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Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K-3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = -0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = -2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.

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Using a large sample of students (N = 1373; 40% girls; Mage = 14 years) from 54 classrooms in South Korea, this study identified subtypes of bullies based on specific combinations of self-reports and peer-reports and examined the intrapersonal and interpersonal factors that explain the differences in characteristics between these identified groups. Latent profile analysis identified four subgroups of bullies: (a) non-bullies (59.5%), (b) peer-identified bullies (21%), (c) self-identified bullies (9.8%), and (d) self/peer-identified bullies (9.7%). Multinomial logistic hierarchical analysis revealed significant differences between the bully subgroups on the four intrapersonal factors (i.e., anti-bullying attitudes, perception of teachers' reaction to bullying, delinquent behavior, and depression; odds ratios [OR] ranged from 0.24 to 3.13) and three of the four interpersonal factors (i.e., overestimated popularity, rejection, and victimization; ORs ranged from 0.39 to 2.26). More specifically, compared to the peer-identified bully group, the non-bully and self/peer-identified bully groups showed opposite patterns of anti-bullying attitudes, delinquent behavior, and peer status (ORs ranged from 0.46 to 3.13). Relative to the peer-identified bully group, the self-identified bully group was more likely to exhibit depressive symptoms and perceive themselves as being victimized, was less likely to endorse anti-bullying attitudes, and had a less positive perception of teacher's reaction to bullying (ORs ranged from 0.24 to 1.40). Gender differences emerged as well. Implications for optimizing the screening of bullying perpetrators and anti-bullying interventions are discussed.

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Interpersonal psychotherapy (IPT) is an empirically validated treatment for mood disorders, anxiety disorders, eating disorders, and trauma. IPT is based on the concept of "relational frame"-that an individual's experience of psychological distress impacts those around them, and that their social support network impacts the distressed individual. This concept, along with the specific techniques and tools that flow from it and the theoretical bases of IPT (attachment and interpersonal theory) make IPT unique. In this article we review the theoretical bases of IPT (attachment and communication) and provide a brief history of IPT, as well as the evidence supporting its use for a variety of disorders. We also describe its application to groups, adolescents, and other diverse populations. Future directions for research and treatment development are proposed, particularly research in the area of combining IPT with other psychotherapeutic modalities.

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BACKGROUND: The Questionnaire of Young People's Participation (QYPP) was developed for use in children and adolescents. To track participation throughout transition from childhood to adulthood, we adapted it for young adults using focus groups. Aim of this study was to validate this measure, the QYPP-Young Adults (QYPP-YA). METHODS: We recruited young adults with cerebral palsy (CP) and a representative, same-aged sample of the general population (GP). The GP-sample was split into two equivalent subsamples, one part to identify the factor structure via exploratory factor analysis and another part to test the resulting model via confirmatory factor analysis. Reliability and different forms of validity were investigated. RESULTS: The final QYPP-YA includes 17 items assigned to six domains (Autonomy, Independency, Intimate Relationships, Interpersonal Relationships, Social Life, Online Communication). Scales show satisfying internal consistencies in the CP-sample and in the GP-sample, except for 'Online Communication'. Convergent, divergent and known-group validity were confirmed. CONCLUSIONS: The QYPP-YA instrument features promising psychometric characteristics to assess key domains of participation in healthy and disabled young adults. It provides a multidimensional, economic and sound assessment for use in population surveys and clinical trials.

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Narratives play an important role in the development of the self-identity. Romantic relationships offer a powerful context in which to develop these narratives about the self through the good and the bad experiences people have with their partners. However, the stories we tell can also be colored by how we already see ourselves. In a secondary analysis, using a prospective longitudinal study of people in established romantic relationships (N = 402), we tested pre-registered hypotheses regarding how attachment anxiety and avoidance lead people to develop narratives about their relationship high-points and transgressions, and whether these narratives influence their relationship satisfaction over time. Relatively higher avoidance, but not anxiety, was related to narrative construction. Those relatively higher in avoidance made more negative event connections about themselves in their transgression narratives, and more positive event connections about themselves in their relationship high-point narratives. Narrative content, however, did not mediate the association between attachment anxiety and avoidance and relationship satisfaction. Despite the lack of support for some of our pre-registered hypotheses, these findings provide valuable insights into how insecure attachment influences the stories people tell about their relationships, and how they link these events back to the self.

