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The objective of this study was to investigate relationships between criminal history, cognitive distortions, social climate, motivation to change and therapeutic alliance at an early stage of treatment among people incarcerated for child sexual abuse. To do so, 223 men (Mage = 47, range = 19–76 years) who took part in a treatment programme in Quebec, Canada, following perpetration of child sexual abuse were included in the study. Individual factors (number of prior offences; cognitive distortions), social climate, and their association with motivation and therapeutic alliance were examined. Multiple linear regressions revealed that participants with fewer cognitive distortions who perceived social climate more positively were more motivated to change and had a better alliance with their therapist. Participants with higher motivation also established better therapeutic alliances with programme staff. This study provides new knowledge on two major components of successful treatment and highlights the importance of a positive environment in forming therapeutic alliance. PRACTICE IMPACT STATEMENT: Treatment providers should be mindful that the same cognitive distortions that are likely to be treatment targets can also be obstacles to motivation and the development of the therapeutic alliance. In terms of the treatment environment, providing a safe, open, and supportive social climate between inmates and programme staff contributes to higher motivation and better therapeutic alliance. [ABSTRACT FROM AUTHOR]

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Therapeutic relationships play a central role in maintaining a positive social climate in forensic settings. The interpersonal difficulties characteristic of Borderline Personality Disorder, alongside the secure environment of forensic wards, can make developing positive therapeutic relationships with this patient group challenging. Qualitative interviews aimed to explore how ward staff understand and experience the interaction of interpersonal relationships and social climate when caring for patients with Borderline Personality Disorder on forensic wards. Interviews with 11 staff members working across UK forensic inpatient settings were analysed using Reflexive Thematic Analysis and reported following COREQ guidelines. Six interrelated themes were generated; three describe relational cycles that occur between ward staff and patients with Borderline Personality Disorder and three describe systemic factors that influence the context in which ward staff operate. From these themes, an integrative model was developed to summarise how factors in the wider forensic system and the interpersonal relationships between staff and patients with Borderline Personality Disorder in forensic wards influence one another, affecting staff experiences of the social climate of forensic settings. The model illustrates how complex cycles within the therapeutic relationships with staff and patients with Borderline Personality Disorder can interact with systemic influences in the wider forensic context to influence staff experiences of forensic settings. Clinical implications of the model are discussed, offering recommendations for improving therapeutic relationships and the social climate on forensic wards caring for patients with Borderline Personality Disorder, to better support staff and patient wellbeing. [ABSTRACT FROM AUTHOR]

Tensions between therapeutic and security needs on forensic wards can create a social climate which is challenging for both mental health nurses and patients. Social climate refers to the physical, social and emotional conditions of a forensic ward which influence how these environments are experienced. For patients with borderline personality disorder (BPD), previous trauma means that the social climate of forensic settings may be experienced as retraumatising, negatively impacting the outcomes and wellbeing of both patients and mental health nurses. Trauma‐informed care (TIC) has been offered as a contemporary framework for mental health nursing in inpatient units which aims to create a therapeutic social climate. In this critical review, we drew widely on literatures examining the social climate in forensic settings, the relationships between patients with BPD and staff (including mental health nurses), and the experiences of patients with BPD in forensic and inpatient settings to draw out the implications of scrutinising these literatures through the lens of TIC. Attending to the physical, social and emotional conditions of social climate in secure settings highlights how forensic wards can mirror trauma experiences for patients with BPD. Implementing TIC in these contexts has the potential to evoke positive shifts in the social climate, thus reducing the risk of retraumatisation and leading to improved outcomes for patients and staff. [ABSTRACT FROM AUTHOR]

This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students’ self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect. [ABSTRACT FROM AUTHOR]

