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401.
Ane Inger Bondahl Søberg Sigrid Helene Kjørven Haug Lars Johan Danbolt Lars Lien Torgeir Sørensen 《Mental health, religion & culture》2013,16(6):588-600
ABSTRACTThis qualitative study focuses on the ways in which existential themes were understood and addressed in therapeutic relationships with patients who had attempted suicide. Health care professionals (HCP) from Norway specialist healthcare participated in focus groups. The interviews were transcribed and analysed by systematic text-condensation through a four-step procedure. We found that the HCPs emphasised the context-specific functions of their departments. They considered these conversations essential but demanding. They indicated existential themes of hope/hopelessness, loneliness, meaning, life/death, shame, religion and suicide. The HCPs’ understandings of themes deemed to be existential and how they should be addressed were primarily based on clinical experience. This appeared to exacerbate the pressure on their personal involvement, leading to the question of whether patients’ existential needs are tackled or instead disappear into a conversational vacuum. The study suggests that HCPs' professional competence of existential themes pertaining to patients at suicide risk needs to be strengthened. 相似文献
402.
Johan Prinsloo 《Journal of Psychology in Africa》2013,23(2):151-155
This study describes the findings of a community engaged service learning program in which nine female and three male students ranging between 22 and 31 years of age from a large South African university participated in a study conducted in two metropolitan areas of South Africa. They were all senior level students registered for Criminological Evaluation and Assessment, a practically-oriented module aimed at equipping students with the required knowledge and skills to conduct criminological assessments. The students voluntarily assisted correctional centres with the assessment of sentenced offenders and in the compilation of individualized Correctional Sentence Plans (CSP) to inform the rehabilitation process of offenders. Students reported their reflections on their service learning experiences using on-line interviews and with question prompts. Extracts from the thematic data analysis suggest students perceived themselves to be instrumental to the Department of Correctional Services in the fulfilment of its goals, while they benefitted from enhanced learning and social responsibility. 相似文献
403.
Nelmarie Boshoff Johan C. Potgieter Esme van Rensburg Suria Ellis 《Journal of Psychology in Africa》2013,23(2):125-130
This study explored levels of occupational stress and mental well-being of a cohort of Black South African teachers. 200 secondary school teachers completed the Teacher Stress Inventory (TSI: Boyle, Borg, Falzon, & Baglion, 1995), General Health Questionnaire (GHQ-28: Goldberg & Hillier, 1979) and Mental Health Continuum-Short Form (MHC-SF: Keyes, 2006). Correlations and Structural Equation Modelling (SEM) were used to determine the levels of occupational stress and well-being of participants, and to establish the relation between these variables. A significant majority of the teachers reported high levels of mental health (flourishing) despite high levels of teacher stress. These results show teachers’ ability to withstand and cope with stress whilst maintaining their mental health. This suggests the presence of protective factors that mediate the effect of work-related stressors and, in so doing, contribute to the teachers’ levels of resilience. 相似文献
404.
Jane W. Ndungu David M. Ndetei Johan Cronje Kempie van Rooyen 《Journal of Psychology in Africa》2013,23(5):355-359
This study investigated the influence of attribution styles as predictors of post-traumatic stress severity (PTSS) by dwelling in Kenya. A non-clinical convenience sample of 354 rural (n = 178) and urban (n = 176) Kenyans from the Central Region of Kenya were participants. They responded to a post-traumatic stress screener, attribution style questionnaire and post-traumatic disorder (PTSD) checklist. A regression analysis showed that the urban dweller (UD) sample was significantly more likely to attribute negative events to internal, specific causes than the rural dweller (RD) sample. Findings suggest social support protections in RD to buffer them from negative self-attributions for PTSS among this Kenyan sample. 相似文献
405.
Marié P. Wissing Itumeleng P. Khumalo Tertia M. Oosthuizen Alida Nienaber Annamarie Kruger Johan C. Potgieter 《Journal of Psychology in Africa》2013,23(2):165-172
The aim of this study was to explore whether coping self-efficacy mediates between various distress related variables on the one hand (symptoms of stress and depression), and the degree of psycho-social well-being as measured on the upper end of the mental health continuum on the other hand. Participants were two multi-cultural student groups (n1 = 568; n2=1480) as well as two community samples of Setswana speaking adults (n3=477; n4=1275). Students completed the English versions of measures, and the community samples of adults the Setswana versions. Mediation was evaluated through the testing of structural equation models. Coping self-efficacy mediated significantly between distress and wellbeing, although stressors also influenced the level of psychosocial well-being directly. 相似文献
406.
407.
Yannick Stephan Johan Caudroit Julie Boiché Philippe Sarrazin 《The British journal of educational psychology》2011,81(3):441-455
Background. Although psychological disengagement is a well‐documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. Aims. The purpose of the present study was to identify the predictors of situational disengagement in a physical education (PE) setting. In line with the core postulate of psychological disengagement, it was hypothesized that grades contribute to discounting through a decrease in perceived competence. Drawing upon self‐determination theory, it was also expected that devaluing reflects the motivational orientations of individuals. Sample. A total of 120 students who were in seventh, eighth, and ninth grades. Method. Students were asked to report their motivation towards PE and their perceived competence at the beginning of a 10‐week cycle. Perceived competence in PE and psychological disengagement were assessed at the end of cycle, after grades were communicated individually to each student. Results. The results revealed that grades significantly predicted discounting, through perceived competence, but did not predict devaluing. Devaluing was negatively predicted by integrated and identified regulations, and positively predicted by amotivation, whereas no motivational variables were related to discounting. Conclusion. The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self‐esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations. 相似文献
408.
Johan E. Gustafsson 《Philosophia》2011,39(2):289-296
Any theory that analyses personal identity in terms of phenomenal continuity needs to deal with the ordinary interruptions
of our consciousness that it is commonly thought that a person can survive. This is the bridge problem. The present paper
offers a novel solution to the bridge problem based on the proposal that dreamless sleep need not interrupt phenomenal continuity.
On this solution one can both hold that phenomenal continuity is necessary for personal identity and that persons can survive
dreamless sleep. 相似文献
409.
410.
Braet W Noppe N Wagemans J Op de Beeck H 《Quarterly journal of experimental psychology (2006)》2011,64(3):596-607
Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages. 相似文献