It’s not what you do,it’s why you do it: Motives for disclosure and concealment decisions among employees with depression

This multi-method study examined disclosure decisions made by employees with depression as well as their motives for those decisions. In Study 1, we conducted in-depth interviews with employees who had been diagnosed with depression to better understand why they chose to disclose or conceal their depression at work. Based on the results of the interviews, both approach and avoid motives for disclosure and concealment emerged in the analysis. Further, these motives were influenced by multiple organizational factors including social support, stigma, and diversity climate. In Study 2, we developed and validated a scale to measure approach and avoid motives for disclosure and concealement. In Study 3, we tested approach and avoid motives as mediators of the relationships between organizational factors and employee outcomes (i.e., engagement and presenteeism). We tested our model among 223 working adults with depression. Our results provided support for the hypothesized relationships among those who disclosed but not those who concealed, suggesting that when employees disclosed for approach reasons they were more likely to be engaged, and when they disclosed for avoid reasons they were more likely to engage in presenteeism. These findings provide both theoretical and practical contributions to the study of concealable identity management and to employees with mental illness.     

Experiences of Ambiguous Loss for Parents of Transgender Male Youth: A Phenomenological Exploration

Little research exists on the emotional experiences of family members in general, and in particular, the parents of transgender individuals during their disclosure or transition. The current literature on the family members of transgender individuals provides various models of emotional processing. These models are based on clinical work and experience with transgender individuals and their families, rather than on research. All of these models include many different emotional experiences and experiences of loss for family members. Thus, models describing loss and ambiguous loss are also helpful in understanding these experiences. This study explored parents’ experiences of ambiguous loss and manifestations of loss of their transgender male youth after the discovery or disclosure of the youth’s gender identity. Participants completed in-depth semi-structured interviews and data were analyzed using interpretive phenomenological analysis. Findings suggest some parents experience ambiguous loss while others do not. Findings also suggest that some parents experience feelings of grief as a manifestation of loss. Parents developed a variety of methods to cope with ambiguous loss; some of these methods were specific to the participant’s gender. Clinical implications are discussed, suggesting strategies for therapists working with parents of transgender youth.     

Chaotic-Enmeshment and Anxiety: The Mediating Role of Psychological Flexibility and Self-Compassion

With anxiety becoming the most prevalent mental health issue among the college student population, it is important to understand the factors that are associated with symptomology. This study aims to expand the research on the interrelationship between family functioning, intrapsychic factors, and anxiety. Guided by the circumplex model of family systems, the current study explores the link between college student (N?=?500) chaotically-enmeshed family functioning and anxiety, and whether psychological flexibility and self-compassion mediate this relationship. Multiple-sample latent structural equation modeling results revealed that higher levels of chaotically-enmeshed family functioning was significantly associated with lower levels of psychological flexibility and self-compassion levels, and that psychological flexibility and self-compassion mediated the relationship between chaotic-enmeshment and anxiety. Implications for family therapists who provide services to this population are discussed.     

At the Intersection of Institutional Identity and Type

Journal of Academic Ethics - Positive public perceptions of academic quality and professional ethics are critical to the long-term legitimacy of American colleges and universities. Faculty codes of...     

Breaking Difficult News in a Cross-cultural Setting: a Qualitative Study about Latina Mothers of Children with Down Syndrome

Giving difficult news to patients represents a common dilemma for health care professionals. Based on three decades of research, various authors have proposed guidelines outlining the ideal setting, delivery, and timing. Existing publications focus on patients of European descent and may not be applicable in cross-cultural settings. We explored perceptions of Spanish-speaking mothers who have a child with Down syndrome and how they preferred to receive the news of their child's diagnosis. We conducted semi-structured qualitative interviews (n?=?14), which were coded and analyzed by thematic networks to identify common themes. Six significant themes emerged: Cultural Belief System, Communication, Support/Lack of Support, Feelings Engendered, Medical Issues, and Medical System. One overarching theme of mother-child bonding encompassed all sub-themes. The mothers desired the news in a more positive, balanced light and with more complete explanations about the condition. Mothers felt excluded from the diagnostic process and wanted to be better informed about the need for diagnostic studies. Participants used religious beliefs to explain the reason for their child's condition. Many factors influenced Latina mothers' ability to bond initially with their children with Down syndrome. Ideally, these factors should be acknowledged during informing interviews to assist Latino families in adjustment.     

