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McLoughlin S, Kristjánsson K. Virtues as protective factors for adolescent mental health. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 39032006 DOI: 10.1111/jora.13004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 07/11/2024] [Indexed: 07/22/2024]
Abstract
This paper explores the decline in adolescent mental health and the weakening of traditional moral frameworks, positing education in the virtues as protective of mental health due to the intrinsic link between moral/existential wellbeing and psychological health. By integrating character education into school curricula, a continuous "dosage" of moral guidance may be an optimal way to ensure a gradual and ever-clearer articulation of a life worth living and how to live well. The paper critiques popular clinical and positive psychological approaches to promoting wellbeing, which often miss the existential and moral dimensions of adolescent growth. The conclusion emphasizes the need for integrating moral education into mental health interventions to address the comprehensive existential and moral dimensions of adolescent development. This paper advocates for a proactive character developmental model that nurtures moral and existential growth, recognizing challenges with virtue and meta-virtue development as integral to personal and moral evolution, and enhancing the moral and psychological fortitude of adolescents.
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Affiliation(s)
- Shane McLoughlin
- Jubilee Centre for Character and Virtues, University of Birmingham, Birmingham, UK
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Zolotareva A, Khegay A, Voevodina E, Kritsky I, Ibragimov R, Nizovskih N, Konstantinov V, Malenova A, Belasheva I, Khodyreva N, Preobrazhensky V, Azanova K, Sarapultseva L, Galimova A, Atamanova I, Kulik A, Neyaskina Y, Lapshin M, Mamonova M, Kadyrov R, Volkova E, Drachkova V, Seryy A, Kosheleva N, Osin E. Optimism, Resilience, and General Self-Efficacy Predict Lower Somatic Burden during the COVID-19 Pandemic. Healthcare (Basel) 2024; 12:1338. [PMID: 38998872 PMCID: PMC11241252 DOI: 10.3390/healthcare12131338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2024] [Revised: 06/23/2024] [Accepted: 07/04/2024] [Indexed: 07/14/2024] Open
Abstract
There is scarce evidence of a relationship between positive and psychosomatic characteristics. This study aimed to examine the associations of somatic burden with psychological resources such as optimism, resilience, and general self-efficacy. Russian participants (n = 1020) completed measures of psychological resources at Time 1 and somatic symptoms at Time 2. The results showed that somatic burden decreased with greater levels of optimism, resilience, and general self-efficacy. Regarding health and sociodemographic characteristics, female sex increased somatic burden in the model with optimism scores, university education decreased somatic burden in the model with resilience scores, and history of COVID-19 disease increased somatic burden in the models with optimism, resilience, and general self-efficacy scores. This study has theoretical and practical contributions. It combines positive psychology and psychosomatic medicine and highlights the value of psychological resource interventions in the treatment and prevention of somatic burden. These findings may be useful for scientists, clinicians, and practitioners.
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Affiliation(s)
- Alena Zolotareva
- International Laboratory of Positive Psychology of Personality and Motivation, HSE University, 101000 Moscow, Russia; (A.K.); (E.V.); (V.P.); (K.A.); (N.K.)
| | - Anna Khegay
- International Laboratory of Positive Psychology of Personality and Motivation, HSE University, 101000 Moscow, Russia; (A.K.); (E.V.); (V.P.); (K.A.); (N.K.)
| | - Elena Voevodina
- International Laboratory of Positive Psychology of Personality and Motivation, HSE University, 101000 Moscow, Russia; (A.K.); (E.V.); (V.P.); (K.A.); (N.K.)
| | - Igor Kritsky
- Institute of Immunology and Physiology, Ural Branch of the Russian Academy of Sciences, 620049 Ekaterinburg, Russia; (I.K.); (R.I.)
| | - Roman Ibragimov
- Institute of Immunology and Physiology, Ural Branch of the Russian Academy of Sciences, 620049 Ekaterinburg, Russia; (I.K.); (R.I.)
| | - Nina Nizovskih
- Department of Psychology, Vyatka State University, 610000 Kirov, Russia;
| | | | - Arina Malenova
- Department of General and Social Psychology, Dostoevsky Omsk State University, 644077 Omsk, Russia;
| | - Irina Belasheva
- Department of General Psychology and Personality Psychology, North-Caucasus Federal University, 355017 Stavropol, Russia;
| | - Natalia Khodyreva
- Department of Psychology, Saint-Petersburg State University, 199034 Saint-Petersburg, Russia; (N.K.); (V.D.)
