Creating new consultation programs in community mental health centers: Analysis of a case study

A primary prevention program, initiated in a community mental health center, never became fully operational. Analysis suggests that failure to include recipients in initial planning, an unrealistic time table, insufficient institutional support for innovation, the project leader's organizational marginality, and the institutional constraints created by commitment to direct treatment of troubled individuals were factors that contributed to the project's failure. Several recommendations are presented. The most novel and important one is that systems-oriented, preventive mental health work should be based in a separate, distinct institution .Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44297/1/10597_2005_Article_BF01410882.pd

The relationships between internal and external threat and right-wing attitudes: A three-wave longitudinal study

The interplay between threat and right-wing attitudes has received much research attention, but its longitudinal relationship has hardly been investigated. In this study, we investigated the longitudinal relationships between internal and external threat and right-wing attitudes using a cross-lagged design at three different time points in a large nationally representative sample (N = 800). We found evidence for bidirectional relationships. Higher levels of external threat were related to higher levels of Right-Wing Authoritarianism and to both the egalitarianism and dominance dimensions of Social Dominance Orientation at a later point in time. Conversely, higher levels of RWA were also related to increased perception of external threat later in time. Internal threat did not yield significant direct or indirect longitudinal relationships with right-wing attitudes. Theoretical and practical implications of these longitudinal effects are discussed

When Collectivity Makes a Difference: Theoretical and Empirical Insights from Urban and Rural Communities in Colombia

[EN] In this paper, we analyse two Colombian communities using elements of the capability approach. The first, Comuna 8, is an urban community in Medellín, Colombia¿s second largest city. The second community is a Zona de Reserva Campesina (Peasant Farmer Reserve Zone) in the Cabrera municipality, in the Department of Cundinamarca. We explore the reasons why people value being part of a community, along with the collective capabilities that are expanded through community participation. As a product of these capabilities communities plan their own territories, which are examples of collective functionings. Social and environmental conversion factors, as well the historical background of the two communities, are key elements in the analysis. Finally, this research sheds light on individual and collective agency. This agency not only occurs in spaces recognised by Colombian law, but also in areas claimed by the communities themselves.This work was supported by Programa Adsideo 2015, Centro de Cooperacion al Desarrollo, Universitat Politecnica de Valencia. Ayudas Salvador de Madariaga, Subprograma de Movilidad, Plan Estatal de Investigacion Cientifica y Tecnica y de Innovacion 2013-2016.Boni Aristizábal, A.; Millan Franco, GF.; Millan Franco, MA. (2018). When Collectivity Makes a Difference: Theoretical and Empirical Insights from Urban and Rural Communities in Colombia. Journal of Human Development and Capabilities. 19(2):216-231. https://doi.org/10.1080/19452829.2017.1412408S216231192Alkire, S. (2002). Valuing Freedoms. doi:10.1093/0199245797.001.0001Biggeri, M., & Ferrannini, A. (2014). Opportunity Gap Analysis: Procedures and Methods for Applying the Capability Approach in Development Initiatives. Journal of Human Development and Capabilities, 15(1), 60-78. doi:10.1080/19452829.2013.837036Boni, A., & Walker, M. (2016). Universities and Global Human Development. doi:10.4324/9781315742793Crocker, D. A., & Robeyns, I. (s. f.). Capability and Agency. Amartya Sen, 60-90. doi:10.1017/cbo9780511800511.005Deneulin, S. (2014). Wellbeing, Justice and Development Ethics. doi:10.4324/9781315867090Deneulin, S., and S. Alkire. 2009. “A Normative Framework for Development?” InAn Introduction to the Human Development and Capability Approach: Freedom and Agency, edited by S. Deneulin and L. Shahani, 19–31. London: Earthscan.Drydyk, J. (2013). Empowerment, agency, and power. Journal of Global Ethics, 9(3), 249-262. doi:10.1080/17449626.2013.818374Apsan Frediani, A., Boni, A., & Gasper, D. (2014). Approaching Development Projects from a Human Development and Capability Perspective. Journal of Human Development and Capabilities, 15(1), 1-12. doi:10.1080/19452829.2013.879014Gaventa, J. (2006). Finding the Spaces for Change: A Power Analysis. IDS Bulletin, 37(6), 23-33. doi:10.1111/j.1759-5436.2006.tb00320.xHill, J. L. (1996). Psychological sense of community: Suggestions for future research. Journal of Community Psychology, 24(4), 431-438. doi:10.1002/(sici)1520-6629(199610)24:43.0.co;2-tIbrahim, S. S. (2006). From Individual to Collective Capabilities: The Capability Approach as a Conceptual Framework for Self‐help. Journal of Human Development, 7(3), 397-416. doi:10.1080/14649880600815982McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23. doi:10.1002/1520-6629(198601)14:13.0.co;2-iRamos-Vidal, I., & Maya-Jariego, I. (2014). Sentido de comunidad, empoderamiento psicológico y participación ciudadana en trabajadores de organizaciones culturales. Psychosocial Intervention, 23(3), 169-176. doi:10.1016/j.psi.2014.04.00

Why fit in when you were born to stand out? The role of peer support in preventing and mitigating research-related stress among doctoral researchers

