Abstract

Background
Depression results from interactions between biological, social, and psychological factors. Literature shows that depression is associated with abnormal brain structure, and that socioeconomic status (SES) is associated with depression and brain structure. However, limited research considers the interaction between each of these factors.
Methods
Multivariate regression analysis was conducted using UK Biobank data on 39,995 participants to examine the relationship between depression and brain volume in 23 cortical regions for the whole sample and then separated by sex. It then examined whether SES affected this relationship.
Results
Eight out of 23 brain areas had significant negative associations with depression in the whole population. However, these relationships were abolished in seven areas when SES was included in the analysis. For females, three regions had significant negative associations with depression when SES was not included, but only one when it was. For males, lower volume in six regions was significantly associated with higher depression without SES, but this relationship was abolished in four regions when SES was included. The precentral gyrus was robustly associated with depression across all analyses.
Limitations
Participants with conditions that could affect the brain were not excluded. UK Biobank is not representative of the general population which may limit generalisability. SES was made up of education and income which were not considered separately.
Conclusions
SES affects the relationship between depression and cortical brain volume. Health practitioners and researchers should consider this when working with imaging data in these populations.

Introduction

Mental health problems are significant public health issues within the UK and worldwide, with depression being one of the most prevalent. Research shows that there is a relationship between depression and brain structure (Tang et al., 2007; Kronmüller et al., 2009; Bos et al., 2018; Maggioni et al., 2019), and that social factors, including socioeconomic status (SES), are associated with both depression (Delgadillo et al., 2016; Marmot, 2010; Freeman et al., 2016) and changes in brain structure (Kweon et al., 2022; Colich et al., 2020; Jednoróg et al., 2012; Noble et al., 2015). However, these three factors are rarely all considered together. Given the impact of depression on both the individual and society, as discussed below, understanding the mechanisms of this disorder, to improve prevention and treatment options, is of critical importance.

Around 1 in 6 adults in England met the criteria for a common mental health disorder in the week prior to being surveyed (McManus et al., 2016). Mental health problems are one of the leading contributors to overall worldwide disease burden and are reported to account for 16 % of Disability Adjusted Life Years (DALYs, Arias et al., 2022). They confer substantial societal and economic implications with an estimated annual cost in England of £77 billion (Kirkwood et al., 2010). Depression is one of the most prevalent mental health problems, affecting approximately 5 % of adults (World Health Organization, WHO, 2023) and 280 million people globally (Institute of Health Metrics and Evaluation, 2023). Depression can be long-lasting with a single chronic episode, or recurrent, with many episodes over a long time, and has a substantial impact on an individual’s ability to function and cope with daily life. The risk of suicide is reported to be about 15 times higher in those with depression than the general population (Cipriani et al., 2005). This is however likely to be an underestimate as many who die by suicide have undiagnosed depressive symptoms.

Conclusion

This study is, to our knowledge, the first study to examine the relationship between depression, cortical volume, and SES in a middle-aged to older sample of this size. Given that SES appears to impact the relationship between depression and brain structure, we posit that SES should be a consideration for clinicians and scientists working with imaging data in these populations. Future research involving large-scale longitudinal data is needed to elucidate the causal relationships between the factors examined in this study.

Abstract

     Becoming a parent is a challenging transition, and stress factors may arise. This scoping review aims to map, from the literature, the structure, potential barriers, and facilitators to be considered when conducting a parenting programme for parents of children up to 3 years old. It followed the JBI methodology and included studies with parents of children up to 3 years old (Participants), studies about parenting programme structure, its potential barriers, and facilitators (Concept) in the healthcare or community setting (Context). Qualitative and/or quantitative study designs and grey literature publications between 2016 and 2021 were eligible. The search was performed in three stages in CINAHL Plus with Full Text, MEDLINE with Full Text, and PubMed databases. It was also conducted in OpenGrey, ProQuest, Portuguese Open Access Scientific Repository, and Google Scholar. Fourteen articles were selected. The following aspects were identified regarding parenting programmes: benefits; structuring elements to be considered; facilitating factors and possible barriers to its development, and measurement instruments to assess the programme. Parenting programmes are important ways to contribute to a healthy, sustainable, and resilient society. It should be adapted to individuals, groups, and communities. They add value to parents, children, and society and should be carefully adapted to the group’s needs.

Introduction

     Healthy development during childhood promotes vigorous adulthood, contributing to a productive and sustainable society. A family household is where children establish first relationships, attachment, and continuous interaction, learn to trust and become acquainted with basic social rules [1]. However, it is also where most child abuse occurs, often caused by a parent [2–6]. This toxic stress impact on the early years triggers adverse adulthood outcomes and shortens life expectancy [7–10].

     Different kinds of stress can be induced: positive, tolerable, and toxic. The first is a normal part of healthy functioning; the second is more intense and long-lasting but can be buffered by supportive relations allowing the nervous system to get back on track; toxic stress arises from prolonged adverse childhood experiences (ACEs) such as reiterated abuse, chronic neglect, exposure to violence, or accumulated economic hardship in the family [8].

     Parents and family are those closest to the child and are expected to be the best caregivers [11]. However, cumulative toxic stress can occur without appropriate parental support, which may cause development disruption [12] and promote morbidity before adulthood and early death [8,12].

Conclusions

     This study provides an overview of parenting programmes, and the results guide several recommendations for the future. The results of this article may help public health professionals to plan evidencebased parenting programmes with better outcomes for families, children, and society. These results will guide professionals in constructing more sustainable and effective parental programmes.

      Considering the various benefits, such as increased parent competence, self-efficacy, lower parental stress, lower depression symptoms, and child behaviour problems, implementing parental programmes is an added value for parents, children, and society. However, professionals should be aware of the barriers identified in this study (related to distance strategies and individual needs) and carefully adapt any programme to individual, group or community needs.

     Parenting programmes are important ways to contribute to a healthy, sustainable, and resilient society. They benefit parents by reducing signs of stress and depression and increasing their self-efficacy and social behaviour, which leads to positive changes in childcare. In addition, they bring benefits to the parent–child relationship by relieving social pressure from parents, allowing a focus on the relationship with the child as an individual. Finally, parenting programmes also positively affect society through knowledge sharing, networking, and support so that children can grow up in healthy environments and maximise their full potential.

