This study explores the (characteristics of) social relationships and coping efforts that protect emerging adults from feeling lonely. The research question is ‘what do emerging adults need in order to not feel lonely?’. Semi-structured interviews with university students from the Netherlands (N = 29; 20–26 years) were conducted between November 2021 and February 2022. Thematic analysis was used to analyse the data. All participants had experiences with loneliness. In order to not feel lonely, participants needed functional, available social relationships with specific others. Quantitative and qualitative characteristics of social relationships were discussed. Furthermore, participants needed to know and accept themselves and to have realistic expectations about others. In terms of coping, participants made active efforts to improve social relationships and altered expectations about others. The results are discussed in line with social discrepancy theory, coping theory, and characteristics of the life phase of emerging adulthood. Implications for loneliness interventions are discussed.
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This study explores the (characteristics of) social relationships and coping efforts that protect emerging adults from feeling lonely. The research question is ‘what do emerging adults need in order to not feel lonely?’. Semi-structured interviews with university students from the Netherlands (N = 29; 20–26 years) were conducted between November 2021 and February 2022. Thematic analysis was used to analyse the data. All participants had experiences with loneliness. In order to not feel lonely, participants needed functional, available social relationships with specific others. Quantitative and qualitative characteristics of social relationships were discussed. Furthermore, participants needed to know and accept themselves and to have realistic expectations about others. In terms of coping, participants made active efforts to improve social relationships and altered expectations about others. The results are discussed in line with social discrepancy theory, coping theory, and characteristics of the life phase of emerging adulthood. Implications for loneliness interventions are discussed.
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The transition from adolescence to adulthood also has been described as a window of opportunity or vulnerability when developmental and contextual changes converge to support positive turnarounds and redirections (Masten, Long, Kuo, McCormick, & Desjardins, 2009; Masten, Obradović, & Burt, 2006). The transition years also are a criminological crossroads, as major changes in criminal careers often occur at these ages as well. For some who began their criminal careers during adolescence, offending continues and escalates; for others involvement in crime wanes; and yet others only begin serious involvement in crime at these ages. There are distinctive patterns of offending that emerge during the transition from adolescence to adulthood. One shows a rise of offending in adolescence and the persistence of high crime rates into adulthood; a second reflects the overall age-crime curve pattern of increasing offending in adolescence followed by decreases during the transition years; and the third group shows a late onset of offending relative to the age-crime curve. Developmental theories of offending ought to be able to explain these markedly different trajectories
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Most multi‑problem young adults (18–27 years old) have been exposed to childhood maltreatment and/or have been involved in juvenile delinquency and, therefore, could have had Child Protection Service (CPS) interference during childhood. The extent to which their childhood problems persist and evolve into young adult‑ hood may differ substantially among cases. This might indicate heterogeneous profiles of CPS risk factors. These pro‑ files may identify combinations of closely interrelated childhood problems which may warrant specific approaches for problem recognition and intervention in clinical practice. The aim of this study was to retrospectively identify distinct statistical classes based on CPS data of multi‑problem young adults in The Netherlands and to explore whether these classes were related to current psychological dysfunctioning and delinquent behaviour. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/).
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Background: Persons with an intellectual disability are at a higher risk of experiencing adversities. The concept of resilience offers promising insights into facilitating personal growth after adversity. The current study aims at providing an overview of the current research on resilience and the way this can contribute to quality of life in people with intellectual disability. Method: A literature review was conducted in the databases PsycINFO and Web of Science. To evaluate the quality of the studies, the Mixed Method Appraisal Tool (MMAT) was used. Results: The themes, autonomy, self-acceptance and physical health, were identified as internal sources of resilience. External sources of resilience can be found within the social network and daily activities. Conclusion: The current overview shows promising results to address resilience in adults with intellectual disability. More research is needed to identify the full range of resiliency factors.
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"Background: Victimization is highly prevalent in individuals with mild intellectual disability (MID) or borderline intellectual functioning (BIF) and is an important risk factor for mental health problems and violent behavior. Not much is known, however, about victimization history in women with MID-BIF admitted to forensic mental health care. Aims: The aim of this multicenter study is to gain insight into victimization histories and mental health problems of female forensic psychiatric patients with MID-BIF. Methods: File data were analyzed of 126 women with MID-BIF who have been admitted to one of five Dutch forensic psychiatric hospitals between 1990 and 2014 and compared to data of 76 female patients with average or above intellectual functioning and to a matched sample of 31 male patients with MID-BIF. Results: All forensic paients had high rates of victimization, but women with MID-BIF showed an even higher prevalence of victimization during both childhood and adulthood and more complex psychopathology compared to female patients without MID-BIF. Compared to male forensic patients with MID-BIF, women with MID-BIF were more often victim of sexual abuse during childhood. During adulthood, the victimization rate in these women was more than three times higher than in men. Conclusions: Victimization is a salient factor in female forensic patients with MID-BIF and more gender-responsive trauma-focused treatment is needed."
