Manifestation of Suicidal Behavior of Adolescents and Their Rehabilitation in Modern Conditions

Research relevance: socialization includes all the processes of communication with upbringing, education and culture, thanks to which a person gets the opportunity to participate in public life and social character. The whole environment of a person is involved in the process of socialization: family, neighbors, peers in children’s institutions, schools, the media, etc. Research objectives: specialized psychiatric or suicidal methods are medical and psychotherapeutic methods of treatment aimed at treating mental and behavioral disorders that lead to suicidal behavior and preventing the onset and recurrence of suicidal activity. Research materials and methods: psychological forms of prevention of suicidal behavior include the formation of anti-suicidal behavior, changes in personal attitudes, self-esteem, level of motivation, etc. includes targeted psychocorrection programs. Research results: reconstruction of the education system and public education will be successful only if it is the work of the whole society. Conclusions: it is important to focus all social life, social-cultural environment, education and training system on the younger generation.

Can We Talk About Life Without Taking Death Into Account? Early Childhood Educators’ Self-Perceived Ability to Approach the Topic of Death With Children

The current explorative cross-sectional study evaluated the knowledge, attitudes, and practices of early childhood educators towards death education and their self-perceived comfort to approach the topic of death in the classroom. All data were collected from June to July 2020. One hundred eight (108) early childhood educators participated in the study. The study was promoted through early childhood educators’ support groups and social networks. Demographic characteristics, an ad hoc questionnaire, and the Greek version of the Death Attitude Profile-R questionnaire were used to assess the educators’ comfort and attitudes. Results showed that participants’ self-perceived ability to approach the topic of death in the classroom was affected by gender and personal attitudes towards death (specifically death avoidance and fear of death). Overall, this study emphasized early childhood educators’ role in extreme situations which their students may face as death.

The role of narrative medicine program in promoting professional ethics: perceptions of Iranian medical students

Narrative medicine (NM) is an educational tool that can be used to promote the professional competencies of medical students. This study aimed to investigate Iranian medical students’ perceptions of the first NM program offered in 2019. The study was conducted on 69 medical interns who participated in the weekly NM program that was part of the professional ethics course for two months. We used a questionnaire to determine medical interns' perceptions and personal attitudes toward NM. Three experts confirmed the validity of the questionnaire in Persian, and its reliability was verified by internal consistency (α = 0.879). The independent t-test was used to compare the differences in the total scores of students' perceptions. Data analysis was conducted using SPSS 23 software (P < 0.05). The response rate to the questionnaire was 95.65%. The results showed overall students' perceptions of the program were found to be positive. Furthermore, the scores showed a significant difference in terms of gender (P = 0.014), but none in terms of marital status (P = 0.936). According to the results, NM was effective in improving students’ reflections and their empathy with patients. Therefore, it is recommended to include NM in professional ethics education.

The Association Between new Nurses’ Gerontological Education, Personal Attitudes Toward Older Adults, and Intentions to Work in Gerontological Care Settings in Ontario, Canada

Background The older adult population in Canada is increasing, and many will require care within an acute geriatric unit (AGU) or long-term care facility (LTCF). However, the nursing workforce is not growing at the same pace as the population is aging. New graduate nurses may be able to fill this gap; therefore, it is important to understand their intentions of working in gerontological care settings (i.e., AGU or LTCF). Aim To examine if nursing education and personal attitudes toward older adults influence newly registered nurses’(RNs) intentions to work in a gerontological care setting. Method Nurses (n= 1,103) who registered with the College of Nurses of Ontario for the first time in 2018 were invited to complete a questionnaire. Results The majority of participants (n = 181) reported a positive attitude toward older adults. However, only 14% reported an intention to work in a gerontological care setting. Participants who completed multiple geriatric focused clinical placements were more likely to report an intention to work in these settings. Conclusion This study provides some information regarding the attitudes and intentions of newly RNs toward a career in gerontological care settings. Further research is needed to understand nurses’ intentions regarding working in AGUs or LTCFs.

