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Most research on resilience has been conducted in North America and Western Europe, limiting our understanding of the processes of overcoming trauma in other cultural settings. This study explored the process of resilience through in-depth interviews with 19 emerging adults in Kosovo, a collectivist and post-conflict society. The study also included an examination of resilience among LGBTQ+ young adults in Kosovo. We used the resilience portfolio model as a framework, which in addition to being one of the few theoretical models previously applied to Kosovo resilience research, is also designed to be adaptable for different cultural contexts. The three domains of the resilience portfolio model, meaning making, regulatory, and interpersonal strengths, manifested in numerous ways in this sample. Participants described relying on some psychosocial strengths that are commonly identified in resilience research in other settings, such as social support and future orientation, as well as some factors, such as dignity, that have been less studied and may reflect more unique aspects of Kosovar culture. LGBTQ+ participants mentioned peer support as important, especially as many received limited support from family members. The process of coming out and activism were also highlighted as key strengths for LGBTQ+ participants. The results highlight the need to consider cultural settings in resilience research. Moreover, the study underscores the importance of supporting LGBTQ+ communities in Kosovo by recognizing their challenges, traumas, and capabilities. [ABSTRACT FROM AUTHOR]

In order to create and foster learning spaces that build upon children's knowledge and experiences, we must respect and value their ways of knowing and being, including their play. Accordingly, this study highlights the ways that young children (re)imagined spaces, materials, and identities through their digital play in an analog (containing no physical, digital-based toys/materials) preschool classroom. This qualitative study utilized a framework of children's play as murmuration (a transmodal assemblage), to analyze and discuss the children's various digital play engagements. Three main themes were identified within/across these engagements, including the ways the children: (re)imagined the digital, drew from popular digital culture and media to make connections and construct meaning, and composed digital identities. Insights highlight the ways the children set aside perceived rules for materials, objects, spaces, and identities and created space for critically (re)envisioned ideas, concepts, realities, and futures to emerge. We encourage educators to continue to create and foster classroom spaces that value and build upon children's playful ways of knowing, being, and becoming in the digital world. [ABSTRACT FROM AUTHOR]

Space and time have been explained not in terms of physical entities but in terms of practice, that is, based on communication, which includes spacetime code in the A-series, B-series, and E-series. Each code has a unique grammar, and it progresses through boundary operation, i.e., setting the limit and transgressing it, but in each distinct way. The purpose of this paper is to introduce the notion of event matching to elucidate the mechanism of meaning-making through boundary operations. Biological spacetime production is an incessant effort after meaning in the adaptive process, where the dia-metric scale in the E-series necessitates anticipatory (retrocausal) actions in the steps of interaction. This paper suggests that the three terms — event matching, meaning making, and spacetime production — are synonymous with each other in biological worlds. Evidence-based examples are provided to support the arguments. [ABSTRACT FROM AUTHOR]

Despite the long-understood importance of Hope in the lives of individuals, few studies have investigated how Hope is understood from an Indian perspective. Furthermore, the focus on understanding the interpretations and experiences of Hope in the young adult population has been low. The current paper explores the phenomenon of Hope from Indian young adults' perspective. The sample consisted of 10 participants, who were in the age range of 21 to 22 years and were pursuing their undergraduate or postgraduate studies. The study utilized in-depth interviews to understand the experiences and perspectives of Hope in the participants. Data were analyzed through Interpretative Phenomenological Analysis (IPA) which brought forward several themes which focused on the experiences and understanding of Hope, delineating the main features of Hope, its situations, and its cognitive, affective, and behavioral consequences. The study adds literature to the Indian understanding of Hope or conceptualizing Hope from an Indian context and provides an in-depth understanding of the construct. It gives valuable insights into how Hope can be used for stress management and promoting well-being in individuals. [ABSTRACT FROM AUTHOR]

In Canada and elsewhere, efforts have been made to regulate the use of secure care on welfare grounds. Yet, studies raise questions about its usefulness as a psychosocial intervention since it appears to be mostly experienced as a punishment. The main objective of the current study was therefore to explore adolescents' experiences of secure care. We conducted qualitative interviews with 25 adolescents aged 14 to 17 years old while they were placed in secure care units in the province of Quebec, Canada. Uncertainty regarding how to exit secure care was the most important theme that emerged. Participants did not always understand the words used by practitioners to frame their expectations. Adolescents were also uncertain about how to prove they no longer presented a risk to others or themselves while being in locked settings. This uncertainty generated a lot of anger and distress. To get some control back, adolescents chose to just comply and pretend to agree with practitioners. The present paper questions the utility and even legitimacy of secure care as it is currently used. However, we argue that if an ethic of care predominated our conceptualisation of secure care, rather than an ethic of justice, adolescents could feel both secure and cared for.Key Practitioner Messages: Adolescents do not perceive they are being cared for while in secure care, so they only wish to get out as soon as possible;The fact that adolescents do not understand the objectives they must attain and how they can reach these goals in locked settings causes anxiety and distress;Adolescents only focus on how they can convince practitioners that they ‘deserve’ to get out and not on why they were placed in secure care. [ABSTRACT FROM AUTHOR]

