Coping and psychological adjustment among people with multiple sclerosis

OBJECTIVE: This study was concerned with examining the coping and psychological adjustment of people with multiple sclerosis (MS) and determining how they were different in these dimensions from people from the general population. The role of severity and duration of illness as well as levels of social support on coping style and adjustment were also evaluated. METHOD: The participants were 381 (144 men, 237 women) people with MS and 291 (101 men, 190 women) people from the general population. RESULTS: The results demonstrated that people with MS (particularly men) were less likely to adopt coping styles related to problem solving and seeking support and demonstrated poorer levels of adjustment on all dimensions. Adopting a wishful thinking coping style, as well as a lack of problem-focused coping or failure to seek social support, was also more likely to be associated with poorer psychological adjustment for both men and women with MS. Levels of health impairment were only minimally related to psychological adjustment, particularly for men. DISCUSSION: These findings highlight the importance of developing educational programs that include strategies to adopt more problem-focused coping strategies, so that people with MS can more readily adjust to their illness.     

Parent involvement in the academic adjustment of Latino middle and high school youth: teacher expectations and school belonging as mediators

A path model based in a theory of social capital was tested with Latino middle school (n=195, 58% female, average 13.8 years of age) and high school students (n=129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths' school success.     

The mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescents

Drawing upon a sample of 400 female high school students in Tehran, Iran, the present study examines the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescent girls. Statistical analysis revealed positive correlations between trait emotional intelligence and school adjustment; trait emotional intelligence and social skills; and social skills and school adjustment. The study also revealed a negative correlation between trait emotional intelligence and sensation seeking, as well as sensation seeking and school adjustment. In addition, the data provided a good fit to the hypothesized model of the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment.     

适应障碍与社会支持的关系研究

目的：探讨社会支持系统与适应障碍发病的关系。方法：采用生活事件量表和社会支持评定量表作为评定工具,对30例适应障碍患者及32名同期遭遇相同应激生活事件的正常人进行对照研究。结果：在同期遭遇相同应激生活事件的情况下,适应障碍组患者的社会支持量表分显著低于对照组。结论：社会支持不足与适应障碍的发病密切相关。     

The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review

BackgroundThe transition from primary to secondary school is a period of intense sociocultural and environmental change, which can present specific challenges for children with Autism Spectrum Disorder (ASD). Children’s perspectives are often lacking in research on ASD, and this is also the case for research on children with ASD at the primary to secondary school transition.MethodThis systematic literature review serves an important purpose by comprehensively identifying and synthesising the empirical research on the first-hand accounts of children with ASD in relation to their transition from primary to secondary school.ResultsAcross the results of nine studies that met inclusion criteria, four core themes emerged: relationships, feelings and expectations regarding transition, facilitators and barriers of a successful transition, and heterogeneity of needs relating to ASD.ConclusionThe results emphasise the importance of reducing the concerns of children with ASD through transition planning as well as the adoption of a less negative narrative around the primary-secondary transition. Similar to their typically developing peers, children with ASD can have a positive experience of the primary-secondary transition.     

江门市中学生非自杀性自伤行为的流行病学特征及影响因素分析

目的 了解江门市中学生非自杀性自伤（NSSI）行为的流行病学特征及影响因素。方法 于2020年11月-12月,采用分层随机抽样法,抽取江门市1 220名中学生为研究对象。采用自编调查问卷、中学生应对方式量表、Olweus儿童欺负问卷初中版（BVQ）、青少年社会支持量表及流调中心用抑郁量表（CES-D）进行评定。运用二元Logistic回归分析探讨中学生NSSI行为的影响因素。结果 共检出204名（16.72%）中学生曾有过NSSI行为,其中男生67人、女生137人。NSSI组与非NSSI组在性别、学段、住校情况、同伴关系及学习成绩上差异均有统计学意义（χ²=22.162、7.247、6.541、45.787、25.097,P<0.05或0.01）。与非NSSI组相比,NSSI组CES-D评分（t=-14.240）和BVQ评分（t=-5.952）更高,青少年社会支持量表评分更低（t=9.238）,中学生应对方式量表问题应对分量表评分更低（t=7.148）,情绪应对分量表评分更高（t=-7.038）,受校园欺凌、语言欺凌和关系欺凌检出率更高（χ²=34.215,29.785,16.465）,差异均有统计学意义（P均<0.01）。二元Logistic回归分析结果显示,抑郁（OR=1.090,P<0.01）及受校园欺凌（OR=1.492,P<0.05）进入回归模型。结论 江门市中学生NSSI形势严峻,抑郁及受校园欺凌是其发生NSSI行为的危险因素。     

Relations between harsh discipline from teachers,perceived teacher support,and bullying victimization among high school students

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.