Note-taking habits of 21st Century college students: implications for student learning,memory, and achievement

ABSTRACT

Students rely on their notes to memorise and learn critical course content, and recent studies of note-taking state that most students take notes, citing a survey published in 1974. Over the past four decades, classrooms and note-taking technologies have evolved: students can take notes on electronic devices, and some classes are entirely online. Despite these changes, few studies have investigated their impact on note-taking habits. Given that note-taking is critical for student learning, the purpose of the present study was to update the literature on students’ general note-taking behaviour and investigate the impact of these newer technological advances on note-taking. We surveyed 577 college students, using questions from prior surveys and new questions relevant to technology. As per prior studies, students still reported taking notes in classrooms, and as important, students reported flexibility in their note-taking by (a) using a notebook or a laptop depending on course demands and (b) often deciding not to take notes in online courses. Thus, students are flexible in their note-taking behaviour, but may not always make the best decisions about how and when to take notes.     

The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment

The present study tested whether a close relationship with the teacher would reduce, or a conflictual relationship would amplify, links between peer victimization and school maladjustment. Data on 352 3rd- and 4th-grade children (166 boys; 186 girls) were collected over a two-year period. Teachers provided data on their relationships with students and students’ academic performance. Children completed measures assessing peer victimization and school liking. Latent growth curve analyses revealed that at high levels of peer victimization declines in school liking were reduced when student shared a close, low conflict, relationship with their teacher. Furthermore, a combination of peer victimization and poor teacher-child relationship quality predicted trajectories of sustained, low academic performance. These findings highlight the benefits of a close relationship with the teacher for victimized children and the cumulative impact stress within peer- and teacher-relationships can have on students.     

Assisted versus asserted autonomy satisfaction: Their unique associations with wellbeing,integration of experience,and conflict negotiation

We investigate the possibility of two distinct approaches to autonomy satisfaction—one that is contextually “assisted” and one that is individually “asserted”. Exploratory and confirmatory factor analyses (Pilot Study and Study 1; N = 449) develop and validate the two-factor structure. We then show that asserted and assisted autonomy orientations predict psychological wellbeing through distinct pathways (i.e., highly active/agentic vs. interdependent). In Study 2 (N = 206), we examine the sociodevelopmental antecedents of each type of autonomy satisfaction, revealing that assisted autonomy is associated with having had authoritiative parents, whereas asserted autonomy is associated with having had authoritarian parents. In Study 3 (N = 109) we show that asserted—but not assisted—autonomy predicts the integration of negative life experiences. Finally, in Study 4 (N = 202), we examine the degree to which assisted and asserted autonomy moderate responses to conflict in need-thwarting contexts, showing that assisted autonomy predicts an acquiescent coping style, whereas asserted autonomy predicts an assertive negotiation style.     

Observed Mother– and Father–Child Interaction Differences in Families with Medically Assisted Reproduction‐Conceived Twins and Singletons

Increased medically assisted reproduction (MAR) use to treat infertility has resulted in a growing twin birth rate. Little is known about parent–child relationships for twin relative to singleton children in middle childhood. This study fills this gap by examining parent–child relationships in 57 families with eighty 6‐ to 12‐year‐old MAR twin and singleton children using observational data (warm and supportive communication, control, and hostility). Nested ANCOVAs indicate that while mothers exhibit similar interactional behaviors toward twins and singletons, fathers have less optimum behaviors toward twins relative to singletons. Twins displayed less engaged behavior with mothers and fathers relative to singletons. Given the vitality of parent–child relationships for family and child adjustment, future studies should examine determinants and outcomes of twin–singleton relationship differences to bolster twins’ and their families’ functioning.     

Stereotype content and social distancing from employees with mental illness: The moderating roles of gender and social dominance orientation

Mental illness is increasingly prevalent among employees, but little is known about how these individuals are perceived at work. Using the stereotype content model as a framework, we investigated warmth and competence stereotypes associated with employees with anxiety, depression, and bipolar disorder. Employees with these disorders were perceived to be low in warmth and competence, and stereotypes about individuals with anxiety were relatively more positive than those with depression or bipolar. This study also proposed and tested the extent to which stereotypes predicted work‐related social distancing intentions. We found that two characteristics moderated this relationship: gender and social dominance orientation. We discuss practical and theoretical implications as they pertain to improving the experiences and well‐being of employees with mental illness.