Discrimination and adherence in a cross-sectional study of Latino sexual minority men with HIV: Coping with discrimination as a mediator and coping self-efficacy as a moderator

Discrimination is associated with antiretroviral therapy non-adherence and reduced well-being among people with HIV. We examined the potential for coping to mediate the associations between intersectional discrimination and non-adherence and coping self-efficacy (confidence in one's ability to cope with discrimination) as a moderator that may buffer the negative effects of discrimination on non-adherence in a cross-sectional convenience sample of 82 Latino sexual minority men with HIV. In bivariate linear regressions, discrimination targeting Latino ethnic origin, undocumented residency status, and sexual orientation were each significantly associated with lower self-reported antiretroviral therapy non-adherence (percentage of prescribed doses taken in the last month) and greater use of disengagement coping (denial, substance use, venting, self-blame, behavioral disengagement). Associations between discrimination targeting Latino ethnicity and non-adherence, and discrimination targeting undocumented residency status and non-adherence, were each mediated by disengagement coping responses. Moderation analyses highlighted significant discrimination by coping self-efficacy interaction effects-both coping self-efficacy for problem solving and stopping unpleasant emotions/thoughts each moderated the associations between Latino discrimination and adherence, between undocumented residency status discrimination and adherence, and between HIV discrimination and adherence. Coping self-efficacy for getting social support moderated the association between undocumented residency status discrimination and adherence. Further, the interaction coefficients across models indicated that the negative effects of discrimination on adherence were attenuated at higher levels of coping self-efficacy. Findings highlight the need for structural interventions that reduce-and ultimately eliminate-discrimination, and interventions that address the harmful effects of discrimination and adherence improvement interventions to enhance coping skills among people faced with intersectional discrimination.

The Relationship of Death Anxiety With Loneliness and Psychological Well-Being in the Elderly Living in a Nursing Home

This descriptive correlational study aimed relationship of death anxiety with loneliness and psychological well-being in the elderly living in a nursing home. The study was conducted on the elderly living in a nursing home in Istanbul, Turkey, between November 2021-February 2022. The study sample included 165 nursing home residents. The Sociodemographic Characteristics Form, Death Anxiety Scale (DAS), Loneliness Scale for the Elderly (LSE) and Psychological Well-Being Scale were used as data collection tools. The elderly participants obtained a mean score of 6.10 ± 3.50 from DAS, a mean score of 9.01 ± 4.08 from LSE, and a mean score of 38.97 ± 10.05 from Psychological Well-Being Scale. When death anxiety scale mean score of the elderly was compared with their mean scores of loneliness scale and psychological well-being scale, a weak and negative correlation was determined between psychological well-being and loneliness (p < 0.001). As the mean score of psychological well-being scale increases, loneliness scale mean score decreases.

Structural modeling of EFL/ESL teachers' physical activity, mental health, psychological well-being, and self-efficacy

BACKGROUND

Physical activity (PA) is known to positively affect individuals' mental and physical health, especially those who experience high levels of stress, such as teachers. Previous studies have examined the relationship between teachers' PA, mental health, and well-being. Still, there is a lack of research on the direct and indirect effects of PA and self-efficacy.

PURPOSE

This study aimed to investigate the structural relationship between teachers' PA, mental health, well-being, and self-efficacy among ESL/EFL teachers. A total of 364 Chinese English language teachers were selected through convenience sampling. Mental health, physical activity, psychological well-being, and self-efficacy instruments were used.

METHODOLOGY

The data was analyzed using Smart PLS software, and the hypothesized model was evaluated. The results indicated an acceptable level of divergent and convergent validity and goodness of fit.

RESULTS

The findings revealed that PA directly predicts teachers' mental health and well-being, but the direct structural relationship between teachers' PA and self-efficacy was not confirmed. However, the results showed that teachers' PA contributes to their self-efficacy by enhancing their mental and psychological well-being. The total effect of teachers' PA on their self-efficacy was significant. Additionally, mental health and psychological well-being strongly influenced teachers' self-efficacy.

CONCLUSION

In conclusion, regular weekly physical activity can help EFL/ESL teachers foster their mental health, psychological well-being, and self-efficacy. These findings have theoretical and practical significance for teachers, trainers, and educational psychologists.

