The relationship between Counseling Psychology and Positive Psychology

The aim of this chapter is to explore the relation between the professional specialty of counseling psychology and positive psychology. Following a brief historical overview of counseling psychology, we explore its theoretical convergence with positive psychology and examine how the ideas from positive psychology have been received by counseling psychologists. We argue that although counseling psychology has its roots in ideas that are consistent with positive psychology, the profession has developed a broad practice range in recent decades accommodating a diversity of ways of working, many of which prioritize working with distress and its origins over seeking to enhance and build on existing strengths. As such, the positive psychology movement can offer a new impetus for the profession of counseling psychology to reexamine its fundamental assumptions and reflect on its training curriculum. Based on this overview, we conclude that further bridges need to be built between positive psychology and counseling psychology. Our goal is to encourage counseling psychologists to engage more fully with the ideas and research of positive psychology

Relationship between future orientation and pain severity in fibromyalgia patients : self-compassion as a coping mechanism

The present study examined the relationship between future orientation and fibromyalgia related pain severity in a sample of 287 adults with fibromyalgia. Specifically, we examined dimensions of self-compassion (e.g., self-kindness, isolation, mindfulness) as possible mechanisms through which future orientation might be associated with pain severity. Results of conducting a multiple mediator test with 10,000 bootstraps indicated that the significant negative association between future orientation and pain severity was mediated through one specific self-compassion dimension, namely, isolation. Some implications of the present findings for working with fibromyalgia patients are discussed

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for 2 years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self-efficacy (p = 0.001), campus connection (p < 0.001), professional development (p ≤ 0.002), and self-advocacy (p < 0.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the postsecondary educational environment and the young adults’ sociocultural context

Managers' career development recognition in Taiwanese companies

[[abstract]]The purpose of this research is to investigate how the interplay between organizational and individual career development (ICD) recognition may have impact on affective commitment. The theoretical framework was proposed according to the social cognitive career theory. Data were collected from 285 benchmark companies' managers in Taiwan using a questionnaire. The paper used structural equation modeling and the results showed that when organizations and individuals share responsibility for the careers of managers and have a good succession planning, the managers are likely to have more successful careers in this global economy. The paper shows the mediating role that succession planning may play in linking cognition of organizational career scripts and ICD to affective commitment. It is original and makes a unique contribution because it combines the individualistic and organizational perspectives concerning the career development with regard to senior managers.[[notice]]補正完

Targeting TBK1 to overcome resistance to cancer immunotherapy

Despite the success of PD-1 blockade in melanoma and other cancers, effective treatment strategies to overcome resistance to cancer immunotherapy are lacking1,2. Here we identify the innate immune kinase TANK-binding kinase 1 (TBK1)3 as a candidate immune-evasion gene in a pooled genetic screen4. Using a suite of genetic and pharmacological tools across multiple experimental model systems, we confirm a role for TBK1 as an immune-evasion gene. Targeting TBK1 enhances responses to PD-1 blockade by decreasing the cytotoxicity threshold to effector cytokines (TNF and IFNγ). TBK1 inhibition in combination with PD-1 blockade also demonstrated efficacy using patient-derived tumour models, with concordant findings in matched patient-derived organotypic tumour spheroids and matched patient-derived organoids. Tumour cells lacking TBK1 are primed to undergo RIPK- and caspase-dependent cell death in response to TNF and IFNγ in a JAK-STAT-dependent manner. Taken together, our results demonstrate that targeting TBK1 is an effective strategy to overcome resistance to cancer immunotherapy