Course-based research experiences (CUREs) are shown to be more engaging for college students, lead to better academic performance, and increase students’ intent to persist in science. This especially holds true when compared to lecture-based science courses with standard lab assignments. Less attention has been given, however, to the nuanced week-by-week experiences of students participating in CURE courses over a semester. This study addresses why it is crucial to understand how student interest is sustained throughout the CURE course, despite potential challenges and frustrations. Conducted over a 15-week period, this longitudinal study examines enrolled students (N = 170) who had one of 13 instructors from six institutions. The results indicate that students’ high frustration with participation in CUREs moderates the relationship between perceived challenge and interest. In addition, higher levels of the variable ‘meaning making’ among students have significant associations with week-by-week interest maintenance throughout the semester. Findings suggest that to sustain high levels of student interest over a semester, CURE instructors should focus more on reducing student frustration within CURE course operations. To further support student interest, these findings also suggest that instructors need to foster and emphasize the connections of CURE course content to students’ own lives and personal goals to sustain their interest. [ABSTRACT FROM AUTHOR]

In Hong Kong, Chinese and English are considered separate mediums of instruction. English immersion is expected for schools that teach with English as the medium of instruction, and direct instruction in Chinese is often used to teach English in Chinese medium schools. Evidently, a great divide persists in the Hong Kong government curriculum. In the English classroom, translanguaging is considered as detrimental to students' progress or reserved for the lower ability students. The significance of translanguaging on students' identity and meaning making is overlooked due to institutional English-only discourse. This article examines the possibility and potential impact of translanguaging in Hong Kong from the perspective of a student teacher who was an international school student and tuition centre instructor. [ABSTRACT FROM AUTHOR]

Many members of lesbian, gay, bisexual, trans and gender diverse, and queer (LGBTQ) communities provide informal mental health support to peers. This type of support is valuable for people who receive it – even helping to prevent suicide. It is also meaningful to those who provide it. In this article, we focus on how LGBTQ people derive meaning from their experiences of supporting peers. In-depth interviews with 25 LGBTQ people in Melbourne, Australia, indicate that those providing informal mental health support to fellow community members recognise their roles as meaningful in three main ways: in terms of self, relationships and communities. Recognising the meanings that LGBTQ caregivers derive from helping fellow community members provides useful information service providers and policymakers seeking to better address mental distress in LGBTQ communities and support caregivers. It is useful to understand this meaningful work in an LGBTQ context as caregiving that challenges gendered and heteronormative assumptions about what care is, and who provides it. [ABSTRACT FROM AUTHOR]

Little is known about typography and its contribution to the meaning-making process in children's storybooks. This study applied the systematic framework for a distinctive feature analysis of typography to explore the manifestations of typography in 24 recently published Arabic children's storybooks and outline typography's ideational, interpersonal, and textual functions as interpreted according to the Arabic sociocultural context. The findings show a pattern of visually manipulated typographic representations in terms of weight, expansion and spacing, curvature, connectivity, orientation, irregularity, and colors. In its ideational function, the typography constructed, reflected, and evoked visual images of real-life representations. In its interpersonal function, the typography communicated educative, social, and cultural messages and values to young readers. In its textual function, the typography supported dramatic atmospheres, matched the tone and rhythm of the story, harmonized with the stories' themes, reflected the characters' emotions and thoughts, and highlighted or differentiated incidents, concepts, and characters. The typography was found to be a promising communicative resource in Arabic children's storybooks. [ABSTRACT FROM AUTHOR]

