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BACKGROUND The Work Support Profile (WSP) is a brief assessment instrument that enables staff supporting adults with disabilities to provide calibrated and individualized support for specific work tasks. This paper sought to examine the psychometric properties of WSP for people with disabilities. METHOD A pilot study was conducted with 239 sheltered workshop employees diagnosed mainly with intellectual disability to explore the structure of this assessment tool, and provide initial evidence of its psychometric properties. Subsequently, a larger-scale study captured a nationwide profile of 761 sheltered workshop employees with intellectual disability. RESULTS Across both studies, factor analyses yielded a conceptually acceptable 5-factor structure with 33 items accounting for approximately 65% of the variance. Furthermore, the reliability, convergent and discriminant validity of WSP can be considered adequate. CONCLUSION Results provide preliminary evidence that WSP is a psychometrically adequate tool for assessing the work support needs of adults with disabilities on given work tasks.

This study focused on 16 Asian novice group counselors’ initial co-facilitation experiences in in-class and online support groups. A qualitative analysis using Grounded Theory produced 16 themes in 5 categories. Participants’ Expectations (Causal Condition) and Readiness (Intervening Condition) to co-facilitate, informed their strategic actions/interactions in navigating Challenges, encountered during support group sessions. The consequences were Growth and formation of Views of Online Group Counseling. The majority of participants reported greater awareness of themselves and co-facilitation issues, as well as a preference for the face-to-face counseling platform, over the online counseling platform.

This study presents a qualitative exploration and analysis of the experiences of eight trainee group counsellors from Singapore, Malaysia, China and Japan, in an in-class face-to-face and on-line support group. The study sought to understand how participants co-constructed their experiences of the critical incident of resistance, which they had identified as significant in their post-group reflection papers. Conversation Analysis was used to analyse all session transcripts During the analytical process, it was found that two co-facilitators and one member had used interactional features such as the turn allocation process, conversational practices, declarations and prescriptions, to create and implement their authority and power in influencing the other group members in ways which were considered judgemental, disempowering and offensive by one member, who in turn became increasingly resistant.

This article presents an overview of the range of primary, secondary, and tertiary interventions based on the Singapore Education Ministry-developed whole-school framework for pupil management and support. At the preventive level, a range of school-wide programmes are implemented to provide learning, emotional, and behavioural support for students. Where school-level programmes are inadequate to address specific student concerns, there are school counsellors or teacher-counsellors to work with those at-risk or experiencing difficulties. Students with specific learning disabilities receive in-class or pull-out support from allied educators, often in consultation with educational psychologists from the Ministry. Although parent support and collaboration are often sought, school-based family interventions are not within the purview of schools. This article further discusses issues that may be of concern to schools as they work to support students more effectively.

The balanced states of mind (BSOM) model proposes that coping with stress and psychological well-being is a function of the BSOM ratio of positive thoughts to the sum of positive and negative thoughts. Based on different BSOM ratios, different BSOM categories are constructed to quantitatively differentiate levels of coping with stress and psychological well-being. The cognitive content-specificity hypothesis states that there are unique themes of semantic content in self-reported automatic thoughts particular to depression or anxiety. This study investigated the BSOM model and its cognitive content-specificity for depression, anxiety, anger, stress, life satisfaction, and happiness, based on negative and positive automatic thoughts. Three hundred and ninety-eight college students from Singapore participated in this study. First, BSOM ratio and positive automatic thoughts were positively correlated with life satisfaction and happiness, and negatively correlated with stress, anxiety, depression, and anger. In contrast, negative automatic thoughts were positively correlated with stress, anxiety, depression, and anger, and negatively correlated with life satisfaction and happiness. Second, levels of psychopathology and psychological well-being were statistically differentiable among the BSOM categories for depression, happiness, perceived stress, and life satisfaction; and less statistically differentiable among the BSOM categories for anxiety and anger, as expected based on the BSOM model and cognitive content-specificity hypothesis. Third, the results were more supportive of the BSOM model for depression, followed by happiness, perceived stress, life satisfaction, anxiety, and anger in terms of percentage of variance accounted for by BSOM categories, as expected based on the cognitive content-specificity hypothesis. Taken together, the results suggested that the more moderately positive thoughts one has (balanced by negative thoughts), the better mental health outcomes one has. Implications and limitations of these findings are discussed.

