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Aim: Stigmatization by healthcare workers poses a challenge to providing care to the mentally ill. Bedside teaching during undergraduate medical education offers students an opportunity to directly interact with patients with a range of psychiatric disorders and thereby gather reflective experience. The present study investigates if this supervised contact with mentally ill patients during a one-week clinical course on psychosomatic medicine leads to stigma reduction in medical students . The factors influencing stigmatization were also investigated.Method: This was a prospective, non-randomized, controlled interventional study done in the 2019/20 winter semester involving fourth-year medical students who attended a week-long practical block on psychosomatic medicine (intervention group). This group was compared to students who had attended a week-long practical block with a somatic focus during the same time period (control group). Stigmatization was measured before and immediately upon completion of the week using the MICA-4 scale. Data on age, sex, experience with the mentally ill, interest in psychiatry/psychosomatics, and sense of self-worth were also gathered prior to starting the practical block. Analysis of the sample of 143 students with a complete basic data set was carried out using mixed ANOVA, multiple linear regression and moderator analysis.Results: In the context of clinical teaching with psychiatric patients, the stigmatization of the mentally ill among medical students decreased significantly more in the intervention group compared to the students in the control group who received instruction on somatic topics (p =.019, eta 2p =.04). In addition, being female, having previous experience with the mentally ill and general interest in the subjects of psychiatry or psychosomatics at T0 associated with lower stigma. In contrast, stigmatization was increased at the beginning of the study in males and those with low self-esteem. A moderating effect of the factors on stigma reduction was not seen.Conclusion: Undergraduate clinical instruction that enables direct contact and reflective experiences with the mentally ill leads to a reduction in the stigmatizing attitudes held by medical students toward the mentally ill. This underscores the need to have practical clinical instruction using patients. Zielsetzung: Stigmatisierung durch Mitarbeitende im Gesundheitswesen ist eine Herausforderung in der Versorgung psychisch kranker Menschen. Der Unterricht am Krankenbett in der medizinischen Ausbildung bietet die Möglichkeit, durch direkten Kontakt reflektierte Erfahrungen im Umgang mit Kranken diverser psychosomatischer Krankheitsbilder zu machen. In der vorliegenden Studie wurde untersucht, ob der angeleitete Kontakt zu psychisch Kranken in einer einwöchigen klinischen Lehrveranstaltung der psychosomatischen Medizin bei Medizinstudierenden zu einer Reduktion der Stigmatisierung führt. Zusätzlich wurden Einflussfaktoren der Stigmatisierung untersucht.Methodik: Dies erfolgte anhand einer prospektiven, nicht-randomisierten, kontrollierten Interventionsstudie im Wintersemester 2019/20 bei Medizinstudierenden im 4. Studienjahr, die an einer Praxisblockwoche der psychosomatischen Medizin teilnahmen (Interventionsgruppe). Verglichen wurde diese mit Studierenden, die im gleichen Zeitfenster eine Praxisblockwoche mit somatischem Schwerpunkt absolvierten (Kontrollgruppe). Hierbei wurde Stigmatisierung vor Beginn und unmittelbar nach Ende der Woche mittels der MICA4-Skala erhoben. Zusätzlich wurden vor Beginn Alter, Geschlecht, Erfahrung mit psychisch Kranken, Interesse am Fachgebiet Psychiatrie/Psychosomatik sowie Selbstwertgefühl erfragt. Die Auswertung der Stichprobe von 143 Studierenden mit vollständigem Basis-Datensatz erfolgte mittels Mixed-ANOVA, multipler linearer Regression und Moderatoranalyse.Ergebnisse: Im Rahmen des klinischen Unterrichts mit psychisch Kranken in der Interventionsgruppe nahm die Stigmatisierung psychisch Kranker durch Medizinstudierende im Vergleich zu Unterricht in somatischen Fächern der Kontrollgruppe signifikant stärker ab (p =.019, eta 2p =.04). Zudem gingen zu T0 weibliches Geschlecht, Vorerfahrung mit psychisch Kranken sowie allgemeines Interesse an den Fächern Psychiatrie oder Psychosomatik mit einer niedrigeren Stigmatisierung einher. Hingegen war Stigmatisierung bei männlichem Geschlecht und geringem Selbstwertgefühl zu Beginn der Untersuchung erhöht. Ein moderierender Effekt der Faktoren auf die Reduktion der Stigmatisierung zeigte sich nicht.Schlussfolgerung: Klinischer Unterricht in der medizinischen Ausbildung, der direkten Kontakt und reflektierte Erfahrungen mit psychisch Kranken ermöglicht, führt bei den Studierenden zur Reduktion einer stigmatisierenden Haltung gegenüber psychisch Kranken. Dies unterstreicht die Notwendigkeit eines praxisnahen klinischen Unterrichts unter Einbezug von Patient*innen.

Zusammenfassung. Die drei Grundbedürfnisse Autonomie, Kompetenzwahrnehmung und soziale Eingebundenheit wurden wiederholt als mögliche Determinanten eines globalen Selbstwerts untersucht. Doch nur wenige dieser Untersuchungen erfassen explizit eine mehrjährige Selbstwertentwicklung und die Rolle der Schule bei der Erfüllung der Grundbedürfnisse während der Adoleszenz. In der vorliegenden Studie werden die Angaben von 334 Schüler*innen zur Gewährung von Autonomie durch die Lehrkräfte sowie deren Kompetenzrückmeldungen und die soziale Eingebundenheit in der Schulklasse zur Vorhersage der nachfolgenden Selbstwertentwicklung genutzt. Dabei lässt sich zunächst eine tendenziell dichotome Unterscheidung in einen über Jahre stabilen gegenüber einem abnehmenden Selbstwert ermitteln. Von den drei Grundbedürfnissen führt nur ein höheres Ausmaß an Autonomie (5. Schuljahr) zu einer höheren Wahrscheinlichkeit einer stabilen Selbstwertentwicklung vom fünften bis zehnten Schuljahr (6 Messzeitpunkte), und dies bei geschlechtergetrennter Berechnung nur bei den Mädchen. Cross-Lagged-Panel-Modelle bestätigen dieses Ergebnis als einseitigen und ungewöhnlich deutlichen Effekt.

Context: In this scoping review, we examine the knowledge base concerning positive mental health studies for students in vocational education and training (VET). The VET student population embraces approximately 30-52% of secondary school students in the Nordic countries, and 40% of the global student population. The risk of early school leaving (ESL) is substantially higher in VET than in general education and mental health may be a relevant factor in this matter. Yet, an overview of mental health studies in VET is lacking and therefore, this article aims to map empirical research studies that have explored positive mental health in VET students. The positive mental health framework, with its origin in Antonovsky's (2002) salutogenesis and positive psychology, focuses on factors that promote mental health and wellbeing rather than taking on a pathological perspective. Methods: For our scoping review, we searched four databases, and 19 articles were found eligible for inclusion. These articles were systematically screened by means of a coding scheme to identify the following information: Country of origin of the study, its aim, research design, measures, conceptualization of mental health, and main findings. Results: The evidence suggests that positive mental health is understood as a multifaceted concept, and wellbeing is the dimension that is explored most often, followed by resilience and quality of life. The majority of the included studies used a validated questionnaire to assess various aspects of positive mental health, and most of them sought to explore correlations between different dimensions of positive mental health. Main findings of the studies suggest that a supportive school environment, physical activity, and a strong vocational identity may contribute to positive mental health for students in VET. Furthermore, correlations have also been identified between environmental factors and positive mental health. Finally, findings from the review illustrate how even small-scale interventions may have far-reaching effects, due to the interrelatedness of the different dimensions within the positive mental health construct. Conclusion: Findings from this review illustrate that numerous factors may affect the wellbeing of students in VET. In particular, a strong vocational identity, a supportive school environment, and physical activity may contribute to positive mental health. These findings suggest that VET teachers may promote the wellbeing of their students by providing a supportive psychosocial learning environment at school. (DIPF/Orig.)