Abstract

Excessive reassurance-seeking in OCD has been linked to the maintenance of OCD, functioning as a type of checking ritual. Current treatments recommend the imposition of the extinction of seeking and providing reassurance; however, this is not well tolerated. Although it has been suggested that the provision of support may provide a more helpful alternative, there is no empirical evidence for this. In the present study, 36 participants with OCD engaged with two personalised semi-idiographic scenarios in which they imagined seeking and receiving reassurance and seeking and receiving emotional support in counterbalanced order. The primary outcome measure was anticipated urge to seek reassurance, which was found to significantly decrease in the imagined support condition relative to the imagined reassurance condition regardless of order of presentation. Emotional support was perceived as significantly more acceptable when compared to imagining reassurance in terms of higher ratings of perceived helpfulness in managing emotions, feelings of calmness and closeness, and the sense that they were fighting OCD together. These findings provide preliminary evidence for the value of encouraging the seeking and giving of emotional support as an alternative to reassurance. Implications for clinical work and further research are discussed.

Introduction

Obsessive-compulsive disorder (OCD) is a common and pervasive mental health disorder characterised by the presence of severe and disabling obsessions and compulsions, (American Psychological Association, 2023). Thought to have a lifetime prevalence of around 2% (Cervin, 2023). OCD is associated with increased autoimmune disorders (de la Cruz et al., 2022), long-term socioeconomic difficulties (Pérez-Vigil et al., 2018), significantly impaired quality of life (Eisen et al., 2006; Macy et al., 2013), and significant strains on peer and family relationships (Grover & Dutt, 2011; Walseth et al., 2017).

Cognitive theories of OCD focus on the threat of harm to self and/or others, and an inflated sense of responsibility for such harm, as the precipitating factors and motivators of the responses that maintain OCD (Rachman, 2002; Salkovskis, 1985; Salkovskis & Warwick, 1985; Smith et al., 2022). Compulsive behaviours motivated by responsibility beliefs are considered key maintaining responses, functioning as safety-seeking behaviours (SSB) intended to achieve certainty that harm or responsibility for it is eliminated (Salkovskis, 1991). Like most SSBs, however, checking has the effect of preventing disconfirmation and maintaining pre-occupation (Osborne & Williams, 2013). For example, with each instance of checking the memory of previous checks is tarnished (Radomsky et al., 2006). As such, the level of certainty of safety tends to decrease, and checking is perpetuated (Rachman, 2002; Tolin et al., 2002). Recent work thus suggests that excessive reassurance-seeking (ERS) is a special type of checking. Defined as the “verbal and/or non-verbal interaction with someone who you perceive has access to potentially threat relieving information, with the intention of increasing your perceived sense of certainty from harm” (Halldorsson & Salkovskis, 2023), in practice, this often looks like requests or comments (verbal or non-verbal) that search for certainty that their feared outcome is untrue (e.g., “did I do that properly?“, “am I a bad person?” etc.) with responses provided that attempt to provide this certainty (e.g., “Yes you did”, “No you aren’t a bad person”. Unlike most other forms of checking, this interaction has the additional function of transferring responsibility onto others (Rachman, 2002; Salkovskis, 1999).

Conclusion

The present study highlights the anticipated advantages of seeking and receiving emotional support as opposed to reassurance. People with OCD imagined support as not only more effective in the long-term, but also as more acceptable when compared to reassurance. Future research may benefit from assessing these outcomes in caregivers of those with OCD also, in addition to in-vivo experiments that can investigate the effectiveness and acceptability of reassurance in practice.

Abstract

Background
Perinatal depression is a significant concern affecting both women and men during pregnancy and postpartum periods. While maternal postpartum depression has been extensively studied, paternal depression remains under-researched despite its prevalence and impact on family well-being. This study aimed to estimate the trajectories of perinatal and postpartum depression in Japanese parents over ten years and to determine the details of the symptoms of postpartum depression for each trajectory group, considering reciprocal effects between maternal and paternal depression.

Methods
A total of 789 couples used the Edinburgh Postnatal Depression Scale to rate their depressive symptoms prenatally; at 5 weeks, 3 months, 6 months, and 1 year postpartum; and then yearly thereafter until the 10th year. Parallel-process latent class growth analysis was used to group participants according to their longitudinal patterns of depressive symptoms.

Results
For both mothers and fathers, four depressive symptom trajectories fit the data best and were most informative (escalating: 6.5 %; mothers low and fathers moderate: 17.2 %; mothers high and fathers low: 17.9 %; low: 58.4 %). A variance analysis showed significant class-parent interactions across anhedonia, anxiety, and depression subscales, indicating distinct patterns of depressive symptomatology.

Discussion
Tailored mental health programs and universal screening using the Edinburgh Postnatal Depression Scale are recommended to address the specific needs of each trajectory class. This study contributes to the understanding of long-term depressive symptom trajectories in parents and emphasizes the necessity of comprehensive support strategies to enhance family well-being and resilience.

Introduction

Perinatal depression is a significant concern that affects a considerable number of women during pregnancy and after childbirth, with prevalence rates ranging from 7 % to 20 % (Dadi et al., 2022). Similarly, postpartum depression was found to be prevalent in 14.3 % of Japanese women one month after childbirth (Tokumitsu et al., 2020a). However, both men and women are affected by postnatal depression. A meta-analysis of 74 studies with 41,480 participants found that paternal depression was present in 8 % of men in the included studies (Cameron et al., 2016). Approximately 10 % of Japanese men experience perinatal depression, highlighting that this condition is a concern for both sexes (Tokumitsu et al., 2020b). The mental health of both parents during the perinatal and postpartum periods is crucial, as it can significantly impact the overall well-being of children and families. A meta-analysis further revealed that 3.18 % of couples might experience perinatal depression simultaneously (Smythe et al., 2022). Longitudinal studies have also shown that depressive symptom trajectories can persist for up to 11 years postpartum (Mughal et al., 2023). Therefore, this study’s primary objective was to estimate the trajectories of perinatal and postpartum depression in Japanese parents and their associated risk factors, considering the reciprocal effects of postpartum depression on fathers and mothers.

