Relational Transitions and Stress

2020 ◽  
pp. 96-116
Author(s):  
Kellie St. Cyr Brisini ◽  
Denise Haunani Solomon
Keyword(s):  
Romantic Relationships ◽  
Physiological Responses ◽  
Well Being ◽  
Autism Spectrum ◽  
Early Years ◽  
Child Rearing ◽  
Elderly Parents ◽  
Relational Turbulence ◽  
And Coping

This chapter examines transitions that occur over the lifespan of romantic relationships, with a focus on marriages or partnerships with a similar long-term commitment. The chapter evaluates transitions that mark the early years of marriage (getting married and becoming parents), are sparked by unexpected challenges during the child-rearing phase of marriage (discovering infertility, learning a child has autism spectrum disorder, and bereaving the death of a child), and reflect developments later in life (living in an “empty nest,” caring for elderly parents, and coping with a partner’s declining health). The discussion of these transitions considers their potential to both undermine and enhance personal and relational well-being and includes evidence of physiological responses to these transitions where it is available. The conclusion highlights directions for research on relational turbulence, as well as resilience, over the lifespan of marriage.

scholarly journals Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education

2021 ◽  
Vol 18 (4) ◽  
pp. 2007
Author(s):  
Verónica Schiariti ◽  
Rune J. Simeonsson ◽  
Karen Hall
Keyword(s):  
Early Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Early Years ◽  
Early Child Development ◽  
Developmental Potential ◽  
Developmental Functioning ◽  
Global Cycles ◽  
Global Initiatives

In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.

scholarly journals Interrelation of Attachment and Coping Behavior In Adults

2021 ◽  
Vol 29 (1) ◽  
pp. 28-43
Author(s):  
E.V. Kuftyak
Keyword(s):  
Attachment Style ◽  
Close Relationships ◽  
Coping Styles ◽  
Coping Behavior ◽  
Well Being ◽  
Attachment Anxiety ◽  
Vigorous Activity ◽  
Avoidant Attachment ◽  
And Coping

Attachment as the ability to form long-term close relationships provides protection and support at all ages, frees from anxiety and tension, and directly affects well-being and health. This study explored the relations between attachment and coping styles and hardiness in adults. The participants — 127 adults aged 18—77 — filled out the Relationships Questionnaire (Bartholomew, Horowitz, 1998), Experiences in Close Relationships Questionnaire (Fraley, Waller, Brennan, 2000), Coping Inventory for Stressful Situations (Endler, Parker, 1990), and Hardiness Survey (Leontiev, Rasskazova, 2006; based on Maddi’s Personal Views Survey). The results showed that securely attached adults used coping aimed at problem solving and avoiding anxious thoughts less frequently. Fearful attachment style was related to the reduction of effort to change the situation, it increased the feeling of helplessness and disregard of vigorous activity. As for individuals with avoidant attachment anxiety they experienced in close relationships increased the feelings of rejection and the disposition to security.

Yoga

2021 ◽  
pp. 361-390
Author(s):  
Kankan Gulati ◽  
Praerna H. Bhargav ◽  
Shalu Elizabeth Abraham ◽  
Hemant Bhargav
Keyword(s):  
Autism Spectrum Disorder ◽  
Psychological Distress ◽  
Neurodevelopmental Disorder ◽  
Well Being ◽  
Autism Spectrum ◽  
Relaxation Techniques ◽  
Yoga Therapy ◽  
Gross Motor Skills

Autism spectrum disorder (ASD), a neurodevelopmental disorder, manifests as impairment in social communication an interaction with restrictive and repetitive patterns of behaviour. Yoga therapy, a mind-body intervention, employs a multi-dimensional approach to reduce psychological distress and bring balance and harmony at the levels of body, breath and mind through physical postures, breathing practices, chanting, and relaxation techniques, respectively, thus enhancing overall well-being. Various yoga studies have shown promise in improving symptoms of ASD by improvement in sensory processing, gross motor skills, balance and coordination, cognition, imitation skills, and the ability to connect in relationships. This chapter aims to provide an overview of the potential role of Yoga therapy in the management of ASDs with emphasis on future standardized yoga trials with robust methodology and long-term follow-ups to establish the clinical utility of Yoga therapy for the same. Also, a tentative yoga lifestyle module for ASD with necessary contra-indications and practical tips has been provided.

