Understanding Responses to an Organizational Takeover: Introducing The Social Identity Model of Organizational Change

This paper presents a Social Identity Model of Organizational Change (SIMOC) and tests this in the context of employees’ responses to a corporate takeover. This model suggests that employees will identify with the newly emerging organization and adjust to organizational change more successfully the more they are able to maintain their pre-existing social identity (an identity maintenance pathway) or to change understanding of their social identity in ways that are perceived as constituting identity gain (an identity gain pathway). We examine this model in the context of an acquisition in the pharmaceutical industry where 225 employees were surveyed before the implementation of the organizational change and then again 18 months later. In line with SIMOC, pre-change identification predicted post-change identification and a variety of beneficial adjustment outcomes for employees (including job satisfaction, organizational citizenship behavior, lower depression, satisfaction with life, and post-traumatic growth) to the extent that either (a) they experienced a sense of identity continuity or (b) their supervisors engaged in identity leadership that helped to build a sense that they were gaining a new positive identity. Results showed a negative impact of pre-change organizational identification on post-change identification and various adjustment outcomes if both pathways were inaccessible, thereby contributing to employees’ experience of social identity loss. Discussion focuses on the ways in which organizations and their leaders can better manage organizational change and associated identity transition.

The Collective Influence of Family Connectedness, School Connectedness and Coping during Adolescence on Psychological Adjustment in Emerging Adulthood

<p>Research shows that adolescent connections to the family and school environments both diminish across time and are predictive of psychological adjustment. Coping strategies displayed during adolescence are also thought to play a central role in the development of psychological adjustment outcomes. The present longitudinal study investigated trajectories of family and school connectedness during adolescence, the relationship of these trajectories to adjustment outcomes in emerging adulthood, and whether and how coping strategies might explain the relationships between family and school connectedness during adolescence and psychological adjustment in emerging adulthood. A sample of 946 adolescents were surveyed four times across an eight year period; three time points were during their secondary school years (2006, 2007, and 2008) and the final survey point was five years later (2013). Growth curve models were constructed to examine changes in family and school connectedness from Time 1 to Time 3, and to determine whether these changes predicted Time 4 adjustment outcomes. Mediation path models were also employed to determine whether and how Time 3 maladaptive and adaptive coping strategies functioned as mediators between Time 1 family and school connectedness and Time 4 psychological adjustment outcomes. Results demonstrated that those individuals who were well-connected to their family and school during adolescence were psychologically better adjusted in emerging adulthood. They also showed that levels of both family and school connectedness declined across adolescence for females, but not for males, and that declines in school connectedness were predictive of better psychological adjustment outcomes. Finally, greater family and school connectedness displayed during adolescence predicted reductions in the use of maladaptive coping and increases in the use of adaptive coping, which in turn, predicted increases in psychological adjustment in emerging adulthood. The findings are discussed in terms of their contributions to the literature, their implications for the treatment of adolescent mental health difficulties, and suggestions for future research are made.</p>

The Collective Influence of Family Connectedness, School Connectedness and Coping during Adolescence on Psychological Adjustment in Emerging Adulthood

<p>Research shows that adolescent connections to the family and school environments both diminish across time and are predictive of psychological adjustment. Coping strategies displayed during adolescence are also thought to play a central role in the development of psychological adjustment outcomes. The present longitudinal study investigated trajectories of family and school connectedness during adolescence, the relationship of these trajectories to adjustment outcomes in emerging adulthood, and whether and how coping strategies might explain the relationships between family and school connectedness during adolescence and psychological adjustment in emerging adulthood. A sample of 946 adolescents were surveyed four times across an eight year period; three time points were during their secondary school years (2006, 2007, and 2008) and the final survey point was five years later (2013). Growth curve models were constructed to examine changes in family and school connectedness from Time 1 to Time 3, and to determine whether these changes predicted Time 4 adjustment outcomes. Mediation path models were also employed to determine whether and how Time 3 maladaptive and adaptive coping strategies functioned as mediators between Time 1 family and school connectedness and Time 4 psychological adjustment outcomes. Results demonstrated that those individuals who were well-connected to their family and school during adolescence were psychologically better adjusted in emerging adulthood. They also showed that levels of both family and school connectedness declined across adolescence for females, but not for males, and that declines in school connectedness were predictive of better psychological adjustment outcomes. Finally, greater family and school connectedness displayed during adolescence predicted reductions in the use of maladaptive coping and increases in the use of adaptive coping, which in turn, predicted increases in psychological adjustment in emerging adulthood. The findings are discussed in terms of their contributions to the literature, their implications for the treatment of adolescent mental health difficulties, and suggestions for future research are made.</p>

