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Background: This study examined how siblings and siblings-in-law of persons with intellectual disabilities experience the establishment of and processes within the couple relationship. Method: In-depth semi-structured interviews with 12 siblings and 12 siblings-in-law of persons with intellectual disabilities were analysed using thematic analysis. Results: The participants did not perceive their special siblinghood as detrimental to their couple relationships. Siblings-in-law's prior acquaintance with persons with disabilities and professional support provided to the family of origin emerged as contributing factors. The effect of the siblinghood on the couple relationship was both positive and negative. Conclusions: The findings support the importance of the acceptance of others who are different, including in couple relationships when a sibling or sibling-in-law has intellectual disabilities, and underscore the role of professional therapists.

This article examines state religious school teachers' attitudes regarding the inclusion of students with special needs and factors affecting their perceptions. A representative sample of 579 teachers from primary, junior high and high schools filled in a questionnaire regarding attitudes toward inclusion and related factors such as professional support, commitment to inclusion, adaptability of the curriculum, extent of inclusion, existence of technical aids, parental involvement and the influence of the inclusion on students without special needs. The majority of teachers reported a positive (87%) attitude towards inclusion. All the components of the inclusion were positively associated with teachers' perceptions. The findings shed light on the factors influencing teachers' perceptions on inclusion of students with special needs into regular education.

Teaching is a stressful profession, and rates of departure are high. We examined whether teachers' levels of psychological capital (PsyCap), a concept integrating four positive psychological resources (hope, self-efficacy, resilience, optimism), affects their job satisfaction and burnout. Israeli schools are now required to be inclusive; consequently, teachers in standard educational settings teach children with special needs, despite a lack of training. Our sample comprised 123 Israeli teachers: 56 from special education schools and 67 from standard education system. As hypothesised, higher levels of PsyCap were correlated with higher job satisfaction and lower burnout among all teachers. Also as hypothesised, there were differences in job satisfaction and burnout: special education teachers reported more job satisfaction and less burnout. Both groups had similar levels of PsyCap, thus not supporting our hypothesis. The findings suggest the need to rethink working conditions for teachers in standard education when classes are required to be inclusive. As it is possible to improve PsyCap through intervention programmes, researchers and policymakers may consider designing and testing interventions for teachers. [ABSTRACT FROM AUTHOR]

Background: This study examined how siblings and siblings‐in‐law of persons with intellectual disabilities experience the establishment of and processes within the couple relationship. Method: In‐depth semi‐structured interviews with 12 siblings and 12 siblings‐in‐law of persons with intellectual disabilities were analysed using thematic analysis. Results: The participants did not perceive their special siblinghood as detrimental to their couple relationships. Siblings‐in‐law's prior acquaintance with persons with disabilities and professional support provided to the family of origin emerged as contributing factors. The effect of the siblinghood on the couple relationship was both positive and negative. Conclusions: The findings support the importance of the acceptance of others who are different, including in couple relationships when a sibling or sibling‐in‐law has intellectual disabilities, and underscore the role of professional therapists. [ABSTRACT FROM AUTHOR]

This article examines state religious school teachers' attitudes regarding the inclusion of students with special needs and factors affecting their perceptions. A representative sample of 579 teachers from primary, junior high and high schools filled in a questionnaire regarding attitudes toward inclusion and related factors such as professional support, commitment to inclusion, adaptability of the curriculum, extent of inclusion, existence of technical aids, parental involvement and the influence of the inclusion on students without special needs. The majority of teachers reported a positive (87%) attitude towards inclusion. All the components of the inclusion were positively associated with teachers' perceptions. The findings shed light on the factors influencing teachers' perceptions on inclusion of students with special needs into regular education. [ABSTRACT FROM AUTHOR]

This study explores the relationship between exposure to verbal violence, body investment, and contingencies of self-worth among college students. The study hypotheses are that (a) gender differences will be found in exposure to types of verbal violence, (b) body investment and contingencies of self-worth will be positively interrelated, and (c) exposure to verbal violence will be related to students' body investment and contingencies of self-worth. A total of 300 Israeli students participated in the current study, 206 females (69%) and 94 males (31%), ages 19–47 years. The participants self-reported demographic information and completed an exposure to verbal violence questionnaire, the Body Investment scale, and the Contingencies of Self-Worth scale. The study found that students' evaluation of their own physical appearance is the strongest predictor of global self-esteem that is affected by being exposed to verbal violence. The findings show the importance of understanding the effects of exposure to verbal violence on contingencies of self-worth and of body investment as a predictor of contingencies of self-worth. We recommend creating intervention programs that address the consequences of verbal violence on body investment and self-worth to improve quality of life. [ABSTRACT FROM AUTHOR]