scholarly journals An overview of the second year of a mentoring program designed for special education teachers of children with autism in the early years of professionÖğretmenliğin ilk yıllarında otizm spektrum bozukluk tanılı öğrencilerle çalışan özel eğitim öğretmenlerine uygulanan mentorluk programının ikinci yılına bakış

2017 ◽  
Vol 14 (4) ◽  
pp. 3548 ◽  
Author(s):  
Yeşim Güleç Aslan ◽  
Canan Sola Özgüç
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Teaching Profession ◽  
Early Years ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Mentally Disabled ◽  
Second Year ◽  
And Coping

Early years of teaching profession can be hard especially for teachers of children with autism spectrum disorder (ASD) due to difficulties of ASD. Work adjustment programs are designed to facilitate first years of teachers who may have difficulty in adjusting to teaching, performing teaching and coping with behavior problems. These programs can include services aimed to help acquire knowledge and skills, mentoring, and consulting. This paper presents a qualitative case study on the second year of an online mentoring program designed for teachers of students with ASD. The study participants include seven teachers graduated from the Education of Mentally Disabled Program and working in special education implementation centers students with ASD. The data was collected through artifacts, opinion form, and researcher diary. The results show that the online mentoring program involves topics for the participants’ needs and offers benefits such as professional development and adjustment. The results also include participants’ views on the weaknesses and strengths of the program.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetÖğretmenlik mesleğinin ilk yılları, otizm spektrum bozukluğu (OSB) öğrencilerle çalışan öğretmenler için, OSB’nin kendine özgü güçlüklerinden dolayı zor geçebilmektedir. Öğretmenliğe alışmanın yanı sıra, öğretim sunmada ve davranış sorunlarıyla baş etmede sorunlar yaşayabilen bu öğretmenlerin mesleklerinin ilk yıllarını başarılı bir şekilde geçirmelerini sağlayan işe uyum programları; bilgi ve beceri kazandırma amaçlı hizmetler, mentorluk, danışmanlık şeklinde yürütülebilmektedir. Bu araştırmada, mesleğinin ilk yıllarını OSB alanında çalışan öğretmenlere yönelik bir çevrimiçi mentorluk programının ikinci yılı nitel vaka çalışmasıyla incelenmiştir. Katılımcılar, özel eğitim uygulama merkezleri ve bağımlı Otistik Çocuklar Eğitim Merkezlerinde (OÇEM) göreve başlayan Z.E.Ö. lisans programı mezunu yedi öğretmendir. Veriler, süreç ürünleri, görüş formu ve araştırmacı günlükleri ile toplanmıştır. Betimsel analiz sonucundaki bulgular çevrimiçi mentorluk programının katılımcıların ihtiyaçlarına yönelik konulardan oluştuğunu, programın mesleki gelişim, uyum gibi faydaları olduğunu göstermiştir. Ayrıca, programın eksik ve güçlü yönlerine ilişkin katılımcı görüşleri bulgularda yer almıştır. Araştırmanın, çevrimiçi mentorluk programlarının planlanması ve yürütülmesi sürecine ışık tutabileceği düşünülmektedir.

scholarly journals Coping self-efficacy influences health information avoidance

2020 ◽  
pp. 135910532096566
Author(s):  
Jacqueline Hua ◽  
Jennifer L. Howell
Keyword(s):  
Coping Strategies ◽  
Health Information ◽  
Self Efficacy ◽  
Well Being ◽  
Information Avoidance ◽  
Positive Coping ◽  
Good Target ◽  
And Coping ◽  
General Self Efficacy

Avoiding information about one’s health can have long-term implications for health and well-being. Two studies examined the relationship between health information avoidance and coping self-efficacy, or a sense that one can effectively cope. In Study 1, coping self-efficacy, but not general self-efficacy, was associated with information avoidance. In Study 2, participants who reflected on their positive coping strategies were less likely to avoid learning their risk for disease as compared to those who did not reflect on their coping strategies. These findings suggest that coping self-efficacy is a good target for future interventions aimed at reducing health information avoidance.