Conclusion

This 10-year longitudinal study identified four distinct joint trajectories of mothers and fathers’ depressive symptoms from pregnancy to postpartum: low and stable for both parents, high for mothers and low for fathers, moderate for fathers and low for mothers, and escalating for both parents. The findings emphasize the importance of early detection and continuous monitoring of depressive symptoms, including anhedonia, anxiety, and depression, in both parents. Tailored mental health support programs are critical, especially for mothers in Class 2 and fathers in Class 4, who exhibit higher and prolonged symptoms. Despite limitations such as sample size reduction and external factors influencing results, the study adds to the growing body of knowledge on postpartum depression, underscoring the need for comprehensive and targeted approaches to support families and improve mental health outcomes through timely and appropriate interventions. Future research should include larger, more diverse populations to enhance generalizability and explore effective long-term intervention strategies.

Abstract

Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted between student well-being, teacher–student relationships, and student–student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students’ individual factors such as gender, migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.

Introduction

Adolescents are growing up in a rapidly changing world characterized by uncertainty, information overload, and competition. This increasing complexity and challenges may lead to anxiety disorders, mental health conditions, depressive symptoms, and a range of psychological and emotional disturbances (Green et al., 2012). Therefore, student well-being (StudWB) has advanced to the scientific and political agenda and is considered as an important skill that is crucial in facing the mentioned 21st century economical, ecological, and social challenges (OECD, 2018). Although recognizing the need to not only focus on students’ academic outcomes but also taking their well-being into account, research on StudWB is still diversified and a wide variety of definitions are applied in academic and policy circles (Diener et al., 2009; Dolan et al., 2008; Land et al., 2007; OECD, 2017; Seligman, 2011; UNESCO, 2016). To comprehensively address StudWB a multidimensional approach is needed considering both student’s subjective positive and negative experiences in school environment, including emotional, cognitive, and physical elements (Hascher, 2007).

Building and maintaining positive relationships fulfills a basic human need (Baumeister & Leary, 1995; Ryan & Deci, 2000) and contributes to psychological growth and well-being (Gunnell et al., 2013). Considering the substantial amount of adolescents’ time spent at school, it becomes apparent that teachers and peers assume a pivotal function in the attainment of social relatedness. Therefore, in the recent two decades increasing emphasis has been placed on teacher–student relationships (TSR) and student–student relationships (SSR) in understanding the complexity of interpersonal processes in the classroom and their multiple outcomes (Endedijk et al., 2021). In line with attachment theory, teachers are important attachment figures for young people (Beam et al., 2002), especially in adolescence when critical attitudes toward school and teaching increase (De Fraine et al., 2005; Eccles et al., 1991). By establishing close and low conflictual relationships with their students, teachers provide an environment for successful learning and StudWB (Hall-Lande et al., 2007; Hascher, 2003; Koomen & Jellesma, 2015; Roffey, 2015). Moreover, teachers can be referred to as the invisible hand (Farmer et al., 2011) determining the quality of SSR. The intricate dynamics of peer relationships within classroom environments are shaped not only by the interpersonal behaviors exhibited by students themselves but also by contextual factors set by the teachers and by the nuanced interactions with a specific student. Close peer relationships in a secure and fair school environment are consistently associated with StudWB (Hall-Lande et al., 2007; Hascher, 2003; Roffey, 2015). Despite the ongoing research on TSR and SSR, studies mainly disregard the simultaneous coexistence of both types of relationships within the classroom as well as individual student factors, such as gender, migration background, and socio-economic status (SES).

Conclusion

In the recent years, there has been a growing interest on researching StudWB driven by the recognition of its significance as a vital skill in addressing the 21the century challenges. Thus, investigating the interplay of StudWB and predictors such TSR, SSR and individual student factors holds importance in understanding StudWB and classroom processes. To our knowledge this is the first study that has examined the association among the three constructs by using a multidimensional approach on StudWB as well as considering TSR, SSR and StudWB in one mediation regression model. In conclusion, findings illustrate the importance of social relationships in the classroom for multiple dimensions of StudWB. Specifically, the current study contributes to the field by highlighting, that relations between StudWB, TSR, and SSR differ regarding different dimensions. Associations also vary regarding students’ gender, migration background and SES. Therefore, our study provides useful information for teachers and researchers to develop strategies and intervention to foster relationships in the classroom and enhancing student well-being.

Abstract

Brand polarization represents a somewhat unorthodox approach to brand management. Rather than foster support and minimise opposition towards a brand, polarization maintains strong emotions at both ends of the spectrum, concurrently attending to the antipodes of brand love and brand hate. Although some emerging insights suggest that this paradoxical approach can effectively support brands, academic research on polarization in marketing is in its infancy. Integrating insight from political science, psychology and marketing, the study develops an enhanced theoretical conception of brand polarization and operationalises it through a multi-step procedure. Specifically, the paper builds on qualitative and quantitative data from six empirical studies in two contexts (UK and Colombia) to offer a 23-item scale for brand polarization. The new concept and the validated scale contribute to branding theory and marketing practice in several important ways.

Introduction

Brand polarization represents a somewhat unorthodox approach to brand management. Accepted wisdom dictates that managers should strive to enhance positive attitudes towards brands in order to develop deep and rewarding relationships with customers (Ahmad et al., 2021, Banerjee and Shaikh, 2022, Veloutsou, 2023). Conversely, management effort should actively prevent or minimise negative feelings and opposition towards a brand, as these undermine positive outcomes such as trust, satisfaction or loyalty (Curina et al., 2020). A polarizing brand is one which simultaneously invokes fervent support and equally intense opposition. Brand polarization entails strong emotions at both ends of the spectrum and denotes management’s concurrent attention to, and maintenance of, passionate feelings on the antipodes of brand love and brand hate.

