Post-traumatic Growth: The Roles of the Sense of Entitlement, Gratitude and hope.

People believe that they are entitled to well-being and safety, and their responses to unexpected traumatic events reveal individual differences. Their reactions vary, from feeling blocked and distressed to feeling proactive towards new growth, depending on their personal resources. The current study sought to identify the role of entitlement in explaining post-traumatic growth (PTG) while considering the role of gratitude and hope as personal resources. We used a community-based sample of Israeli adults (n = 182) who reported experiencing a traumatic event during the preceding year. The relationships between PTG and their sense of entitlement, gratitude, and hope were examined. A stepwise multiple hierarchical regression revealed that all the three variables were associated with PTG. However, the effect of hope turned insignificant with the inclusion of sense of entitlement and gratitude in the regression. Sense of entitlement and gratitude were independently associated with PTG. The theoretical contribution of these findings is discussed, as well as their interventional implications and future directions.

Loneliness before and after COVID-19: Sense of Coherence and Hope as Coping Mechanisms.

The COVID-19 pandemic posed a major threat to public health, with long-lasting consequences for the daily habits and practices of people around the world. The combination of hazardous health conditions and extensive changes to people's daily routines due to lockdowns, social restrictions, and employment uncertainty have led to mental health challenges, reduced levels of subjective wellbeing, and increased maladaptive behaviors and emotional distress. Nevertheless, some studies have reported increased adaptive functioning and resilience after the pandemic, suggesting a more complex pattern of effects. The goals of the current study were to explore the role of two coping variables, sense of coherence and hope, in people's emotional wellbeing and adaptation in dealing with loneliness before and after such a stressful period. In a cross-sectional study, 974 Israeli participants (sample 1: 540 participants before the pandemic; sample 2: 434 participants after the pandemic restrictions) answered online questionnaires about their loneliness, hope and sense of coherence levels before and after the pandemic. While the two groups did not differ in their levels of hope, the participants in the group before COVID-19 reported lower levels of loneliness and sense of coherence. However, the results also indicated that although the COVID-19 pandemic was related to increased levels of loneliness, the participants' sense of coherence mediated this increase and their levels of hope moderated it. The theoretical contribution of these findings is discussed, as well as interventional implications and future directions.

The hope theory and specific learning disorders and/or attention deficit disorders (SLD/ADHD): Developmental perspectives.

Research on disabilities has generally used a deficit-oriented approach. However, the recent appreciation of the personal strengths and positive traits of the disabled has raised awareness of them as empowering and activating factors. According to the hope theory, the ability to embrace future perspectives, set meaningful goals, and plan specific paths to reach these goals predict well-being and adjustment. We review the research on the role of hope in the lives of individuals with SLD/ADHD from a developmental perspective. We investigate hope as a resource in predicting these people's ability to deal with personal risks through developmental stages and contextual conditions. We conclude by proposing future research and intervention directions.

Sense of coherence and burnout among school psychologists: The moderating role of loneliness.

School psychologist have been considered at a high risk for developing work burnout due to their multiple responsibilities, overload and engagement in caring for children, families and professionals. In line with the salutogenic approach, the aim of the current research was to investigate protective and risk factors to burnout. Research has indicated that sense of coherence (SOC) may act as a protective factor. Studies reported that loneliness has been found a risk factor that may advance burnout. The current study hypothesized that loneliness may moderate the link between SOC and burnout. In a sample of 104 Israeli school psychologists, demographic aspects such as the gender, years of experience, or type of school in which they work did not predict the burnout, focusing on the importance of emotional aspects. The analysis demonstrated that the SOC was negatively associated with burnout among low or mean levels of loneliness, but not among psychologists with high levels of loneliness. The current study provides a new insight into the burnout risk, through the focus on personal resources and social perceptions. Implications for theoretical and practices are further discussed.

Social participation and posttraumatic growth: The serial mediation of hope, social support, and reappraisal.

In light of the global crisis created by the outbreak of the coronavirus and the disease it causes, coronavirus disease 2019, the goal of the study was to detect factors that might enhance people's ability to experience positive psychological change during traumatic events. As such, this study examined the relationship between social participation and posttraumatic growth (PTG) during the coronavirus outbreak and tested the mediating role of hope, social support, and cognitive reappraisal in explaining this relationship. The sample consisted of 275 participants (21.8% male, and 78.2% female, with an average age of 33.42, SD = 13.63), subjected to social-distancing regulations during this period. Results demonstrated a serial mediation model in which social participation predicted PTG directly and indirectly through hope (pathways and agency), social support, and cognitive reappraisal. The importance of social participation in nourishing personal resources and practical implications including the need for prevention programs are discussed.

