle A, O’Shea D. Mindfulness and positive activities at work: Intervention effects on motivation‐related constructs, sleep quality, and fatigue. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2021. [DOI: 10.1111/joop.12345] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Alexandra Michel
- Federal Institute for Occupational Safety and Health Dortmund Germany
- Heidelberg University Germany
| | | | | | | | - Anna Steidle
- Faculty of Management and Law University of Applied Sciences Ludwigsburg Germany
| | - Deirdre O’Shea
- Department of Work & Employment Studies Kemmy Business School University of Limerick Ireland
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Li Y, Hu Y, Yang W, Wang Y. Daily interventions and assessments: The effect of online self-compassion meditation on psychological health. Appl Psychol Health Well Being 2021; 13:906-921. [PMID: 33890708 DOI: 10.1111/aphw.12278] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2020] [Revised: 04/07/2021] [Accepted: 04/07/2021] [Indexed: 11/28/2022]
Abstract
Traditional self-compassion-based interventions have been shown to be beneficial for improving psychological health. With the development of technology, online interventions accessible via smart phones start to emerge. The current study aimed to use daily assessments to investigate the effect of online daily self-compassion interventions and its improvement pattern. Sixty-five employees were recruited and completed a 4-week study. The first week was the control period; the second week and the third week were the intervention period and the fourth week was the follow-up period. Online self-compassion meditation significantly improved daily self-compassion and reduced perceived stress and emotional exhaustion, with varied changing patterns. Daily self-compassion and perceived stress did not change in the control period, then started to increase/decline with time during the intervention period, and remained stable in the follow-up period. Daily emotional exhaustion declined with time in the control period and remained stable in the intervention and follow-up period. The intervention effects did not differ for individuals with different levels of trait self-compassion. This study shows that daily online self-compassion meditation is effective and reveals how it works. Future studies can apply this method to examine the effectiveness of other daily online interventions.
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Affiliation(s)
- Yanjuan Li
- Sun Yat-sen University, Guangzhou, China
| | - Yueqin Hu
- Texas State University, San Marcos, TX, USA
| | | | - Yuyin Wang
- Sun Yat-sen University, Guangzhou, China
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Kunzler AM, Helmreich I, König J, Chmitorz A, Wessa M, Binder H, Lieb K. Psychological interventions to foster resilience in healthcare students. Cochrane Database Syst Rev 2020; 7:CD013684. [PMID: 32691879 PMCID: PMC7388680 DOI: 10.1002/14651858.cd013684] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Resilience can be defined as maintaining or regaining mental health during or after significant adversities such as a potentially traumatising event, challenging life circumstances, a critical life transition or physical illness. Healthcare students, such as medical, nursing, psychology and social work students, are exposed to various study- and work-related stressors, the latter particularly during later phases of health professional education. They are at increased risk of developing symptoms of burnout or mental disorders. This population may benefit from resilience-promoting training programmes. OBJECTIVES To assess the effects of interventions to foster resilience in healthcare students, that is, students in training for health professions delivering direct medical care (e.g. medical, nursing, midwifery or paramedic students), and those in training for allied health professions, as distinct from medical care (e.g. psychology, physical therapy or social work students). SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, 11 other databases and three trial registries from 1990 to June 2019. We checked reference lists and contacted researchers in the field. We updated this search in four key databases in June 2020, but we have not yet incorporated these results. SELECTION CRITERIA Randomised controlled trials (RCTs) comparing any form of psychological intervention to foster resilience, hardiness or post-traumatic growth versus no intervention, waiting list, usual care, and active or attention control, in adults (18 years and older), who are healthcare students. Primary outcomes were resilience, anxiety, depression, stress or stress perception, and well-being or quality of life. Secondary outcomes were resilience factors. DATA COLLECTION AND ANALYSIS Two review authors independently selected studies, extracted data, assessed risks of bias, and rated the certainty of the evidence using the GRADE approach (at post-test only). MAIN RESULTS We included 30 RCTs, of which 24 were set in high-income countries and six in (upper- to lower-) middle-income countries. Twenty-two studies focused solely on healthcare students (1315 participants; number randomised not specified for two studies), including both students in health professions delivering direct medical care and those in allied health professions, such as psychology and physical therapy. Half of the studies were conducted in a university or school setting, including nursing/midwifery students or medical students. Eight studies investigated mixed samples (1365 participants), with healthcare students and participants outside of a health professional study field. Participants mainly included women (63.3% to 67.3% in mixed samples) from young adulthood (mean age range, if reported: 19.5 to 26.83 years; 19.35 to 38.14 years in mixed samples). Seventeen of the studies investigated group interventions of high training intensity (11 studies; > 12 hours/sessions), that were delivered face-to-face (17 studies). Of the included studies, eight compared a resilience training based on mindfulness versus unspecific comparators (e.g. wait-list). The studies were funded by different sources (e.g. universities, foundations), or a combination of various sources (four studies). Seven studies did not specify a potential funder, and three studies received no funding support. Risk of bias was high or unclear, with main flaws in performance, detection, attrition and reporting bias domains. At post-intervention, very-low certainty evidence indicated that, compared to controls, healthcare students receiving resilience training may report higher levels of resilience (standardised mean difference (SMD) 0.43, 95% confidence interval (CI) 0.07 to 0.78; 9 studies, 561 participants), lower levels of anxiety (SMD -0.45, 95% CI -0.84 to -0.06; 7 studies, 362 participants), and lower levels of stress or stress perception (SMD -0.28, 95% CI -0.48 to -0.09; 7 studies, 420 participants). Effect sizes varied between small and moderate. There was little or no evidence of any effect of resilience training on depression (SMD -0.20, 95% CI -0.52 to 0.11; 6 studies, 332 participants; very-low certainty evidence) or well-being or quality of life (SMD 0.15, 95% CI -0.14 to 0.43; 4 studies, 251 participants; very-low certainty evidence). Adverse effects were measured in four studies, but data were only reported for three of them. None of the three studies reported any adverse events occurring during the study (very-low certainty of evidence). AUTHORS' CONCLUSIONS For healthcare students, there is very-low certainty evidence for the effect of resilience training on resilience, anxiety, and stress or stress perception at post-intervention. The heterogeneous interventions, the paucity of short-, medium- or long-term data, and the geographical distribution restricted to high-income countries limit the generalisability of results. Conclusions should therefore be drawn cautiously. Since the findings suggest positive effects of resilience training for healthcare students with very-low certainty evidence, high-quality replications and improved study designs (e.g. a consensus on the definition of resilience, the assessment of individual stressor exposure, more attention controls, and longer follow-up periods) are clearly needed.
