Exploring the Experiences of Parents Whose Child has Received a Diagnosis of Autistic Spectrum Disorder in Adulthood

There is a growing trend of adult diagnosis of Autism Spectrum Disorder (ASD). Research has found that diagnosis can prompt a process of sense-making which may be disrupted by lack of post-diagnostic support. Given the continued involvement of many parents in supporting their adult son or daughter with ASD, it is vital to understand their experiences to meet their needs in adapting to the diagnosis. Eleven parents of recently diagnosed adults participated in semi-structured interviews which were analysed thematically. Findings demonstrate that the new knowledge of diagnosis facilitates changes in attributions, interactions and relationships, but can result in unmet emotional and relational support needs. Findings are relevant to those involved in adult diagnosis, and the provision of post-diagnostic support.

Early Adolescents’ Social Achievement Goals and Perceived Relational Support: Their Additive and Interactive Effects on Social Behavior

The current study examined the additive and interactive effects of early adolescents’ social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents’ social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders (Mage = 12.5; N = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents’ social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents’ social goals in conjunction with their perceived relational support for educators and practitioners.

Relational and Growth Outcomes Following Couples Therapy With MDMA for PTSD

Healing from trauma occurs in a relational context, and the impacts of traumatic experiences that result in post-traumatic stress disorder (PTSD) go beyond the diagnosis itself. To fully understand a treatment for PTSD, understanding its impact on interpersonal, relational, and growth outcomes yields a more fulsome picture of the effects of the treatment. The current paper examines these secondary outcomes of a pilot trial of Cognitive Behavioral Conjoint Therapy (CBCT) for PTSD with MDMA. Six romantic dyads, where one partner had PTSD, undertook a course of treatment combining CBCT for PTSD with two MDMA psychotherapy sessions. Outcomes were assessed at mid-treatment, post-treatment, and 3- and 6-month follow-up. Both partners reported improvements in post-traumatic growth, relational support, and social intimacy. Partners reported reduced behavioral accommodation and conflict in the relationship, and patients with PTSD reported improved psychosocial functioning and empathic concern. These improvements were maintained throughout the follow-up period. These findings suggest that CBCT for PTSD with MDMA has significant effect on relational and growth outcomes in this pilot sample. Improvements in these domains is central to a holistic recovery from traumatic experiences, and lends support to the utility of treating PTSD dyadically.

Resilience and Mental Health Among Syrian Refugee Children in Jordan

Refugee populations are at high risk of experiencing trauma and developing negative mental health outcomes. The resilience of Syrian refugee children is not well established as far as modifying the association between trauma and mental illness. A total of 339 Syrian refugee children aged 10 to 17 were surveyed to assess resilience, depression and history of trauma. All children reported exposure to at least one traumatic event, 48.6% reported exposure to highly salient traumatic events such as being held hostage, kidnapping or imprisonment. High rates of suicidal ideation and depression symptomatology were found. Resilience was strongly inversely related to depression. Relational support was found to be the most protective resilience factor and was the most highly correlated with less depressive symptomatology. Empowering children and families to build resilience through social support may be a viable prevention and management approach to other unaffordable or unavailable treatments for mental illnesses.

Pengaruh Kepercayaan Diri, Pendidikan Dan Dukungan Relasional Terhadap Intensi Berwirausaha Mahasiswa UNTAR

The purpose of this research is to examine whether: 1) self-confidence can affect entrepreneurial intention, 2) educational support can affect entrepreneurial intention, 3) relational support can affect entrepreneurial intention. Sample was selected using nonprobability sampling method amounted to 86 respondents of university students in Tarumanagara University. Data were measured by Likert scale and analyzed with processing techniques using SmartPLS 3.0 program. The result of this study shows that 1) self confidence positively had affect on entrepreneurial intention, 2) education support positively had affect on entrepreneurial intention and, 3) relational support had affect on entrepreneurial intention. Several recommendations for research are presented based on conclusions and suggestions on the results of this study.Tujuan dari penelitian ini adalah untuk menguji apakah: 1) kepercayaan diri dapat mempengaruhi intensi berwirausaha, 2) pendidikan dapat mempengaruhi intensi berwirausaha, 3) dukungan relasional dapat mempengaruhi intensi berwirausaha. Sampel dipilih menggunakan teknik nonprobability sampling dengan jumlah 86 responden mahasiswa di Universitas Tarumanagara. Data diukur dengan skala Likert dan dianalisis dengan teknik proses yang menggunakan program SmartPLS 3.0. Secara keseluruhan, hasil penelitian ini menunjukkan bahwa 1) kepercayaan diri berpengaruh positif terhadap intensi berwirausaha, 2) pendidikan berpengaruh positif terhadap intensi berwirausaha, dan 3) dukungan relasional berpengaruh positif terhadap intensi berwirausaha. Beberapa rekomendasi untuk penelitian disajikan berdasarkan kesimpulan dan saran mengenai hasil penelitian ini.

DETERMINANTS OF ENTREPRENEURIAL ORIENTATION: A STUDY OF RURAL ENTREPRENEURS IN JIANGSU PROVINCE, CHINA

Small and Medium Enterprises (SMEs) in China have seen massive as well as viable progress in recent years owing to different factors which has progressively contributed to China’s economic development. Frail bonds with external market and technological revolution, and limited SME funding, lack of proactiveness and risk taking is threatening the sustainability of such development and lowering the entrepreneurial orientation (EO) among the populace. It is against this backdrop that this study was conducted to examine level of OE among Chinese firms as well as factors influencing the development of EO spirit among Chinese firms. The study used Statistical Package for Social Scientist (SPSS) and Microsoft Excel to conduct both descriptive and inferential analysis like mean, standard deviation, and graphical representation, t-test, Correlation, Multiple Regression Analysis, R-Square, F-statistics and Variance Inflator Factors (VIF) to determine the determinants of EO of four hundred (400) SMEs Jiangsu Province of China. The finding of the study supported available literature and confirmed innovation, risk-taking and proactiveness to be the main determinants of entrepreneurial orientation. Other factors that affect EO included structural and relational support, availability of relevant resources, informalization of institutions as well as breaking down bureaucracies and extending corporate boundaries. KEYWORDS: Entrepreneurial orientation, firms’ performance, rural Jiangsu Province

Recovering the Relational Starting Point of Compassion Training: A Foundation for Sustainable and Inclusive Care

The cultivation of compassion through meditation training is of increasing interest to scientists, health-care providers, educators, and policymakers as an approach to help address challenging personal and social issues. Yet people encounter critical inner psychological barriers to compassion that limit the effectiveness of compassion training—including the lack of a secure base, aversion to suffering, feeling alone in suffering, and reductive impressions of others. These barriers emerge, in part, from a lack of relational support and are exacerbated by modernist conceptions that present meditation as an autonomous, self-help practice. This article proposes a solution centered on relationality that is derived from the integration of diverse areas of psychology with contemplative traditions. Theories and findings from social, developmental, and health psychology can inform meditation programs and help recover important relational elements of compassion training from traditional cultures that address common barriers to compassion and thus promote more sustainable and inclusive care. In so doing, this article illustrates the value of psychological theories for translating important contextual elements from contemplative traditions into diverse modern settings.

Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education

PurposeUniversity-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.Design/methodology/approachA descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.FindingsMentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.Originality/valueChanges to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.