| | - Vladimir Preobrazhensky
- International Laboratory of Positive Psychology of Personality and Motivation, HSE University, 101000 Moscow, Russia; (A.K.); (E.V.); (V.P.); (K.A.); (N.K.)
| | - Kristina Azanova
- International Laboratory of Positive Psychology of Personality and Motivation, HSE University, 101000 Moscow, Russia; (A.K.); (E.V.); (V.P.); (K.A.); (N.K.)
| | - Lilia Sarapultseva
- Department of Mathematics and Natural Sciences, Russian State Vocational Pedagogical University, 620143 Ekaterinburg, Russia;
| | - Almira Galimova
- Department of Theory and Technology of Social Work, Samara National Research University, 443086 Samara, Russia;
| | - Inna Atamanova
- Department of Genetic and Clinical Psychology, Tomsk State University, 634050 Tomsk, Russia;
| | - Anastasia Kulik
- Department of Theoretical and Practical Psychology, Kamchatka State University Named after Vitus Bering, 683032 Petropavlovsk-Kamchatskiy, Russia; (A.K.); (Y.N.)
| | - Yulia Neyaskina
- Department of Theoretical and Practical Psychology, Kamchatka State University Named after Vitus Bering, 683032 Petropavlovsk-Kamchatskiy, Russia; (A.K.); (Y.N.)
| | - Maksim Lapshin
- Department of Sports Improvement, South Ural State University, 454080 Chelyabinsk, Russia;
| | - Marina Mamonova
- Municipal Budgetary Educational Institution Lyceum 11, 454091 Chelyabinsk, Russia;
| | - Ruslan Kadyrov
- Department of General Psychological Disciplines, Pacific State Medical University, 690002 Vladivostok, Russia; (R.K.); (E.V.)
| | - Ekaterina Volkova
- Department of General Psychological Disciplines, Pacific State Medical University, 690002 Vladivostok, Russia; (R.K.); (E.V.)
| | - Viktoria Drachkova
- Department of Psychology, Saint-Petersburg State University, 199034 Saint-Petersburg, Russia; (N.K.); (V.D.)
| | - Andrey Seryy
- Department of Psychology, Kemerovo State University, 650000 Kemerovo, Russia;
| | - Natalia Kosheleva
- International Laboratory of Positive Psychology of Personality and Motivation, HSE University, 101000 Moscow, Russia; (A.K.); (E.V.); (V.P.); (K.A.); (N.K.)
| | - Evgeny Osin
- Laboratory LINP2, University of Paris Nanterre, 92001 Nanterre, France;
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de Oliveira WA, Esteca AMN, Wechsler SM, Menesini E. Bullying and Cyberbullying in School: Rapid Review on the Roles of Gratitude, Forgiveness, and Self-Regulation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:839. [PMID: 39063416 PMCID: PMC11276976 DOI: 10.3390/ijerph21070839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Revised: 06/20/2024] [Accepted: 06/26/2024] [Indexed: 07/28/2024]
Abstract
This study aims to assist decision-making in anti-bullying interventions by highlighting the importance of positive factors such as gratitude, forgiveness, and self-regulation in mitigating the negative impacts of bullying/cyberbullying. The objective was to examine and synthesize available evidence on the impact of gratitude, forgiveness, and self-regulation practices in the school context regarding bullying/cyberbullying phenomena. Three databases were consulted (Web of Science, Scopus, and Scielo), and the results include 14 articles. The three character strengths were associated with psychological well-being, life and school satisfaction, improved mental health, increased likelihood of engaging in pro-social behavior, and reduced involvement in bullying/cyberbullying situations. These strengths have the potential to enhance overall well-being and decrease risk behaviors, leading to more positive outcomes in experiences of violence. These results underscore the importance of considering students' individual strengths and the possible interventions to promote healthy school environments.