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Affiliation(s)
| | | | - Jochem König
- Institute of Medical Biostatistics, Epidemiology and Informatics (IMBEI), University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Andrea Chmitorz
- Faculty of Social Work, Health Care and Nursing, Esslingen University of Applied Sciences, Esslingen, Germany
- Department of Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Michèle Wessa
- Leibniz Institute for Resilience Research (LIR), Mainz, Germany
- Department of Clinical Psychology and Neuropsychology, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Harald Binder
- Institute for Medical Biometry and Statistics, Faculty of Medicine and Medical Center, University of Freiburg, Freiburg, Germany
| | - Klaus Lieb
- Leibniz Institute for Resilience Research (LIR), Mainz, Germany
- Department of Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
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Mindfulness mediates the relationship between cognitive reappraisal and resilience in higher education students. PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2019.109795] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Ghaffari M, Morowatisharifabad MA, Mehrabi Y, Zare S, Askari J, Alizadeh S. What Are the Hemodialysis Patients' Style in Coping with Stress? A Directed Content Analysis. INTERNATIONAL JOURNAL OF COMMUNITY BASED NURSING AND MIDWIFERY 2019; 7:309-318. [PMID: 31641680 PMCID: PMC6779919 DOI: 10.30476/ijcbnm.2019.81324.0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Background Nowadays, the prevalence of chronic diseases, such as chronic renal failure, is rising. These patients need hemodialysis to continue their treatment, which is a stressful process. This research was conducted with the purpose of explaining coping styles in hemodialysis patients regarding stress factors based on the Lazarus and Folkman's transactional model. Methods This qualitative study was conducted as a content analysis. The data collection method was semi-structured interview with 22 patients from dialysis centers in Tehran. The data were collected from October to January 2017. Sampling was purposive and continued until data saturation. Data were analyzed using the directed content analysis method. The process of data analysis proposed by Hsieh and Shannon's was followed. Results 106 codes and 24 sub subcategories were obtained through this research and classified into 8 sub-categories of transactional stress model including: problem management, emotional regulation, social support, dispositional coping styles, positive reappraisal, revised goals, spiritual beliefs and positive events; and 3 categories of coping structures that included coping efforts, meaning-based coping and moderators. Conclusion Dialysis patients are making efforts to cope with their stress in order to reduce their stress; in some cases, these efforts lead to reduction in stress, and in some cases, due to using unsound coping style, they are ineffective or even harmful. Therefore, the necessity of planning and proper interventions is felt by health care providers to control stress in dialysis patients.
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Affiliation(s)
- Mohtasham Ghaffari
- Department of Health Education and Promotion, School of Public Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran.,Environmental and Occupational Hazards Control Research Center, Tehran, Iran
| | | | - Yadolah Mehrabi
- Department of Epidemiology, School of health, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Samad Zare
- Department of Medical, School of Urology. Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Jafar Askari
- Department of Medical, School of Psychology, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Somayeh Alizadeh
- Department of Health Education and Promotion, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
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Molina A, O'Shea D. Mindful Emotion Regulation, Savouring and Proactive Behaviour: The Role of Supervisor Justice. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2019. [DOI: 10.1111/apps.12206] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Steidle A, Gonzalez-Morales MG, Hoppe A, Michel A, O’shea D. Energizing respites from work: a randomized controlled study on respite interventions. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2017. [DOI: 10.1080/1359432x.2017.1348348] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Anna Steidle
- Faculty of Management and Law, University of Applied Sciences Ludwigsburg, Ludwigsburg, Germany
| | | | | | - Alexandra Michel
- Institute of Psychology, University of Heidelberg, Heidelberg, Germany
| | - Deirdre O’shea
- Department of Personnel & Employment Relations, Kemmy Business School, University of Limerick, Limerick, Ireland
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