Nadežda Jankelová, Zuzana Joniaková, Zuzana Skorková, Hana Gažová Adamkov&#x00E1Department of Management, Faculty of Business Management, University of Economics in Bratislava, Bratislava, SlovakiaCorrespondence: Zuzana Skorková, University of Economics in Bratislava, Department of Management, Faculty of Business Management, Dolnozemská cesta 1, Bratislava, 852 35, Slovakia, Tel + 421 2 67 29 56 08, Email zuzana.skorkova@euba.skObjective: The purpose of this article is to investigate the relationship between the structural empowerment of first-line health managers and health facility performance, examining the mediating roles of resilience and social climate in shaping the ratings of Slovak hospitals. Additionally, we aim to investigate the deeper mechanisms of this relationship, particularly the impact of resilience and the social climate, which can positively influence it.Materials and Methods: The data collection was conducted through a questionnaire survey in February 2022. Respondents included 540 healthcare managers at the first level of management from 44 Slovak hospitals, all of which were part of the evaluation by the Institute for Economic and Social Reforms (INEKO). The analysis involved the use of the PLS-SEM method to examine the relationships between variables and assess direct and indirect effects, utilizing SmartPLS 3.3 software.Results: The findings reveal a positive association between the structural empowerment of first-level managers and the ranking of health facilities. The hypotheses regarding the mediation of both variables - First-Level Managers’ (FLMs) resilience and social climate - are supported, whether considered separately or jointly. In the case of joint mediation, a significant portion of the indirect effect is conveyed through FLMs’ resilience, suggesting a potential avenue of support from hospital management to enhance health facility ratings.Conclusion: Structural empowerment of first-line managers establishes the conditions for improving the ratings of health facilities. The total effect is significantly more pronounced in promoting their resilience and fostering a supportive social climate.Keywords: health facility performance, healthcare management, social climate, resilience, hospital rating

Social interdependence theory proposes that task structure influences performance via social interaction. Using this framework, we examined sport performance. Fifty-six males performed a basketball task under four conditions: as an individual (individual, perform your best) and as a member of a team of two (cooperation, where teammates sought to better their individual performance; means independent competition, where two teams competed sequentially to outperform the other team; means interdependent competition, where two teams competed simultaneously to outperform the other team). Task performance (points) was better during means independent competition than other conditions. Anxiety and effort peaked during the competitions and enjoyment was greater during competition and cooperation than during the individual condition. Emotions, effort, and actions are discussed as explanations for the performance effects. Social interdependence theory provides a valuable framework to understand emotion, motivation, and performance. Team competition can be used to promote effort and enhance performance in sport. [ABSTRACT FROM AUTHOR]

Ongoing concerns have been expressed about the poor rehabilitative climate of youth detention centers, with a number of government inquiries examining the nature of the centers and how to improve their rehabilitative culture. Emerging research points to staff training and support as mechanisms to improve institutional climate. This study examines the impact on institutional climate of training and coaching staff in effective practice skills. Staff and young people, across three Australian detention centers, were administered a validated social climate measure prior to and 3 to 6 months following training and coaching. The social climate improved at a statistically significant level for staff. For young people the social climate improved but the improvement was not statistically significant. The measure was also administered at two control sites for staff where minimal changes in social climate were seen, suggesting that the staff improvements flowed from the training and coaching rather than from other organizational factors. It is concluded that training and coaching improved detention center social climate for staff although the study does not provide evidence that it improved significantly for young people. [ABSTRACT FROM AUTHOR]

Abstract Social-ecological models suggest that a strategy for increasing population physical activity participation is to reconstruct the “social climate” through changing social norms and beliefs about physical activity (PA). In this study, we assessed whether the PA social climate in Canada has changed over a five-year period after controlling for sociodemographic factors and PA levels. Replicating a survey administered in 2018, a sample of adults in Canada (n = 2,507) completed an online survey assessing social climate dimensions, including but not limited to descriptive and injunctive norms. Descriptive statistics were calculated, and binary logistic regressions were conducted to assess the associations of sociodemographic factors and year of the survey with social climate dimensions. Results suggest some social climate constructs are trending in a positive direction between 2018 and 2023. Physical inactivity was considered a serious public health concern by 49% of respondents, second to unhealthy diets (52%). Compared to those who participated in the 2018 survey, participants in 2023 were less likely to see others walking or wheeling in their neighbourhood (OR = 1.58, 95% CI: 1.41, 1.78), but more likely to see people exercising (OR = 0.82, 95% CI: 0.73, 0.92) and kids playing in their neighbourhood (OR = 0.75, 95% CI: 0.66, 0.85). No changes were reported between 2018 and 2023 in individuals’ perceptions of whether physical inactivity is due to individual versus external factors (OR = 0.99, 95% CI: 0.87, 1.13). The findings of this work indicate a modest positive shift in some measured components of the social climate surrounding PA although attributing causes for these changes remain speculative.