Paradoxically, some emerging empirical insights suggest that this positioning needs not be avoided because stoking hate can increase support for a brand (Osuna Ramírez et al., 2019). Moreover, polarization has become a deliberate strategy for some brands (Kavilanz, 2021, Luo et al., 2013a) being beneficial for segmentation and targeting, and for building engagement and loyalty and in the design of the product offering (Weber et al., 2021). Although historically polarization was limited to political (Banda and Kirkland, 2018, Pich et al., 2020, Spears et al., 1990) or football brands (Cobbs et al., 2017, Dalakas and Phillips-Melancon, 2012, Davies et al., 2006), now it seems to extend to other categories. In fact, evidence seems to point to a growing number of polarizing brands (Segran, 2021) which draw large numbers of lovers and haters simultaneously (Luo et al., 2013a, Thompson et al., 2006).

Discussion and theoretical contribution

This study offers a novel operationalisation of the brand polarization phenomenon as a multi-dimensional construct. Given the importance of brand relationships in today’s competitive marketplace and the existence of brand polarization, the study offers a non-brand-specific approach to polarization, which facilitates comparative study of the phenomenon that moves away from objects, such as polarizing brands (Monahan et al., 2017) or polarizing products (Rozenkrants et al., 2017). Through an extensive scale development process, the study enhances the conceptualisation and operationalisation of brand polarization, providing new theoretical and applied directions.

Overall, this research contributes to the branding literature in three significant ways. The first contribution concerns a novel operationalisation of an emerging concept. Integrating insights from diverse literature including psychology, political science, and marketing, the study conceptualises brand polarization and identifies its distinct dimensions. In doing so, the study constitutes a first attempt to develop a comprehensive and multidimensional conception of brand polarization. Admittedly, two of the originally suggested dimensions comprising brand polarization – brand passion and generation of strong feelings for the brand’s achievement/misfortune – were amalgamated during the scale development engagement. Nonetheless, the resulting four-dimensional concept, including brand passion, self-brand benchmarking, intra-group identification and inter-group dissociation, encompasses the intended theoretical domain. Compared to existing conceptions (Luo et al., 2013b, Monahan et al., 2017, Rozenkrants et al., 2017), a key headway concerns its robust and comprehensive nature.

Abstract

Background
Perceived organizational politics is a common phenomenon in almost every organization and is associated with undesirable employee outcomes. Despite numerous studies on this important topic, studies describing the influence of perceived organizational politics on nurses’ outcomes (job satisfaction and stress) remain underinvestigated. This study examined the impact of perceived organizational politics on job satisfaction and job stress among nurses.

Methods
A quantitative cross-sectional design was used in this study. Two hundred and thirteen (213) nurses participated. Three standardized instruments were utilized: Perception of Organizational Politics, Job Satisfaction Scale, and Job Stress Scale. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analyses.

Findings
Nurses perceived a high level of organizational politics. We identified a significant correlation between perceived organizational politics, job stress, and job satisfaction in nursing. The results showed nurses’ perception of organizational politics had a positive relationship with job stress and a negative relationship with job satisfaction.

Managerial implication
Hospital management should reconsider the organizational, group, and individual situations that create perceived organizational politics to prevent any unnecessary political behaviors in the hospital. Also, strategies to enhance nursing management and healthcare provision should be directed at reducing the use of politics to promote self-interest.

Originality/value
Our study provides a novel insight into the unexplored nature and impact of perceived organizational politics on nurses’ job satisfaction and stress in Ghana. It is the first research to investigate organizational politics using nursing population in the Ghanaian context and makes significant contributions to theory and practice.

Background

Organizations are made up of people with diverse values, attitudes, ideas, beliefs, values, and these differences affect the way these people interpret issues in the organization (Delle, 2013, Khan et al., 2020, Rughoobur-Seetah, 2022). These differences project how people’s subjective interpretation is linked with organizational problems such as politics (Asrar-ul-Haq et al., 2019). Hence, scholars have described organizations as political arenas (Rughoobur-Seetah, 2022). Organizations where politics are widespread provide an unfavorable work environment for people, which is not conducive to fostering positive work-related behaviors.

Perceived organizational politics (POP) has been defined as social influence attempts directed at those who can provide rewards that will help promote or protect the self-interests of the actor (Takeuchi, Yu, & Lin, 2022). Labrague et al. (2017) described POP as purposeful actions by individuals aimed at realizing one’s self-interest while ignoring the well-being of others or their organization. Such behaviors are mostly hidden and not consistent with the organizational rules and regulations but directly or indirectly affect the organization’s bureaucracies (Landells & Albrecht, 2019). In every organization, politics exist in different ways and is used to achieve individual goals and benefits, improve one’s professional career and gain resources or advantages from the organization (Landells and Albrecht, 2019, Zibenberg, 2021). Employees often get involved in organizational politicking to enhance their position at the expense of others, such as their colleagues.

Conclusion

We investigated the nature of POP and how it impacts nurses’ job satisfaction and stress. Based on the findings of this study, it can be concluded that organizational politics is a determinant of high levels of job stress and low level of job satisfaction among nurses. Since POP negatively affects individual nurses and the organization’s productivity, investigating strategies to reduce the effect of political behavior presents a big challenge to hospital managers. This call for a well-structured measure that will enhance both horizontal and vertical interactions among nurses is eminent. Thus, hospital managers should discourage and defuse political behaviors/activities by introducing transparency and accountability in nursing management, which holds promise for enhancing nurse satisfaction. Given this, nurses should be given equal opportunities to develop in their professions.

This study has examined the impact of POP on nurse job stress and job satisfaction. The study found that POP negatively affects job stress and satisfaction in nurses. The findings strengthened the contention that the prevalence of POP within the healthcare environment can trigger a negative reaction from the staff. Increased job stress and decreased job satisfaction in nurses can halt performance and productivity resulting in poor quality and efficiency of care. Therefore, hospital management should establish precautionary procedures and policies to tackle and eliminate political behaviors within healthcare organizations. These policies should include organization-directed and person-directed measures such as continued professional development, the adequate orientation of new staff, improving the work environment, use of clinical ladders for promotions, and enhanced salary.

