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To create healthy workplaces, organizations need tools for assessing factors contributing to employee well‐being. Psychosocial safety climate (PSC) refers to shared perceptions regarding the extent to which psychological health and safety are prioritized in organizations; it is operationalized in the PSC scale. We evaluated the factor structure of the Finnish version of the PSC‐4 scale, its invariance across time and concurrent and predictive relationships with perceived stress, job exhaustion, and work engagement. Moreover, the mean‐level changes in PSC and well‐being during enforced remote work were studied. Participants were 442 higher education employees who completed a well‐being survey four times between April 2020 and February 2021. The longitudinal factor structure of the PSC‐4 and well‐being indicators were investigated using confirmatory factor analysis and structural equation modeling. The statistical analyses supported the one‐factor structure of the PSC‐4 and its measurement invariance across time. PSC was negatively associated with concurrent stress and job exhaustion and positively associated with concurrent work engagement at each measurement. Moreover, PSC predicted subsequent stress between each time point. Cross‐lagged effects were also evident for job exhaustion at T2–T3 and T3–T4 and for work engagement at T1–T2. The mean level of PSC decreased during enforced remote work. To conclude, the Finnish PSC‐4 is a valid tool for evaluating perceived psychosocial safety climate in organizations. PSC predicted well‐being over time and showed subsequent relationships with job exhaustion and work engagement, which is a new contribution to PSC theory and literature. Organizations need to design interventions to improve it, especially during stressful times. [ABSTRACT FROM AUTHOR]

Background: Working alliance has been shown to predict outcome of psychological treatments in multiple studies. Conversely, changes in outcome scores have also been found to predict working alliance ratings.Objective: To assess the temporal relationships between working alliance and outcome in 230 patients receiving trauma-focused cognitive behavioral treatment for posttraumatic stress disorder (PTSD).Methods: Ratings of working alliance were made by both the patient and therapist after sessions 1, 3, and 5 of a course of Cognitive Therapy for PTSD (CT-PTSD). Autoregressive, cross-lagged panel models were used to examine whether working alliance predicted PTSD symptom severity at the next assessment point and vice versa. Linear regressions tested the relationship between alliance and treatment outcome.Results: Both patients' and therapists' working alliance ratings after session 1 predicted PTSD symptom scores at the end of treatment, controlling for baseline scores. At each assessment point, higher therapist working alliance was associated with lower PTSD symptoms. Crossed-lagged associations were found for therapist-rated alliance, but not for patient-rated alliance: higher therapists' alliance ratings predicted lower PTSD symptom scores at the next assessment point. Similarly, lower PTSD symptoms predicted higher therapist working alliance ratings at the next assessment point. Ruminative thinking was negatively related to therapists' alliance ratings.Conclusions: Working alliance at the start of treatment predicted treatment outcome in patients receiving CT-PTSD and may be an important factor in setting the necessary conditions for effective treatment. For therapists, there was a reciprocal relationship between working alliance and PTSD symptom change in their patients during treatment, suggesting that their alliance ratings predicted symptom change, but were also influenced by patients' symptom change.

Background: Working alliance has been shown to predict outcome of psychological treatments in multiple studies. Conversely, changes in outcome scores have also been found to predict working alliance ratings. Objective: To assess the temporal relationships between working alliance and outcome in 230 patients receiving trauma-focused cognitive behavioral treatment for posttraumatic stress disorder (PTSD). Methods: Ratings of working alliance were made by both the patient and therapist after sessions 1, 3, and 5 of a course of Cognitive Therapy for PTSD (CT-PTSD). Autoregressive, cross-lagged panel models were used to examine whether working alliance predicted PTSD symptom severity at the next assessment point and vice versa. Linear regressions tested the relationship between alliance and treatment outcome. Results: Both patients' and therapists' working alliance ratings after session 1 predicted PTSD symptom scores at the end of treatment, controlling for baseline scores. At each assessment point, higher therapist working alliance was associated with lower PTSD symptoms. Crossed-lagged associations were found for therapist-rated alliance, but not for patient-rated alliance: higher therapists' alliance ratings predicted lower PTSD symptom scores at the next assessment point. Similarly, lower PTSD symptoms predicted higher therapist working alliance ratings at the next assessment point. Ruminative thinking was negatively related to therapists' alliance ratings. Conclusions: Working alliance at the start of treatment predicted treatment outcome in patients receiving CT-PTSD and may be an important factor in setting the necessary conditions for effective treatment. For therapists, there was a reciprocal relationship between working alliance and PTSD symptom change in their patients during treatment, suggesting that their alliance ratings predicted symptom change, but were also influenced by patients' symptom change. [ABSTRACT FROM AUTHOR]