This study investigated the states-of-mind model of depression, anxiety, anger, life satisfaction and happiness in four ways. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, states-of-mind ratio and positive automatic thoughts were positively correlated with life satisfaction and happiness, and negatively correlated with anxiety, depression, and anger. In contrast, negative automatic thoughts were positively correlated with anxiety, depression, and anger, and negatively correlated with life satisfaction and happiness. Second, the BSOM categories based depression-related automatic thoughts was able to significantly differentiate among levels of depression, happiness, life satisfaction, anxiety, and anger in ANOVA and in terms of variance accounted for as indicated by partial Eta squared. Third, the BSOM ratio was the best predictor for happiness and life satisfaction and second best predictor for depression, anxiety, and anger in terms of variance accounted for as indicated by adjusted R2, in comparison to the negative cognition model and positive cognition model. Fourth, both ANOVA results and multiple regression results showed that there is cognitive content-specificity for the BSOM based on depression-related automatic thoughts. Implications and limitations of these findings were discussed.

This study explored group and relational differences in personality, health, and coping across 189 Australian students and 243 Singaporean students. Life Orientation Test—Revised showed a one-factor structure for Australians but a two-factor structure for Singaporeans. Australians tended to be more agreeable, more conscientious, more optimistic, more satisfied with their lives, while Singaporeans tended to be more neurotic and more pessimistic. Singaporeans tended to utilize less frequent adaptive and maladaptive coping strategies. Neuroticism was a significant predictor for state-trait anxiety and stress, while unipolar optimism was a significant predictor for life satisfaction and unipolar pessimism was a significant predictor for trait anxiety for both samples. Bipolar optimism was a significant predictor for trait anxiety and life satisfaction for both samples whereas it was a significant predictor for state anxiety for the Singaporean sample. Optimists, pessimists, and neurotics in both samples tended to use different coping strategies. Limitations and implications are discussed.

This study explored the discriminant validity of optimism and hope in accounting for unique variance in depression and life satisfaction for 334 secondary school students from Singapore. Correlational analysis showed that optimism and hope were significantly correlated with each other. Hierarchical multiple regression findings indicated that both optimism and hope significantly predicted depression and life satisfaction even after controlling for hope and optimism, respectively. However, the incremental unique variance accounted for in depression by optimism is 6% more than that accounted for by hope in terms of R 2 Change values. Simultaneous multiple regression analyses using the subscale scores found that only agency, optimism, and pessimism contributed uniquely to the variance in depression and life satisfaction. Implications and limitations of these findings are discussed.

Previous research has highlighted the important role of cognition in anxiety, including test anxiety. The present study explores the role of cognitive distortions and irrationality in test anxiety by studying the relationships among cognitive triad (core beliefs), dysfunctional attitudes (intermediate beliefs), negative automatic thoughts, irrational beliefs, debilitating test anxiety, and facilitating test anxiety in 138 undergraduates. Multiple regression analyses showed that only the cognitive triad as a whole was a significant predictor of debilitating anxiety. Specifically, negative view of self was a significant predictor of debilitating anxiety. The results supported an expansion of the current cognitive conceptualizations of test anxiety to include the importance of negative self-view. Other implications are also discussed.

This study explores the relationships between four emotional competencies (i.e., intrapersonal skills, interpersonal skills, adaptability skills, and stress management skills) and four factors of maladjustment (i.e., antisocial behavior, anger control problems, emotional distress, and negative self problems) in 217 students from Singapore. Multiple regression findings indicated that stress management skills significantly predicted overall maladjustment, antisocial behavior, anger control problems, emotional distress, and negative self problems. With regard to the three remaining emotional competencies, interpersonal skills significantly predicted negative self problems, while intrapersonal skills and adaptability skills were not predictive of any of the four factors of maladjustment. Implications and limitations of these findings are discussed.