Abstract

Background
Job satisfaction leads to employees being more productive. However, when the job requirements do not meet the capabilities it will cause stress. Therefore, it is important to define the cause of dissatisfaction to reduce work-induced stress as this has a negative impact on the quality of healthcare services. The literature on stress and satisfaction studying medical laboratory professionals (MLPs) is still limited.

The aim of this study was to assess the relationships between stress and job satisfaction factors among MLPs in Omani hospitals, and to quantify a possible correlation between job stress and job satisfaction.

Methods
A cross sectional study involved all medical laboratory professionals in eight hospitals in Oman from different geographical areas. A survey instrument measuring job satisfaction was developed from the result of earlier qualitative studies done by the authors in the population of 101 participants. In addition, job stress was assessed using a survey based on the Nurse Stress Index (NSI).

Results
The results show a significant statistical association between stress and job satisfaction. Omanis have significantly higher stress scores compared to non-Omani citizens. The youngest MLPs at Omani Hospitals were less satisfied at work and more stressed than their older colleagues. Job satisfaction was lower and job stress higher in the Sultan Qaboos University Hospital than in all the other hospitals. The most important dissatisfaction factors, leading to job stress, are insufficient support for professional development, poor relations with supervisors and co-workers, as well as heavy workload.

Conclusion
This study emphasizes the importance of investing in measures to meet the expectations of laboratory staff, to strengthen factors that increase satisfaction and eliminate dissatisfaction factors. It gives concrete advice on what those measures should be and, consequently, guides actions on improving the work environment in medical laboratories. When implemented those would reduce job stress among medical laboratory professionals in Oman, and, possibly, more widely.

Introduction

A highly motivated staff is essential to ensure a high quality and efficient service in healthcare organizations. Motivation of health care workers can initiate them to exert and maintain an effort towards organizational goals. Motivation among professional staff is dependent on the following factors: achievement, recognition for achievement, the work itself, responsibility, and professional growth or advancement [1,2]. A person with high motivation is more likely satisfied with her or his work [3]. Job dissatisfaction, on the other hand, can induce work-related stress [4]. However, satisfied employees have positive perceptions towards their organizations and are more efficient at work [5].

Consequently, it is important to pay attention to job satisfaction in all organizations including health care providers as it has an effect on the quality of the service [6]. High job satisfaction leads to employees being more productive and providing a higher service quality [7].

Healthcare staff, including medical laboratory professionals, may not contribute to a positive patient experience if their own needs are not met. Therefore, it is the task of healthcare managers to ensure satisfaction among their staff [8].

Conclusions

There is a correlation between job satisfaction and job stress, overall and by factor, among medical laboratory professionals in Oman. These findings are corroborated by studies performed elsewhere, especially in the Mid-east and Africa. In many of those countries ex-patriates form an important part of the workforce, and they are, by and large, more satisfied than residents. More experienced and senior staff show higher levels of satisfaction also. Gender and salary levels are also of importance.

The most important dissatisfaction factor among medical laboratory professionals is health and safety in the laboratories. The satisfaction components with highest scores were professional status and relationships with co-workers and leaders.

The most important dissatisfaction factors, leading to job stress, are insufficient support for professional development, poor relations with supervisors and co-workers, as well as heavy workload.

This study emphasizes the importance of investing in measures to meet the expectations of laboratory staff, to strengthen factors that increase satisfaction and eliminate dissatisfaction factors. It gives concrete advice on what those measures should be and, consequently, guides actions on improving the work environment in medical laboratories.

Abstract

The ability model of emotional intelligence (EI) specifies that four related abilities are involved: perceiving emotions, facilitating thought using emotions, understanding emotions, and managing them. Several performance-based assessments have been developed to measure those four abilities. Although some researchers find empirical support for the four abilities, others have argued that emotional intelligence divides into three abilities, two or even a single, unitary ability (Legree et al., 2014; Palmer, Gignac, Manocha, & Stough, 2005). We reanalyzed archival data from four ability tests of emotional intelligence, Ns = 503, 5000, 1000, and 2000, conducting item-level exploratory factor models of all four assessments for the first time. Based on those analyses, we suggest possible revisions of the 4-factor model to guide future research and assessment.

Overview of the present studies

In our research here, we analyzed the four assessments, the MEIS, MSCEIT, MSCEIT YRV, and MSCEIT-2, all at the level of their individual items—allowing their items to form factors with one another freely and apart from the tasks to which they had been assigned. Our purpose was forward-looking and focused on the question, “If one were to take a fresh look, what would be the nature and number of abilities one might ‘see’ in existing tests?”

Conclusions and implications for assessment

Theory is a powerful tool in the sciences but it is also important to adjust theories as new empirical findings improve our understanding. The theory of emotional intelligence has been associated with two key ideas: That emotional intelligence can be assessed as a mental ability using intelligence tests, and further, that the intelligence divides into four more specific abilities: accuracy at perceiving emotion, facilitating thought, understanding feelings, and emotion management. Of the first claim—that EI is an intelligence and can be assessed with intelligence tests—there is little doubt: Research from the MEIS forward demonstrates that the four-area model of emotional intelligence can be operationalized as a series of ability-based assessments (MacCann et al., 2014).

The research here, however, indicates that the four-area model could benefit from some reconsideration. The findings indicate the robustness of scores reflecting Understanding and Managing abilities, but that the Emotion Perception area may be more multi-dimensional than the original theory indicated, and that a “Connecting Emotional Features” score may better represent certain tasks than the earlier-conceived “Facilitating Thought” area. The findings make room, as well, for as-of-yet unclassified tasks (see Fig. 1). Collectively, the results encourage us to rethink EI in ways that have plain implications for future measures.

To the degree such new understanding closer approximates the reality of mental abilities in this area, it can inform applied practice so that the consultant and the clinician can provide people with more accurate feedback as to their abilities. A better understanding, such as this research provides, can help ensure that test scores convey distinctive meanings that are better understood than before—a key contributor to meeting the standards of optimal assessment (Joint_Committee, 2014; Sinharay et al., 2011). It is our hope that the findings obtained here, along with further research in the area, will help promote a better understanding of the nature of the ability model of emotional intelligence and its application.