Meaning making efforts, such as perceiving posttraumatic growth (PPTG), may relate to mental health (MH), especially when creating meaning in life (MIL). We tested this assertion using mediation analyses to see whether PPTG leads to subsequent MH through MIL and if PPTG leads to increased MIL, which predicts increased MH. 402 Post-9/11 military veterans were assessed at baseline, 6 months (T2), and 12 months (T3) later. PPTG predicted subsequent MH, effects entirely mediated by T2 MIL. PPTG also predicted increased T2 MIL but not increased T3 MH, although increased T2 MIL led to increased T3 MH. Findings suggest a stable association between PPTG and MH, an effect fully mediated by MIL. Further, PPTG relates to subsequent MH only when resulting in increased MIL. Future research examining meaning making in studies of PPTG is needed to better understand the conditions under which PPTG is adaptive. [ABSTRACT FROM AUTHOR]

Purpose The Dutch Association for Occupational Medicine considers employee values to be an essential pillar in occupational medicine. The occupational physician should focus on what an employee finds valuable. However, it is unclear how occupational physicians comply with this policy and pay attention to employee values. The present study aims to fill this gap by mapping to what extent occupational physicians pay attention to employee values. Method We used an exploratory qualitative research method through in-depth interviews with 10 Dutch occupational physicians. Additionally, two non-participating observations were conducted. Results & conclusion The results show that values remain mostly implicit and are applied intuitively or unconsciously but not explicitly. Hence, the ethical requirements of the Dutch Association for Occupational Medicine policy remain underexposed and under-executed. Multiple facets foster or impede a conversation about values. As far values were mentioned they were mainly extrinsic, social, and prestige-oriented. Intrinsic values were hardly mentioned. However, a few occupational physicians explicitly stated that they pay attention to values and reported that heeding to employee values contributes to better collaboration and decision-making with the employee. We argue that paying attention to intrinsic values may improve the overall work quality of occupational physicians and benefit employee well-being.

Background: Cancer is a life-threatening disease that triggers not only vulnerability to distressing symptoms but also a meaning-making process that may lead to post-traumatic growth. As people often struggle to integrate cancer illness into their meaning system to reach an adaptive meaning, psychological interventions focused on a reappraisal of the illness experience can facilitate this process. This multicenter randomized controlled trial (RCT) was primarily aimed at assessing the efficacy of a writing intervention known as a guided disclosure protocol (GDP), compared to a generic writing intervention, in promoting posttraumatic growth in stage I-III breast and colon cancer patients at the end of their adjuvant chemotherapy. Methods: Between January 2016 and August 2020 recruitment of eligible subjects took place during follow-up clinical consultations. Assessment occurred at baseline (T0), after the intervention (T1, 3 months from baseline), and at 6 months from baseline (T2). Both interventions consisted of three 20-min writing sessions to be performed once every two weeks. Change in posttraumatic growth was assessed using the Posttraumatic Growth Inventory, meaning with the Constructed Meaning Scale, and psychological distress with the Impact of Event Scale and the Hospital Anxiety and Depression Scale. Results: In the five participating centers, 102 eligible patients were randomized and 72 participants completed follow-up evaluation. Most patients were women (79.4%), had breast cancer (68.6%), and stage I (27.5%), or stage II (44.1%) disease. Mean differences did not reach statistical significance for any of the dependent variables. However, an effect of the GDP, although not statistically relevant, was observed after the intervention in terms of enhanced post-traumatic growth and increased distress measured with the Impact of Event Scale. Conclusion: This is the first RCT investigating the efficacy of a GDP in cancer patients having post-traumatic growth as the primary aim. Though GDP is a promising intervention in promoting post-traumatic growth, the lack of statistical significance of our findings may be due to the study being underpowered, hence this trial should be replicated with an adequate sample size, paying attention to supporting recruitment. [ABSTRACT FROM AUTHOR]

Selecting a major is one of the most consequential decisions a student will make in college. Though major selection is often conceived of as a discrete choice made at a particular point in time, many students change their majors at least once during college. This article examines the process of changing majors as a key education transition. Drawing from 38 interviews with college students at a public university in the USA who changed their declared major, this study explores the ways they make meaning of transitions between fields of study. Specifically, I ask: How do students describe their experiences navigating the process of switching college majors? Six themes emerged in relation to three phases of transition: endings, neutral zones, and new beginnings. These themes provide new understandings of students' meaning making about their experiences moving between majors. In doing so, this study (1) demonstrates the value of studying major change as an important educational transition and (2) sheds light on the potential for employing theories of transition to understand non-normative and non-linear transitions in higher education. Implications for higher education research and practice are discussed. [ABSTRACT FROM AUTHOR]