This study explores two issues concerning the relationships between personality, meta-mood experience, life satisfaction, and anxiety. First, it explored the incremental value of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience in predicting the three components of meta-mood experience (that is, attention to feelings, emotional clarity, clarity of feelings and mood repair), after controlling for demographic variables across Australia and Singapore. Second, it explored the incremental value of the three meta-mood experience components in predicting life satisfaction and anxiety, after controlling for demographic variables and personality variables across the two countries. One hundred and eighty nine tertiary students from Australia and 243 tertiary students from Singapore participated in this study. First, hierarchical regression analyses for both samples suggested that Agreeableness and Neuroticism are the two most important personality predictors of meta-mood experience, emotional attention, and emotional repair. Second, hierarchical regression analyses for both samples suggested that emotional repair was a significant predictor for life satisfaction and anxiety, even after controlling for demographic variables and personality variables. These results have implications for therapeutic interventions with life satisfaction versus anxiety.

Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

This study examines the relationships of positive thinking versus negative thinking with psychological well-being and psychological maladjustment. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, positive thinking were positively correlated with indicators psychological well-being – life satisfaction and happiness, and negatively correlated with indicators of psychopathology – stress, anxiety, depression, and anger. In contrast, negative thinking were positively correlated with indicators of psychopathology – stress, anxiety, depression, and anger, and negatively correlated with indicators of psychological well-being – life satisfaction and happiness. Second, hierarchical multiple regression results showed that females were more likely than males to be stressed and anxious at the first step of entry. However, there were no significant differences between the sexes in terms of depression, anger, life satisfaction, and happiness. Age did not significantly predict any of the criterion variables. Third, hierarchical multiple regression results showed that negative thinking accounted for more of the significant incremental unique variance in depression, stress, anxiety, life satisfaction, anger, and happiness in order of effect size. This is also found that positive thinking do accounted for a sizable significant incremental unique variance in happiness and life satisfaction, while a very small percentage of 1% significant incremental unique variance for stress, depression, anxiety, and anger. Implications and limitations of these findings were discussed.

This study explores the phenomenological world of 11 Satir-based Singaporean Chinese therapists with regard to their experience of congruence. A mixed qualitative-cum-quantitative research method was used in this study. A phenomenological methodology was used to explore (a) the phenomenological world of therapists with regard to their lived experience of congruence in their personal or inner lives, (b) how this congruence is used in psychotherapy, and (c) how therapists can enhance their level of congruence. Quantitative findings include (a) significant nonparametric correlations among the intrapersonal, interpersonal, and transpersonal levels of congruence with overall congruence; (b) significant nonparametric correlation between intrapersonal congruence and interpersonal congruence; (c) significant nonparametric correlations between overall congruence and interpersonal congruence with self-esteem and life satisfaction; and (d) significant nonparametric correlations between intrapersonal congruence and self-esteem. These results may have research and clinical implications for the practice of psychotherapy.

In the first part of this article, the authors argue that any conception of well-being is culturally embedded and depends on how the notions of "well" and "being" are defined and practiced in different cultural communities. To support this argument, they conduct a comprehensive review of the empirical literature, which shows that members of individualistic and collectivistic cultures differ in their emotional experience of well-being. This difference has been traced to the indigenous psychology of selfhood in those cultures. In the second part of the article, the authors debunk the myth of infinite cultural variability, while retaining the basic insight concerning the cultural constitution of well-being. They develop a theoretical model of well-being, in which agency and communion are universal dimensions of well-being, and people in different cultures require different combinations of agency and communion to experience well-being. Following this theoretical development, the authors examine cultural impediments to the good life in individualistic and collectivistic cultures. The mutual incompatibility of agency and communion is ruled out as a possible cause of why it is so difficult to live the good life. Instead, the authors propose a dialectical synthesis of agency and communion as a way of dealing with this challenge of living the good life.