Understanding the Ageing Process: A Developmental Perspective of the Psychosocial and Spiritual Dimensions

SUMMARY

This chapter describes a perspective of psychosocial and spiritual development in the later years of life. It outlines a study of nurses conducted in six nursing homes using pre and post workshop tests to identify changes in nurses' assignment of a list of behaviours as psychosocial or spiritual. Use of SPSS found significant changes between the pre and post tests. Pre workshop tests only identified items as spiritual if they included the word God, or Bible. Results from this study highlight the potential role for nurses in aged care to provide spiritual care as part of holistic care. It also highlights the fact that many nurses feel ill prepared for this role.     

Psychosocial Characteristics of Student Veterans with Service-Related Disabilities: Implications for Further Research and Occupational Therapy Involvement

The purpose of this study was to assess how post-9/11 university student veterans differ from nonveteran university students on four mental health indicators. In comparison to a demographically matched sample of nonveteran students, it was found that veterans in this study had significantly higher levels of depression and post-traumatic stress symptomatology and non-significantly lower levels of engagement in meaningful activities and meaning in life. This non-experimental study indicates that mental health differences between student veterans and their nonveteran peers do exist, and argues for the inclusion of occupational therapy services for student veterans.     

Feminist Developmental Theory: Implications for Counseling

This article discusses the importance of counseling guided by a life-span development model. Major developmental tasks across the life span are outlined from an Eriksonian perspective. This is contrasted with the feminist development theory of S. Conarton and L. Kreger-Silverman (1988). Issues covered include the call by C. Gilligan (1991) for counselors to assist women to reclaim their intuitive voice and the importance of connectedness for women's development in Western society. Implications for counseling are explored with reference to borderline personality disorder and anorexia nervosa.     

Forgiveness and Psychosocial Development: Implications for Clinical Practice

Using the Enright Forgiveness Inventory (Subkoviak, Enright, & Wu, 1992) and the Measure of Psychosocial Development (Hawley, 1988), the relationship between forgiveness and psychosocial development was examined using a sample of 113 upper-division students in their first year of a professional teacher education program at a midwestern university. Resolution of relationship matters associated with trust, intimacy, and generativity psychosocial tasks correlated with positive aspects of forgiveness. The results suggest that psychosocial development provides a potentially useful assessment framework for understanding how a client will understand and implement the forgiveness process.     

Transitions of Athletes: Developmental and Preventive Perspectives

Common anticipated and unanticipated transitions faced by athletes are examined from the perspectives of developmental psychology and a model of adult transitions developed by Nancy Schlossberg. Factors contributing to dysfunctional response to transitions associated with athletic careers are identified and discussed. Preventive strategies, targeting athletes at risk of experiencing dysfunctionality in such transitions, are examined, and illustrative programs described.     

Student Services for Athletes: A Model for Enhancing the Student-Athlete Experience

A comprehensive outreach program for providing student services to college athletes is described. Sponsored by the Center for Counseling and Student Development, the program attends to the developmental needs of student-athletes. Services include academic monitoring, consultation, workshops, and personal counseling. Benefits and suggestions for implementation of the program are addressed.     

The Undecided Student: A Developmental Perspective

Student indecision regarding careers and college majors has been the focus of research studies for more than 50 years. Yet these students have indicated few significant differences between undecided and decided students. This article portrays undecided students as normal, growing, predictable individuals in various stages of vocational and cognitive development and discusses the use of developmental concepts in academic advising, career counseling, teaching, and administration.     

Developmental verbal control of behavior: Implications for self-instructional training

Kindergarten, first-grade, and second-grade children (5, 6, and 7 years of age, respectively) performed a Luria-type verbal control task in which motor responses are initiated to positive stimuli and inhibited to negative stimuli. The task was performed by motor responding only and verbal self-directed motor responding, with these conditions reversed in sequence for one half of each grade group. Although motor responding and verbal-motor responding by the two younger groups were generally poor, their performance equalled that of the second graders when the verbalizing condition followed the silent, motor-only condition. For these children, verbalizing appeared to constitute a second task which interfered with motor responding. Prior practice on motor-only responding, however, facilitated subsequent, concurrent performance of the two tasks. No interference or practice effects were found for the second graders. The results suggested that self-instructional training programs are likely to be successful when adequate verbal-motor coordination can be assumed or when the motor response is within the child's repertoire.     

School Climates and Student Behavior: Implications for Counselor Role

The current research on the study of school climates is described, and implications of this research for counselor role are indicated. This research has examined the nature of educational climates and environments, as well as the relationship of various environments to student achievement, attitudes, and behaviors. The research provides information about the nature of school environments as they are affected by staff characteristics and behaviors and student peer group characteristics. This research indicates that schools do have quite different climates which are supportive of diverse types of student and staff behavior. It appears that the adjustment and success of an individual student may well be a function of (a) the type of climate of the school he attends, and (b) the extent to which the school climate is supportive of his individual needs. After an extensive review of nine methodologies for studying school climate, possible applications of these research findings by the counselor are described.     