The Catholic pilgrimage from Sali (island of Dugi Otok, Croatia) to the island of Piškera is embedded in the historical connections between these two locations, as Piškera was inhabited by fishermen from Sali for nearly three centuries. While sailing through the archipelago that no longer belongs to them, the pilgrims from Sali sing. During Mass, they perform a sung liturgy rooted in polyphonic folk singing; after Mass, the singing usually continues up until they depart. In this article, I argue that this community embodies its presence in the archipelago and creates a certain atmosphere through singing, while simultaneously inscribing meaning into the pilgrimage itself. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had an unquestionable impact on individuals due to its unsettledness and uncertainty. During the COVID-19 pandemic people experienced different losses, such as the loss of a family member, their job, the everyday activities or not being able to attend school or to work face-to-face, which negatively impacted their mental health. This study aimed to investigate the relations among COVID-19 losses, meaning making and psychological distress, and whether meaning making mediated the relation between COVID-19 losses and psychological distress. A sample of 383 college students (86.7% women, Mage = 25.60, SD = 8.39) participated in the study. The participants completed scales assessing losses experienced during the pandemic and their impact, meaning making and psychological distress. The results indicated that perceived impact of the COVID-19 losses was negatively linked to meaning making and positively related to psychological distress. Further, meaning making was negatively related to psychological distress. Finally, meaning making mediated the relation between the perceived impact of the losses due to COVID-19 and psychological distress. Our findings highlight that meaning making is a useful resource in coping with loss, leading to a decrease in psychological distress. [ABSTRACT FROM AUTHOR]

Purpose: The war metaphor is one strategy used frequently in breast cancer to inspire individuals in a “fight” against cancer and assist patients in navigating their illness experience. Despite prominent use, the emotional impact of this language has not been examined in the context of meaning making among women with metastatic breast cancer (MBC). Methods: This study involved a semi-structured interview considering the war metaphor’s impact on women’s illness experience with MBC. Participants (n = 22) had been diagnosed with MBC for at least 6 months or following 1 disease progression and were undergoing treatment at an NCI-designated cancer center in Western Pennsylvania at the time of interview. Each participant underwent an individual interview exploring the war metaphor’s impact on illness experience. Qualitative thematic analysis was performed to assess feelings about the war metaphor and emotional response to the lived experience of cancer. Results: Two themes were identified surrounding metaphor use and participants’ experiences with meaning making in cancer. First, women with MBC perceive the diagnosis as an “unfair fight” due to its incurable nature. Second, patients use alternative language of “living life” and communicate resistance to being defined by their cancer diagnosis. Conclusion: War metaphors are one collection of terminology people use to understand their diagnosis. However, their use may apply pressure to prioritize positivity in the face of diagnosis and treatment, in a unique clinical context where this may not be adaptive. These findings affirm a need to consider patients’ lived experiences to best facilitate psychological adjustment to illness. [ABSTRACT FROM AUTHOR]

We report on a comparative analysis of two approaches to live audio-describing (AD) visual art in museums: the first case is a tour with scripted AD (the guide reads written descriptions out loud), and the second case is spontaneous AD (AD is intertwined with the guide's talk). As previous studies have mostly analyzed pre-recorded AD, our aim was to describe how AD occurs in and as direct interaction between a museum guide and visitors, and how interaction affects the art experience of the (blind and partially sighted) visitors. Data were collected from two authentic settings in which groups of blind, partially sighted, and sighted people visited art museums on guided tours. The data consist of video recordings of the tours and retrospective interviews with visitors. The analysis revealed how the interactive constitution of the tour and the AD format enables or disables the visitors' participation in experiencing visual art. Most importantly, we show how AD-enriched interaction between the guide and visitors facilitates joint meaning-making about vision and art, in which visually disabled visitors actively participate with multifaceted communicative practices and resources. Our study contributes to the research on (live) AD, demonstrating the role of interaction in the process. [ABSTRACT FROM AUTHOR]

Meaning making in science is supported by different modes, such as spoken and written language, images and gestures, all of which have different affordances. The epistemological commitments of modes are affordances that cannot be avoided. This article investigates how the epistemological commitments of modes affect possibilities for learning. Video data was collected from a learning activity where upper secondary students drew and explained an experiment representing the greenhouse effect. The analysis uses the variation theory of learning, which assumes that students learn when they notice new aspects of objects of learning by experiencing variation against an invariant background. Such variation can be created through the representations used. Findings show that, in the learning activity, variation was created in a range of modes. Some of the variation, particularly with regards to radiation, was due to the epistemological commitments of drawing. However, these aspects of radiation went unnoticed by the students, possibly because several aspects varied simultaneously. The teacher then helped the students to become aware of certain variation. Implications for the teaching and learning of science when taking the epistemological commitment of different modes into consideration include both challenges, such as when unintended variation is created, and opportunities, such as when spontaneously occurring variation can be taken up for discussion. [ABSTRACT FROM AUTHOR]

