The web of coping resources and pathways to reemployment following a job loss.

Structural equation modeling analyses of data from 2 longitudinal community studies of recently laid-off workers examined the interrelationships and pathways from personal coping resources to job-search intensity and the extent and quality of reemployment at 2 follow-ups (at 6 months and at 12 or 24 months). In both studies, the proposed models for predicting reemployment and reemployment quality provided a good fit to the data with the same pattern of results, which demonstrated that job-search motivation increased reemployment at all follow-ups but did not affect reemployment quality. At both the 6- and 12-month follow-ups, level of depressive symptoms decreased the extent and quality of reemployment. The results also highlighted the dual role of financial strain, which on the one hand facilitates reemployment by increasing job-search motivation and job-search intensity and on the other hand inhibits it by increasing depressive symptoms. Since the Great Depression, social psychological research on job loss and unemployment has focused primarily on the negative mental health and physical outcomes of unemployment. Numerous studies doc-ument the negative impact of job loss on the mental health and well-being of unemployed worker

The Interplay Among Risk Factors for Suicidal Ideation and Suicide: The Role of Depression, Poor Health, and Loved Ones' Messages of Support and Criticism

When individuals who receive social support are in poor physical or mental health and are criticized or made to feel unwanted, they may perceive themselves as a burden. Poor physical health and depression were hypothesized to exacerbate the harmful effects on suicidal ideation of receiving critical negative messages and of receiving social support. These hypotheses were tested using secondary analyses of data from a sample of 533 unemployed married individuals who were assessed shortly after job loss, and 6 months later. The results of our analyses supported the hypotheses and demonstrated that for participants with poor health or high level of depressive symptoms an increase in critical messages and social support (from Time 1 to Time 2) predicted increased suicidal ideation. This relationship was not observed for non‐ depressed participants in good health. The results are discussed in terms of their implications for suicide prevention.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/116994/1/ajcp471989.pd

Self-Efficacy as a Moderator of the Effects of Job-Search Workshops on Re-Employment: A Field Experiment 1

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72121/1/j.1559-1816.2008.00369.x.pd

Impact of the JOBS intervention on unemployed workers varying in risk for depression

Reports the results of the JOBS II randomized field experiment that included a sample of 1,801 recent job losers, 671 of which participated in a modified version of the JOBS I intervention for unemployed workers (Caplan, Vinokur, Price, & van Ryn, 1989). The intervention focused on enhancing the sense of mastery through the acquisition of job‐search and problem‐solving skills, and on inoculation against setbacks. JOBS II was intended to prevent poor mental health and to promote high quality reemployment. The study tested whether the efficacy of the intervention could be increased by screening and oversampling respondents who were at higher risk for a significant increase in depressive symptoms. Results demonstrated that the intervention primarily benefited the reemployment and mental health outcomes of the high‐risk respondents. This suggests the feasibility of enhancing the efficacy of this preventive intervention by targeting, it for high‐risk unemployed workers who could be identified prospectively.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/116921/1/ajcpbf02506922.pd

Testing two classes of theories about group induced shifts in individual choice

One class of theories explains group induced shifts in individual choice in terms of interpersonal comparison process. By comparing himself with others a member finds out that his position is uncomfortably discrepant, e.g., he is overly cautious or overly risky. Knowledge of this discrepancy presumably is necessary and sufficient to induce him to change his initial choice. Another class of theories holds that merely knowing one is different from others is unimportant. Shifts in choice occur because during discussion a member is exposed to persuasive arguments which prior to discussion were not available to him. Two experiments were conducted, the results of which give considerable support to persuasive-argument theories and none to those based on interpersonal comparison: When a member did not know whether others were arguing for their own position or were forced to support a position contrary to the one they had originally chosen, and the former in fact was the case, typical shifts in choice were obtained. However, if a member had to argue for a position contrary to the one he had initially chosen (and thus he would not be able to muster highly persuasive arguments) typical shifts did not occur, even though another's initial choice could be accurately inferred.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/33923/1/0000190.pd

What a person thinks upon learning he has chosen differently from others: Nice evidence for the persuasive-arguments explanation of choice shifts

Small shifts in choice occur even without discussion, when individuals merely know each other's preference. This appears to support an interpersonal comparison explanation of group induced shifts in choice and to refute explanations based on persuasive argumentation. The present study demonstrates the contrary, that such effects are consistent with the persuasive-arguments formulation and are obtained under particular conditions specified only by the latter theory, to wit: Knowledge of other's choices is assumed to lead a person to think of reasons (arguments) others might have had for their choices-reasons which ordinarily would not come to mind without this knowledge. Such reasoning functions in the same way as persuasive argumentation during group discussion; it causes the person to persuade himself that an alternative course of action now has greater merit than the one he initially preferred. To test this analysis, an experiment was performed in which subjects responded to choice-dilemma items under three different conditions: Following their own choice (I) they learned what several others had chosen and then wrote arguments in support of alternatives given in that same item; (II) they learned what several others had chosen and then wrote arguments in support of alternatives given in a different item; and (III) they received no information about others' choices but merely wrote arguments on that item. As predicted, shifts in choice occurred only if the person knew what others chose and had an opportunity to think about the latter (condition I); they did not occur if an opportunity to think of others' choices was denied (condition II), nor if knowledge of others' choices was withheld (condition III). Content analysis of the arguments subjects produced in conditions I and II completely supported the hypothesis, as did analyses of responses to postexperimental questionnaire which directly asked the subjects about their feelings and thoughts upon learning what others had chosen.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/21997/1/0000410.pd

How did it work? An examination of the mechanisms through which an intervention for the unemployed promoted job-search behavior

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44040/1/10464_2004_Article_BF00941773.pd