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Affiliation(s)
- Wanderlei Abadio de Oliveira
- Graduate Program in Psychology, School of Life Sciences, Pontifical Catholic University of Campinas, Avenida John Boyd Dunlop, Jardim Ipaussurama, Campinas 13060904, SP, Brazil; (A.M.N.E.); (S.M.W.)
| | - Antonio Marcos Neves Esteca
- Graduate Program in Psychology, School of Life Sciences, Pontifical Catholic University of Campinas, Avenida John Boyd Dunlop, Jardim Ipaussurama, Campinas 13060904, SP, Brazil; (A.M.N.E.); (S.M.W.)
| | - Solange Muglia Wechsler
- Graduate Program in Psychology, School of Life Sciences, Pontifical Catholic University of Campinas, Avenida John Boyd Dunlop, Jardim Ipaussurama, Campinas 13060904, SP, Brazil; (A.M.N.E.); (S.M.W.)
| | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via San Salvi 12, Padiglione 26, 50135 Florence, Italy;
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Smith BW, deCruz-Dixon N, Erickson K, Guzman A, Phan A, Schodt K. The Effects of an Online Positive Psychology Course on Happiness, Health, and Well-Being. JOURNAL OF HAPPINESS STUDIES 2023; 24:1145-1167. [PMID: 37113244 PMCID: PMC9979887 DOI: 10.1007/s10902-022-00577-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/05/2022] [Indexed: 06/19/2023]
Abstract
This study investigated the effects of an 8-week online positive psychology course on happiness, health, and well-being. There were 65 undergraduate students in the course and a comparison group of 63 undergraduates taking other online psychology courses. The participants were assessed on positive mental health (e.g., happiness, positive emotions), negative mental health (e.g., anxiety, depression), general health, and personal characteristics (e.g., hope, resilience) during the first and last week of the courses. The anxiety and depression measures had cut-offs for clinically significant symptoms. The hypotheses were that the positive psychology students would have significant improvements on all measures and a reduction in the percent anxious and depressed relative to the comparison group. The hypotheses were supported with large effect sizes for positive and negative mental health (mean ds = 0.907 and - 0.779, respectively) and medium-to-large effects for general health and personal characteristics (d = 0.674 and mean ds = 0.590, respectively). There was a reduction from 49.2 to 23.1% percent anxious and from 18.6 to 6.2% percent depressed with no change in the comparison group. In addition, improvements in the online positive psychology course were compared with a previous study of a similar face-to-face positive psychology course (Smith et al., 2021) showing the effect sizes for improvements relative to the comparison groups were larger in the online vs. face-to-face course (mean ds = 0.878. vs. 0.593). Possible explanations for these differences are discussed along with the implications for maximizing the benefits of positive psychology courses in the future.
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Affiliation(s)
- Bruce W. Smith
- Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM 87131 USA
| | - Naila deCruz-Dixon
- Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM 87131 USA
| | - Kelly Erickson
- Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM 87131 USA
| | - Anne Guzman
- Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM 87131 USA
| | - Alvin Phan
- Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM 87131 USA
| | - Kaitlyn Schodt
- Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM 87131 USA
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Zhang X, Ba L, Xu J, Xie S, Tu J, Yang X, Liu H. Analysis of the current status of community nurses' spiritual care competencies and the factors: A descriptive cross-sectional analysis. Nurs Open 2023; 10:3356-3366. [PMID: 36682049 PMCID: PMC10077363 DOI: 10.1002/nop2.1589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 11/18/2022] [Accepted: 12/19/2022] [Indexed: 01/23/2023] Open
Abstract
AIM To examine and analyze the level of spiritual care competency among community nurses. DESIGN The study employed a cross-sectional design. METHODS From May to July 2022, 442 nurses from community health clinics were chosen as survey respondents using the convenience sample method. The General Information Questionnaire, the version in Chinese of the Nurses' Spiritual Caregiving Awareness Scale and the Chinese version of the Spiritual Caregiving Competence Scale were used in the survey. There were 442 questionnaires distributed, 422 were collected, and the response rate was 95.4%. RESULTS The amount of spiritual care competencies of community nurses was positively correlated with the level of spiritual awareness. Simultaneously, their level of education, religious beliefs, marital status and the degree of knowledge of spirituality were all influenced.