• Work ability at T1 negatively predicted exhaustion at T2. • Work ability at T1 positively predicts enthusiasm at T2. • Exhaustion and enthusiasm at T1 did not predict work ability at T2. • No cross-lagged associations were found between work ability and cynicism. Although previous evidence suggests an association between work ability and burnout, no study has been specifically dedicated at establishing which is the directionality of the relationship between these two important constructs either in educational or in other occupational contexts. Studies shedding light on the directionality of this relationship are essential, as their results may address organizational management and occupational health practitioners in choosing the most proper interventions capable of early interrupting a possible loss spiral initiated by decreased work ability or increased burnout. In view of that, the aim of the present study was to examine the cross-lagged association between work ability and burnout (i.e., exhaustion, enthusiasm toward the job, and cynicism) at a distance of one year. In total, 349 early childhood educators completed a self-report questionnaire at two-time points. Data analyses were performed employing cross-lagged structural equation model (SEM). The findings indicated that work ability positively predicts enthusiasm toward the job and negatively predicts exhaustion. Conversely, work ability did not significantly affect cynicism. Moreover, none of the three-burnout sub-dimensions were found to significantly affect work ability measured at one years of distance. The main contribution of the present study was to have clarified the directionality of the association between work ability and burnout and to have identified the burnout sub-dimensions specifically affected by work ability. From a practical point of view, the present study highlighted the importance of investing in promoting work ability in order to prevent job burnout. [ABSTRACT FROM AUTHOR]

To examine the cross-lagged associations between delinquency (nonviolent and violent), depression and anxiety symptoms in adolescence and to test the moderating effect of sex and family socioeconomic status (SES). Participants (n=1,515) were from a birth cohort in the Canadian province of Quebec. Autoregressive cross-lagged panel analyses were used to examine the associations between delinquency (nonviolent and violent), depression and anxiety symptoms from ages 15 to 17 years, while taking into account conduct and emotional problems at ages 10-12 years. Findings suggest that delinquency (violent delinquency especially) and depression symptoms may develop according to a spiraling model, such that conduct problems in childhood give rise to depression symptoms in mid-adolescence, which in turn, contribute to more delinquent acts at the end of adolescence. Family SES, but not sex, had a moderating effect on the paths. We found that anxiety symptoms at age 15 years were associated with nonviolent delinquency at age 17 years when family SES was low, and that violent delinquency at age 15 years was associated with anxiety symptoms at age 17 years when family SES was high. Delinquency and emotional problems do not develop independently from each other; both dimensions should be examined simultaneously. • Delinquency and depression may develop according to a spiraling model. • Family socioeconomic status, but not sex, had a moderating effect on the paths. • Anxious youths from lower socioeconomic environments are at risk for delinquency. • Violent youths from higher socioeconomic environments are at risk for anxiety. • Delinquency and emotional problems do not develop independently of each other. [ABSTRACT FROM AUTHOR]

Abstract This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-solving skills. The results suggest that teaching practices and math skills are mutually related across the first years of primary school. Highlights • The associations between teaching practices and math skills were examined. • Child-centered practices promoted calculation skills in early years. • Teacher-directed practices were harmful for calculation skills. • Teaching practices were found to depend on collective problem solving skills. • Calculation skills mediated effect of child-centered practices on problem solving. [ABSTRACT FROM AUTHOR]