Die Studie bietet anhand von erzählten Lebensgeschichten einen systematischen Einblick in die Erlebnis- und Erfahrungswelt von Menschen mit "Essstörungen". Sichtbar werden Entwicklungsbögen von der Entstehung über die Verfestigung bis zu den verschiedenen Bewältigungsversuchen sowie Ressourcen und Kompetenzen der Protagonistinnen. Diese Perspektive ermöglicht ein Neuverstehen des Phänomens "Essstörung", das über die gängigen defizitären Konzeptionen hinausgeht und Konsequenzen für eine ressourcenorientierte Begleitung von Menschen mit "Essstörungen" aufzeigt. Das Buch richtet sich gleichermaßen an Professionelle, Betroffene und Angehörige.

BackgroundPrior research mainly focussed on the impact of the teacher-student relationship on teachers emotions and wellbeing. Current data shows a relationship between the quality of the teacher-student relationship and children's mental health. Unfortunately, it has not yet been investigated whether meaningful experiences with teachers also have an impact on students' well-being and whether an effect can still be found in adulthood. This work examines the impact of meaningful experiences with teachers during childhood and adolescence on the well-being of adults.MethodsThe data in this study was collected by using a questionnaire. The current well-being of the participants was assessed with measures of life satisfaction, resilience, anxiety, stress, depressiveness, and self-esteem. Also, participants were asked to briefly write about their most meaningful experiences with teachers and rate them regarding their valence. These experiences were categorized into seven categories using a summarizing content analysis. We then conducted a statistical analysis with the data obtained.ResultsThe results showed a highly significant correlation between the participants’ self-esteem and the valence ratings of their experiences. Furthermore, the experience category had a substantial effect on individual self-esteem. Overall, this study demonstrated that a relationship exists between the well-being of adults and their experiences with teachers during childhood and adolescence.ConclusionThe results of this study call for a reflective, fair, authentic, and empathetic approach to students. Accordingly, teachers should be intensively trained to establish a relationship with their students that is characterized by appreciation and empathy.

Suizid stellt weltweit eine enorme Belastung dar. Als einer der wichtigsten Risikofaktoren gilt die psychische Erkrankung. Davon betroffene Menschen leiden nicht nur unter den Symptomen, sondern auch unter dem Stigma psychischer Erkrankung. Dieses lässt sich unterteilen in öffentliches und Selbststigma. Letzteres drückt sich unter anderem in negativen, selbstabwertenden Emotionen, wie etwa Selbstverachtung, aus. Sowohl zwischen dem Selbststigma psychischer Erkrankung und Suizidalität als auch zwischen selbstabwertenden Emotionen und Suizidalität konnte bisher in einigen Studien ein Zusammenhang ermittelt werden. Inwiefern die Selbstverachtung als emotionale Komponente des Selbststigmas psychischer Erkrankung einen Prädiktor für Suizidalität darstellt, ist noch ungeklärt. Daher soll dies in der vorliegenden Studie näher beleuchtet werden. Befragt wurden dazu 77 Personen mit psychischer Erkrankung in einer Baseline- und einer Follow-up-Erhebung nach drei Monaten. Mithilfe eines Fragebogens wurden Selbstverachtung wegen psychischer Erkrankung, Hoffnungslosigkeit, depressive Symptome und Suizidalität gemessen und soziodemografische sowie klinische Daten erhoben. Eine bivariate Korrelation und eine multiple lineare Regression wurden durchgeführt. Das Ergebnis zeigte eine statistisch signifikante Korrelation zwischen Selbstverachtung wegen psychischer Erkrankung, Hoffnungslosigkeit und depressiven Symptomen einerseits und Suizidalität andererseits. In der Regression stellte Selbstverachtung wegen psychischer Erkrankung neben männlichem Geschlecht einen statistisch signifikanten Prädiktor für Suizidalität nach drei Monaten dar. Somit konnte in der vorliegenden Studie Selbstverachtung wegen psychischer Erkrankung als Prädiktor für Suizidalität ermittelt werden. Sollte sich das Ergebnis in künftigen Studien bestätigen, so ließe sich durch den Einsatz gezielter Interventionen zur Reduktion von Selbststigma psychischer Erkrankung womöglich auch Suizidalität verringern.