Animal-assisted pedagogy is well known in classroom practice, but scientific evidence of its impact on teaching and learning conditions is still lacking. At the same time, the biggest challenge in education systems worldwide is the social inclusion of students. In a pre–post design, 30 heterogeneous students (16 f/14 m) from four different school classes (grades 5–8) of two secondary schools and one grammar school were interviewed (in a problem-centered interview) about their social inclusion and their social climate in class before and after being taught selected subjects with a school dog for one school term. At the second measurement point, participants were also asked about their perception of animal-assisted pedagogy. The qualitative data analysis (Kuckartz) showed that the presence of a dog leads to an improved social climate, more social integration and to a change in social roles; therefore, we discussed our findings in the context of role theory (Krappmann). In addition, we found that the mutual perception of the other students and the teacher changes to a more positive and friendlier image. Through animal-assisted pedagogy, a new social role is added to the classroom, where caring and bonding are prioritized. Social interaction and norms are influenced and stereotypical and individual roles can be changed. Therefore, animal-assisted pedagogy can be key to promoting social inclusion in the school environment.

The aim of this preliminary study was to evaluate the effects of two emotional education programmes in a charter school in Donostia-San Sebastián, Spain, on students’ emotional competence and the social climate in the classroom. A quasi-experimental pretest-posttest repeated measures design with a control group was utilized in the study. The participants in the study were 105 students in Year 6 of primary school and Year 2 of secondary school. The Emotional Development Questionnaire (EDQ) and the Classroom Social Climate Scale (CES) were used to assess the effect of the intervention. The results indicate that the ‘Sentituz 10-12’ programme is effective in improving students’ social competence and the quality of student-teacher relationships, whereas the ‘Sentituz 12-14’ programme is effective in promoting the emotional autonomy and overall emotional competence of students. This was however, a small scale preliminary study, and further and more rigorous studies are also need in order to evaluate the impact of these two emotional education programmes.

A growing body of research has explored the conditions that motivate employees to engage at work. While employees' attitudes and behaviors are socially influenced by their significant others' perceptions, the divergent perceptions of organizational climate are underexplored. This study examines the socio-psychological mechanisms by which employees' and managers' perceptions of social climate enhance employee engagement at work. Based on the postulate that "psychological state engagement" are the primary catalyst for "behavioral engagement," this study presents a serial mediation model that examines the role of divergent perceptions of social climate (as characterized by cooperation, shared codes and language, benevolence, and integrity) in fostering individual engagement through the mechanisms of organizational identification and growth satisfaction. Data were collected from both managers and employees, using a time-lagged design at two-time points. The findings revealed that managers' collective perceptions of social climate were associated with organizational identification and growth satisfaction, which in turn fostered employee engagement at work. Contrary to expectations, there was no statistically significant relationship between employees' collective perceptions of social climate and their engagement. However, individuals who had more favorable perceptions of the social climate (compare to colleagues' collective perception) reported higher levels of organizational identification. These results point to ways in which social climate can impact employee engagement, and underscore the importance of taking divergent perceptions of organizations into account. They advance theories on the inherent tension between individuals' desire for inclusion and the need to maintain a sense of individuality and distinctiveness. [ABSTRACT FROM AUTHOR]

Animal-assisted pedagogy is well known in classroom practice, but scientific evidence of its impact on teaching and learning conditions is still lacking. At the same time, the biggest challenge in education systems worldwide is the social inclusion of students. In a pre–post design, 30 heterogeneous students (16 f/14 m) from four different school classes (grades 5–8) of two secondary schools and one grammar school were interviewed (in a problem-centered interview) about their social inclusion and their social climate in class before and after being taught selected subjects with a school dog for one school term. At the second measurement point, participants were also asked about their perception of animal-assisted pedagogy. The qualitative data analysis (Kuckartz) showed that the presence of a dog leads to an improved social climate, more social integration and to a change in social roles; therefore, we discussed our findings in the context of role theory (Krappmann). In addition, we found that the mutual perception of the other students and the teacher changes to a more positive and friendlier image. Through animal-assisted pedagogy, a new social role is added to the classroom, where caring and bonding are prioritized. Social interaction and norms are influenced and stereotypical and individual roles can be changed. Therefore, animal-assisted pedagogy can be key to promoting social inclusion in the school environment. [ABSTRACT FROM AUTHOR]