Learning Difficulties and Loneliness in College and Beyond: The Mediating Role of Self-Efficacy, Proactive Coping, and Hope.

Following the conservation of resources, social-cognitive and hope theories, the goals of this study were to identify the role of self-efficacy, proactive coping, and hope as mediators in the relations between learning difficulties and loneliness distress. A questionnaire was sent to current and past students. The sample consisted of 498 participants. The results demonstrated that individuals with learning difficulties reported higher levels of loneliness compared with individuals without learning difficulties. Moreover, self-efficacy, proactive coping, and hope mediated the relations between levels of learning difficulties and loneliness. Specifically, the final model emphasized the important role of hopeful beliefs, since hope mediated the relations between learning difficulties, self-efficacy, and proactive coping with loneliness. In terms of practical implications, professionals' awareness as well as psychoeducational programs could be tailor-made to enhance hopeful beliefs and reduce loneliness.

Perceived social support, loneliness, and hope during the COVID-19 Pandemic: Testing a mediating model in the UK, USA, and Israel.

OBJECTIVES: The COVID-19 epidemic is affecting the entire world and hence provides an opportunity examine how people from different countries engage in hopeful thinking. The aim of this study was to examine the potentially facilitating role of perceived social support vis-à-vis hope as well as the mediating role of loneliness between perceived social support and hope. This mediating model was tested concurrently in the UK, the USA, and Israel. METHODS: In April 2020, as the first wave of the virus struck the three aforementioned countries, we assessed perceived social support, loneliness, and hope in 400 adults per country (N = 1,200). Assessments in the UK/USA were conducted via the Prolific platform, whereas in Israel they were conducted via Facebook/WhatsApp. RESULTS: In all three countries, perceived social support predicted elevated hope, although the effect was smallest in the UK. Loneliness mediated this effect in all three countries, although full mediation was attained only in the UK. CONCLUSIONS: Perceived social support may facilitate hope in dire times, possibly through the reduction of loneliness. PRACTITIONER POINTS: Findings are consistent with respect to the potentially protective role of perceived social support vis-à-vis hope. Perceived social support may increase hope through decreasing loneliness. In the UK, the above-noted mediating effect of loneliness appears to be stronger than in Israel and the USA. Elevated levels of perceived social support should serve as a desired outcome in individual and group psychotherapy, as well as in community based interventions.

COVID-19-Related Economic Anxiety Is As High as Health Anxiety: Findings from the USA, the UK, and Israel.

As the COVID-19 outbreak peaks, millions of individuals are losing their income, and economic anxiety is felt worldwide. In three different countries (the USA, the UK, and Israel: N = 1200), the present study addresses four different sources of anxiety: health-related anxiety, economic-related anxiety, daily routine-change anxiety, and anxiety generated by social isolation. We hypothesized that, economic anxiety would have a similar or greater effect, compared to health anxiety. Results show that in all three countries, the levels of economic and health anxiety were essentially equal, and both surpassed routine-change and isolation anxiety. Although the COVID-19 crisis originated in the health field, this study emphasizes the need to move from a generalized concept of anxiety to specific types of distress, most notably economic anxiety. Economic anxiety results in serious mental and physical health problems and should be attended to by clinical professionals and by policy makers.

Hope, Loneliness and Sense of Coherence among Bereaved Parents.

Coping with the loss of a child is a challenging and difficult experience that disrupts the lives of the surviving parents and the fabric of the family. Our goal is to identify the factors that help bereaved parents cope with this loss and introduce hope and future perspectives into their lives. Our sample consisted of 81 parents (30 fathers and 51 mothers), who completed questionnaires on the following topics: family climate, loneliness, sense of coherence and hope. In addition, interviews were conducted with six parents to further clarify the quantitative results. A moderated mediation model revealed that increased levels of loneliness among the parents predicted lower levels of hope. However, their emotional resources in terms of their sense of coherence mediated this relationship. In addition, the number of years since the loss moderated the negative relationship between loneliness and the parents' emotional resources. It can be concluded that the negative impact of loneliness on parents' sense of coherence declined over time. The interviews conducted extend the understanding of these results, as parents described their ability to continue with their lives and identified their goals in terms of the hope theory, alongside their ongoing pain. Finally, the therapeutic implications of the results we obtained are discussed.

Does Family Cohesion Predict Children's Effort? The Mediating Roles of Sense of Coherence, Hope, and Loneliness.