This paper discusses how socio communicative practices that originate in oral tradition, with a focus on Brazilian legends, manifest themselves in the digital environment. It foregrounds the production of discourse objects as a category of analysis and approaches the theoretical assumptions of linguistic and cultural studies through an interdisciplinary approach. It is a study of a theoreticalanalytical nature that aims to answer the following research questions: How are Brazilian folk narratives constructed in multimodal texts based interactions in digital environment? How are the objects of discourse constructed in the analyzed texts? The analyzed texts were collected through screenshots of interactions on public Facebook pages. It is hoped that the results will allow us to understand how digital texts are constructed and show how referential processes contribute to text construction and meaning production, deepening studies of language use in digital environments.

Gratitude, defined by many as being thankful and appreciative of things that make life and relationships meaningful and purposeful, catalyzes holistic well-being. It is considered a manifestation of both inner and outer spirituality and develops spiritual growth. In this article, twenty-three students from a large public university in the U.S. representing various faith traditions explore the practice of gratitude as spirituality and its impact on well-being. The purpose of this article is to demonstrate how gratitude, also conceptualized and articulated by college students as spirituality, influences students’ well-being. By exploring common and unique themes based on students’ individual reflections and synthesis on their weekly journal entries on the topic of gratitude as spirituality toward well-being, students assert that first, practicing gratitude enables them to experience something of the essence of spirituality, which is about interconnectedness and bringing into focus the things in life that they must be contented with and happy about. Second, expressing gratitude helps shift students’ perspectives by looking at conflict more as an opportunity for growth and constructive change than anything else. It redirects their mindset to transforming conflict’s negative and destructive energies into something beneficial, although the process might seem difficult. Third, practicing gratitude improves students’ overall mental, physical, spiritual, and social well-being. It helps them develop a sense of empathy and understanding toward others and aids them with better communication, deeper connections, and awareness of the self and their surroundings. This article concludes that there is, indeed, a dynamic interplay between gratitude and spirituality regarding students’ well-being. The article recommends that academic institutions and teachers of higher education provide students with classroom and public spaces to integrate conversations around gratitude, spirituality, and well-being into their academic studies as this helps enrich students’ overall learning experiences.

Introduction: Adolescent delinquency has been suggested to evolve from a normative motivation to establish independence and identity. However, few studies have examined this in detail, especially in young women. The aim was, therefore, to investigate identity formation in adolescent females with limited delinquency by focusing on identity status and identity processes in narratives about committing crimes and being convicted. Methods: Interviews with 10 females, 15–18 years old, sentenced to youth service in three Swedish cities were conducted on Zoom. Results: The results showed an equal distribution of all identity statuses within the group. Thematic analysis of their stories about crime and conviction showed that delinquency was described in terms of exploration and commitment, although commitment appeared more clearly. Social relations, in particular peers, played an important role in both committing as well as desisting from delinquency. In terms of narrative processes, the stories contained elements of agency, although diminishing of one's own capability and/or responsibility was common, and meaning making, mostly lesson learning, usually pertained to behaviors, interactional rules, or norms. Conclusion: These findings point to the importance of viewing delinquency among young women in a social and developmental context, where delinquency may be a part of the process of identity formation. Interventions focusing on expressing needs of belonging as well as finding oneself in more adaptive ways are warranted, where supporting pro‐social relations and contexts is a suggested focus. [ABSTRACT FROM AUTHOR]

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This paper presents the development and the initial validation of a self-report questionnaire (the Facing the Pandemic Lockdown Questionnaire - FPLQ) focused on the way in which people faced the impact of the lockdown related to the Coronavirus Disease 19. 504 adults (81.55% females; M age = 32.71 years, SD = 11.19) took part to the study. Exploratory and confirmatory factor analyses revealed a 15-item 4-factor structure, invariant for gender and age: two dimensions related to maladaptive processes (i.e., "Perception of low social connectedness and lack of routines" and "Health worry") and two dimensions related to adaptive processes (i.e., "Positive re-thinking" and "Perception of online social connectedness"). Further, we investigated the associations between these dimensions and measures pertaining cognitive (i.e., internal and external health locus of control), emotional (i.e., positive and negative affect), and relational (i.e., attitude and behaviors toward civic engagement) processes, also testing the moderating role of gender and age. Finally, the potential usefulness of this new tool for both extant and future psychological research was highlighted. [ABSTRACT FROM AUTHOR]