Social-ecological models suggest that a strategy for increasing population physical activity participation is to reconstruct the "social climate" through changing social norms and beliefs about physical activity (PA). In this study, we assessed whether the PA social climate in Canada has changed over a five-year period after controlling for sociodemographic factors and PA levels. Replicating a survey administered in 2018, a sample of adults in Canada (n = 2,507) completed an online survey assessing social climate dimensions, including but not limited to descriptive and injunctive norms. Descriptive statistics were calculated, and binary logistic regressions were conducted to assess the associations of sociodemographic factors and year of the survey with social climate dimensions. Results suggest some social climate constructs are trending in a positive direction between 2018 and 2023. Physical inactivity was considered a serious public health concern by 49% of respondents, second to unhealthy diets (52%). Compared to those who participated in the 2018 survey, participants in 2023 were less likely to see others walking or wheeling in their neighbourhood (OR = 1.58, 95% CI: 1.41, 1.78), but more likely to see people exercising (OR = 0.82, 95% CI: 0.73, 0.92) and kids playing in their neighbourhood (OR = 0.75, 95% CI: 0.66, 0.85). No changes were reported between 2018 and 2023 in individuals' perceptions of whether physical inactivity is due to individual versus external factors (OR = 0.99, 95% CI: 0.87, 1.13). The findings of this work indicate a modest positive shift in some measured components of the social climate surrounding PA although attributing causes for these changes remain speculative. [ABSTRACT FROM AUTHOR]

The aim of this preliminary study was to evaluate the effects of two emotional education programmes in a charter school in Donostia-San Sebastián, Spain, on students' emotional competence and the social climate in the classroom. A quasi-experimental pretest-posttest repeated measures design with a control group was utilized in the study. The participants in the study were 105 students in Year 6 of primary school and Year 2 of secondary school. The Emotional Development Questionnaire (EDQ) and the Classroom Social Climate Scale (CES) were used to assess the effect of the intervention. The results indicate that the 'Sentituz 10-12' programme is effective in improving students' social competence and the quality of student-teacher relationships, whereas the 'Sentituz 12-14' programme is effective in promoting the emotional autonomy and overall emotional competence of students. This was however, a small scale preliminary study, and further and more rigorous studies are also need in order to evaluate the impact of these two emotional education programmes. [ABSTRACT FROM AUTHOR]

Civic-moral education is a topic that has been widely discussed globally. In China, civic-moral education has a long history and presents different characteristics and methods from other countries due to political, economic, and cultural factors. To summarize the current status of research on civic-moral education in China, we identified 715 papers in 30 years (1992–2022) under related topics and selected a total of 72 papers for further analysis. To show the study trend more clearly, we divided the result section into three parts: the historical and cultural resources of education, the current educational approaches, and the existing challenges in civic-moral education. China is rich in historical resources for civic-moral education, which had an impact across generations. Currently, Chinese educators employ many approaches to improve civic-moral education: building a civic-moral curriculum system, transforming the social climate, and making the most use of the campus. The emphasis on intelligence over morality and the emphasis on knowledge over action, however, may undermine the effectiveness of civic-moral education. To conclude, China attaches great importance to civic-moral education and has come up with many approaches inspired by ancient cultural resources. [ABSTRACT FROM AUTHOR]

Drawing upon positive psychology and a social relational perspective, this article examines the relationship between well‐being‐oriented human resource management (HRM) practices and employee performance. Our multilevel model examines relationships among collectively experienced well‐being‐oriented HRM practices, social climate (characterized by trust, cooperation, and shared codes and language that exist among individuals within the organization), employee resilience, and employee (in‐role) performance. Based on the two‐wave data obtained from 561 employees and their managers within 62 bank branches in 16 Chinese banks, our multilevel analyses provide support for our four hypotheses. First, we found a positive relationship between well‐being‐oriented HRM practices and social climate. Second, social climate mediated the relationship between well‐being‐oriented HRM practices and employee resilience. Third, we found a positive relationship between resilience and employee performance. Finally, employee resilience mediated the relationship between social climate and employee performance. This study is one of the first to unpack the social mechanisms through which well‐being‐oriented HRM practices increase development of resilience and subsequent employee performance at the workplace, namely through influencing group feelings of social climate. [ABSTRACT FROM AUTHOR]