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Conflict is a ubiquitous, but potentially destructive, feature of social life. In the current research, we argue that intellectual humility-the awareness of one's intellectual fallibility-plays an important role in promoting constructive responses and decreasing destructive responses to conflict in different contexts. In Study 1, we examine the role of intellectual humility in interpersonal conflicts with friends and family members. In Study 2, we extend this finding to workplace conflicts. In both studies we find that intellectual humility predicts more constructive and less destructive responses to conflict. This work extends the burgeoning literature on the benefits of intellectual humility by demonstrating its association with responses that help defuse conflictual encounters.

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During conversation, people often endeavor to convey information in an understandable way (finding common ground) while also sharing novel or surprising information (exploring new ground). Here, we test how friends and strangers balance these two strategies to connect with each other. Using fMRI hyperscanning, we measure a preference for common ground as convergence over time and exploring new ground as divergence over time by tracking dyads' neural and linguistic trajectories over the course of semi-structured intimacy-building conversations. In our study, 60 dyads (30 friend dyads) engaged in a real-time conversation with discrete prompts and demarcated turns. Our analyses reveal that friends diverge neurally and linguistically: their neural patterns become more dissimilar over time and they explore more diverse topics. In contrast, strangers converge: neural patterns and language become more similar over time. The more a conversation between strangers resembles the exploratory conversations of friends, the more they enjoy it. Our results highlight exploring new ground as a strategy for a successful conversation.

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We were interested in how people in a romantic relationship would perceive the intelligence of their partners who have high or low trait anger. Specifically, we referred to the tension between compassion (low anger) and competence (high intelligence) in mate choice. Some evolutionary theories suggest that mating might be considered a bargaining process between these two higher-order attributes. Our study involved 148 heterosexual couples in romantic relationships. We measured the relationship between relationship satisfaction, trait anger, objective intelligence, self-assessed intelligence, and subjectively assessed partners' intelligence. We found that angrier men were less satisfied in their romantic relationship than those men who were less angry, and their partners were also less satisfied in the relationship. Additionally, women perceived angrier men as less intelligent, an effect that remained after controlling for men's objective intelligence. Lastly, we found that women's perception of their partner's intelligence mediated the link between men's anger and relationship satisfaction for both sexes. Our findings suggest that both anger and intelligence play important roles in romantic relationship functioning, consistent with evolutionary theories that emphasize the value of competence (i.e., intelligence) and compassion (i.e., low anger) in romantic partners. Furthermore, our study highlights the importance of women's perception of their partner's intelligence in determining the quality of the relationship.

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This chapter provides an overview of how international students in the United States used media and interpersonal channels to communicate with family, friends, and each other during the COVID-19 pandemic. The chapter starts by discussing the challenges of international students during the health pandemic. It then provides a review of the role of media during a crisis. Factors influencing media use during the COVID-19 crisis include culture, personality, and time spent in a foreign country. Finally, the chapter ends by providing suggestions for how universities can better equip their international offices to deal with international students during challenging times such as the COVID-19 pandemic.

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OBJECTIVES: to understand the meanings attributed to the experiences of individuals after hospitalization for COVID-19. METHODS: qualitative study, with a theoretical framework based on Symbolic Interactionism and a methodological approach grounded in Grounded Theory. Nineteen participants who had moderate and severe forms of COVID-19 after hospitalization were interviewed. Data collection took place between April and November 2021 through online interviews, and the data were analyzed using initial and focused coding in the MAXQDA software. RESULTS: the data illustrate new meanings attributed to different aspects of life after hospitalization, including relationships with others, the environment, physical and mental health, finances, identity, and interactions with a new social reality. CONCLUSIONS: the meanings are intrinsically linked to the value of interpersonal relationships, the perception of their impact, and the consequences after hospitalization. This allows professionals to understand the importance of this information to improve care and prepare for future epidemics.

