Changes of narrative meaning-making markers during the different phases of breast cancer treatment for women below 50 years old.

BACKGROUND: The onset of breast cancer is considered a potential traumatic event associated with physical and psychological effects, in particular when it occurs at the age below 50. The literature lacks a longitudinal narrative exploration of breast cancer experience of young women. PARTICIPANTS AND PROCEDURE: Using the narrative device as a diachronic tool aimed at promoting semiotic connection processes during the different phases of the therapeutic path, the authors constructed an ad hoc narrative interview to explore the meaning-making processes of 10 breast cancer patients below 50 years old during three turning-point phases: pre-hospitalization (T1); postoperative counseling (T2); and adjuvant therapy (T3). The research took place at National Cancer Institute Pascale of Naples. Through an ad hoc qualitative methodology, this study identifies the prevailing modes with which the five narrative meaning-making functions are articulated in the repeated narrative during the three phases. RESULTS: The findings capture the patterns of change of narrative meaning-making markers during the illness experience, highlighting both integrated modes of connections between aspects of experience over time and moments of block in specific critical phases for women under 50. CONCLUSIONS: From a clinical health psychology point of view the results suggest the promotion of integration between the synchrony of the medical path and the diachrony of the subjective experience of women to support resources for adapting to experience.

University Student Engagement Inventory (USEI): Transcultural Validity Evidence Across Four Continents.

Academic engagement describes students' involvement in academic learning and achievement. This paper reports the psychometric properties of the University Student Engagement Inventory (USEI) with a sample of 3992 university students from nine different countries and regions from Europe, North and South America, Africa, and Asia. The USEI operationalizes a trifactorial conceptualization of academic engagement (behavioral, emotional, and cognitive). Construct validity was assessed by means of confirmatory factor analysis and reliability was assessed using Cronbach's alpha and McDonald's omega coefficients. Weak measurement invariance was observed for country/region, while strong measurement invariance was observed for gender and area of graduation. The USEI scores showed predictive validity for dropout intention, self-rated academic performance, and course approval rate while divergent validity with student burnout scores was also evident. Overall, the results indicate that the USEI can produce reliable and valid data on academic engagement of university students across the world.