The Impact of Personality Traits and Acculturation on the Mental Health of Korean American Adolescents

Abstract Adaptation to a new culture can be highly stressful, especially during challenging developmental stages such as adolescence. The ways in which adolescents adapt to a culture and their resulting well-being may be influenced substantially by their personality traits as well as the degree to which they are aligned with the values of the new culture. Korean Americans are one of the fastest growing immigrant groups in the US, including a burgeoning population of Korean youth. The purpose of this study was to determine whether specific personality traits of Korean American adolescents or their degree of acculturation would be associated with their mental health problems, and whether specific personality traits would moderate the association between acculturation and mental health problems. 138 Korean American adolescents completed a demographic questionnaire, the revised Stephenson Multigroup Acculturation Scale, the NEO Five-Factor Inventory-3, and Achenbach & Rescorla's Youth Self Report. Hierarchical regression analyses indicated that acculturation played a minimal role in predicting mental health problems, while personality traits were strong predictors. Being more reactive to stress and less emotionally stable (greater "neuroticism") and being less altruistic and cooperative (less "agreeableness") predicted more mental health problems for Korean American adolescents. In addition, the trait of "openness to experience" played a moderating role. For youth who were more open to experience (curious and independent in their judgments), greater alignment with values of the American culture was a protective factor for their mental health. Findings indicate the need for further research to identify types of mental health problems that may be most affected by specific personality traits and the underlying mechanisms responsible for their effects. It will also be important to examine whether personality traits identified in this research influence mental health similarly across cultures and age groups or whether they are unique to Korean American youth. M. Kim et al. 125

Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted

Urban Green Parks for Long-term Subjective Well-being: Empirical Relationships between Personal Characteristics, Park Characteristics, Park Use, Sense of Place, and Satisfaction with Life in the Netherlands

As our living environment is becoming increasingly urbanized, this puts the livability, health, and quality of life in cities under pressure. Due to the urbanization process, urban green spaces are under threat of becoming scarce, while it is recognized that these green spaces can positively contribute to the subjective well-being of citizens. It is thus important to maximize the use and benefits derived from green spaces by designing them as positively experienced places. The aim of this research is to gain more empirical insights on the relationships between personal and park characteristics, park use behavior, sense of place, and park visitors’ long-term subjective well-being (i.e., life satisfaction). An online questionnaire was administered to participants in two medium-sized cities in The Netherlands, namely Eindhoven and ‘s-Hertogenbosch. Data were analyzed using a structural equation model. The results of this study show that the appreciation of facilities and the absence of disturbances positively influence the use and sense of place of a park. Furthermore, the findings show that sense of place has a positive influence on life satisfaction. The findings can be used by designers and policy-makers as guidelines to improve existing parks or to design new parks that support the subjective well-being of individuals in The Netherlands

The NORMAN Association and the European Partnership for Chemicals Risk Assessment (PARC): let’s cooperate! [Commentary]

The Partnership for Chemicals Risk Assessment (PARC) is currently under development as a joint research and innovation programme to strengthen the scientific basis for chemical risk assessment in the EU. The plan is to bring chemical risk assessors and managers together with scientists to accelerate method development and the production of necessary data and knowledge, and to facilitate the transition to next-generation evidence-based risk assessment, a non-toxic environment and the European Green Deal. The NORMAN Network is an independent, well-established and competent network of more than 80 organisations in the field of emerging substances and has enormous potential to contribute to the implementation of the PARC partnership. NORMAN stands ready to provide expert advice to PARC, drawing on its long experience in the development, harmonisation and testing of advanced tools in relation to chemicals of emerging concern and in support of a European Early Warning System to unravel the risks of contaminants of emerging concern (CECs) and close the gap between research and innovation and regulatory processes. In this commentary we highlight the tools developed by NORMAN that we consider most relevant to supporting the PARC initiative: (i) joint data space and cutting-edge research tools for risk assessment of contaminants of emerging concern; (ii) collaborative European framework to improve data quality and comparability; (iii) advanced data analysis tools for a European early warning system and (iv) support to national and European chemical risk assessment thanks to harnessing, combining and sharing evidence and expertise on CECs. By combining the extensive knowledge and experience of the NORMAN network with the financial and policy-related strengths of the PARC initiative, a large step towards the goal of a non-toxic environment can be taken

Measuring student teachers' basic psychological needs

In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need fulfilment is introduced in the curricula of many teacher education institutes. In five teacher education institutes for primary school teachers, study coaches use a Dutch version of the Basic Psychological Needs Scale (BPNS), to collect data to be used in a discussion with student teachers about their intrinsic motivation for a specific part of the teacher education course. On the basis of the outcomes of this discussion, study coaches and student teachers derive consequences for day to day practice in their classrooms. The data were also used to establish whether the theoretical distinction between three basic psychological needs is found in this sample of student teachers in the Netherlands. The results show that the constructs of relatedness, autonomy and competence are found and can be measured by using a 14-item five-point scale, partly based on the original BPNS, and partly on new items that focus on different sources of perceived need fulfilment, namely teacher education in general, the study coach and fellow students