Social Job Resources as Sources of Meaningfulness and its Effects on Nurses’ Vigor and Emotional Exhaustion: A Cross-Sectional Study Among Spanish Nurses

This study investigates the mediating role of psychological meaningfulness among social job resources (i.e., coworkers and supervisor support), vigor, and emotional exhaustion in a nursing context. In spite of progress in understanding which organizational influence affects nurses’ vigor and emotional exhaustion, the psychological mechanisms assumed to underlie the associations have not been fully explored. The sample for this study consisted of 171 nurses from Spanish hospitals (54.4 %) and Primary Care Centers (45.6 %). The mediation model was tested using the bootstrapping procedure. Our findings confirmed that psychological meaningfulness fully mediates the impact of social job resources on vigor at work. Moreover, psychological meaningfulness partially mediated the impact of social job resources on emotional exhaustion. Results suggest that meaningfulness plays an important role in the connection between job resources, vigor, and emotional exhaustion. The findings contribute to our understanding of the psychological processes that can explain how job resources contribute to the energetic aspect of burnout and engagement among nurses. Providing nurses with more social job resources, such as coworker and supervisor support, could activate their levels of personal meaningfulness and thus enhance their levels of well-being at work.     

Analyzing Models of Career Decision Self-Efficacy: First-Order,Hierarchical, and Bifactor Models of the Career Decision Self-Efficacy Scale

The goal of the study was to examine the dimensionality of the Career Decision Self-Efficacy Scale Short Form (CDSES-SF, Betz et al. 1996). Integrating several previous findings from different cultures, we found that the bifactor structure of the CDSES-SF on a Hungarian sample of 649 respondents showed the best model fit. This structure includes a general CDSE factor covering 15 items and the original five specific factors (self-appraisal, occupational information, goal selection, planning, and problem solving) covering three items each. This short form of CDSES shows an acceptable model fit and appropriate reliability in terms of the Cronbach’s alpha and omega values. Regarding career decision self-efficacy, a large proportion of variance was explained by the general factor and to a smaller extent by the specific factors. These results can be considered as a first step in resolving the paradox of the dimensionality of CDSES-SF.     

Facilitating Creative Idea Selection: The Combined Effects of Self-Affirmation,Promotion Focus and Positive Affect

Generating creative ideas in a brainstorm session `is a crucial part of innovation. However, for actual implementation, the most creative ideas must be selected from a pool of ideas. To date, idea selection has remained relatively unexplored and validated instruments to measure idea selection performance are not systematically employed. This study aimed to improve creative idea selection performance in a field study. In this study, an idea pool of 18 ideas was used, and participants had to select the 5 most creative ideas from the idea pool. Right before participants performed the idea selection task, in the experimental condition, a promotion focus and positive affect was induced in combination with a self-affirmation task. Participants in the control condition performed corresponding filler tasks. The selection of the 5 most creative ideas from the idea pool of 18 ideas was performed individually. Participants in the experimental condition selected ideas that were more creative than did participants in the control condition. These findings provide first evidence that the selection of creative ideas can be enhanced through a combined induction of promotion-focus, positive mood and self-affirmation.     

Regulated Divergence: Textual Patterns,Creativity and Cognitive Emotion Regulation

According to literature, several forms of creativity relate to primary process and adaptive regression. The major aim of this study was to examine whether a specific pattern of creativity and primary- and secondary-process thinking could be identified among stories while investigating some personal variables. 78 undergraduate students (41 women, 37 men), with the average age of 21.44 years (SD = 2.15) participated. After story writing, divergent thinking skills and cognitive emotion regulation abilities were measured. Storytelling creativity and the level of primary and secondary thinking were analysed through the written texts. The hypothesized textual patterns significantly emerged by cluster analysis. The distinguished 2 types of stories were labelled extraordinary texts (higher level of creativity and primary process with an average level of secondary process) and ordinary texts (lower level of creativity and primary process with an average level of secondary process). The authors of extraordinary texts had higher originality scores (on Circle Task of the Torrance Tests of Creative Thinking) and lower maladaptive cognitive emotion regulation strategies, compared to the authors of ordinary texts. Results extend the knowledge of cognitive- and personality psychological aspects of creativity.     

