‘There is no choice apart from antibiotics…’: qualitative analysis of views on urinary infections in pregnancy and antimicrobial resistance

Background: Antimicrobial resistance (AMR) is a health risk as it can lead to life-threatening infections. There has been a rise in resistant urinary tract infections (UTIs) which is the most common infection in pregnancy. This can be challenging in pregnancy due to the additional need to safeguard foetal development. The study's aim was to explore views about AMR in women who experienced UTIs in pregnancy. Design: Fifteen semi-structured interviews were conducted in the UK and analysed using thematic analysis. Results: Results highlighted two themes: conceptualization of AMR and pregnancy as a deviation from the norm, with an overarching theme of ‘self-efficacy’. Results show that participants were concerned about AMR but uncertain about the effect on society compared to individual's taking antibiotics and about completing antibiotic courses. Participants reported an unsparing use of antibiotics was justified in pregnancy, and behaviours like drinking adequate water were ineffective at preventing UTIs. In summary, women had low self-efficacy regards tackling AMR and managing their health. Conclusion: Misconceptions about how AMR affects society vs the individual translated into viewing it as a future problem to be tackled by the health-care sector. Consequently, AMR requires reconceptualization as a current problem requiring collective action. This research also indicates women endorse a biomedical model of UTIs in pregnancy which attributes resolving illness to interventions such as medicines, implying an automatic reliance on antibiotics. Subsequently, there is a need for self-efficacy by focusing on a behavioural model which emphasizes behaviours for infection prevention, thus reducing the need for antibiotics

The Emotional Self-Efficacy Scale: Adaptation and Validation for Young Adolescents

Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents’ ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill

The Role of Relapse Prevention and Goal Setting in Training Transfer Enhancement

This article reviews the effect of two post-training transfer interventions (relapse prevention [RP] and goal setting [GS]) on trainees’ ability to apply skills gained in a training context to the workplace. Through a review of post-training transfer interventions literature, the article identifies a number of key issues that remain unresolved or underexplored, for example, the inconsistent results on the impact of RP on transfer of training, the lack of agreement on which GS types are more efficient to improve transfer performance, the lack of clarity about the distinction between RP and GS, and the underlying process through which these two post-training transfer interventions influence transfer of training. We offer some recommendations to overcome these problems and also provide guidance for future research on transfer of training

Modelling job crafting behaviours: Implications for work engagement

In this study among 206 employees (103 dyads), we followed the job demands–resources approach of job crafting to investigate whether proactively changing one’s work environment influences employee’s (actor’s) own and colleague s (partner’s) work engagement. Using social cognitive theory, we hypothesized that employees would imitate each other’s job crafting behaviours, and therefore influence each other’s work engagement. Results showed that the crafting of social and structural job resources, and the crafting of challenge job demands was positively related to own work engagement, whereas decreasing hindrance job demands was unrelated to own engagement. As predicted, results showed a reciprocal relationship between dyad members’ job crafting behaviours – each of the actor’s job crafting behaviours was positively related to the partner’s job crafting behaviours. Finally, employee’s job crafting was related to colleague’s work engagement through colleague’s job crafting, suggesting a modelling process

Adolescent Initiation and Maintenance: An Analysis of the Roles of Self-Efficacy, Sensation Seeking, Parents, and Peers

Alcohol use among adolescents is a public health concern. Research of the predictors of adolescent alcohol initiation and use are necessary to better combat the negative impacts associated with alcohol use by youth. Due to social influences, adolescents develop a sense of self-efficacy and sensation seeking, which can guide them to get involved in early alcohol use. Both parents and peers have a great deal of authority to push one to have certain beliefs about drinking alcohol. The goal of this literature review is to better understand how the personality characteristics of self-efficacy and sensation seeking influence alcohol initiation and use by youths, and to identify how parents and peers influence one\u27s self-efficacy and sensation seeking characteristics in relation to alcohol use

The sources of self-efficacy: Educational research and implications for music

Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura’s theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and physiological and affective states), in order to guide music teachers in determining effective methods and approaches to help students develop a sense of music self-efficacy and subsequent music achievement. A brief summary of each self-efficacy source category is provided, along with a discussion of the means whereby self-efficacy perceptions can be developed within both general education and music learning environments. Each of these four sections reviews research and simultaneously provides corresponding practical suggestions for educators

Why “Good” Followers Go “Bad”: The Power of Moral Disengagement

Moral disengagement answers the question of why “good” followers (those with high personal standards) go “bad” (engage in unethical and illegal activities). In moral disengagement, actors set aside the self-condemnation they would normally experience in order to engage in immoral activities with a clear conscience. Moral disengagement mechanisms encourage individuals to justify harmful behavior, to minimize personal responsibility for harm, and to devalue victims. The follower role makes individuals more vulnerable to moral disengagement. While all followers are susceptible to moral disengagement, some are more vulnerable than others due to such personal antecedents as lack of empathy, rigid and authoritarian beliefs, low self-esteem, and fear and anxiety. Retaining a sense of moral agency is the key to resisting moral disengagement. Exercise of moral agency can be encouraged by recognizing personal vulnerability; by never losing sight of the fact that “I” am at the center of any action, and by the on-going practice of self-questioning, such as modeled by the Quakers (Society of Friends)

Open-mindedness can decrease persuasion amongst adolescents: The role of self-affirmation

Objectives Self-affirmation (e.g., by reflecting on important personal values) has been found to promote more open-minded appraisal of threatening health messages in at-risk adults. However, it is unclear how self-affirmation affects adolescents and whether it has differential effects on the impact of these messages amongst those at relatively lower and higher risk. The current study explored moderation by risk. Design Participants were randomly assigned to either a self-affirmation or a control condition before receiving a health message concerning physical activity. Methods Older adolescents (N = 125) completed a self-affirmation or control writing task before reading about the health consequences of not meeting recommendations to be physically active for at least 60 min daily. Most of the sample did not achieve these levels of activity (98%, N = 123). Consequently, the message informed these participants that – unless they changed their behaviour – they would be at higher risk of heart disease. Participants completed measures of responses to the message and behaviour-specific cognitions (e.g., self-efficacy) for meeting the recommendations. Results For relatively inactive participants, self-affirmation was associated with increased persuasion. However, for those who were moderately active (but not meeting recommendations), those in the self-affirmation condition were less persuaded by the message. Conclusions Whilst self-affirmation can increase message acceptance, there are circumstances when the open-mindedness it induces may decrease persuasion. The evidence provided in this study suggests that caution may be needed when recommendations are challenging and it could be considered reasonable to be sceptical about the need to change behaviour