This paper probes the two fundamental questions: 1) how do research stressors, related to PhD research in general and to fieldwork in particular, transform into stress for doctoral researchers; and 2) how can peers assist in stress prevention and stress mitigation? The paper dissects the existing literature at conceptual, theoretical and practical levels. To provide a theoretical framework by which research stressors can be identified in doctoral researchers, we first combine the Demand-Resource (D-R) model with Conservation of Resource (COR) theory. We argue that this catalysed theoretical framework provides more effective primary mechanisms to identify stress in doctoral researchers. Secondly, drawing on Social Support Theory, we develop a peer support model of stress prevention and stress mitigation through four types of peer support: 1) informational; 2) emotional; 3) instrumental; and 4) social companionship. Thirdly, the socio-psychological mechanisms underlying Social Support Theory through which peer support can assist in pre- and post-stress situations are analysed to strengthen the explanatory power and practical usefulness of the proposed peer support model. The paper argues that researchers that actively develop a wider spread of peer support in accordance with our peer support model are more likely to cope with the research-related stress effectively during and after their projects and challenging fieldwork

Reliability and validity of the Japanese version of the Resilience Scale and its short version

<p>Abstract</p> <p>Background</p> <p>The clinical relevance of resilience has received considerable attention in recent years. The aim of this study is to demonstrate the reliability and validity of the Japanese version of the Resilience Scale (RS) and short version of the RS (RS-14).</p> <p>Findings</p> <p>The original English version of RS was translated to Japanese and the Japanese version was confirmed by back-translation. Participants were 430 nursing and university psychology students. The RS, Center for Epidemiologic Studies Depression Scale (CES-D), Rosenberg Self-Esteem Scale (RSES), Social Support Questionnaire (SSQ), Perceived Stress Scale (PSS), and Sheehan Disability Scale (SDS) were administered. Internal consistency, convergent validity and factor loadings were assessed at initial assessment. Test-retest reliability was assessed using data collected from 107 students at 3 months after baseline. Mean score on the RS was 111.19. Cronbach's alpha coefficients for the RS and RS-14 were 0.90 and 0.88, respectively. The test-retest correlation coefficients for the RS and RS-14 were 0.83 and 0.84, respectively. Both the RS and RS-14 were negatively correlated with the CES-D and SDS, and positively correlated with the RSES, SSQ and PSS (all p < 0.05), although the correlation between the RS and CES-D was somewhat lower than that in previous studies. Factor analyses indicated a one-factor solution for RS-14, but as for RS, the result was not consistent with previous studies.</p> <p>Conclusions</p> <p>This study demonstrates that the Japanese version of RS has psychometric properties with high degrees of internal consistency, high test-retest reliability, and relatively low concurrent validity. RS-14 was equivalent to the RS in internal consistency, test-retest reliability, and concurrent validity. Low scores on the RS, a positive correlation between the RS and perceived stress, and a relatively low correlation between the RS and depressive symptoms in this study suggest that validity of the Japanese version of the RS might be relatively low compared with the original English version.</p

Mutuality of Rogers's therapeutic conditions and treatment progress in the first three psychotherapy sessions

Abstract Objective: Research on the effects of Rogers’s therapeutic relationship conditions has typically focused on the unilateral provision of empathy, unconditional positive regard, and congruence from therapist to client. Method: This study looked at both client and therapist mutuality of the Rogerian therapeutic conditions and the association between mutuality and treatment progress in the first three psychotherapy sessions. Clients (N = 62; mean age = 24.32; 77% female, 23% male) and therapists (N = 12; mean age = 34.32; nine female and three male) rated one another using the Barrett-Lennard Relationship Inventory after the first and third session. Results: Both clients and therapists perceived the quality of the relationship as improved over time. Client rating of psychological distress (CORE-OM) was lower after session 3 than at session 1 (es = .85, [95% CIs: .67, 1.03]). Hierarchical multiple regression was used to test the predictive power of mutually high levels of the therapeutic conditions on treatment progress. The association between client rating of therapist-provided conditions and treatment progress at session 3 was higher when both clients and therapists rated each other as providing high levels of the therapeutic conditions (R2 change = .073, p < .03). Conclusions: The findings suggest mutuality of Rogers’s therapeutic conditions is related to treatment progress. Keywords: therapeutic relationship; psychotherapy; mutuality; treatment progres

Assessing Change in Social Support During Late Life

The purpose of this study is to evaluate change in 14 measures of social support with data provided by a nationwide longitudinal study of older adults. The findings reveal that fairly substantial change took place during the three-year follow-up period. More important, the data indicate that change is not uniform or systematic across the entire study sample. Instead, there appears to be considerable individual-level change taking place. The implications of these findings for the development of conceptual models as well as support-based interventions are discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68866/2/10.1177_0164027599214002.pd

Is there job satisfaction in community mental health?

After discussing the importance of job satisfaction, this paper presents data concerning current levels and sources of job satisfaction in community mental health centers. Data came from a survey completed by 164 staff members working in 22 different programs located in Michigan. The return rate was 94%. Results indicated that compared to workers in other occupations, the staff were about average in satisfaction with co-workers and supervision, but low in satisfaction with the work itself. The two major sources of job satisfaction reported by staff were the level of accomplishment experienced in the work and the degree of clarity in organizational goals and policies. The paper concludes by suggesting ways in which job satisfaction in community mental health could be increased.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44298/1/10597_2004_Article_BF00778606.pd

Young Children Learning Languages in a Multilingual Context

Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to the learning of French. My findings demonstrate that second language learning in a multilingual country is not an 'automatic' or 'natural' process but, rather, children's language behaviour depends on their personal goals, interests, competence, confidence and understanding of what counts as appropriate language use. These factors are influenced by the formal approach to language learning at school

Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs’ teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self‐investment in developing as teachers. The results presented herein contribute to an understanding of GTAs’ teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/1/tea21618_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/2/tea21618.pd