Social Validity of a Training and Coaching Program for Parents of Children With Autism Spectrum Disorder on a Waiting List for Early Behavioral Intervention

Due to limited public resources, many children with autism spectrum disorder and their families must wait several months, if not years, to access early behavioral intervention (EBI) services. Service providers must thus develop alternative support models to assist families placed on waiting lists. The present study assessed the social validity of one such initiative, a training and coaching program for parents whose children had been put on a waiting list for EBI services. This program consisted of group training sessions on strategies to cope with their child’s disorder based on applied behavioral analysis and on one-hour, weekly follow-up meetings to support parents’ interventions with their child over the course of 12 months. Social validity was assessed through parental satisfaction with this program and their perception of its effects on themselves, the family, the child, and parental stress. The 94 participants were generally satisfied with the program overall, although they wished for more frequent and intensive interventions. They reported that the program had positive effects on their psychological well-being, their family’s quality of life, and their child’s behavior. However, parenting stress levels were found to have increased over the 12-month period. These results demonstrate that training and individually supporting parents can be beneficial for families of children with ASD who cannot have access to early behavioral intervention immediately upon receiving a diagnosis. Importantly, however, these lower-cost, parent-focused programs cannot be considered a substitute for more intensive and children-driven services.     

Child-Oriented or Parent-Oriented Focused Intervention: Which is the Better Way to Decrease Children’s Externalizing Behaviors?

Research has tried to identify risk factors that increase the likelihood of difficulties with externalizing behavior. The relations between individual or environmental factors and externalizing behavior have been especially documented. Child-oriented and parent-oriented interventions have been designed in order to decrease externalizing behavior in preschoolers. To date, however, research has largely been compartmentalized. It is therefore not known whether child-oriented or parent-oriented intervention is more effective in reducing externalizing behavior. The aim of the current study was to answer this question by comparing two 8-week child with two 8-week parent-oriented group programs sharing a common experimental design. This was done in a pseudo-randomized trial conducted with 73 3–6-year-old children displaying clinically relevant levels of externalizing behavior who were assigned to one of the four interventions and 20 control participants who were allocated to a waiting list. The results indicate that the four programs focusing on a specific target variable, i.e., social cognition, inhibition, parental self-efficacy beliefs, or parental verbal responsiveness, are all effective in reducing externalizing behavior among preschoolers. Their effectiveness was moderated neither by their orientation toward the child or the parent nor by their content, suggesting that several effective solutions exist to improve behavioral adaptation in preschoolers. A second important highlight of this study is that, thanks to comparable effect sizes, brief focused programs appear to be a reasonable alternative to long multimodal programs, and may be more cost-effective for children and their families.     

Perceptions of Stress,Coping, and Intervention Preferences among Caregivers of Disadvantaged Children with Asthma

Asthma remains the most prevalent chronic illness among children. Despite the substantial body of literature examining children with asthma, few studies have examined parents’ perspectives of the condition and experiences of caregiver stress. Parents of children with chronic illnesses experience elevated stress and may have limited opportunities to cope with complex emotions while caring for children with asthma. Drawing from focus groups and interviews with African American and Hispanic parents of children with asthma, this qualitative study was conducted as part of a patient-centered engagement process to inform the refinement of an intervention aimed at reducing stress among parents of children with asthma. All data were transcribed and underwent three waves of inductive analysis. The content analysis indicated that the unpredictable nature of asthma and the caregiving burden associated with managing children’s asthma contributed to parents’ stress, and external contexts compounded the impact of these stressors. Parents also reported having difficulty identifying how they coped with stress and employed approaches to coping with stress that they applied intermittently but encountered several barriers to enacting known or available coping strategies. Analyses also revealed that parents desired a multimodal stress reduction intervention that emphasized building relationships, allowed for flexibility, and encouraged staff-parent communication. Whereas African American and Hispanic parents’ experiences of stress and coping strategies were similar, their preferences differed in regards to incorporating technology into the intervention, the credentials of facilitators, and the salience of language preferences. Understanding the complexities of stressors facing caregivers is important for developing interventions to support parents and children coping with asthma, and in particular when working with families from diverse backgrounds.     

Can Self-Reassurance Buffer against the Impact of Bullying? Effects on Body Shame and Disordered Eating in Adolescence

Bullying experiences are associated with body image and eating-related problems. Nonetheless, research on possible resilience factors is scant. The current study tested a path model examining the association between emotional memories of experiences of warmth and safeness, and self-reassuring abilities, and whether these abilities moderate the impact of bullying experiences on body image shame and eating psychopathology. We tested this model in a nonclinical sample of 609 adolescent girls aged 12–18 years. The examined model accounted for 22?% of body image shame variance and 51?% of eating psychopathology variance. Memories of warmth and safeness were significantly associated with self-reassurance, and negatively linked to body image shame and eating psychopathology. Self-reassurance significantly moderated the association between bullying experiences and both body image shame and eating psychopathology. The present findings suggest the relevance of assessing the quality of interpersonal experiences reported by adolescents and their potential association with self-reassuring abilities. Moreover, these results suggest that the ability to reassure and soothe the self may have a buffering effect against the negative impact of bullying experiences on adolescents’ body image and eating behaviors.