The degree of cohesion and support within families has often been considered a predictor of students' effort-investment and success in school. The objectives of this study are to examine the roles of personal factors (i.e., sense of coherence and hopeful thinking) as well as interpersonal factors (i.e., loneliness) in mediating the relationship between family cohesion and effort. The sample consists of 1719 elementary school children (781 boys and 938 girls) from the fifth and six grades (mean age = 10.25, SD = 0.70) of 29 elementary schools in central Israel. Students answered study questionnaires in the middle of their academic year. Analyses utilizing hierarchical multiple regression and Hayes' bootstrapping approach (PROCESS; Preacher & Hayes, 2008) were used. The results support the distinctive contribution of family cohesion and the mediating roles of sense of coherence and hope (as protective factors) as well as loneliness (as a risk factor) in predicting students' school effort. This study has important educational implications, emphasizing the value of promoting hopeful thinking and coping with loneliness in helping students to thrive in their studies.

Socioemotional self-perceptions, family climate, and hopeful thinking among students with learning disabilities and typically achieving students from the same classes.

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students' achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.

The proposed changes for DSM-5 for SLD and ADHD: international perspectives--Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, United Kingdom, and United States.

This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspectives of the present situation for youth with LD and youth with ADHD and describe the legislation, prevalence rates, and educational systems that serve students with disabilities in the respective countries. We also present a discussion of the expected impact of the proposed changes for the diagnosis of LD and ADHD in each country.

A focused intervention for 1st-year college students: promoting hope, sense of coherence, and self-efficacy.

Many students experience elevated psychological distress during their 1st year at college. Within the salutogenic paradigm (A. Antonovsky, 1987), sense of coherence (SOC), self-efficacy, and hope (in terms of hope theory; C. R. Snyder, 2002) are considered as protective factors in the demanding academic system. Study goals were to examine the outcomes of a focused workshop for 43 students, targeting the promotion of hope, sense of coherence, and self-efficacy for enhancing students' academic adjustment as expressed through their grades. Results revealed an effect over the 3 measurement time-points (before the workshop, immediately after it, and after 1 month), as well as the interactions of time and hope levels. Although their mean grades were not statistically different before the intervention, students who achieved higher levels of hope following the workshop got higher grades in the semester following the intervention. SOC and self-efficacy scores were significantly related both to hope levels after 1 month and to mean grades. The implications of this study for promoting a hopeful orientation in educational systems are discussed, and future interventional research is suggested.

Children's loneliness, sense of coherence, family climate, and hope: developmental risk and protective factors.

The study examined the contributions of individual and familial variables for the prediction of loneliness as a developmental risk and the sense of coherence as a protective factor. The sample consisted of 287 children from grades 5-6. Their loneliness, sense of coherence, hope, effort, and family climate were assessed. Separate hierarchical multiple regression analyses revealed that family cohesion and children's hope contributed to the explanation of the risk and protective outcomes. Yet, the contribution of the family adaptability was not significant. Cluster analysis of the family climate dimensions (i.e., cohesion and adaptability) was performed to clarify the interactive roles of family adaptability together with family cohesion. The authors identified 4 separate family profiles: Children in the 2 cohesive families' clusters (Cohesive Structured Families and Cohesive Adaptable Families) reported the lowest levels of loneliness and the highest levels of personal strengths. Children within rigid and noncohesive family cluster reported the highest levels of loneliness and the lowest levels of children's sense of coherence. The unique role of the family flexibility within nonsupportive family systems was demonstrated. The results further clarified the unique profiles' characteristics of the different family clusters and their adjustment indexes in terms of loneliness and personal strengths.

The mediating role of internet connection, virtual friends, and mood in predicting loneliness among students with and without learning disabilities in different educational environments.

This study evaluated a multidimensional model of loneliness as related to risk and protective factors among adolescents with learning disabilities (LD). The authors aimed to identify factors that mediated loneliness among 716 adolescents in Grades 10 through 12 who were studying in high schools or in Youth Education Centers for at-risk populations. There were 334 students with LD, divided into subgroups according to disability severity (three levels of testing accommodations), and 382 students without LD. Five instruments measured participants' socioemotional characteristics: loneliness, Internet communication, mood, and social and academic achievement-oriented motivation. Using structural equation modeling, the results confirmed the loneliness model and revealed that the use of the Internet to support interpersonal communication with friends predicted less intense loneliness, whereas virtual friendships with individuals whom students knew only online predicted greater loneliness. Positive and negative mood and motivation also predicted students' loneliness. In addition, the severity of LD predicted stronger loneliness feelings.

Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups.

This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD.