Search Results (509)

Background/Objectives: Adolescence is a critical developmental period in which individuals are required to orient themselves toward the future and construct a coherent life plan, including educational and career aspirations. Future orientation is closely linked to identity development and self-understanding, which allow adolescents to integrate past, present, and anticipated future selves. Among the personal resources supporting this process, problem-solving skills play a key role by enabling effective coping with challenges and informed, goal-directed decision-making. This study examined the association between problem-solving skills and adolescents’ aspirations for an ideal occupation, and tested whether this relationship was mediated by identity acquisition and self-understanding, with attention to gender differences. Methods: A quantitative study design was adopted. Participants were 2443 Italian adolescents (aged 15–19 years) attending upper secondary schools. They completed self-report measures assessing perceived problem-solving skills, identity acquisition, self-understanding, and aspiration for an ideal occupation. Two multigroup mediation models were tested using structural equation modeling, examining identity acquisition and self-understanding as mediators and comparing pathways across genders. Results: Problem-solving skills were indirectly associated with stronger aspirations toward an ideal occupation through identity-related processes. Identity acquisition mediated this association only among females, whereas self-understanding emerged as a significant mediator for both females and males, with partial mediation among females and full mediation among males. Conclusions: Overall, although constrained by the cross-sectional design, the findings are consistent with the notion that problem-solving skills contribute to future-oriented career aspirations chiefly by promoting identity coherence and self-clarity. These findings highlight the importance of integrating problem-solving training with identity-focused interventions in educational and career guidance programs, while considering gender-specific developmental pathways. Full article

Background/Objectives: The diagnosis of a rare disease such as Sturge–Weber syndrome (SWS) has a profound emotional impact on parents, who must adapt to an unexpected and complex caregiving role. This study aimed to analyse the sense of caregiving among parents of children with SWS and to identify the coping strategies they adopt. Methods: A cross-sectional descriptive study was conducted with 28 parents of children with SWS in Spain. Data were collected using the Brief COPE inventory and the Finding Meaning Through Caregiving Scale (FMTCS). Descriptive statistics and non-parametric bivariate analyses were performed. Results: Acceptance (mean = 5.14; SD = 0.85) and active coping (mean = 5.07; SD = 1.12) were the most frequently used coping strategies. Higher provisional meaning in caregiving was positively associated with active coping (ρ = 0.423; p = 0.025), acceptance (ρ = 0.562; p = 0.002), and humor (ρ = 0.557; p = 0.002). As children aged, parents reported a greater sense of caregiving meaning (ρ = 0.294; p = 0.049). Conclusions: Parents of children with SWS tend to adopt active and adaptive coping strategies over time, finding increasing meaning in their caregiving role. These findings highlight the importance of nursing-led interventions aimed at supporting parental coping, meaning-making, and emotional well-being in families affected by rare diseases. Full article

Background/Objectives: Creativity has become an essential skill for children and adolescents to cope with the challenges of contemporary society. Beyond academic success, creativity is closely linked to well-being, social adjustment, and personal development. Schools, therefore, play a crucial role in creating conditions that allow students to explore ideas, express themselves, and develop socioemotional resources. This study aimed to examine how self-perceived creativity relates to educational, socioemotional, and well-being factors in Portuguese students, to identify different creativity profiles, and to explore the main variables that predict creativity. Methods: This cross-sectional study was based on secondary analyses of national data from the project Psychological Health and Well-being|School Observatory. The sample included 3011 students aged between 9 and 20 years (M = 13.62; SD = 2.53), from grades 5 to 12. Data were collected using validated instruments: the OECD Socioemotional Skills Survey (SSES), the Positive Youth Development (PYD) scale, and the WHO-5 Well-Being Index. Analyses included group comparisons, cluster analysis to identify self-perceived creativity profiles, correlation analyses, and multiple regression models. Results: Self-perceived creativity did not differ between boys and girls, but it decreased significantly with higher grade levels. Three profiles were identified: low, medium, and high self-perceived creativity. Students with higher self-perceived creativity reported better well-being, more positive relationships with teachers, a stronger sense of belonging at school, and higher parental educational levels. Self-perceived creativity was positively associated with socioemotional skills such as curiosity, sociability, and optimism, as well as with PYD dimensions and well-being. Negative associations were found with age and test anxiety. Socioemotional variables were the strongest predictors of creativity, explaining 39% of its variance. Conclusions: These results show that creativity is closely connected to students’ socioemotional development. Investing in emotional skills, supportive relationships, and positive school environments may be a powerful way to foster creativity and promote healthier, more balanced development. This has important implications for educational practice and policy. Full article

This study examines the associations between participation in recycling-based STEM activities and secondary school students’ STEAM attitudes, recycling-related behaviours, and design thinking skills. A nested mixed-methods design was employed. The quantitative part used a one-group pre-test–post-test experimental design with 32 students, while the qualitative part included semi-structured interviews with 7 students selected through criterion sampling. Data were collected using a STEAM attitude scale, an attitude towards recycling scale, a design thinking scale and an interview form. Paired-samples t-tests were conducted for quantitative analyses, and the interview data were examined using content analysis. Statistically significant increases were observed from pre-test to post-test in students’ STEAM attitudes, recycling-related behaviours, and design thinking skills following participation in the recycling-based STEM activities. Qualitative findings indicated that students described coping with challenges in the design process by using problem-solving strategies and collaborating with peers. They also reported perceived increases in self-efficacy, creativity, and understanding of interdisciplinary (STEM) approaches. In addition, students reported greater awareness and described changes in recycling-related behaviours. Overall, the findings suggest that integrating recycling into STEM education may be associated with sustainability-oriented behaviours and higher-order thinking skills among secondary school students. Full article

Despite decades of research, suicide risk factors predict outcomes at chance levels, and there is a dearth of protective factor and resilience research, which limits the utility of risk-based approaches. Further, suicide prevention interventions primarily consist of individual psychotherapies and treating individuals after suicide-related outcomes occur. Unfortunately, there is a lack of upstream suicide prevention interventions targeting known suicide risk factors and aiming to increase well-being and resilience in the U.S. Thus, we discuss these problems in the field and the U.S. health care system and provide a possible solution. We propose using low-intensity, universal, and upstream prevention interventions, such as Stress Control. Stress Control is a classroom-style, Cognitive Behavior Therapy-based program shown to reduce “risk,” stress, anxiety, and depression and boost well-being and resilience as part of a stepped-care model. Although Stress Control’s suicide prevention effectiveness has not yet been directly assessed, we discuss how it could be a promising suicide prevention strategy with additional testing. A proposed mechanism for this reduction is building resilience to common risk factors and suicide ideation via evidence-based coping skills, thereby decreasing future suicide risk. We review current limitations and discuss how upstream, scalable, universal prevention interventions can help improve psychological resilience and reduce suicidal thoughts and behaviors, lowering the U.S. suicide rate. Implications and recommendations are discussed. Full article

This study examined how resilience-based interventions enable rural older women living with HIV in Zimbabwe to confront stigma and sustain their quality of life. Guided by the 4S framework of resilience resources planning (social support, coping strategies, sagacity, and solution-seeking), the research explored how women apply these dimensions to navigate challenging life events. A purposive sample of 17 women (those not living with a spouse or in a socially sanctioned relationship), aged 40–65, all on antiretroviral therapy and drawn from rural Matabeleland South Province, participated through in-depth interviews. Using Interpretive Phenomenological Analysis, four themes emerged: (1) Social Support and Social Networks as Foundations of Resilience, (2) Self-Efficacy and Coping Strategies in Managing Emotional Distress, (3) Spirituality and Sagacity as Sources of Strength and Meaning, and (4) Sense of Purpose and Solution-Seeking Behaviours. The findings highlight that resilience is actively mobilised through family ties, peer groups, and community initiatives, enabling women to adapt to socio-economic hardship and health-related barriers. This study concludes that empowerment strategies, especially community-based programmes focused on skills development and economic opportunities, are essential for enhancing resilience, reducing vulnerability, and improving health outcomes. Strengthening these resources not only equips women to manage HIV-related challenges but also contributes to sustainable development within their communities. Full article

Background: Prior research confirms that social support promotes resilience among medical patients with chronic illness. Beyond emotional benefits, research has increasingly shown the importance of social support on physical health outcomes. Therefore, identifying and evaluating interventions that increase social support among medical patients with chronic conditions is a priority for healthcare. Methods: This meta-analysis summarized data from 39,493 medical patients across 14 non-randomized trials that had been identified by a prior review of the survival benefits of social support interventions. Results: Across four studies reporting hazard ratio data, the results failed to reach statistical significance (HR = 2.10, 95% CI = 0.99 to 4.48, p = 0.0546), and the results of ten studies reporting odds ratio data were of smaller magnitude (OR = 1.27, 95% CI [0.72, 2.23], p > 0.05). Heterogeneity characterized both the odds ratio data (I² = 53%; Q = 18.1, p = 0.03) and hazard ratio data (I² = 89%, Q = 23, p < 0.001). A notable finding was that studies with longer periods of data collection showed longer survival among medical patients receiving social support. Conclusions: Long-term observations may be necessary for the survival benefits of social support interventions to become apparent. Further research with a larger pool of data from long-term follow-up studies will be needed to establish firm conclusions. Full article

Pain catastrophizing (PC) and hopelessness are increasingly recognized as central determinants of pain severity, disability, and treatment response in individuals with rheumatic and immune-mediated diseases. Traditionally conceptualized as secondary emotional reactions to pain, these cognitive-affective constructs instead represent active mechanisms that shape symptom perception, behavioral responses, and long-term outcomes. In this review, we synthesize evidence across neurobiological, psychological, and clinical domains to elucidate the pathways linking PC and hopelessness to maladaptive coping, kinesiophobia, and functional decline. Early life stress, trauma, and maladaptive cognitive schemas emerge as upstream vulnerability factors that prime heightened emotional reactivity and reduced prefrontal regulatory control, facilitating amplified pain signaling and fear-based avoidance behaviors. Avoidance and inactivity foster physical deconditioning, fatigue, and higher perceived disability, creating a vicious circle that sustains distress and poor quality of life. Moreover, inactivity-related metabolic dysfunction and weight gain may contribute to low-grade inflammation, particularly in conditions such as psoriatic arthritis, thereby intersecting with biological disease pathways. Importantly, these psychological processes identify a distinct patient subgroup for whom further escalation of immunosuppressive therapy provides limited benefit. Instead, integrated psychological approaches—including cognitive behavioral therapy, acceptance and commitment therapy, and coping-skills training—demonstrate meaningful effects on catastrophizing, agency, and functional recovery. We emphasize the need for routine screening to detect patients with maladaptive cognitive–emotional profiles and propose a stratified care model prioritizing targeted psychological interventions alongside standard rheumatologic therapy. Future research should refine phenotyping strategies, clarify neuroimmune links, and develop scalable intervention models to break the avoidance cycle and improve patient-centered outcomes. Full article

While there are many approaches in the use of narratives for children and young people as symbolic forms of real-life education, this article specifically investigates the use of narratives as a public health communication and intervention strategy for young people. This strategy foregrounds imaginative stories based on health education messaging that are told from patient perspectives. Through a thematic analysis of 57 research articles, the article explores the themes and discursive strategies of narrative-based health communication, including digital storytelling, in supporting young people to develop coping and resilience skills. The article identifies five interrelated themes, revealing that narratives are not only effective tools for conveying health information but also foster psychosocial support, patient empowerment, and social connection. Such narratives serve as tools for facilitating change and informing decision-making across various stages of health engagement, including prevention, promotion, and management of chronic conditions. These narratives are socially transformative: in assisting young people; they also educate clinical professionals and organizations and thereby inform public health practice at large. In this way the article both consolidates and clarifies the field of literature concerned with the use of story as a health communication strategy for children and young people. Full article

Migrant populations drive Canada’s demographic expansion, making their successful integration a national priority. However, research has consistently shown that refugees and immigrants experience declining mental health and encounter significant barriers to accessing culturally appropriate mental health support. This scoping review examined the breadth of evidence on culturally adapted mental health education (MHE) programs for migrant populations, including those that integrate traditional and complementary healing practices, and their effectiveness. Systematic searches across six databases (Medline, EMBASE, PsycINFO, Global Health, CINAHL, and Scopus) identified 4075 peer-reviewed articles, with 28 studies meeting inclusion criteria. These included mental health education and awareness programs that integrate psychoeducation and skill-building. Inclusion criteria required cultural adaptation of programs through one or more approaches such as language modification, culturally adapted content, community-based delivery, or integration of traditional and complementary healing practices. Thematic analysis of the programs revealed seven key themes characterizing effective MHE programs: cultural adaptation and sensitivity, addressing unique migration-related stressors, integration of traditional and Western approaches, use of theoretical frameworks and evidence-based practices, rigorous evaluation methodologies, application of holistic frameworks, and community-based peer support models. Programs predominantly utilized psychoeducation and culturally adapted interventions, with common theoretical frameworks including cognitive–behavioral therapy and the PRECEDE–PROCEED model. Across the reviewed studies, program evaluations reported positive outcomes including increased mental health literacy, reduced stigma, enhanced coping skills, and decreased depression, anxiety, and PTSD symptoms, suggesting that culturally adapted MHE programs are acceptable and feasible interventions for migrant populations. Full article

Background: Schools play a central role in child development and socialization and can function as protective environments that mitigate the effects of adversity. Building on the Social Ecological Model and Community School Transformation, we propose a “Schools-as-Neighborhoods” framework that conceptualizes schools as intentionally designed microenvironments capable of generating social capital, promoting positive childhood experiences, and buffering harmful neighborhood exposures through trauma-informed programming. Methods: We conducted a convergent mixed-methods study across four public and charter schools in Milwaukee, Wisconsin, serving grades five through nine. STRYV365’s peak team and Brain Agents gamified intervention were implemented between 2022–2024. Quantitative surveys and qualitative data assessed students’ lived experiences, exposure to adversity, emotional awareness, coping skills, and school connectedness/climate across multiple waves. Results: Across the four schools (n = 1626 students), baseline academic proficiency was low, and exposure to adversity was high among surveyed participants (n = 321), including bereavement (74%) and family incarceration (56%). Despite these challenges, qualitative findings revealed strengthened emotional regulation, empathy, motivation, and goal setting among students engaged in trauma-informed programming. Teachers reported improved peer interaction and community building during sustained implementation. Conclusion: The Schools-as-Neighborhoods framework highlights the value of trauma-informed, relationship-centered school environments in promoting student well-being. By positioning schools as cohesive ecosystems that foster belonging and cultivate social capital, this approach offers educators and policymakers a pathway for mitigating the effects of hostile lived environments and supporting students’ mental health, social development, and engagement in learning. Full article

Background/Objectives: Hope plays an important role in coping with difficulties and is predictive of resilience, improving the skills necessary to sustain life plans and well-being, and overcoming stressful situations in adulthood and especially in older age adults. We hypothesised that the dimensions of hope, including spirituality, are connected to personal, educational, and contextual conditions, and play a mediating role in fostering resilience and well-being after stressful events; this mediating role might differ in adulthood and among the elderly. Methods: The sample consisted of 100 adults without severe pathologies and living in their own homes, aged between 50 and 86 years (M = 66.08; SD = 8.48). They completed an online survey that included the Stress Event scale, the Comprehensive State Hope Scale, the Resilience Scale for Adults, and the Well-being Profile. The data were analysed using SPSS and JAMOVI software, applying the following statistical tests: t-test, ANOVA and mediational model. Results: Stressful events influence resilience and well-being differently in adulthood and old age, with non-significant differences due to gender and living conditions. Hope mediates between stress resulting from negative life events and resilience and well-being, but this mediation involves different hope components for adults (trust) and older adults (self-realisation and perception of social support in interpersonal relationships). Spirituality is a non-significant mediator in both age stages. Conclusions: Appropriate psychological and psychosocial supports are needed to enhance the mediating potential of hope between stressful events and resilience. The results of our study help clarify which components of hope specifically promote resilience in different conditions of normal old age, differentiating them from those more beneficial for adults. Full article

Background/Objectives: Hispanic caregivers report higher levels of burden and poorer mental health compared to non-Hispanic caregivers. While problem-solving interventions have shown promise in improving stroke caregiver and patient well-being, they have not been specifically tailored or tested with Hispanic stroke caregivers. This study aimed to evaluate the effectiveness of a telephone- and online-based problem-solving intervention that was culturally adapted for Spanish-speaking Hispanics on caregiver burden. Methods: A two-arm parallel randomized clinical trial (NCT03142841) with repeated measures was conducted with 210 Hispanic caregivers of veterans who had experienced a stroke within the past year. Participants were recruited from three VA medical centers. The intervention consisted of 8-telephone sessions using online materials conducted by a trained interventionist. Participants in the standard group received usual VA resources they would have received as part of routine care such as stroke-related information. Chi-square tests and regression analyses were used to assess outcomes at 9 and 21 weeks. Results: Most participants were female (88%), college-educated (49%), and spouses or partners of a veteran (46%). Caregivers in the intervention group showed significantly greater reductions in caregiver burden (p = 0.011; p < 0.001) compared to the standard care group. Conclusions: Similarly to others reporting positive findings with non-Hispanic caregivers, these findings suggest that the problem-solving intervention can potentially alleviate Hispanic Spanish-speaking stroke caregivers’ burden by improving coping skills, problem-solving, and social support. Further research is needed to address gaps in effective interventions and promote equitable care for this population. Full article

Background/Objectives: Adults with type 1 diabetes (T1D) often experience psychological distress that interferes with their ability to maintain optimal self-care. The purpose of this study was to evaluate the effectiveness of the Diabself-care, a nurse-led structured diabetes self-management education (DSME) intervention designed to improve glycemic control, self-care practices and mental health among adults with T1D. Methods: A total of 224 adults with type 1 diabetes were randomized and final analyses included 110 participants in the intervention group and 106 in the control group. The intervention group received the Diabself-care program, consisting of five daily 90 min sessions integrating education, skill training, self-management and coping strategies in addition to usual care. The control group received standard diabetes care. Outcomes were assessed at baseline, 1 month and 3 months. The primary measure was glycemic control and secondary outcomes including self-management, anxiety and depressive symptoms. Results: The intervention group achieved a significant increase in time in range at both 1 and 3 months. Self-management adherence improved significantly in the intervention group (p < 0.001). Anxiety and depression scores decreased significantly in the intervention group at 1 and 3 months, while they remained unchanged in controls. Regression analyses identified depressive symptoms as the strongest predictor of anxiety (OR = 4.34, 95% CI = 2.99–6.28, p < 0.001), while female sex, older age, and low self-management were predictors of depression. Belonging to the intervention group was strongly protective against depression (OR = 0.11, 95% CI = 0.05–0.24, p < 0.001). Conclusions: The Diabself-care program significantly improved glycemic control, self-management, and psychological outcomes in adults with T1D. These findings highlight the dual clinical and mental health benefits of structured nurse-led DSME, supporting its integration into routine diabetes care. The trial is registered at ClinicalTrials.gov, ID: NCT05159843. Full article