Group-level workplace interventions to improve mental health in low control, high-demand office-based jobs. A scoping review.

OBJECTIVES: Workplace psychosocial risk factors, including low autonomy and high demands, have negative consequences for employee mental health and wellbeing. There is a need to support employees experiencing mental health and well-being problems in these jobs. This scoping review aims to describe group-level workplace interventions and their approaches to improving the mental health and well-being of employees in office-based, low autonomy, and high demands jobs. METHODS: Following PRISMA-ScR guidelines, a search was conducted across 4 databases (Medline, PsycINFO, CINAHL, ASSIA). We explored studies presenting group-level interventions, mode of implementation, facilitators and barriers, and intervention effectiveness. The search was restricted to include office-based, low autonomy, and high-demands jobs. Primary outcome of interest was mental health and secondary outcomes were work-related and other well-being outcomes. RESULTS: Group-level workplace interventions include an array of organizational, relational, and individual components. Almost all included a training session or workshop for intervention delivery. Several had manuals but theories of change were rare. Most workplace interventions did not use participatory approaches to involve employees in intervention development, implementation and evaluation, and challenges and facilitators were not commonly reported. Key facilitators were shorter intervention duration, flexible delivery modes, and formalized processes (e.g. manuals). A key barrier was the changeable nature of workplace environments. All studies employing behavioural interventions reported significant improvements in mental health outcomes, while no clear pattern of effectiveness was observed for other outcomes or types of interventions employed. CONCLUSIONS: Group-based interventions in low-autonomy office settings can be effective but few studies used participatory approaches or conducted process evaluations limiting our knowledge of the determinants for successful group-based workplace interventions. Involving stakeholders in intervention development, implementation, and evaluation is recommended and can be beneficial for better articulation of the acceptability and barriers and facilitators for delivery and engagement.

The Mental Health Benefits of Kindness-Oriented Schools: School Kindness is Associated with Increased Belongingness and Well-Being in Filipino High School Students.

Prior research has demonstrated the role of kind school climate in students' academic and social-emotional learning outcomes. However, there is sparse literature showing the link of school kindness to mental health functioning. This study examines the association of school kindness with well-being dimensions such as positive emotions and depressive symptoms among 1287 Filipino high school students. It also explored whether school kindness would have indirect effects on well-being via school belongingness. Structural equation modeling via maximum likelihood estimation approach showed that school kindness was linked to higher positive emotions and lower depressive symptoms after controlling for demographic covariates such as age and gender. Further, results of bias-corrected bootstrapping analyses demonstrated that school kindness had indirect effects on positive emotions and depressive symptoms via school belongingness. This research underscores the mental health benefits associated with fostering kindness in school contexts.

The Psychology of Well-Being in the Margins: Voices from and Prospects for South Asia and Southeast Asia.

Research and publications on the psychology of well-being have steadily increased in recent decades, but research on the peoples of South Asian and Southeast Asian is quite underrepresented in the research literature. Even as people from the regions comprise one third of the current global population, studies on well-being of individuals and groups from countries in the two regions are disproportionately fewer compared to other countries and regions. The special issue is a modest attempt to call attention to this underrepresentation, and to individuals and groups that are in the margins of these societies. The special issue features 11 empirical studies focused on well-being of people who either face economic hardships, have low-status occupations, experience discrimination due to gender, or experience physical disabilities. The studies highlight how well-being can be conceptualized as an adaptive process, which involves finding meaning and coping and drawing from one's agency and resources. The studies in the special, while limited in scope, will hopefully serve as catalyst for further research on the psychology of well-being in the two regions in ways that will enrich global theory and research.

Are gritty students academically engaged in math and science?

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M age = 12.44; SD = .60), nine secondary schools in Philippines (n = 575; Mage = 14.66; SD = .83), and two secondary schools in mainland China (n = 710; Mage = 13.39; SD = .56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Going global: do consumer preferences, attitudes, and barriers to using e-mental health services differ across countries?

BACKGROUND: e-Mental health services have the capacity to overcome barriers to care and reduce the unmet need for psychological services, particularly in developing countries. However, it is unknown how acceptable e-mental health interventions may be to these populations. AIMS: The purpose of the current study was to examine consumer attitudes and perceived barriers to e-mental health usage across four countries: Australia, Iran, the Philippines and South Africa. METHODS: An online survey was completed by 524 adults living in these countries, assessing previous contact with e-mental health services, willingness to use e-mental health services, and perceived barriers and needs for accessing e-mental health services. RESULTS: Although previous contact with e-mental health services was low, the majority of respondents in each sample reported a willingness to try e-mental health services if offered. Barriers toward e-mental health usage were higher among the developing countries than Australia. The most commonly endorsed barriers concerned needing information and assurances regarding the programmes. CONCLUSIONS: Across countries, participants indicated a willingness to use e-mental health programmes if offered. With appropriate research and careful implementation, e-mental health has the potential to be a valuable part of mental healthcare in developing countries.

Engagement, Flow, Self-Efficacy, and Eustress of University Students: A Cross-National Comparison Between the Philippines and Argentina.

This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martínez, et al., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O'Sullivan, 2011), and Eustress Scale (O'Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress.

Protocols for protection of human participants: a comparison of five countries.

Research ethics protocols relating to human participants were compared across five countries, namely, Australia, Azerbaijan, Iran, the Philippines, and South Africa. These countries were considered to be geographically and culturally diverse, as well as representing both developed and developing countries. The extent to which the research participant is protected across cultures and countries was investigated, with particular focus on the use of informed consent procedures. It was argued that current ethical guidelines and practices fail to ensure the protection of the most vulnerable participants within these cultures. Informed consent mechanisms also often fail to consider cultural differences in self-concept, understanding of research methods, and power differences between researchers and participants. Discussion of these ethical challenges and recommendations for research ethics development within these cultures and countries are discussed.