Smartphone App to Address Loneliness Among College Students: Pilot Randomized Controlled Trial

Background Loneliness is a widespread and significant problem on college campuses. Prolonged loneliness in young adulthood is a risk factor for concurrent and future mental health problems and attrition, making college a critical time for support. Cognitive and behavioral interventions show promise for decreasing loneliness and can be widely disseminated through technology. Objective This pilot randomized controlled trial was conducted to examine the initial efficacy, feasibility, and desirability of a smartphone app, Nod, designed to deliver cognitive and behavioral skill-building exercises to reduce loneliness during the transition to college. Methods First-year college students (N=221, mean age 18.7 years, 59% female) were recruited online during incoming student orientation, and randomized to either receive immediate access to Nod (experimental group, n=100) or access after 4 weeks (control group, n=121). The app delivered skills via fully automated (1) “social challenges,” suggested activities designed to build social connections; (2) reflections, brief cognitive reframing exercises; and (3) student testimonials that encouraged a growth mindset toward social connection building. Main intention-to-treat analyses were used to compare the conditions on self-assessed loneliness, depressive symptoms, and other mental health and college adjustment outcomes at week 4, controlling for baseline values on those variables. Analyses were also performed to test the hypothesis that the treatment benefits would be particularly pronounced for participants with heightened psychological vulnerability at baseline (ie, higher baseline depressive symptoms and loneliness). Results Retention was 97% at week 4, and participants viewed an average 36.7 pages of app content. There were no significant condition differences in loneliness at week 4 (F1, 211=0.05, P=.82; ηp2 <.001). However, there was a significant condition-by-baseline depression interaction to predict week-4 loneliness (F1,209=9.65, P=.002; ηp2 =.04). Simple slope analyses indicated that baseline depression positively predicted week-4 loneliness among control participants (r=0.30, t209=3.81, P<.001), but not among experimental participants (r=–0.09, t209=–0.84, P=.40), suggesting that Nod buffered participants with high baseline depression scores from experiencing heightened midquarter loneliness. Similarly, there were no significant condition differences in other week-4 outcomes. However, moderation by baseline vulnerability was found for week-4 depressive symptoms, sleep quality, and indices of college adjustment (eg, perceived social support and campus belonging). Conclusions Although Nod exposure did not impact outcomes for the full sample, these results provide initial evidence of its benefit for vulnerable students. The results of this trial suggest that cognitive and behavioral skills delivered via a mobile app can buffer psychologically vulnerable college students against heightened loneliness and depressive symptoms, as well as other negative college adjustment outcomes. Future work will aim to improve upon app engagement, and to address loneliness among other key populations. Trial Registration ClinicalTrials.gov NCT04164654; https://clinicaltrials.gov/ct2/show/NCT04164654

Smartphone App to Address Loneliness Among College Students: Pilot Randomized Controlled Trial (Preprint)