In the United States, residents of mobile homes and mobile home communities are faced with cultural stigmatization regarding their places of living. While common, the “trailer trash” stigma, an example of both housing and neighborhood/territorial stigma, has been understudied in contemporary research. Through a range of discursive strategies, many subgroups within this larger population manage to successfully distance themselves from the stigma and thereby render it inconsequential (Kusenbach, 2009). But what about those residents—typically white, poor, and occasionally lacking in stability—who do not have the necessary resources to accomplish this? This article examines three typical responses by low-income mobile home residents—here called resisting, downplaying, and perpetuating—leading to different outcomes regarding residents’ sense of community belonging. The article is based on the analysis of over 150 qualitative interviews with mobile home park residents conducted in West Central Florida between 2005 and 2010.

The Internal-External Locus of Control Short Scale-4 (IE-4) measures two dimensions of the personality trait locus of control with two items each. IE-4 was originally developed and validated in German and later translated into English. In the present study, we assessed the psychometric properties (i.e., objectivity, reliability, validity) of the English-language IE-4, compared these psychometric properties with those of the German-language source version, and tested measurement invariance across both language versions. Using heterogeneous quota samples from the UK and Germany, we find that the English-language adaptation has satisfactory reliability and plausible correlations with 11 external variables (e.g., general self-efficacy, self-esteem, impulsive behavior, Emotional Stability), which are comparable with those of the German-language source version. Moreover, metric measurement invariance of the scale holds when comparing the UK and Germany, implying the comparability of correlations based on the latent factors across the two nations. As an ultra-short scale (completion time < 30 s), IE-4 lends itself particularly to the assessment of locus of control in survey contexts in which assessment time or questionnaire space are limited. It can be applied in a variety of research disciplines, such as psychology, sociology, or economics. - The dataset supporting the conclusions of this article is available in the GESIS SowiDataNet/ datorium repository, https://doi.org/10.7802/2095.

Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated. In the current article, we reviewed the literature on personality change through arts education. We identified 36 suitable experimental and quasi-experimental studies. Evidence from these studies tentatively suggests that arts-education programs can foster personality traits such as extraversion and conscientiousness but not self-esteem. In addition, the effects of arts education appeared to be stronger in early and middle childhood than in preadolescence and early adolescence. However, the evidence for the effectiveness of arts education was very limited among the few included true experiments. Furthermore, the reviewed studies were heterogenous and subject to content-related, methodological, and statistical limitations. Thus, the current evidence base is inconclusive as to the effects of arts education on personality development. By identifying potential effects of arts education and limitations of past research, our review serves as a call for more research and guidepost for future studies on arts education and personality change.

The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.

[Correction Notice: An Erratum for this article was reported online in Journal of Personality and Social Psychology on Apr 4 2019 (see record 2019-18472-001). In the article, the stability model is referred to incorrectly as trait-state error model in the abstract, twice in the main body of the article, and in the Table 2 Note. Corrected versions of the fourth sentence in the abstract, the first sentence of the Analysis Outline section, and the first sentence of the Table 2 Note are provided in the erratum. The Kenny & Zautra (1995) reference has been deleted from the text and References list, and Steyer & Schmitt (1994) was added to the text and References list. All versions of this article have been corrected.] The existence of links between personality traits, values, and well-being and self-esteem is well established, but the nature and direction of these links have been less clearly understood. This study examines longitudinally the stability of traits and values, their mutual effects, and their effects on affective and cognitive well-being and self-esteem. We analyzed data from a nationally representative panel in The Netherlands, spanning 5 time points spread across 8 years (n = 5,159 to 7,021 per time point, total N = 11,890). We estimated latent state-trait models with autoregression and random-intercepts cross-lagged panel models to account for the trait-like, time-invariant stability of the constructs. Traits were more stable than values. The bidirectional effects tended to be significant, but could be distinguished by their relative size. Traits predicted values more strongly than they were predicted by values, and generally predicted well-being and self-esteem more strongly than values did. Traits predicted broad well-being (especially its affective aspects) more strongly than they were predicted by it; values, by contrast, were predicted by well-being (especially its cognitive aspects and self-esteem) more strongly than they predicted it. The findings highlight the central role of traits for personality functioning, while also supporting the mutual constitution of traits and other personality concepts. The results are discussed in the framework of different theoretical approaches to the composition of the broader personality system. (PsycINFO Database Record (c) 2019 APA, all rights reserved).