Inpatient ward social climate and sense of community can influence the recovery and care experiences of forensic mental health patients. This research evaluated an intervention designed to improve social climate and sense of community within a high-secure psychiatric hospital in the UK. The intervention was offered across six wards: two wards received the full intervention, two received the partial intervention, and two received no intervention (control). Social climate and sense of community were measured prior to the start of the intervention 6 and 18 months into the intervention, using the Essen Climate Evaluation Schema and the Sense of Community Index-2. Changes in frequency of disruptive behaviour were also monitored across time points. Results revealed that the full and the partial intervention groups reported greater feelings of social climate than the control group. This effect was also observed across time points, with higher social climate scores in the full and partial intervention groups compared to control group at 6 and 18 months. Furthermore, social climate scorespredicted a significant reduction in frequency of incidents across time in the full intervention. These findings provide longitudinal evidence of the importance of developing ward social climate and sense of community within forensic inpatient settings. [ABSTRACT FROM AUTHOR]

Objectives This study examines the relationships between age discrimination, perceived social respect for older adults as a proxy of perceived social climate, and depressive symptoms in older adults in Korea. In doing so, it clarifies whether and how age discrimination has a differential effect on mental health, depending on the level of perceived social respect. Methods This study uses multiple regression analyses to examine the data obtained from the 2020 National Survey of Older Koreans, a nationally representative survey. Results Findings show that age discrimination was positively associated with depressive symptoms, whereas perceived social respect for older adults was negatively associated with depressive symptoms. Older respondents exhibited fewer depressive symptoms if they felt that older adults were respected in Korea. The results also revealed a significant interaction between age discrimination and perceived social respect; age discrimination had a more harmful impact on depressive symptoms in older adults with a higher level of perceived social respect. Discussion The findings suggest that a positive social climate for older adults is beneficial to their mental health, but ironically, it may form a more stressful context for older adults who experience age discrimination that is characteristically opposite from their subjective evaluation of that social climate. The gap between the expected social climate and individual discriminatory experiences may have a deleterious effect on the mental health of older adults. [ABSTRACT FROM AUTHOR]

Breastfeeding is less prevalent among African American women than their white peers. Moreover, breastfeeding rates in the South lag behind those in other regions of the U.S. Consequently, various efforts have been undertaken to promote breastfeeding among groups for which this practice is less common. This study examines African American and white racial disparities concerning (1) exposure to breastfeeding promotional information and (2) reported prevalence of breastfeeding in primary social networks. The survey combines a randomly selected sample of adults representative of the population and a non-random oversample of African Americans in a predominantly rural tri-county area on the Mississippi Gulf Coast. An initial wave of 2019 Mississippi REACH Social Climate Survey data collected under the auspices of the CDC-funded REACH program (Mississippi's Healthy Families, Mothers, and Babies Initiative; 2018–2023) is used to examine racial disparities in these two key outcomes for Mississippians in Hancock, Harrison, and Jackson counties. The results show that African American respondents are more likely to be exposed to breastfeeding promotional messages than their white counterparts. However, the reported prevalence of breastfeeding in African American respondents' primary social networks is significantly lower than that indicated by their white peers. These paradoxical results underscore the limitations of promotional efforts alone to foster breastfeeding. While breastfeeding promotion is important, the reduction of racial disparities in this practice likely requires a multi-pronged effort that involves structural breastfeeding supports (e.g., lactation spaces, peer networking groups, and pro-breastfeeding employment policies and workplaces). This study provides a promising model of innovative methodological approaches to the study of breastfeeding while underscoring the complex nature of racial disparities in lactation prevalence. [ABSTRACT FROM AUTHOR]

