Jorgensengupta4607

Implications for training and supervision research are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The strengths-based inclusive theory of work and psychology of working theory propose that fulfilling work is a key outcome of the vocational intervention. Scholars have further argued that fulfilling work is the holistic experience of well-being in the workplace and can be assessed with meaningful work, work engagement, workplace positive emotions, and job satisfaction. This theoretical perspective suggests a bifactor model would best explain the relations among these variables, but this claim remains untested. Therefore, the purpose of this study was to investigate whether a bifactor model best explained the relations among the four components of fulfilling work, in comparison to other plausible models. We also examined the concurrent and convergent validity of the fulfilling work construct, using other well-being variables, symptoms of distress, and contextual factor variables drawn from vocational theories. Supporting hypotheses, we found that a bifactor model best fit the data. We also found that fulfilling work positively related to eudaimonic work well-being, hedonic work well-being, and life satisfaction and negatively related to symptoms of distress. Finally, fulfilling work positively related to income and subjective social class. These findings offer conceptual and statistical implications of fulfilling work for research, counseling, organizations, and social advocacy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Parent-youth intimacy protects adolescents from adjustment problems, including weight concerns, low self-esteem, and depressive symptoms. This study aimed to identify when in development parent-youth intimacy emerges as a protective factor, how this protective effect changes in its strength across adolescence, and whether there are differences in intimacy-adjustment linkages depending on parent and youth gender. The sample was 388 predominately White American adolescents (50.8% female; ages 12-20 years, M = 15.2, SD = 1.63 at Time 1) from 202 families. Time-varying effect models revealed that associations between intimacy and adjustment problems were dynamic and differed by parent and youth gender and across adjustment problems. Father-youth intimacy was associated with fewer weight concerns across most of adolescence for girls and boys, and these effects were strongest in mid- and late adolescence, respectively. Mother-youth intimacy was associated with boys' but not girls' weight concerns, and only in early adolescence. Father-youth intimacy was associated with fewer depressive symptoms for boys and girls across most of adolescence, whereas mother-youth intimacy was associated with fewer depressive symptoms in mid-adolescence. However, the association between intimacy and depressive symptoms was strongest during mid-adolescence for mother- and father-youth intimacy. Finally, father-youth intimacy was associated with higher self-esteem from early through mid-adolescence for boys and girls, whereas mother-youth intimacy was associated with higher self-esteem across most of adolescence for girls and during early and late adolescence for boys. Findings have implications for the timing and targets of family interventions and highlight parents' unique and shared roles in adolescents' adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).In this article, several dyadic analyses are applied to illustrate how they can be used to answer distinct research questions regarding associations between dyad members over time (longitudinal interdependence). This article focuses on how to conceptualize and empirically assess distinct dyadic processes, including time-sequential processes involving change in rank-order, parallel change processes involving intra-individual changes, dynamic dyadic processes involving both intra-individual changes and time-specific deviations (from intra-individual change), and accelerated dyadic processes involving acceleration of intra-individual change. These dyadic processes are depicted by four different dyadic models; a cross-lagged autoregressive model, a dyadic latent growth model (with and without structured residuals), and a dyadic latent change score model, respectively. These four longitudinal dyadic models are illustrated using a sample of 251 husbands and wives in enduring marriages. Each model focuses on a different dyadic process demonstrating distinct ways to empirically assess longitudinal interdependence; thus, when analyzing data, dyadic researchers must weigh the advantages and disadvantages of each and select the modeling approach that is most appropriate for the research question. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The current study examined self-reported and observed positive (i.e., nurturing, sensitive, and responsive) parenting behavior among women who experienced intimate partner violence (IPV) during pregnancy and through their early parenting years. Mother-child dyads were assessed during the third trimester of pregnancy and each year postpartum until age 4. Latent growth curve models of self-reported positive parenting suggested that IPV experienced during pregnancy was related to women reporting more gradual reductions in positive parenting between ages 1 and 4 and higher levels of positive parenting behavior at age 4. However, IPV experienced during pregnancy was associated with lower levels of observed positive parenting at age 4. check details These findings suggest that mothers who experience IPV during pregnancy may positively distort their perceptions of their positive parenting during early childhood, such that it is inconsistent with actual parenting behavior. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In recent years, increased anti-immigrant hostility has trickled into school settings creating toxic climates for immigrant-origin (I-O) students (Rogers,

, 2019, UCLA's Institute for Democracy, Education, and Access). Through youth participatory action research (yPAR), this study qualitatively examined how a class of Emerging Bilingual (EB) students aimed to promote more inclusive learning environments by designing, implementing, and evaluating a school-wide program. Here, we consider how the students experienced growth in their civic development as well as how they contended with resistances encountered during the project.

The current study took place at a majority I-O, northeastern high school and was led by an EB class (

= 20) and its teacher. Participants were as follows on average 16.5 years; 60% female; and 65% Latinx, 30% Black, and 5% mixed-race (Black-Latino). Multiple data sources documenting the students' experiences were collected (including weekly student reflections and ethnographic field notes) and then thematically analyzed using open coding.