Abstract

Developmental prosopagnosia (DP) is a condition that indicates the inability to recognize individuals by their faces from birth, without any history of brain damage. The assessment of face recognition ability and diagnosis of DP involve the use of face tests such as the Cambridge Face Memory Test (CFMT) and the Cambridge Face Perception Test, along with self-reported measures like the 20-Item Prosopagnosia Index (PI20). Face recognition accuracy is affected by anxiety. However, previous studies on the relationship between face recognition ability and anxiety have not used the PI20 measure. This study aimed to investigate the relationship between self-reported measures of face recognition ability and anxiety tendencies among healthy young individuals for DP diagnosis and its implications. We used a face recognition test, involving the PI20, CFMT, Visual Perception Test for Agnosia–Famous Face Test (VPTA–FFT), and State-Trait Anxiety Inventory (STAI). We assessed the performance of 116 Japanese young adults (75 females, median age of 20.7 years, with a standard deviation of 1.2). Subsequently, we conducted a statistical analysis to examine the relationship between the outcomes of the face recognition tests and STAI scores using Pearson correlation analysis and single correlation coefficients. The results showed a positive correlation between state anxiety and PI20 (r = 0.308, p = 0.007), and a weak positive correlation was also observed between trait anxiety and PI20 (r = 0.268, p = 0.04). In contrast, there was no correlation between CFMT and VPTA–FFT with respect to STAI. The results of the hierarchical multiple regression analysis also suggested that the correlation between the performance on the PI20 (self-report) and objective measures of face recognition performance (the CFMT and the VPTA–FFT) are driven by differences in anxiety. This study is the first to explore the relationship between face recognition abilities and anxiety using the PI20 self-report measure. There are implications for future research on the diagnosis of DP and the relationship between anxiety and face recognition.

Introduction

Face recognition ability enables individuals to differentiate and identify faces, playing a crucial role in interpersonal recognition and everyday communication. Clinical and functional imaging studies have highlighted that brain lesions, particularly in regions such as the fusiform gyrus, can lead to face recognition impairment. In recent years, there has been a growing interest in the field of face recognition research regarding developmental prosopagnosia (DP). DP refers to a condition in which individuals experience lifelong impairments in face recognition despite possessing normal visual and intellectual capabilities since birth. Clinically, there is no indication of overt central nervous system disorders, and neuroimaging studies also reveal the absence of organic brain lesions (Bate & Tree, 2017; Behrmann & Avidan, 2005; Cook & Biotti, 2016; Duchaine & Nakayama, 2006a). Epidemiological studies in Europe and Asia have reported a prevalence rate of approximately 1.9 %–2.9 % of the population (Bowles et al., 2009; Kennerknecht et al., 2006; Kennerknecht et al., 2008). People with DP encounter challenges and psychosocial difficulties in their interpersonal interactions due to impaired face recognition (Yardley et al., 2008). Early diagnosis and support are crucial, especially before adulthood and entering the workforce.

Currently, diagnosing DP presents challenges due to the absence of established strict objective criteria or biological markers (Barton & Corrow, 2016; Susilo & Duchaine, 2013). Previous studies have revealed ambiguous criteria for diagnosing DP and differentiating it from conditions other than DP in face recognition tests (Bate & Tree, 2017; Dalrymple & Palermo, 2016). Dalrymple and Palermo (2016) provided guidelines that define DP as objectively poor performance on face memory tests and a subjective feeling of repeated face recognition failures in daily life. The authors emphasized the importance of using questionnaires and interviews to assess face recognition difficulties in daily life and highlighted the limitations of relying solely on questionnaires for DP diagnosis, as individuals with DP may lack accurate insight into their own face recognition abilities.

Conclusions

The present study is the first to investigate the relationship between self-reported face recognition abilities and anxiety in young, healthy Japanese individuals using the self-perception face recognition test PI20. The findings indicated that unlike the objective face recognition tests CFMT and VPTA–FFT that showed no association with anxiety, the self-perception test scores may be influenced by state anxiety. Self-reporting, at least in its current form, provides limited insights into predicting face recognition performance in young individuals and diagnosing DP. Therefore, self-reporting is insufficient to evaluate face recognition abilities in young individuals, and DP cannot be diagnosed solely based on self-perception tests. It is necessary to combine self-perceived indicators of face recognition impairment with other perception-based face recognition function tests and consider the presence and extent of anxiety tendencies. Our findings have significant psychological implications for understanding face recognition impairments, DP diagnosis, and clinical practices. In the future, expanding research to investigate the interaction between facial and expression recognition abilities and anxiety is expected to enhance the accurate diagnosis and support for young individuals with facial recognition impairments.

Abstract

Positive Psychology has reconstructed how we understand happiness. The practices and discourses it presents to perform that reconceptualization appear as if free from political interest or intentionality. However, this article will show that its proposals define a subtle new form of government which we will call Psychopolitics. Instead of placing the population or the body of the citizen at the centre of political struggles, it focuses on the psyche. Through an extreme defence of positive emotions and happiness as the key to a good life, Positive Psychology promotes a type of friendly power relations, which instead of punishing motivates and empowers the individual’s creativity. To illustrate all of this, we conducted a case study with a Positive Psychology training course taught in a Spanish state university. Content analysis was used to explain the recurring themes and practices of this new discipline of positivity, showing how health is redefined around the happiness axis, and how happiness becomes an individual responsibility. We conclude that all these dimensions are simply a categorical definition of a new type of power relations which may characterise the 21st century.

Introduction: Happiness and positive psychology

As several authors (Arguís et al., 2010; Diener & Seligman, 2002; Fordyce, 1977) have remarked, happiness is one of the major goals regarded as exceptionally valuable in the sociocultural imaginary of our contemporary societies. It is a commonplace in academic literature to state that this is a construct which varies both diachronically – that is, over history, and synchronically – through culture and political axes. If we go back to Classical Greece, we quickly find that it was considered a greater good (Aristotle, 2009). On the other hand, in the Middle Ages, happiness appears as something we obtain in the next life (Aquinas, 2010; Augustine of Hippo, 2019). If we look at its definition in other cultures, past and present, but characterised by their distance from our own cultural coordinates, we find that happiness is included with values centred in the body or in collective well-being. All these examples show that its definition varies and multiplies depending on temporal, local, social, religious, and political coordinates (see Table 3, Table 4, Table 5, Table 6, Table 7).