Objective: The study aimed to expand the existing research on the meaning-making processes in cancer by examining (a) the relationship between daily meaning making and meanings made versus the emotional and social well-being in survivor-caregiver dyads, (b) whether meanings made moderated or mediated the meaning-making-well-being associations at the within-and between-dyad level, and (c) whether meaning factors varied across or within persons. Methods: Two hundred dyads completed measures of meaning making, meanings made, positive and negative affect, and loneliness for 28 consecutive posthospitalization days following hematopoietic cell transplantation. Computations were based on the actor-partner interdependence model and its extensions, using multilevel structural equation modeling. Results: Positive emotional effects of meanings made and mixed effects of meaning making were found. Meanings made mediated, but not moderated, the association between meaning making and affect. Meaning factors varied substantially between- but less so within-person. Conclusions: Further research on the meaning-making process and practical actions will require a greater focus on the level of the analysis, the role in the dyad, and interpersonal aspects. [ABSTRACT FROM AUTHOR]

Art appreciation evokes feelings of being moved, which, in turn, may inspire creative activities. However, the experience of being aesthetically moved can involve various processes, and it remains unclear which appreciation processes specifically lead to being moved and inspired. This experiment investigated whether three appreciation processes—perceived beauty, feelings of awe, and meaning making—facilitate feelings of inspiration through feelings of being moved. Participants (33 undergraduate and graduate students; 14 females and 19 meles; mean age = 21.48, SD = 2.28) were instructed to appreciate paintings by either inferring their meaning or evaluating their beauty, and were then required to view a painting and draft a short creative story about it. They were also asked to report the extent to which they felt inspired during the writing phase and felt moved, perceived beauty, awe, and meaning-making during the appreciation phase. Mediation analyses indicated that meaning-making promoted feelings of inspiration through increased feelings of being moved in both the meaning inference and impression evaluation conditions, and that feelings of awe promoted feelings of inspiration in the meaning inference condition, but not in the impression evaluation condition. Furthermore, correlation and partial correlation analyses indicated that perceived beauty was not significantly correlated with feelings of inspiration. Our results provide a deeper understanding of the psychological mechanisms of inspiration through art appreciation from the perspectives of feelings of being moved, awe, and meaning-making.

BackgroundCancer is a life-threatening disease that triggers not only vulnerability to distressing symptoms but also a meaning-making process that may lead to post-traumatic growth. As people often struggle to integrate cancer illness into their meaning system to reach an adaptive meaning, psychological interventions focused on a reappraisal of the illness experience can facilitate this process. This multicenter randomized controlled trial (RCT) was primarily aimed at assessing the efficacy of a writing intervention known as a guided disclosure protocol (GDP), compared to a generic writing intervention, in promoting post-traumatic growth in stage I-III breast and colon cancer patients at the end of their adjuvant chemotherapy.MethodsBetween January 2016 and August 2020 recruitment of eligible subjects took place during follow-up clinical consultations. Assessment occurred at baseline (T0), after the intervention (T1, 3 months from baseline), and at 6 months from baseline (T2). Both interventions consisted of three 20-min writing sessions to be performed once every two weeks. Change in post-traumatic growth was assessed using the Posttraumatic Growth Inventory, meaning with the Constructed Meaning Scale, and psychological distress with the Impact of Event Scale and the Hospital Anxiety and Depression Scale.ResultsIn the five participating centers, 102 eligible patients were randomized and 72 participants completed follow-up evaluation. Most patients were women (79.4%), had breast cancer (68.6%), and stage I (27.5%), or stage II (44.1%) disease. Mean differences did not reach statistical significance for any of the dependent variables. However, an effect of the GDP, although not statistically relevant, was observed after the intervention in terms of enhanced post-traumatic growth and increased distress measured with the Impact of Event Scale.ConclusionThis is the first RCT investigating the efficacy of a GDP in cancer patients having post-traumatic growth as the primary aim. Though GDP is a promising intervention in promoting post-traumatic growth, the lack of statistical significance of our findings may be due to the study being underpowered, hence this trial should be replicated with an adequate sample size, paying attention to supporting recruitment.Clinical trial registration: ClinicalTrials.gov, identifier: 2015/0024360.