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INTRODUCTION: Traumatic brain injury (TBI) can negatively impact intimacy, relationships, and sexual functioning through changes in physical, endocrine, cognitive, behavioral, and emotional function. Without intervention, diminished intimacy and/or sexual functioning in individuals with TBI may persist. Although most health care professionals agree that sexuality and intimacy in relationships are significant concerns and should be addressed in rehabilitation, these concerns are not typically discussed during rehabilitation and discharge planning for people with TBI. To address this gap, an expert panel of North American clinicians and researchers convened to develop evidence-informed recommendations to assist clinicians in providing a framework and guidance on how clinicians can support individuals after TBI. METHODS: A systematic search of multiple databases was conducted to identify relevant evidence published from 2010 to 2023. The INTIMASY-TBI Expert Panel developed recommendations for optimizing discussions and interventions related to intimacy and sexuality for people with TBI in rehabilitation and community-based programs. For each recommendation, the experts evaluated the evidence by examining the study design and quality to determine the level of evidence. RESULTS: A total of 12 recommendations were developed that address the following topic areas: (1) interprofessional team training, (2) early education on the effects of TBI on intimacy, relationships, and sexuality, (3) creating individualized interventions, (4) education, assessment, and management of the causes of sexual dysfunction, and (5) providing written materials and relationship coaching to persons with TBI and their partners. Two recommendations were supported by Level A evidence, 1 was supported by Level B evidence, and 9 were supported by Level C (consensus of the INTIMASY-TBI Expert Panel) evidence. A decision algorithm was developed to assist clinicians in navigating through the recommendations. CONCLUSION: The INTIMASY-TBI Guideline is one of the first comprehensive clinical practice guidelines to offer strategies to trained clinicians to discuss the physical, psychosocial, behavioral, and emotional aspects of intimacy and sexuality with persons with TBI.

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Cyber Dating Abuse (CDA) corresponds to a traumatic experience involving controlling and harassing behavior by a partner through modern technologies. This study aimed to assess the frequency of CDA, explore its connection to offline violence (specifically Intimate Partner Violence-IPV), and investigate attachment's mediating role in the relationship between various violence forms (cyber and offline) and trauma symptoms. Two groups were recruited for the study: one comprising 342 individuals who reported encountering offline IPV within the previous year and another group of 334 individuals who did not have such experiences. Both groups exhibited CDA, with the IPV-experienced group showing statistically significant higher prevalence. This supports literature indicating a relationship between online and offline violence. Additionally, attachment anxiety mediated CDA controlling, offline IPV, and subsequent PTSD symptoms, while attachment avoidance mediated only between offline IPV and PTSD symptoms. The findings seemed to validate the importance of acknowledging attachment as a mediator for PTSD, both in clinical practice and research.

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OBJECTIVE: This paper investigates the relationships between physical activity (PA), school bullying, emotion regulation self-efficacy (ERS), and interpersonal relationship distress (IRD) among junior high school students. It also examines the underlying mechanisms of school bullying to provide insights into reducing adolescent bullying and to lay the groundwork for preventing and controlling aggressive behaviors. METHODS: A survey was conducted on 484 students (240 males, 12.18 ± 0.8 years) from 4 secondary schools using the Physical Activity Rating Scale (PARS), Emotional Management Self-Efficacy Scale (EMSS), Interpersonal Relationship Distress Scale (IRDS), and Campus Bullying Scale (CBS) to examine the effects among the variables. A stratified random sampling method was used to select the sample, and data were collected with a structured questionnaire. The data were analyzed using SPSS 24.0 and AMOS 24.0 statistical software. The analysis included Pearson correlation analysis, structural equation modeling, and bias-corrected percentile Bootstrap methods. RESULTS: (1) PA negatively predicts IRD, which in turn has an indirect effect on bullying (PA → IRD → Bullying), ES = -0.063. Additionally, EM and IRD act as mediators between PA and school bullying (PA → EM → IRD → Bullying), ES = 0.025. (2) PA negatively predicts IRD, which has an indirect effect on being bullied (PA → IRD → Being bullied), ES = -0.044. EM and IRD serve as chain mediators between PA and being bullied (PA → EM → IRD → Being bullied), ES = -0.071. CONCLUSION: PA can positively predict bullying, but it can be mitigated through EM to reduce IRD, thereby decreasing the occurrence of campus bullying and being bullied.

