Relationship quality,divorce, and well-being: Findings from a three-year longitudinal study

Recent studies indicate that divorce sometimes is positive for subjective well-being, but we lack knowledge about the circumstances under which this is the case. Further, we lack knowledge about the possible different associations between divorce and life satisfaction (LS) vs. positive affect (PA). The current study is based on the Norwegian Mother and Child Cohort Study (MoBa). Change in LS and PA over a three-year period was examined in women who divorced and women who did not divorce (N > 37,000). Relationship quality and relationship status at follow-up were included in the models. The results indicated that divorce predicted higher LS and PA when initial relationship quality was poor. Furthermore, divorce predicted higher PA for women who, after divorce, reported being in a new romantic relationship. The associations between relationship quality and LS and PA were stronger among not-divorced than divorced women, indicating that relationship quality affects LS and PA.     

The four tasks of development ethics at times of a changing climate

This paper argues that the challenges posed by climate change and the need to quickly move toward a sustainable low-carbon future require the contributions of development ethics. I propose four tasks for development ethics. The first relates to unpacking the urgency posed by climate change by showing how, from an ethical perspective, the impacts of climate change are extremely dangerous risks, especially for those most vulnerable, and thus require immediate attention. The second relates to a better understanding of the components of well-being. The third relates to concerns regarding the global commons and to the need to reframe key components of socio-ecological balance as public goods. The fourth and last task of development ethics refers to the multiple trade-offs and dilemmas in the processes leading to a low-carbon and equitable future arguing for strengthening public deliberation and democracy.     

Solving problems or seeing troubles? A day-level study on the consequences of thinking about work on recovery and well-being,and the moderating role of self-regulation

This study examined, using a within-person design, how fluctuations in work-related affective rumination and problem-solving pondering are related to recovery and well-being (N = 171; 677 day-level data points over five consecutive work days). We hypothesized that trait self-regulation moderates the relationship between problem-solving during the evening and the state of being recovered at bedtime. We analyzed our data using a moderated multilevel mediation approach. The results showed that affective rumination during the evening was indirectly related to impaired well-being in the subsequent morning through its negative relationship with the state of being recovered at bedtime. Problem-solving was indirectly related to well-being in the subsequent morning through its relationship with the state of being recovered at bedtime. However, this indirect effect was moderated by trait self-regulation in a way that problem-solving pondering was positively related to the state of being recovered, and consequently, to improved well-being for employees higher in self-regulation, whereas it was negatively related to the state of being recovered, and consequently, to impaired well-being for those lower in self-regulation. These findings suggest that problem-solving pondering may be beneficial or unfavorable for recovery and well-being depending on the degree to which employees can regulate their cognitions and feelings.     

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.     

Seeing the unseen: ostracism interventionary behaviour and its impact on employees

This article outlines the development and validation of the ostracism interventionary behaviour (OIB) scale. Based on in-depth interviews with employees, leaders, and content experts in addition to 603 survey respondents from Canada and the United States, 3 dimensions emerged to describe the ways in which leaders confront workplace ostracism-related cues and a measure was created to assess them. These refer to the ability for leaders to foster an inclusive workgroup dynamic and enact effective third-party interpersonal interventions through displays of (1) social awareness, (2) proactivity, and (3) harmony-seeking behaviour. In addition to possessing convergent and discriminant validity, the OIB scale demonstrated criterion-related validity through its relation with perceived workplace ostracism and well-being. Furthermore, evidence supported the scale’s test–retest reliability and predictive validity over and above leader–member exchange. Overall, the measure was found to be both reliable and valid, with important implications for the effective management of instances of ostracism at work.     