The consequences of human activity on climate change are increasingly apparent. For example, they are causing ecological degradation and affecting human and animal health. Rightly so, it is considered as the most important challenge of this century. Researchers in psychology and mental health developed an interest in the direct and indirect effects of climate and ecological change on people's psychological wellbeing, which is referred to as a concept described as eco-anxiety or eco-distress. It is worth emphasizing that climate issues are taking a larger place in the school curriculum for youth in elementary, middle and high schools. Youth are thus increasingly aware of the major threat and understandably report legitimate concerns and worries. For some youth, eco-anxiety leads to greater involvement and activism, as can be seen by the international movement set out and led by youth activist Greta Thunberg. However, eco-anxiety can also lead to feelings of hopelessness and disengagement. Despite contributing the least to the climate and ecological crises, youth will be most affected by the impacts, and will carry the burden of the climate crisis throughout their lives. Researchers, educators and mental health professionals must therefore find ways to foster youth psychosocial wellbeing and resilience alongside ensuring that their voices are heard. To this end, it is vital that young people feel able to openly discuss climate change and associated issues alongside the distressing thoughts and feelings they engender. This can be supported by using various psychological approaches to develop effective interventions. Researchers and clinicians in child mental health could gain from drawing from research in positive psychology to develop such interventions. In this review and commentary, we will outline how eco-anxiety and child psychological wellbeing can be framed within a positive psychology framework, including the relevance of self-determined motivation. Insights from interventions based on positive psychology including exercises to foster hope, forgiveness and meaning making will also be discussed. We will highlight how such interventions can be adapted as powerful tools to foster child wellbeing and cope with their eco-anxiety.

The COVID-19 pandemic has dramatically affected individuals’ psychological well-being worldwide, thus representing a challenge for flourishing among emerging adults. To understand psychological processes involved in the positive adaptation to this challenge, the present study examined the role of meaning in life and religious identity as crucial resources for flourishing in a sample of 255 Italian emerging adults. Specifically, as in the midst of a stressful event individuals may experience the potential for flourishing through the process of search for meaning, the study examined the mediated role of existential, spiritual/religious and prosocial orientations as the three primary trajectories for building meaning. Results from path analytic mediation models revealed a positive influence of presence of meaning and in-depth exploration on flourishing. Findings also suggested the contribution of prosocial orientation in building meaning and, ultimately, in increasing flourishing. Implications are discussed.

Throughout history we have sought permanence in media, to store information, communicate, and help us deal with an ever-changing world. Analog media have carried out this task despite their slow, but inevitable, processes of physical decay. Today computational media are seen as fast, cheap, and convenient alternatives for these tasks, even if they are quite the opposite, as they are anything but permanent. This paper argues that it is our refusal, and our fear, of impermanence that drives our desire to construct a worldview that is biased for permanence, even when the opposite lies before our eyes, as with computational media. This leads to a dissonance between the world as it is and the world as we perceive it, and to a paradox at the heart of computational media forms. This dissonance limits our relationships with these media, our literacy, and the ways how we can develop creative relationships with them and develop meaning.

In this paper, we argue (1) that self-report measurement is meaningful. ‘John’, a patient-participant in psychotherapy research, is presented to illustrate meaning-making processes in self-report measurement. We show that neglecting individual scoring processes might lead to invalidation of data. Therefore, (2) we argue that it is vital to actively validate data collected by validated measures. As numerical data themselves do not ‘show’ whether they are valid, the story of data collection must be taken into account. Therefore, we argue that mixing qualitative and quantitative methods is necessary for meaningful measurement, which is paramount to progress in psychological science and practice.

While religious meaning-making has been extensively studied, emic religious coping remains largely unexplored. This consensual qualitative research study explored Catholic cancer survivors' (N = 22) descriptions of drawing on their religious framework throughout their cancer journeys. Findings revealed distinctive Catholic resources such as the power of blessings, drawing comfort from the saints and sacraments, and "offering up" suffering as a form of spiritual surrender, suggesting the existence of underlying theodicies of divine purpose as well as potential clinical resources. While many participants described spiritual struggles and questions, most found meaning through deepening their faith, helping others, and re-examining their priorities. Exploratory mixed-method analyses suggest that questioning God may promote turning toward faith, while being angry at God is associated with difficulty in doing so. The findings have implications for research, pointing to emic practices that merit further study. [ABSTRACT FROM AUTHOR]