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BACKGROUND: women post-menopause, are faced with various physical, emotional, and relational challenges. One such aspect that tends to be overlooked is the impact of menopause on sexual well-being. This study aimed to elucidate the concept of enriching the sexual life of women post-menopause. METHODS: A qualitative research strategy was adopted using a conventional content analysis approach. Data collection was conducted through semi-structured interviews with 24 participants (17 women post-menopause and 7 experts), using purposive sampling. RESULTS: The data analysis resulted in the extraction of 341 codes, 24 subcategories, and 8 categories. Ultimately, the following three themes emerged: "maintaining and enhancing the position of sexual relationships," "deepening sexual relationships and expanding intimacy," and "improving communication skills with the spouse ". CONCLUSION: Enriching the sexual life of women post-menopause, as suggested by the themes, involves nurturing their relationships, keeping these connections strong and valued, deepening intimacy, and promoting effective communication to ensure a fulfilling and enjoyable experience during this phase of life. This leads to a sense of security, health, and tranquility, ultimately manifesting positive repercussions on the couple's and family's health.

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BACKGROUND: Relationships and sexuality education (RSE) programmes are widely taught in schools, however for children and young people with intellectual disabilities, these programmes appear to be limited regarding information on relationships, informed choices and decision making. The purpose of this study was to seek the views and understanding of children and young people with intellectual disabilities, and those involved in their care and education, to identify best practice and approaches to the delivery on relationships and sexuality education. METHODS: This study used a qualitative design with 37 pupils from five special schools from across the United Kingdom (UK) participating. In-depth semi-structured interviews were held online, or in person. All interviews were recorded and transcribed verbatim. Transcripts were anonymised, assigned a pseudonym and subjected to inductive thematic analysis. FINDINGS: Four themes emerged from the data: (i) enthusiasm and inquisitiveness to acquire knowledge; (ii) dynamics of positive friendships; (iii) experiences and understanding of supportive relationships and sexuality; and (iv) valuing the exchange of knowledge and information. The findings highlight that children and young people with intellectual disabilities want education, support and information on matters relating to their relationships and sexuality. CONCLUSIONS: This is the largest study to date providing a voice to children and young people with intellectual disabilities regarding their relationships and sexuality. While special schools provide relationships and sexuality education, there is a requirement for a programme and resources specific to the needs of pupils with intellectual disabilities to be developed and evaluated. Such education should continue beyond school and be embedded in adult services.

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This study assessed multi-level factors that shape young people's attitudes towards gender biases about rape, sexual, and domestic violence in intimate relationships. This cross-sectional study was undertaken in three urban and three rural communities in Ebonyi State, southeast Nigeria. Data were collected from 1,020 young people using an interviewer-administered questionnaire. Descriptive and logistic regression analyses were performed using STATA. Findings revealed that most(64%) young people agree that when a girl doesn't physically fight back, you cannot really say it was rape. Many agreed that a girl who is raped is promiscuous or has a bad reputation (50%) and usually did something careless to put herself in that situation(45%). Young girls were approximately 2 times more likely to have positive attitudes towards sexual violence, rape, and domestic violence in intimate relationships than young boys (OR=1.5;P<0.01). Multi-level strategies to effectively address adverse gender norms and inequalities in intimate relationships are highly recommended.

Cette étude a évalué les facteurs à plusieurs niveaux qui façonnent les attitudes des jeunes à l'égard des préjugés sexistes concernant le viol, la violence sexuelle et domestique dans les relations intimes. Cette étude transversale a été entreprise dans trois communautés urbaines et trois communautés rurales de l'État d'Ebonyi, au sud-est du Nigeria. Les données ont été recueillies auprès de 1 020 jeunes à l'aide d'un questionnaire administré par un intervieweur. Des analyses de régression descriptive et logistique ont été effectuées à l'aide de STATA. Les résultats ont révélé que la plupart (64 %) des jeunes conviennent que lorsqu'une fille ne se défend pas physiquement, on ne peut pas vraiment dire qu'il s'agit d'un viol. Beaucoup conviennent qu'une fille violée est une promiscuité ou a une mauvaise réputation (50%) et a généralement fait quelque chose de négligent pour se mettre dans cette situation (45%). Les jeunes filles étaient environ 2 fois plus susceptibles d'avoir des attitudes positives à l'égard de la violence sexuelle, du viol et de la violence domestique dans les relations intimes que les jeunes garçons (OR=1,5 ; P<0,01). Des stratégies à plusieurs niveaux pour lutter efficacement contre les normes de genre défavorables et les inégalités dans les relations intimes sont fortement recommandées.