Staged entrepreneurship: the formation of hybrid and spawning entrepreneurial intentions

Most individuals find their way into entrepreneurship through combinations of self-employment and paid employment. However, prior research on entrepreneurial intentions has overlooked intended career transitions. Drawing on social cognitive career theory, we argue that, against the background of personal and environmental factors, individuals form career intentions that involve the combination of and transition between paid employment and self-employment. Such staged entrepreneurial intentions include the delay of entrepreneurial entry by intermediate stages of paid employment (i.e., spawning entrepreneurial intentions) or immediate entrepreneurial entry in parallel combination with paid employment at established organizations (i.e., hybrid entrepreneurial intentions). We test these theoretical ideas based on a survey involving 1003 individuals prior to career entry. The results indicate that individuals proactively align their envisioned career stages according to expected socio-cognitive enablers and barriers (i.e., their entrepreneurial self-efficacy, personal attitudes to entrepreneurship, subjective norms, and socioeconomic status). Notably, we find that individuals with lower levels of perceived social support for an entrepreneurial career more likely intend to combine their existing entrepreneurial activities with a conventional career at an established organization. Furthermore, individuals from lower socioeconomic status backgrounds as well as women are more likely to delay entrepreneurial entry by starting their professional careers in paid employment. The study’s primary contribution is the introduction of a novel perspective on entrepreneurial intentions based on individuals’ intended career transitions.

Connection between basic values and emigration attitudes of Russian youth

The ambiguity and inconsistency of the data on the connection between emigration attitudes and metavalues spurs the research on the relation between emigration attitudes and basic values. Hence, the problem of studying the deterministic character of youth attitudes to emigration is seen as of relevance. The purpose of this research is to determine the nature of the connection between basic values and emigration attitudes. Hypotheses: 1. The basic values that make up metavalues act as the predictors of emigration attitudes. 2. The basic values constituting the contrastive metavalues of Preservation and Openness to Change are simultaneously connected with emigration attitudes, and the nature of their connections is different. 3. The basic values constituting the metavalue of Self-Affirmation have a positive correlation with emigration attitudes. The study is carried out on a sample of respondents (N = 646) aged 17 to 35, including 78% (504) of women. The research applies the “Scales of Migration Attitudes” (S. A. Kuznetsova, I. Yu. Kuznetsov, A. V. Feshchenko) modified to study emigration attitudes. The study also uses PVQ-21–ESS7 versions of the questionnaire measuring individual values (Sh. Schwartz) which enables to document the degree of expression of values. Finally, the research makes use of the method of multiple linear regression analysis. The results show that the attitude of the subject is the most pronounced one among all other components of emigration attitudes (the attitude of the loved ones, the expectations of the loved ones). Basic values have a major impact on the revealed connections between emigration attitudes and metavalues. For example, the values of tradition and security have a negative correlation with the metavalue of Preservation. The values of stimulation have a positive correlation with the metavalue of Openness to Change. The values of power have a positive correlation with the metavalue of Self-Affirmation. Evidently, young adults are more likely to plan to emigrate due to their personal attitudes and motives rather than to those of their close environment. Attitudes towards emigration are expressed by those young adults who: 1) are less focused on traditions and customs but appreciate security; 2) strive to enrich their lives with new sensations and emotions; 3) appreciate material well-being. The results of the study reveal the factors contributing to the emergence of attitudes to emigration in young adults. The results of the study can be used to predict international mobility of young adults. Additionally, they are of importance for the psychological work with potential emigrants.