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In het hoger onderwijs wordt het pedagogisch klimaat veronachtzaamd. Het concept wordt niet mee in beschouwing genomen bij onderwijsinnovatie en onderwijsonderzoek. Dit artikel definieert het concept voor het hbo en werkt het uit op basis van de Zelf-Determinatie Theorie van Ryan en Deci (2000). Zowel voor volwassen werknemers als voor jonge leerlingen geldt dat zij binnen een klimaat dat tegemoet komt aan hun psychologische basisbehoeften aan relatie, competentie en autonomie, beter presteren en een hogere mate van welbevinden ervaren. Belangrijke factor daarin is de stimulans van hun autonome motivatie. Verkennend onderzoek onder studenten en docenten van de Academie voor Sociale Professies wijst op toegevoegde waarde van het in beschouwing nemen van een pedagogisch klimaat bij het overwegen van maatregelen om studiesucces te verbeteren. Een heldere kijk op het pedagogisch klimaat kan het ondersteunen van de motivatie van studenten en zodoende het verbeteren van hun leren theoretisch en empirisch verankeren. ABSTRACT In Dutch Higher Education, no attention is being paid to the Pedagogical Climate in schools. The concept is omitted in educational research as well as in innovative practices. This article defines the concept for use in Higher Education, making use of Ryan and Deci's Self Determination Theory (2000). The performance and well-being of adult employees as well as schoolchildren improve when their basic needs of relation, competence and autonomy are satisfied. A Pedagogical Climate that does so facilitates autonomous motivation. Explorative research done among teachers and students of the Academy of Social Work indicates surplus value of taking into account the Pedagogical Climate when considering various policies aimed to improve study success. Having a clear theoretical and empirical view of the Pedagogical Climate can firmly root initiatives to support students' motivation and help their learning.
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Studenten van De Haagse Hogeschool hebben als studieopdracht vraaggesprekken gehouden met jongeren in de Schilderswijk. Van de opleiding kregen zij begeleiding en een lijst van onderwerpen mee die zij aan de orde moesten stellen. Zo'n tweeëndertig studenten hebben ruim tweehonderd jongeren in de leeftijd van veertien tot achttien jaar geïnterviewd over hun leven, hun ambities, hun problemen. Twee zaken springen er uit. Het zijn jongeren die in de Schilderswijk opgroeien, die ambities hebben voor de toekomst en hun grenzen verkennen. Zij laten ook zien dat er de nodige knelpunten zijn. Zo maken armoede, werkloosheid, criminaliteit en spanningen thuis het opgroeien in de Schilderswijk niet tot een gemakkelijke opgave. Dit rapport maakt deel uit van het onderzoeksprogramma van het lectoraat Grootstedelijke Ontwikkeling van De Haagse Hogeschool. In dit lectoraat willen we met praktijkgericht onderzoek zicht krijgen op het leven in de stad Den Haag en op de inspanningen van verschillende partijen om de woon- en leefsituatie in Haagse wijken te verbeteren. Het is een bijzonder traject geweest: voor de studenten, de jongeren, de opleiding en het lectoraat. In de context van de jongeren in de Schilderswijk is het vooral belangrijk om vertrouwen te winnen om enig zicht op de situatie van jongeren te verkrijgen. Dit stelt eisen aan de aanpak. Daarenboven weten we dat waar studenten de wijk ingaan, dit een deel is van hun opleiding en het onderzoek een leeronderzoek is. Het gepresenteerde beeld is werkelijkheid, wellicht niet de enige werkelijkheid. Immers, de Schilderswijk heeft vele werkelijkheden. Het rapport is van de hand van Dick Lammers (initiator, begeleider, auteur) en Wouter Reith (auteur). Reacties zijn welkom.
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De manier waarop hulpverleners met jongeren omgaan, is een kernelement van de kwaliteit en effectiviteit van professionele hulp. Die zogenoemde bejegening wordt door jongeren niet altijd als positief ervaren. Hoe kan dit anders en beter? Contact met deze leeftijdsgroep vraagt een specifieke manier van benaderen omdat jongeren niet meer als kinderen aangesproken willen worden, maar ook nog niet als volwassenen. In de overgang naar volwassenheid verlangen jongeren naar zelfstandigheid en zelf zaken regelen, maar hebben ze ook een vangnet nodig voor als het mis gaat. Voor het Kennisportaal van NEJA is in samenspraak met het Jeugdplatform en het MBO-Jeugdteam in Amsterdam de volgende vraag geformuleerd: Wat kunnen professionals in de begeleiding van oudere jeugd (16-23 jaar) doen om de kans op een goed contact en een werkzame werkrelatie te bevorderen? In dit rapport geven we antwoord op deze vraag en wat er nodig is om goede bejegening een structureel onderdeel te maken van de alledaagse werkpraktijk van professionals. Het onderzoek is gefinancierd vanuit KeTJA.
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This article describes the relation between mental health and academic performance during the start of college and how AI-enhanced chatbot interventions could prevent both study problems and mental health problems.
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