More recently, and in our immediate context, in the Modern Age, with the American Declaration of Independence (1776) and the French Declaration of the Rights of Man (1789), happiness was proclaimed to be a right. Along these lines, a plethora of movements have emerged in the Contemporary Age which approach this right and feeling from a more practical perspective, based on scientific principles (Lyubomirsky, 2008; Seligman, 2002; Seligman & Csikszentmihalyi, 2014). The most recent conception, considered to belong to the 21st century, suggests that happiness may not be governed only by rulings which control people’s lives through their bodies or their religious values, but also through the immediate and productive management of the psyche (Han, 2014; Stiegler, 2013). This notion should not be understood as a genetic, idiosyncratic and deep-rooted dimension of the individual which could be externalised through words or observation as it was in the 19th century, with the clearest examples being psychoanalysis or classic cognitive psychology, but more from an existential perspective of meaning in life, initially explored in the 20th century by the psychiatrist Viktor Frankl (1959), whose experience of being a prisoner in a Nazi concentration camp can be used to address today’s global psychological problem of suicidal behaviours (Costanza et al., 2020, Costanza et al., 2020) after the financial crisis (Economou et al., 2013) and the COVID-19 pandemic (Costanza et al., 2021). Nowadays, the psychic realm has received a new, much broader and more operational definition, which makes it a set of relationships between internal aspects of the human being (which pass through the body and cognition) and other external aspects which pass directly through knowledge and the technologies which have recently begun to dominate our everyday lives (apps focusing on health, mindfulness, balanced diets, etc.). This is the result, among other things, of the fact that although in recent years we have put much more emphasis on looking for the so-called society of wellbeing (Rose et al., 2006), which emphasises care for the somatic, at present being physically well is no longer enough, and we are required to go a step further. Thus, the transformation of different world organisations in relation to the concept of health is clear. While in 1948 the World Health Organization defined health as “a state of complete physical, mental and social wellbeing, and not the mere absence of disease or infirmity” (WHO, 1946), by the end of the 20th century it was considered “a positive concept emphasizing social and personal resources, as well as physical capacities” (PAHO, 1986). In this new accepted sense, “personal” covers everything which was formerly called mental, but many more axes too, such as our relationship with the information generated by certain healthcare apps, the results we get from psychological or intelligence tests, or our interpersonal skills. In this pivot by the WHO we see health become an assumption, and the new goal of every citizen becomes achieving absolute and overall or comprehensive positive well-being. At this crossover of dimensions is when the so-called “psyche” acquires a new definition and value.

Conclusions

Positive Psychology has reconstructed how we must understand happiness. Its practices and discourses have spread to every action of our everyday life. Although it is presented as a discipline taking no part in the main mechanisms of power, we have found that it subtly reproduces a new modality of power and control, called Psychopolitics. Here, the arena of political struggle and conflict have moved from the notion of the bios to that of the psyche. This is what enables us to define a productive, active individual aligned with the requirements of the status quo, the practical consequences of which are spreading into the spheres of our everyday reality through the creation of more happiness programs in the field of education, well-being workshops to manage one’s emotional health at work, new positive applications to the “citizen science”, and obviously training in the field of psychology as well, where life coaching has become so important that it is now the new definition of Popular Psychology.

However, Positive Psychology does something more than just reproduce a power mechanism; it creates it to maintain itself and it has established a variant or nuance of Psychopolitics which we have called the Psychopolitics of Well-being. Here and now, the good life, the life worth living, is the life that is constantly seeking the well-being generated by positive thoughts and emotions.

Abstract

The current paper aimed to analyze quantitatively the trends of four major schools of thought in scientific Psychology (neuroscience, cognitivism, behaviorism, psychoanalysis) and their intersections, covering the period from 1979 to 2020. We utilized a rigorous methodology across three distinct sources: Mainstream Psychology (MP), Highly Influential Journal (HIJ), and non-English papers (NEP). Our findings align with previous research in two aspects: psychoanalysis and behaviorism have significantly declined, cognitivism remains a prominent trend. However, we deviate from prior studies by recognizing that neuroscience may be considered the most influential trend and that trends exhibit less linearity than previously assumed. We also acknowledge the significance of NEP, which manifest an independent pattern as compared to the other sources and that may reveal what happens in the “periphery” of Psychology. It is noteworthy that NEP demonstrated a still lively contribution from psychoanalysis. Our study also highlights the insularity and lack of cross-fertilization among psychological subdisciplines, despite the widespread claims to the contrary. It eventually supports the inference that scientific Psychology is a non-paradigmatic or pre-paradigmatic discipline, pointing out the dominance of applied psychology and confuting the notion of overarching “grand theories”.

History of the empirical analyses of trends in psychology

The study conducted by Friman et al. (1993) was one of the pioneering empirical investigations into the trends of subdisciplines within the field of Psychology. The authors specifically focused on psychoanalysis, behaviorism, and cognitivism during the years 1979–1988, utilizing data obtained from the Social Science Journal of Citation Reports (SSJCR). In their research, the authors selected four influential journals that represented each subdiscipline, taking into consideration various criteria, including a relatively high Impact Factor (IF)1 (for further details see Friman et al., 1993, pp. 659-660). For instance, Cognitive Psychology, Cognition, Journal of Experimental Psychology: Learning, Memory, and Cognition, and Memory & Cognition, aligned with the cognitive approach.

In the study conducted by Friman et al. (1993), the four selected journals representing each sub-discipline were examined using four different indexes: IF, Immediacy Index (II),2 citation number (the number of times the journal has been cited during a given year), and source items (the number of citable items the journal has produced during a given year). These indexes were calculated for each journal on an annual basis, and then averaged across the four journals to obtain single indexes for each sub-discipline. The three indexes were eventually plotted against each other. The main finding of the study indicated a significant increase in prominence for the cognitive school of thought. However, it was observed that the citation numbers and source items for behaviorism and psychoanalysis, although lower than those of cognitivism, were not substantially inferior. Despite the rise of the cognitive school, the study did not provide evidence for a clear-cut Kuhnian paradigmatic shift. Additionally, when considering the broader context of the social sciences, all three sub-disciplines (cognitive, behaviorism, and psychoanalysis) performed relatively well in comparison to other indexed journals in the SSJCR.