This study examined the social climate of fully synchronous online English classrooms and its effects on students' learning outcomes in a mixed-methods design, engaging 196 firstyear non-English major students experiencing their first fully synchronous online English classes on Zoom in one academic term (12 weeks), taught by foreign lecturers. The results reveal a very positive learning experience with seven factors contributing to the social climate of the online English classrooms. Gender did not affect students' perceptions and learning experiences, but English proficiency levels did, with a medium effect size. The social climate was a predictor of online English learning outcomes with a substantial effect size. Individual insights were extracted from the qualitative data. Implications for practice or policy:. • Online English courses should provide the same learning quality as in a face-to-face environment by enhancing the seven factors constructing a positive online English classroom climate. • Educational policymakers should emphasise building positive social climates in online classrooms as it will lead to both better learning outcomes and experiences. • Teachers may be encouraged to develop the skills students need to recognise and manage emotions, establish and maintain relationships and achieve positive goals in online English learning. [ABSTRACT FROM AUTHOR]

Inclusive school climates have been related to more friendly and equal intergroup relations among majority and ethnic minority youth. Yet, comprehensive research distinguishing majority and ethnic minority group perspectives on both social and institutional inclusion, and looking beyond individual perceptions of inclusion is missing. Taking a multi-group and multi-level approach, we assessed the actual social climate (aggregating majority intergroup attitudes within schools) and institutional climate (coding school diversity policies); and we tested associations with intergroup relations (i.e., individual intergroup bias and contact) and school performance (i.e., self-reported Dutch language grades) as individual outcomes for both majority and minority youth. To this end, we draw on a large-scale survey of 1814 native-origin majority and 1068 Turkish- and Moroccan-origin minority youth in the same 65 Flemish-Belgian middle schools. As expected for majority youth, a more inclusive ingroup social climate predicts less intergroup bias; and more social and institutional inclusion jointly predict more intergroup contact with minority peers. For minority youth, an inclusive outgroup social climate predicts higher Dutch grades; yet social and institutional inclusion were unrelated to their intergroup attitudes or contact. [ABSTRACT FROM AUTHOR]

Public school teachers represent one of the largest occupational groups in the United States and are vulnerable to job stress and burnout. School social and physical environments may be adversely impacting the health of teachers and other staff, though few studies have explored these relationships. We partnered with a suburban school district in Colorado to assess the association between school environmental quality, social climate, and staff member health. We modeled the number of self-reported frequent health symptoms (experienced at least once a week) using generalized linear models. School-level predictors of interest included: overall social climate scores (unitless), building operations report card (ORC) scores (unitless), and indoor air quality (IAQ) scores (unitless). In total, we had data from 134 staff members from 11 schools in the district. A majority (62%) of our participants were teachers, who reported a greater number of frequent (i.e., at least once a week) health symptoms (mean = 3.2 symptoms experienced at least once per week) compared to staff in other roles (mean = 2.3 symptoms per week). We found that a one standard-deviation (10.5) increase in the overall social climate score was associated with a 0.77-fold (95% CI: 0.60–0.99) change in the number of frequent health symptoms reported. However, this association was attenuated among teachers compared to other staff members. Our results suggested effect modification by social climate on the relationship between IAQ and health, albeit with some uncertainty. For participants with a school climate score below the mean, a one standard-deviation (10.5) increase in IAQ score was associated with a 0.49-fold (95% CI: 0.35–0.70) change in the number of frequently reported symptoms. Overall, our study suggests school climate may be associated with self-reported health symptoms, but that the benefits of improved school climates may not be as strong for teachers compared to other staff. Future work should assess perceived climate at the individual level to assess how staff roles impact how school environments are associated with health outcomes. [ABSTRACT FROM AUTHOR]

Customers' online value co‐creation activities can occur the whole management domain (i.e., product design, marketing, and customer relationship management) of a product. Previous studies have researched value co‐creation from different angles, customers' online value co‐creation activities are more complex and its formation mechanism still worth exploring. Online communities need to create different environments according to different management fields to stimulate customers to participate in Online Value Co‐creation activities. Existing research confuses different value co‐creation activities in the entire management field without considering the different antecedents of Online Value Co‐creation activities in different situations and different management domains. The purpose of this paper is to explore the formation mechanism behind customers' online value co‐creation activities during the whole management domain. Drawing on social learning theory, this study examines the influential role of environmental factors (i.e., innovation climate and social climate) of online communities and personal need factors (i.e., brand passion, satisfaction, dissatisfaction, and desire for control) on customers' value co‐creation activities in the three fields of the management domain. Empirical analyses in this study reveal that these factors play different roles in shaping value co‐creation activities in the three fields. The findings enrich our understanding of customers' value co‐creation activities in online communities and offer a broadened view of the value co‐creation framework and climate theory. Understanding the factors that motivate consumers to engage in co‐creation activities in different management domain enables firms to strategically manage their co‐creation relationships and innovation processes. [ABSTRACT FROM AUTHOR]