Job demands and psychological well-being: Moderating role of occupational self-efficacy and job social support among mid-career academics

The study investigated the moderating role of occupational self-efficacy and job social support on the relationship between job demands and psychological well-being among mid-career academics. Participants were 203 academics at three public Nigerian universities (female = 37.93%; mean years of service = 8.58 years, SD = 2.20). The academics completed measures of job demands, occupational self-efficacy, job social support, and psychological well-being. Moderated regression analysis of the data suggested only occupational self-efficacy to moderate the relationship between work demands and psychological well-being. Findings underpin the buffering effects of work self-efficacy in employee psychological well-being with high job demands.     

Hope,religiosity, and subjective well-being

This study explored the relationship between religiosity, hope, and subjective well-being among 430 South African university students (n = 324) and their family members (n = 104) (70.2% female; 88.4% black; 8.4% white). Data were gathered utilising measures of religiosity, hope, satisfaction with life, and affect balance. We applied structural equation modelling to examine both the direct effects of religiosity on hope, as well as the indirect effects of religiosity on life satisfaction and positive and negative affect via hope as mediator. Findings suggest pathway and agency hope to mediate the relationships between religiosity and life satisfaction, positive affect, and negative affect. Specifically, religiosity predicted higher levels of life satisfaction and positive affect, and lower levels of negative affect via agency hope. The results suggest agency hope to mediate the relationship between religiosity and subjective well-being.     

The role of personal practice in therapist skill development: a model to guide therapists,educators, supervisors and researchers

Prior to 2000, personal practice (PP) for therapists mostly meant personal therapy. Recently a new landscape of PPs has emerged, with meditation-based programs and therapy self-practice/self-reflection (SP/SR) programs playing an increasing role in training and personal/professional development. The challenge now for practitioners and researchers is to refocus on the role of PPs in training and professional development. Are PPs of value - or not? Do they have a role in therapist development? How might PPs enhance therapist skilfulness? Do different PPs act in similar or different ways? Currently, the PP literature lacks a theoretical framework to guide practitioners in their choice of PPs or researchers in their choice of research questions and measures. The purpose of this article is to provide such a framework, the Personal Practice (PP) model. The PP model proposes primary impacts of PPs in four domains: personal development/wellbeing, self-awareness, interpersonal beliefs/attitudes/skills and reflective skills. The model also suggests a secondary impact on therapists’ conceptual/technical skills when therapists use reflection to consider the implications of their PP for their “therapist self”. We offer some suggestions to enhance the quality of future research, and conclude that PPs may play an important and perhaps unique role in therapist training.     

Happy thoughts: Enhancing well-being in the classroom with a positive events diary

Positive psychology interventions (PPIs) are effective in increasing well-being across the population. Whilst educators are recognising the importance of well-being in the classroom and of its long-term impact on life trajectory, the transformative potential of PPIs in educational settings is yet to be fully realised. This study investigates, for the first time, the effects of a PPI in school children by means of a daily dairy. Self-report questionnaires were used to measure well-being in school children aged 8–11 years. Across two studies, children kept a positive events diary, recording three experiences every day for a week. The intervention led to an increase in happiness and a decrease in depressive symptoms immediately following the intervention and at a three-month follow-up. Children who had unhappier baseline scores benefitted more from the intervention. This study demonstrates significant scope, in school settings, for targeted light-touch interventions to promote well-being in those with the greatest need.     

Everyday creative activity as a path to flourishing

Recent experience sampling and diary studies have shown that spending time on creative goals during a day is associated with higher activated positive affect (PA) on that day. Based on models of creativity as a tool for promoting well-being, the present study examined cross-day relationships between creative activity, affect, and flourishing. A large sample of young adults (n = 658) took part in a 13-day daily diary study. Each day, they reported how much time they spent on creative activities, daily positive and negative affect, and daily flourishing. Lagged multilevel models revealed that people felt higher activated PA and flourishing following days when they reported more creative activity than usual. The other direction – PA predicting next-day creative activity – was not supported, suggesting that the cross-day effect was specific to creative activity predicting well-being. Overall, these findings support the emerging emphasis on everyday creativity as a means of cultivating positive psychological functioning.