Relationship Between Academic Library Workers’ Outlooks on Life, Personality, and Goal-Setting Behavior and Achievement

A Review of: Lo, L.S. & Anderson, A.M. (2020). Personal goal setting behavior and professional outlooks of academic library employees. Journal of New Librarianship, 5, 204-236. https://doi.org/10.33011/newlibs/9/21 Abstract Objective – To identify a correlation between academic library employees who set New Year’s resolutions and goal-setting behavior in professional contexts, and to explore practices, personal attitudes, and outlooks that influence goal-setting and goal-achievement Design – Non-experimental multiple choice questionnaire Setting – Online Subjects – 308 adult participants (over 21 years old) who work in academic library settings including staff, librarians, and administration Methods – The authors designed an online, non-experimental multiple choice questionnaire through Qualtrics. The authors distributed study invitations to multiple professional library listservs, though it is unclear which listservs were included and what geographic location was covered. The survey was available for roughly a month from February 1-26, 2016. The survey screened participant demographics to omit those under 21 years of age and all identifying information was removed in order to protect participant privacy. All participation was voluntary and participants who were interested in contributing to a follow-up research study were asked to share their contact emails. Main Results – Most participants (n=182, 59%) set no New Year's resolutions in 2015 and half (n=155, 50%) set no resolutions in 2016. When asked to explain, 23% noted that they hadn't considered setting resolutions in 2016, 9% did not prioritize setting goals, and 5% felt that they could not achieve their goals. Additionally, over 50% articulated other reasons including not prioritizing goal-setting for New Year’s, noting that setting goals around the academic year was timelier, and that some participants already had enough goals to achieve. In 2016, half of participants (n=153, 50%) set New Year’s resolutions. By far the most common resolution was physical fitness and healthy eating (n=64, 42%). About 19% set occupational goals including skill building, and 15% set emotional goals including cultivating optimism and mindfulness. When asked about goal-setting practices, 36% of the 2016 resolution setters described writing or typing out their goals, 59% shared their goals with others, and nearly 90% enacted changes in their daily routines in order to achieve their goals. 26 participants used all of the goal setting practices above. This group prioritized their top goals and felt confident about reaching those goals. Four participants did not practice goal-setting techniques, and also felt less confident about achieving their goals. 49% of 2016 resolution setters had somewhat optimistic outlooks, and 24% had very optimistic life outlooks. Of those with pessimistic life outlooks, nearly all believed it would be difficult to accomplish goals. Respondents who claimed to be very ambitious were likely to set occupational goals as their top goal. 81% of those in dean and director positions reported being very ambitious and 85% also reported being optimistic. All deans and directors felt confident about accomplishing their goals. For middle managers, 75% felt ambitious and 72% felt optimistic. Professional librarians were 66% ambitious and 72% optimistic. Conclusions – This study's findings align closely with United States national averages about the percentage of Americans who set New Year’s resolutions and achieve their goals. Data suggests some relationship between academic library workers’ outlooks on life and confidence in achieving their goals, as well as a correlation between goal setting strategies and achieving goals. The authors express optimism that 20% of participants who set New Year's resolutions chose to list occupational goals as their top goals, especially considering that resolution-setting comprises an incredibly broad array of options. The authors suggest that data can be used by academic library administrators to increase worker job performance, improve worker wellness, establish mentorship programs, and train workers to set attainable goals.

Education and enterprising profile of young community: evidence from a transition country

Purpose This paper, in light of the theory of planned behavior, aims to analyze the factors that have an impact on entrepreneurial intentions among students in Kosovo. Design/methodology/approach A structured questionnaire is administered online for data collection, and the analysis is conducted using structural equation modeling. Findings The authors find that in the context of Kosovo, personal attitudes, subjective norms and perceived behavioral control significantly impact entrepreneurial intention among students. However, the entrepreneurial education survey respondents received was unrelated to entrepreneurial intention of students in Kosovo. Originality/value The authors contribute to the literature regarding the role of entrepreneurial education on entrepreneurial intention among students and graduates. In addition, the authors provide new evidence regarding the impact of personal attitudes, subjective norms and perceived behavioral control on entrepreneurial intention in the context of a transition economy. Finally, the authors offer recommendations to educational institutions and policymakers concerning the appropriate design of entrepreneurial education.