Background: Good social climate and high work engagement are important factors affecting outcomes in healthcare settings. This study observed the effects of a program called Civility, Respect, and Engagement in the Workplace (CREW) on social climate and staff work engagement in a psychiatric ward of a Japanese hospital. Methods: The program comprised 18 sessions installed over six months, with each session lasting 30-min. Participation in the program was recommended to all staff members at the ward, including nurses, medical doctors, and others, but it was not mandatory. A serial cross-sectional study collected data at four time-points. Nurses (n = 17 to 22), medical doctors (n = 9 to 13), and others (n = 6 to 10) participated in each survey. The analysis of variance was used to evaluate the changes in the following dependent variables, the Essen climate evaluation schema (EssenCES), the CREW civility scale, and the Utrecht work engagement scale (UWES) over time. Result: We found no significant effects. The effect size (Cohen’s d) for EssenCES was 0.35 from baseline to post-installation for all staff members. Effect sizes for EssenCES for medical doctors and UWES for nurses were 0.79 and 0.56, respectively, from baseline to post-program. Conclusions: Differences in social climate and work engagement among Japanese healthcare workers between the baseline and post-installation of the CREW program were non-significant.

Examining past experiences of student activism at Berkeley this article suggests that the present storm of political correctness sweeping American universities represents more than just another of the periodic crusades that have disrupted academic life over the years. The current wave of activism is different largely because the ever-present minorities of militant faculty and student activists have gained significant reinforcements in their struggle to transform the culture and mission of higher education. Over the last several decades federal regulations and funds have created an alternative bureaucracy within universities that is devoted, not to the core academic mission of teaching and research, but to improving the social climate of university life. The legitimacy and power of the social climate bureaucracy depend on heightening the perception that academic life involves a dangerous environment, from which students need protection - a service provided through creating safe spaces, helping students to recognize micro-aggressions, training them in sexual assault prevention, conducting sensitivity training for faculty and the like. Devoted to heightening this perception of the university campus as a hostile environment, the climate bureaucracy has become a source of institutionalized discontent.

Concerns regarding contracting COVID-19 and finances may be risks to mental health during the COVID-19 pandemic. Social climate concerns may be another risk, given U.S. protests taking place during this period. We tested the hypothesis that concerns about COVID-19 risk, finances, and social climate would predict clinically significant levels of depression, anxiety, and comorbid depression and anxiety in young adults. A total of 782 U.S. young adults (18–30 years), initially recruited through convenience sampling (social media, email listservs), completed online surveys at Wave 1 (April–August 2020) and Wave 2 (September 2020–March 2021). The primary outcomes included scoring above the cut off for depressive (PHQ-8 ≥ 10) or anxiety symptoms (GAD ≥10). Approximately 41% reported depression and 47% reported anxiety at Wave 1; rates did not differ at Wave 2. Individuals with greater financial concerns were 14% more likely to score high on depressive symptoms; those with COVID-19 risk concerns and social climate concerns were 21% and 54% more likely, respectively, to score high on generalized anxiety. Those with social climate and financial concerns were 52% and 15% more likely, respectively, to score high on comorbid depressive and anxiety symptoms. Analyses controlled for Wave 1 symptoms. We provide evidence highlighting the roles of social climate and COVID-19 risk concerns on anxiety, and financial concerns on depression in young adults. Public health campaigns should acknowledge broader societal issues that have taken place as a source of mental health distress, beyond those driven by the pandemic (e.g., isolation and lockdowns). [ABSTRACT FROM AUTHOR]