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Research comparing monogamous and non-monogamous relationships on well-being indicators across diverse populations have yielded inconsistent findings. The present study investigates sociodemographic characteristics, as well as personal and relational outcomes, across different relationship configurations. Data were drawn from an online community-based sample of 1,528 LGBTQ+ persons aged 18 years and older in Quebec, Canada. A latent class analysis was performed based on legal relationship status, relationship agreement, cohabitation status, and the seeking of extradyadic sexual and romantic partners on the internet. Class differences on sociodemographic characteristics and well-being and relationship quality indicators were examined. A five-class solution best fit the data, highlighting five distinct relationship configurations: Formalized monogamy (59%), Free monogamy (20%), Formalized open relationship (11%), Monogamous considering alternatives (7%) and Free consensual non-monogamies (3%). Cisgender women were more likely to engage in monogamous relationships than cisgender men, who were overrepresented in open relationships. Lower levels of perceived partner support were observed in both free monogamous and consensually non-monogamous relationships, the latter of which also showed lower levels of well-being. Consensual non-monogamy researchers exploring relationship outcomes should examine relationship facets that go beyond relationship structure or agreement. Variations in monogamies and non-monogamies, both consensual and non-consensual, may be present within each broad relationship configuration, as reflected in different personal and relational needs, which can then translate to better or poorer outcomes.

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BACKGROUND: Many people view people with intellectual disability primarily as needing help. That perspective limits relationships and can promote discrimination. We sought to better understand social relationships among young adults with intellectual disability. METHOD: Seven postsecondary students with intellectual disability participated in a photovoice study, sharing photos and stories about giving and receiving help. They participated in individual interviews, a group meeting, and a photo exhibition, and helped identify results and conclusions. RESULTS: Participants viewed themselves as helpers and recipients of help. Themes were: foundational importance of families; openness to being helped; personal growth through challenging experiences; and tension between wanting to help and risks of helping others. Participants wanted to raise awareness that people with disabilities can help others, educate them about disability, and contribute to research. CONCLUSIONS: Many young adults with intellectual disability want to contribute to relationships, which are often limited by others' expectations about disability.

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The prevalence of interpersonal violence has been reported at higher levels among Indigenous than non-Indigenous populations worldwide, but has not been thoroughly investigated among the Sámi population in Sweden. The aims of this study were to investigate: (1) the prevalence of emotional, physical, and sexual violence and violence by intimate partners, family members, acquaintances, and strangers among participants identifying as Sámi or Swedish, (2) whether reporting experiences of historical losses and discrimination mediated the anticipated association between identifying as Sámi and reporting experiences of violence, and (3) whether background characteristics were associated with reporting experiences of violence. Cross-sectional questionnaire data collected in 2021 for the "Health and Living conditions in Sápmi" study were used. All adults in an arctic region in Sweden were invited to participate (response rate: 41%). Respondents self-identifying as Sámi (n = 375; 24.7%) or Swedish (n = 1,144; 75.3%) were included in this study. Sámi respondents of both sexes more often reported violence by an acquaintance or stranger. Likewise, more Sámi than Swedish women reported family violence (16.4% vs. 9.2%), but there was no difference concerning intimate partner violence (13.3% vs. 15.4%). Mediation analyses revealed strong positive indirect effects of historical losses and discrimination on the different types of violence. Being female was the strongest predictor of reporting intimate partner violence, and younger age was associated with violence by all perpetrators except family members. In conclusion, interpersonal violence was more often reported by Sámi respondents, but the association was explained in full by experiences of historical losses and discrimination. The results underline the importance of a life-course and even intergenerational and historical perspectives when investigating interpersonal violence.

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There is a gap in whether relationship power affects the association between gratitude and relationship satisfaction in romantic relationships. Based on the relationship maintenance model and the social distance theory of power, the present study adopted a digital questionnaire design on an online platform to test the mediating role of perceived partner responsiveness between gratitude and satisfaction as well as the moderating role of relationship power. A total of 825 subjects (Mage = 27.2, SD = 10.6; female 46.9%) who had been in romantic relationships for more than six months participated in this study. Overall, the results of the moderator-mediator model indicated that, compared to individuals with low levels of relationship power, the relationship between gratitude and perceived partner responsiveness as well as that between perceived partner responsiveness and relationship satisfaction was weaker among those with high levels of power. These findings are revealing for interventions designed to promote satisfaction between couples with power imbalances.

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