Psychometric Properties of the Greek Inventory of the Dimensions of Emerging Adulthood (IDEA): University Student Perceptions of Developmental Features

Emerging adulthood, the transitional period from adolescence to adulthood, differs demographically and is associated with the cultural and socioeconomical environment one lives in. Its key dimensions have been explored in many countries including the USA through the IDEA instrument (Reifman et al. in J Youth Dev 2(1):1–12, 2007). Five dimensions have been identified and associated with specific items. In this paper, we aim to measure the psychometric properties of the IDEA used to measure key developmental features associated with emerging adulthood in Greece. A total of 592 University Humanity and Science students, both male (29.3 %) and female (70.7 %), aged 18–30 years were asked to complete a questionnaire battery including the IDEA and a set of demographic questions. We used structural equation modeling to identify factors underlying the IDEA. We identified three factors, which we named “Identity exploration/Feeling in-between,” “Experimentation/Possibilities/Self-focused” and “Negativity/Instability.” The first two factors appeared to be more prominent in our sample, while evidence of negativity and instability was limited among the study participants. Further analyses assessed the impact of demographic characteristics of participants on the above three factors. Age, gender and type of studies appeared to exert some influence on the perception of main features of emerging adulthood. Further research linking the criteria to the developmental features characterizing this distinct age group is required in order to unveil the intricacies of the phenomena of emerging adulthood in Greece.     

Predictors of College Students' Alcohol Consumption: Implications for Student Education

Understanding why young adults consume alcohol the way they do can lead to more effective educational programming for promotion of students' personal health and safety. The authors examined the predictive role of expectations about alcohol, perceived peer norms of consumption, awareness of rules, and individual self-efficacy in conjunction with demographic variables for male and female college students' weekly alcohol consumption. The sample of 4,960 students analyzed here is 10 to 20 times larger and more nationally representative than the samples used in similar studies. The authors used a general linear model; 41% of the men's variance and 33% of the women's variance in self-reported weekly alcohol consumption were explained by the set of predictors. In descending order of variance accounted for in male and female students' self-reported weekly alcohol consumption, perceived gender-specific norms of consumption, expectations about the effects of alcohol, and the importance of drinking in high school were significant predictors for both men and women. The salience of psychological variables for young adults' consumption of alcohol underscores the importance of recognizing individual predictors of behavior in the broader ecological context in which those behaviors are performed.     

Psychosocial Implications of Foreign Accent Syndrome: Two Case Examples

Research on foreign accent syndrome (FAS), a rare form of speech disorder that typically follows some form of neurological insult, has concentrated almost exclusively on its neurogenic origins and motoric features, to the virtual neglect of its psychosocial implications for the patients who experience it. In this article we draw on the concepts and methods of personal construct theory to analyze two cases of FAS, demonstrating the significant and sometimes sweeping reconstruction of these persons’ sense of identity in the social world.     

The Psychosocial and Familial Dimensions of Work Addiction: Preliminary Perspectives and Hypotheses

Work addiction and its associated problems have been ignored or downplayed in the professional literature. The author reviews anecdotal research and the small number of empirical studies that examine the relationship between work addiction and family-of-origin dysfunction and its impact on family development. The latest empirical research, although tentative at best, was found to corroborate earlier anecdotal reports on nearly all the variables studied. Intervention strategies are presented for counselor implementation.     

Spirituality in African-American Breast Cancer Patients: Implications for Clinical and Psychosocial Care

Journal of Religion and Health - Spirituality has been shown to be important to many individuals dealing with a cancer diagnosis. While African-American breast cancer survivors have been reported...     

The Influence of Efficacy Beliefs on Teacher Performance and Student Success: Implications for Student Support Services

The influence of teachers’ efficacy beliefs on student achievement is well documented in educational literature. Efficacy beliefs are derived from sources of information teachers obtain from professional experiences. This article provides student support services personnel with an overview of efficacy beliefs and their impact on teachers’ thoughts, emotions, and behaviors. A cognitive behavioral framework, rational emotive behavior therapy, is used to conceptualize ways efficacy beliefs may hinder teacher performance and student success. Implications for student support services and research are provided.     

Work Place Flexibility: Implications for Developmental Opportunities and Work-Family Conflicts

Contemporary HR practices in the business organizations today have moot concerns towards managing workplace in such a way that it is desirable for both employees and employers. This study proposes to assess the consequences of workplace arrangement promoting the individualization of employment conditions, i.e. flexible working hours- part time work and telecommuting. The implications of flexible working hours on the development opportunities available to employees and on work-family conflict are suggested. It is argued that flexibility at work place in terms of part time work and telecommuting options have the potential to reduce work-family conflict and reduced development opportunities among employees. It is concluded that work life balance depends on the fit between the schedule that employee needs and the actual number of hours worked. To this end effective use of flexible hours at work place needs to be identified and implemented.     

Outcome Assessment of Student Competence: Issues and Implications

Outcome assessment of student competence is an increasingly important area of direct relevance to special services. With the growing attention being given to this challenging task has come recognition by practitioners of the need to more fully understand what constitutes the area. As a response to this need, a conceptualization of outcome assessment of student competence is provided in this article, while pertinent issues and implications are also discussed.     

Psychosocial risk factors, natural immunity, and cancer progression: Implications for intervention

One of the more important and emerging fields in which psychologists collaborate with other disciplines is psychoimmunology. Centuries of clinical anecdote and decades of psychosomatic hypotheses have gained credibility in the eyes of the medical establishment—and many patients—by the systematic investigation of mechanisms potentially explaining how events intrapsychic and interpersonal could affect physical disease processes. The central nervous system is connected with the immune system by both neuronal and endocrinological pathways. The immune system has been found to mediate the organism’s response to aberrations of its own normal functions, as well as to invading organisms from without. AIDS, arthritis, asthma, lupus, and herpes are some of the illnesses in which research is demonstrating important relationships among psychosocial and immunological factors and disease course. In this article, we first discuss the immunological apparatus in order to provide a base for subsequent discussions of the effects of stress on immune function. Then we discuss malignant diseases and current evidence that disease course is related to both psychosocial stressors and immune function. We next discuss a model of these interactions, and finally we talk about interventions incorporating psychosocial factors aimed at influencing immune status and, thus, disease course.