Previous research has shown that social climate (SC) is important for the daily life of youths living in therapeutic residential youth care (TRC). However, little is known on how SC can promote a positive quality of life (QoL) for the heterogeneous TRC population. This study, therefore, investigates how TRC and youth characteristics are associated with SC and QoL. We employed a combination of person-centered and variable-centered approaches in a cross-sectional design using a sample of 400 Norwegian youths. We used previously established TRC and youth classes in a structural equation model, where these classes were regressed on latent SC and QoL. Both direct and indirect effects were analyzed. All youth classes were associated with SC and QoL, such that youth with family problems, incidental problems, and the migrant background class scored higher on SC and QoL compared to the severe problems class. In addition, SC mediated the association of the incidental problems and migrant background classes on QoL. TRC staff should acknowledge that a positive SC can strengthen the QoL of youths with severe problems. Future research should longitudinally investigate these associations to establish long-term effects on QoL during stay in TRC. Public Policy Relevance Statement: Little is known about the association of social climate (SC) and quality of life (QoL) for the heterogeneous population of young people living in therapeutic residential youth care (TRC). The results of this study indicate that SC may increase the QoL for young persons who suffer from severe problems. It is thus important for policy makers to provide a safe, involved, and supportive SC and continuously monitor the living environment together with TRC youth and staff. [ABSTRACT FROM AUTHOR]

For more than a quarter of a century, China has experienced a significant economic growth. Yet, this rapid growth has brought on many economic, social and environmental challenges, which might negatively influence the future development of the country. The objective of this paper is to analyse the Chinese economic evolution in order to determine if its growth model is sustainable over time. The research methods consisted in an investigation of the specialized literature, which helped us formulate four research hypotheses, and in a statistical analysis of secondary data, which allowed us develop four models, in order to test the hypotheses. The conclusions show that, to sustain the growth rate, China needs to increase its human capital stock, to keep the pace of attracting the foreign investments, to reduce the size of the government, to diminish the public consumption and to invest in the renewable energy, for increasing the energy efficiency.

In high security forensic institutions, patients are sometimes placed on small-scale wards to be treated individually if their psychiatric condition and behaviour do not allow for them to live and interact more freely with other patients. On these so-called individual wards, there is little contact between patients and more security measures are in place, such as higher numbers of staff members per patient than on group wards. The present study investigated the experienced safety of staff members (n = 41) and patients (n = 21) of such individual wards, compared to staff members (n = 55) and patients (n = 55) of group wards with the Essen-CES. The mean item score on the scale experienced safety of the Essen-CES for the entire sample was 2.1 (SD =.9) with a range from 0 to 4 and higher scores reflecting a higher experienced safety. Staff on individual wards had a significantly lower experienced safety than patients on both ward types and staff on group wards. It is advised, therefore, to implement additional measures to support professionals who work on these individual wards. [ABSTRACT FROM AUTHOR]

There is a limited number of studies on the impact of mindfulness‐based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well‐being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well‐being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students. [ABSTRACT FROM AUTHOR]

The social climate of a social rehabilitation facility is one of the more important factors affecting the effectiveness of social rehabilitation in an institutional setting, such as the environment of youth educational centers. Employees of these institutions, more or less aware of the nature and importance of the social climate, manifest attitudes in their work that are evident in their learned and externalized tendencies to react in a certain way, often in response to social expectations. Social rehabilitation institutions are generally expected to be rigorous and strictly discipline their wards. Unfortunately, these assumptions are not in line with the principles of pedagogy and attitudes of humanism that should characterize the relationship between educators and wards. This article deals with the social climate of youth educational centers from the perspective of the educators of these institutions, who, as research conducted in Poland shows, have a natural tendency to evaluate their own work more liberally than is actually the case. It is worth learning about these opinions in order to take into account the activities in the practice of training future personnel of the system of social rehabilitation, the effect of which should be to increase awareness of the actual effects of educational decisions and methods of work. [ABSTRACT FROM AUTHOR]

This article presents recommendations for supporting out LGBTQ+ collegiate varsity athletes based on self-descriptions of their experiences. Within a larger quantitative survey, 63 former and current varsity athletes, who were out as LGBTQ+ while competing, wrote about their experiences. We then thematically analyzed their responses. Participants describe a double bind in which they desire more specific support for their unique LGBTQ+ identity at an institutional level yet request that athletic programs not spectacularize that difference at an individual level. Athletes suggest that programs signal their support of LGBTQ+ athletes more proactively and through the use of safe zones, increased educational opportunities for allies, and more visible and vocal pro-LGBTQ+ stances from those in leadership positions. Practical implications, such as an LGBTQ+- conscious approach to supporting athletes, are discussed. [ABSTRACT FROM AUTHOR]