In spite of the considerable number of studies on co-worker incivility, knowledge on this topic needs to be further enhanced. In particular, no studies have focused on the reciprocal nature of the relationship of incivility with other important aspects of working life, i.e. employee well-being and the quality of the working process. The aim of the present study was to examine the cross-lagged associations among co-worker incivility, work-related exhaustion, and organisational efficiency in a sample of healthcare workers. Based on the conservation of resource theory, we hypothesised that those three variables affect each other reciprocally over the time. Data from a two-wave study design (with a one-year time lag) were utilised, and cross-lagged structural equation models were performed. Results confirmed that incivility and efficiency affected each other reciprocally over time. On the other hand, whereas incivility positively predicted exhaustion and exhaustion at inversely predicted organisational efficiency, the opposite paths were found to be not significant. The study suggests that efficiency is crucial for understanding incivility because it operates both as its cause and as its outcome. Interventions aimed at promoting civility and respect in the workplace may help prevent co-worker incivility, work-related exhaustion, and enhance organisational efficiency. [ABSTRACT FROM AUTHOR]

Rationale Trauma-related coping self-efficacy (CSE) – in brief, the perceived ability to cope with the aftermath of a traumatic event – has been shown to affect psychological outcomes. A previous study showed that CSE affects subsequent PTSS levels, but not vice versa among a sample exposed 0–6 months ago. Objective In this four-wave follow-up study we examined the cross-lagged relationships between CSE and posttraumatic stress symptoms (PTSS) among those exposed to PTEs (potentially traumatic events) 1–2 years before T1 in order to examine direction of influence. Research questions were: 1) what are the cross-lagged associations between CSE and PTSS levels among those exposed to PTE in the relatively long-term (1–2 years ago, called PTE long-term group), and 2) to what extent do these associations differ from the cross lagged associations among those exposed to PTE in the relatively short-term (0–6 months ago)? Method Study samples consist of adult respondents of a representative internet panel who experienced a PTE between 1 and 2 years before T1, and did not experience any new PTE between T1 and T3 (long-term group, N = 438) and those exposed in the six months before T1, and not exposed to any additional PTE (short-term group, N = 400). Levels of CSE and PTSS were measured with 4-month intervals. In addition, prospectively assessed personality traits and peritraumatic distress were entered in the analyses. Results Structural equation modeling showed that CSE perceptions will continue to influence subsequent PTSS levels in the long-term, just as they did in the short-term. Contrary to the more short-term post-exposure period however, CSE levels do not just influence recovery from PTSS. Over time, degree of PTSS experienced also influences subsequent CSE perceptions. Conclusion Results suggest that while trauma-related CSE perceptions are relatively robust in the short-term recovery period, they can be affected by posttraumatic stress in the long-term. [ABSTRACT FROM AUTHOR]

This longitudinal study investigated the associations among children's externalizing problems, taskavoidant behavior, and academic performance in early school years. The participants were 586 children (43% girls, 57% boys). Data pertaining to externalizing problems (teacher ratings) and task-avoidant behaviors (mother and teacher ratings) were gathered, and the children were tested yearly on their academic performance in Grades 1-4. The results were similar for both genders. The analyses supported a mediation model: high externalizing problems in Grades 1 and 2 were linked with low academic performance in Grades 3 and 4 through increases in task-avoidant behavior in Grades 2 and 3. The results also provided evidence for a reversed mediator model: low academic performance in Grades 1 and 2 was associated with high externalizing problems in Grades 3 and 4 via high task avoidance in Grades 2 and 3. These findings emphasize the need to examine externalizing problems, task-avoidant behavior, and academic performance conjointly to understand their developmental dynamics in early school years. [ABSTRACT FROM AUTHOR]