Between frustration and education: Transitioning students’ stress and coping through the lens of semiotic cultural psychology

2020 ◽  
pp. 095935432094449 ◽  
Author(s):  
Thomas Madsen
Keyword(s):  
Cultural Psychology ◽  
Well Being ◽  
Short Term ◽  
Difficult Situation ◽  
Making Sense ◽  
Oriented Movement ◽  
Alternative Conceptualization ◽  
And Coping ◽  
The University

This article proposes an alternative conceptualization of the processes with which new university students try to overcome the challenges and potential stresses experienced in their movement into the university context. Instead of viewing coping efforts as solely directed towards avoiding stress and enhancing well-being, efforts of overcoming difficulties and stress are to be seen in relation to students’ goal-oriented movement towards becoming students at a particular institution and in a particular field of study. By drawing on the concepts of (hyper)generalized affective semiotic fields, and equifinality and bifurcation points, it is suggested that the process of making sense of a difficult situation is related to the dynamics between well-defined short-term goals and ill-defined long-term goals. In this conceptualization, students not only cope with a specific problem in the here-and-now but make sense of the problem while negotiating their unique trajectory towards more distanced imagined educational outcomes.

Psychoeducational intervention improves Chinese mothers' parenting and symptoms of their autistic children

2019 ◽  
Vol 47 (7) ◽  
pp. 1-20
Author(s):  
Yan-Fei Zu ◽  
Guangxing Xu ◽  
Ya-Song Du ◽  
Juzhe Xi ◽  
Ya-Ting Chen ◽  
...  
Keyword(s):  
Group Intervention ◽  
Rating Scale ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Psychoeducational Intervention ◽  
Autism Symptoms ◽  
Emotional Words ◽  
Psychoeducational Group ◽  
And Coping

In China, mothers of children with autism spectrum disorder struggle with parenting, often becoming depressed. This can harm the well-being and sociocognitive development of their children. We determined whether a psychoeducational group intervention increases the frequency of mothers' positive speech patterns and alleviates their depression, and, in turn, whether these changes improve the behavior of their children. Mothers (8 from Shanghai, 8 from Taiwan) participated in a 12-week intervention of a weekly counseling session. At the end, analysis of transcripts of the mothers' speech showed that the frequency of positive emotional words increased and negative emotional words decreased, and their scores on the Beck Depression Inventory and Beck Anxiety Inventory decreased significantly. Children also showed a significant reduction in scores on the Childhood Autism Rating Scale. These results demonstrate that counseling via a semistructured group intervention can improve mothers' parenting and coping skills, and help to alleviate their children's autism symptoms.

Improving Feeding Outcomes in the NICU: Moving From Volume-Driven to Infant-Driven Feeding

2010 ◽  
Vol 19 (3) ◽  
pp. 68-74 ◽  
Author(s):  
Catherine S. Shaker
Keyword(s):  
Intensive Care Unit ◽  
Dynamic Systems ◽  
Neonatal Intensive Care ◽  
Well Being ◽  
Dynamic Systems Theory ◽  
Feeding Problems ◽  
Care Giving ◽  
Extremely Preterm ◽  
Extremely Preterm Infants

Current research on feeding outcomes after discharge from the neonatal intensive care unit (NICU) suggests a need to critically look at the early underpinnings of persistent feeding problems in extremely preterm infants. Concepts of dynamic systems theory and sensitive care-giving are used to describe the specialized needs of this fragile population related to the emergence of safe and successful feeding and swallowing. Focusing on the infant as a co-regulatory partner and embracing a framework of an infant-driven, versus volume-driven, feeding approach are highlighted as best supporting the preterm infant's developmental strivings and long-term well-being.

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