Conclusion

Taking a more speculative and substantial perspective on the history of Psychology, it can be inferred from the current data that over the past 40 years, the major scientific discourses have predominantly centered around the brain. Many recent studies (Bittermann & Fischer, 2018; Tracy et al., 2004; Yeung, Goto, & Leung, 2017; Wieczorek et al., 2021) suggest an increasing importance in neuroscience within Psychology and more widely across all natural sciences, and Benjafield (2020) highlights how the vocabulary of Psychology is more dependent on Biology than vice versa. These observations suggest an imbalance favoring biologically-based theories over emergentist/spiritualistic ones, although it does not necessarily imply a complete endorsement of materialism by neuroscientists. Rather, it might signify only an informal inclination towards biologically-based explanations. It is noteworthy that psychological researchers rarely adopt a clear ontological standpoint on “mind” and “behavior” and generally avoid extensive engagement with philosophical and theoretical issues (Henriques, 2011; Zagaria et al., 2020).

All things considered, the enduring and relatively stable patterns observed over a 40-year period are indicative of the robustness and vitality of Psychology as a discipline. These patterns demonstrate that the theoretical assumptions regarding the mind have exhibited relative stability over an extended duration.

Abstract

To solve the problem of distance education and cope with emergencies, online education has become one of the common educational methods in recent years.

Objects
This study aimed to explore the relationship between the teacher-student relationship (TSR) and mental disorders of university students in online education.

Measures
2032 full-time undergraduate and graduate students from a comprehensive university in China participated in the online survey. The Chinese version of the Depression, Anxiety, Stress Scale-21 Items, the Chinese version of the Mobile Phone Addiction Index (MPAI), and the 7-item Teacher-Student Relationship Perception Questionnaire were administered to the students.

Results
We found that higher quality of perceived TSR and a lower level of mobile phone addiction were associated with better mental health among undergraduate and graduate students during online education. Mobile phone addiction mediated the relationship between TSR and mental disorders, and hometown setting moderated the relationship between TSR and mobile phone addiction. Specifically, a higher quality of perceived TSR was associated with a lower level of mobile phone addiction. In addition, for students with low-quality perceived TSR, those who came from rural areas had a higher level of mobile phone addiction than those who came from urban areas. In contrast, when students had high-quality perceived TSR, the differences between students from urban and rural areas in mobile phone addiction were insignificant.

Conclusion
The results of this study are of great significance in improving the mental health and mobile phone addiction of undergraduate and graduate students during online education and reveal the urban-rural differences in the impact of TSRs during online education.

Introduction

Teacher-student relationship (TSR) refers to the connection between teachers and students in the process of educational communication (Xiang et al., 2022). A positive TSR is defined as students’ perception that they partake in positive interactions with their teachers and that their teachers express a supportive attitude toward their educational requirements (Collie et al., 2016). A close and effective TSR can stimulate learning behavior, support young students in addressing their needs, and make them feel safe and secure in the school environment (Khalilzadeh & Khodi, 2021). On the contrary, unhealthy TSRs can lead to a lack of security among students and are considered to hinder and interfere with students’ attempts to meet their needs in school (Hamre & Pianta, 2001).

In recent years, many schools have changed their teaching mode from traditional classroom education to online education. This shift, marked by changes in communication tools, decreased interaction frequencies, and altered classroom environments, holds profound implications for students’ well-being (Hebebci et al., 2020). Online education has brought convenience to students and faculty and reduced campus conflicts (Vagos & Carvalhais, 2022). However, the advantages of traditional classroom settings, which include enhanced teacher-student interactions, a conducive environment for understanding and focus, and a pace of learning that fosters interactivity and less dependency on technology, still exist (Saurabh et al., 2021). In addition, the findings of a longitudinal study by Hewson (2018) shed light on the significance of the living environment under online education, which might lead to more inequality. Since mobile phone dependency and low academic engagement are already prevalent social and psychological issues in rural areas of China (Zhen et al., 2020), this change in the learning environment may widen the educational inequality between students from urban and rural areas. For these students from rural areas, the transition to university life, often coupled with the challenges of adapting to an urban or online educational setting, underscores the need for strong, supportive TSRs (Chen, 2022; Srinivasan et al., 2021).

Results

3.1. Scores of participants in teacher-student relationships, mobile phone addiction, anxiety, and depression
Descriptive data for participants’ scores in perceived TSR, mobile phone addiction, anxiety, depression, and hometown setting are presented in Table 1. Among them, 1439 were female (71.63 %), while 570 were male (28.37). The findings indicated that the mean score for perceived TSR was 3.52 ± 8.82, the mean score for mobile phone addiction was 37.96 ± 13.06, the mean score for anxiety was 10.61 ± 9.58, and the mean score for depression was 11.84 ± 9.77. More participants came from urban areas (67.94%) and were undergraduate students (75.26%).

3.2. The distribution of scores of participants in the teacher-student relationship, mobile phone addiction, anxiety, and depression
Fig. 2 shows the distribution of the DASS-21-anxiety score. 44.35 % of the participants had minimal anxiety, 4.93 % had mild anxiety, 19.16 % had moderate anxiety, 10.05 % had severe anxiety, and 21.05% had extremely severe anxiety. Regarding the DASS-21 depression score, this distribution was 42.71%, 10.25%, 27.82%, 12.24%, and 6.97%. Undergraduate students had the lowest prevalence of minimal anxiety (36.18%) and depression (36.51%) and the highest percentage of extremely severe anxiety (26.92%) and depression (7.87%). Moreover, the lowest average scores for TSR and the highest average scores for MPAI were also among undergraduate students. In addition, no matter their educational level, students from rural areas had lower average scores in perceived TSR (overall difference was −0.08) and higher average scores in anxiety (overall difference was 1.26) than students from urban areas. However, these differences were not statistically significant (P > 0.05).