BACKGROUND Loneliness is a widespread and significant problem on college campuses. Prolonged loneliness in young adulthood is a risk factor for concurrent and future mental health problems and attrition, making college a critical time for support. Cognitive and behavioral interventions show promise for decreasing loneliness and can be widely disseminated through technology. OBJECTIVE This pilot randomized controlled trial was conducted to examine the initial efficacy, feasibility, and desirability of a smartphone app, Nod, designed to deliver cognitive and behavioral skill-building exercises to reduce loneliness during the transition to college. METHODS First-year college students (N=221, mean age 18.7 years, 59% female) were recruited online during incoming student orientation, and randomized to either receive immediate access to Nod (experimental group, n=100) or access after 4 weeks (control group, n=121). The app delivered skills via fully automated (1) “social challenges,” suggested activities designed to build social connections; (2) reflections, brief cognitive reframing exercises; and (3) student testimonials that encouraged a growth mindset toward social connection building. Main intention-to-treat analyses were used to compare the conditions on self-assessed loneliness, depressive symptoms, and other mental health and college adjustment outcomes at week 4, controlling for baseline values on those variables. Analyses were also performed to test the hypothesis that the treatment benefits would be particularly pronounced for participants with heightened psychological vulnerability at baseline (ie, higher baseline depressive symptoms and loneliness). RESULTS Retention was 97% at week 4, and participants viewed an average 36.7 pages of app content. There were no significant condition differences in loneliness at week 4 (<i>F</i>_{1, 211}=0.05, <i>P=</i>.82; η_p² &lt;.001). However, there was a significant condition-by-baseline depression interaction to predict week-4 loneliness (<i>F</i>_1,209=9.65, <i>P=</i>.002; η_p² =.04). Simple slope analyses indicated that baseline depression positively predicted week-4 loneliness among control participants (<i>r</i>=0.30, t₂₀₉=3.81, <i>P</i>&lt;.001), but not among experimental participants (<i>r</i>=–0.09, t₂₀₉=–0.84, <i>P</i>=.40), suggesting that Nod buffered participants with high baseline depression scores from experiencing heightened midquarter loneliness. Similarly, there were no significant condition differences in other week-4 outcomes. However, moderation by baseline vulnerability was found for week-4 depressive symptoms, sleep quality, and indices of college adjustment (eg, perceived social support and campus belonging). CONCLUSIONS Although Nod exposure did not impact outcomes for the full sample, these results provide initial evidence of its benefit for vulnerable students. The results of this trial suggest that cognitive and behavioral skills delivered via a mobile app can buffer psychologically vulnerable college students against heightened loneliness and depressive symptoms, as well as other negative college adjustment outcomes. Future work will aim to improve upon app engagement, and to address loneliness among other key populations. CLINICALTRIAL ClinicalTrials.gov NCT04164654; https://clinicaltrials.gov/ct2/show/NCT04164654

Intergenerational Cultural Conflict, Assertiveness, and Adjustment among Asian Americans

According to acculturation gap-distress theory, intergenerational cultural conflict stems from parent-offspring acculturation mismatch. Acculturation-based family conflict has been linked to poorer psychological adjustment among Asian American offspring, especially emerging adults. Whereas trait assertiveness often is shown to buffer the relation between interpersonal conflict and psychological distress among Euro Americans, it remains unknown how assertiveness contributes to Asian Americans’ psychological adjustment both directly and jointly with intergenerational cultural conflict. Considering Asian cultural values of filial piety and obedience, high levels of assertiveness—a set of intrapersonal characteristics that prioritizes individualistic needs over family harmony and group needs—may intensify the relations between intergenerational cultural conflict and adjustment outcomes. Asian American college students (N = 141, 58.2% women, Mage = 20.86) completed surveys assessing their levels of intergenerational cultural conflict, assertiveness, and three psychological adjustment outcomes (depressive symptoms, negative affect, and subjective well-being). Intergenerational cultural conflict was positively associated with depressive symptoms. Assertiveness was correlated with negative affect and depressive symptoms negatively, and with subjective well-being positively. Contrary to hypothesis, assertiveness did not moderate the relation between intergenerational cultural conflict and psychological adjustment. Whereas trait assertiveness can be promotive of psychological adjustment outcomes among Asian Americans, it may not affect the degree to which intergenerational cultural conflict is linked to offspring adjustment outcomes.