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Affiliation(s)
- XuanYue Zhang
- Shenzhen Bao'an Chinese Medicine Hospital, Guangzhou University of Chinese Medicine, Shenzhen, China
| | - Li Ba
- Shenzhen Bao'an Chinese Medicine Hospital, Guangzhou University of Chinese Medicine, Shenzhen, China
| | - JiaLi Xu
- Fujian University of Traditional Chinese Medicine, Shenzhen, China
| | - SuMei Xie
- Fujian University of Traditional Chinese Medicine, Shenzhen, China
| | - Jin Tu
- Shenzhen Bao'an Chinese Medicine Hospital, Guangzhou University of Chinese Medicine, Shenzhen, China
| | - Xin Yang
- Shenzhen Bao'an Chinese Medicine Hospital, Guangzhou University of Chinese Medicine, Shenzhen, China
| | - Hanjiao Liu
- Shenzhen Bao'an Chinese Medicine Hospital, Guangzhou University of Chinese Medicine, Shenzhen, China
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Liu X, Li C, Yan X, Shi B. Psychological capital has a positive correlation with humanistic care ability among nurses. Front Psychol 2022; 13:955627. [PMID: 36186317 PMCID: PMC9524352 DOI: 10.3389/fpsyg.2022.955627] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 08/25/2022] [Indexed: 11/13/2022] Open
Abstract
Objective With the improvement in health awareness, humanistic care ability of nurses has become a focus of public attention. The aim of the study was to confirm the relationship between psychological capital and humanistic care ability of nurses, and to provide suggestions on improving the humanistic care ability of nurses. Methods A cross-section survey was conducted. Three hundred thirty-nine nurses were recruited from a tertiary general hospital in Taizhou, China. Psychological capital and humanistic care ability were measured using a self-reported questionnaire. Correlation analysis and stepwise multiple regression analysis were performed to analyze the correlation between psychological capital and humanistic care ability. Results The psychological capital and humanistic care ability scores were 91.57 ± 13.96 and 189.08 ± 20.37, respectively. Differences in psychological capital scores across professional titles (F = 4.88, p = 0.01), departments (F = 3.69, p < 0.001), years of work (F = 4.68, p < 0.001), and marital status (t = 3.25, p < 0.001) were statistically significant. There were statistical differences for the humanistic care ability scores among nurses based on marital status (p = 0.01). The total psychological capital scores and the four sub-dimensions scores were positively correlated with the humanistic care ability scores among nurses. Self-efficacy was the main predictor of nurses’ humanistic care ability. Conclusion Psychological capital positively affected the humanistic care ability of nurses. Self-efficacy was the main predictor of humanistic care ability. Nursing managers can formulate strategies from the perspective of positive psychology to improve humanistic care ability of nurses.
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Affiliation(s)
- Xiaohong Liu
- School of Medicine, Taizhou University, Taizhou, China
- *Correspondence: Xiaohong Liu,
| | - Cuiping Li
- School of Medicine, Taizhou University, Taizhou, China
| | - Xiaoting Yan
- Central Sterile Supply Department, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, China
| | - Bingqing Shi
- School of Medicine, Taizhou University, Taizhou, China
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Ji J, Zhou L, Wu Y, Zhang M. Hope and life satisfaction among Chinese shadow education tutors: The mediating roles of positive coping and perceived social support. Front Psychol 2022; 13:929045. [PMID: 36081721 PMCID: PMC9447439 DOI: 10.3389/fpsyg.2022.929045] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Accepted: 08/08/2022] [Indexed: 01/07/2023] Open
Abstract
Previous studies of the relationship between hope and life satisfaction left the underlying mechanism of how hope predicts life satisfaction unexplored to scholars. This study thus investigates the two potential mediators in the relationship between hope and life satisfaction among a sample of Chinese shadow education institution (SEI) tutors who may be under immense professional development pressure from a cross-sectional approach. The main body of the study consists of an online survey in which 221 SEI tutors reported their hope, positive coping, perceived social support, and life satisfaction. The survey results were analyzed using mediation and moderation analysis via SPSS 23.0. The results indicated that positive coping improved the relationship between hope and life satisfaction, supporting the hypothesis regarding the serial mediating effect of positive coping and perceived social support. In other words, tutors with a high level of hope tend to adopt positive coping strategies, thus will receive more social support and improve life satisfaction. Our findings revealed the independent and accumulative mediating effects of positive coping and perceived social support on the relationship between hope and life satisfaction, and had implications for the psychological intervention of SEI tutors who are currently facing enormous industry pressure.
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Affiliation(s)
- Jie Ji
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Linzhi Zhou
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Yunpeng Wu
- School of Teacher Education, Dezhou University, Dezhou, China
| | - Mohan Zhang
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
- *Correspondence: Mohan Zhang,
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