Evaluating a social and emotional well-being model of service piloted in Aboriginal Community Controlled Health Services in Western Australia: an Aboriginal Participatory Action Research approach

INTRODUCTION

The delivery of services to improve Aboriginal health and well-being must centre culture and integrate a social and emotional well-being understanding and approaches. These approaches are essential in increasing access to, and engagement with, health services, as well as ensuring culturally safe, person-centred and community-centred care. This study will evaluate the Aboriginal Health Council of Western Australia's social and emotional well-being model of service being piloted in five Aboriginal Community Controlled Health Services across five of Western Australia's regions. The model of service includes the establishment of interdisciplinary social and emotional well-being teams and a four-pillar approach to service delivery.

METHODS AND ANALYSIS

An Aboriginal Participatory Action Research methodology will be undertaken which calls for Indigenous leadership and governance, capacity-building of community co-researchers and engagement in reflexive practice. The evaluation will take a mixed-methods approach to data collection, including at each pilot site, yarns with up to five clients engaging with social and emotional well-being services; qualitative interviews with up to five service providers at each site, and up to five key knowledge holders from stakeholders including funders and commissioning bodies; the collection of clinical data; facilitated discussion using the social and emotional well-being Systems Assessment Tool; and document analysis and cost-estimation. Analysis will be guided by a client journey mapping framework, and data will be collectively analysed through a socioecological framework to understand the connections and inter-relatedness between client outcomes and experiences, social and emotional well-being team and service provider experiences, service systems and governance structures.

ETHICS AND DISSEMINATION

This evaluation was approved by the Western Australian Aboriginal Health Ethics Committee (HREC1204). The findings will be disseminated through the production of an evaluation report and academic publications and presentations. Findings will also be disseminated through community forums and plain language summaries. These outputs will detail evaluation findings and recommendations, the process of evaluation through an Aboriginal Participatory Action Research approach and the collaborative stakeholder relationship-building that underpinned the project.

The Association of Ethnic and American Identities with Psychological Well-Being among Latinx Emerging Adults: The Mediating Role of Bicultural Identity Integration

Latinx emerging adults explore and commit to their ethnic and American identities which may influence their psychological well-being. However, it may not be the act of exploring and committing to their ethnic and American identities that influence emerging adults' psychological well-being; instead, it may be how they integrate both identities. To test this possibility, this study tested whether ethnic and American identity exploration and commitment were associated with psychological well-being by way of two bicultural identity integration processes (i.e., blendedness and harmony) among Latinx emerging adults. Data came from a year-long three-wave longitudinal study about stress and well-being among Latinx first-years (70% female; Mage = 18.20; SD = 0.51) with Wave 1 collected in Fall 2020, Wave 2 in Spring 2021, and Wave 3 in Fall 2021. Cross-sectional and longitudinal structural equation modeling suggest ethnic identity exploration and American identity commitment to be associated with psychological well-being by way of bicultural identity integration blendedness (i.e., perceived cognitive overlap between identities) and harmony (i.e., perceived affective conflict between identities). Results point to ethnic and American identity exploration and commitment being related with blendedness and harmony, which, in turn, were related with psychological well-being in the moment but not over time.

Body image and psychosocial well-being among UK military personnel and veterans who sustained appearance-altering conflict injuries

A modest but significant number of military personnel sustained injuries during deployments resulting in an altered-appearance (e.g., limb loss and/or scarring). Civilian research indicates that appearance-altering injuries can affect psychosocial wellbeing, yet little is known about the impact of such injuries among injured personnel. This study aimed to understand the psychosocial impact of appearance-altering injuries and possible support needs among UK military personnel and veterans. Semi-structured interviews with 23 military participants who sustained appearance-altering injuries during deployments or training since 1969 were conducted. The interviews were analyzed using reflexive thematic analysis, identifying six master themes. These themes indicate that in the context of broader recovery experiences, military personnel and veterans experience a variety of psychosocial difficulties related to their changed appearance. While some of these are consistent with evidence from civilians, military-related nuances in the challenges, protective experiences, coping approaches, and preferences for support are evident. Personnel and veterans with appearance-altering injuries may require specific support for adjusting to their changed appearance and related difficulties. However, barriers to acknowledging appearance concerns were identified. Implications for support provision and future research are discussed.