Objective: The present study tested the validity and clinical utility of adolescents' reports of two distinct modes of processing during the recall of a suicidal episode in the Suicide Narrative Interview (SNI). Recall Intensity (RI) items were designed to capture a tendency to become immersed in thoughts and feelings during the interview, while Meaning Making (MM) items were designed to assess more distant and reflective processing. Method: The construct and predictive validity of pretreatment MM and RI was tested in a 16-week randomized clinical trial (RCT) for depressed and suicidal adolescents (N = 113, Mage = 14.95, 84.1% female, 51.8% Black/African American). Adolescents rated MM and RI immediately following the SNI during a baseline assessment. Results: Baseline MM was associated with protective factors related to reduced suicidality, and RI was associated with several risk factors for suicidal symptoms. Adolescents who reported high MM and low RI reported greater reductions in both suicidal ideation and depressive symptoms during the RCT. Conclusions: The results support MM and RI as two distinct modes of how adolescents process memories of suicidal episodes and highlight the potential clinical utility of RI and MM in assessing and treating suicidal adolescents. What is the public health significance of this article?: Identifying both risk and protective factors for adolescent suicidality is imperative for effective assessment and treatment. The present study extends prior research by testing the validity of Meaning Making (MM) and Recall Intensity (RI) as two modes of processing while recalling a past suicidal episode. Results support MM as a protective factor and RI as a risk factor and demonstrate that attachment-based family therapy and family-enhanced nondirective supportive therapy were particularly effective in reducing suicidal ideation and depression in teens reporting high MM and low RI at the start of treatment. [ABSTRACT FROM AUTHOR]

In this qualitative study, six college-age participants (three males and three females) provided written and narrative accounts about an event in their lives they found to be personally meaningful. The accounts were analyzed using an existential-phenomenological framework. The results suggest that a meaningful life event is often experienced as uncanny or completely unexpected. The participants believed that circumstances proceeding and following the event included actions both by others and their selves that were not forthright. The resulting conflict in this meaningful event will require authentic actions from the participants. Those authentic actions helped participants reaffirm their identity, revitalize vulnerable relationships, and expand their sense of purpose. Participants eventually felt gratitude toward the difficult but meaningful event. [ABSTRACT FROM AUTHOR]

This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed toward self-authorship, steady development each year was relatively rare, and occurrences of both stasis and regression were quite common, suggesting that development is more variable than consistent or linear. We also explored differences by race/ethnicity and gender and discussed implications for educators. [ABSTRACT FROM AUTHOR]

This study examines why people choose to participate in online and face-to-face craft groups and seeks to understand how the mode of participation impacts individual experience and meaning making. Data from eight semi-structured interviews, text analysis of 345 social media posts, and participant observation of four face-to-face craft group meet-ups are synthesized, resulting in identification of social, technical and expressive meanings that underpin motivation to participate in both online and physical groups. These three categories expand on previous research categorizing motivation and meanings related to physical craft groups, by considering the range of asynchronous making-related online activities. The processes associated with sharing and acquiring knowledge and skills in online and physical craft groups were compared, with online groups being considered more conducive to the sharing of explicit or 'hard' knowledge, and physical groups being more suited to the sharing of tacit or 'soft' knowledge. [ABSTRACT FROM AUTHOR]

This article analyzes the ways in which action research during preservice teacher education influences the development of a critical inquiry stance. By following eight preservice teachers as they conducted action research in their final semester of student teaching, this article demonstrates how action research created the space for preservice teachers to engage in practical and critical inquiry, which allowed participants the opportunity to develop a critical inquiry stance, to varying degrees. Discussed are the disparate ways participants thought about the meaning they made and the knowledge they generated during their action research assignment. The freedom action research granted preservice teacher to make meaning of their classroom instruction, generate knowledge, and bridge the gap between theory and practice, instruction and learning, and their students and themselves, allowed for the development of a critical inquiry stance. Findings suggest that through inquiry, preservice teachers disrupted the hierarchy of knowledge generation in teaching, as they theorized instruction, problematized pedagogy, and improved their teaching practices.

The article deals with the initial stage of the meaning making process which occurs when a certain request of the reader comes into contact with the inner targeted orientation of the given written saying. The starting conditions of meaning making in written speech genres remind of the effect produced by the meeting of two communicating subjects, with one of them patiently expecting the coming interaction and the other striving to start the immediate interaction to the best of the situationally determined interest of the addressee. Their productive contact is a kind of a cognitive explosion. As a result, there is born a cloud of meanings which do not coincide completely neither with the meanings enclosed in the perceived text nor with the ones felt so far by the recipient. We focus on the factors associated with key verbal aggravators – dominant lexis in the text of the written speech genre and in the updated memory of those who are about to read this text. The reliability of meaning making is determined among other things by a number of intensive contextual coincidences of the key words and notions in the consciousness of the recipient and those which the given written text contains and reveals.