Educating Youth to Civic Engagement for Social Justice: Evaluation of a Secondary School Project.

The positive effects of youth civic engagement can be felt both at the individual level (e.g., better emotional regulation, a greater sense of empowerment) and at the community level (e.g., a greater likelihood of participation in civic and political activities). They may also be a protective factor for at-risk youth in the short and long term and a valuable element for positive identity development in general. The purpose of this longitudinal study was to assess the impact of an educational intervention implemented in secondary schools to promote youth civic engagement (N = 508 at Time 1, N = 116 at Time 2). The study is divided into two parts: first, it examines the changes stimulated by the project, and second, it uses a path analysis model to explain the intention to participate. Results show that after participation, hostile and benevolent sexism, classic and modern ethnic prejudice, and social dominance orientation decreased, while trust in institutions increased. In addition, the path analysis showed that policy control, social trust, and civic engagement increased the intention of civic engagement at time T1. Despite some limitations, this study may provide useful guidance for those designing and implementing civic education interventions for young people.

The Perception of Workplace Safety and of Risk of Contagion among Preschool Teachers during the COVID-19 Pandemic.

The COVID-19 pandemic had a major impact on early childhood educational contexts and on educators' working conditions. This study aims to examine the change over time in personal contribution to workplace safety and perception of risk of infection among preschool teachers after returning to in-person work during the third wave of the pandemic (spring 2021). Teachers' perceptions of workplace safety can influence their quality of work-life and, as a consequence, the quality of service offered to children. Data were collected using two questionnaires: at T0 (January) and at T1 (May). The results showed relations between organizational and personal actions to manage risk and fear of infection at work. Concern about COVID-19 contagion decreased over time (t = 5.53, p = 0.000) and perceptions of personal contribution to workplace safety related to COVID-19 improved: t = -2.18 p = 0.031. The decrease in these concerns illustrates how perceptions of ability to manage contagion and protect workplace safety of preschool teachers improved over time, despite the stability of the pandemic context in the first half of 2021. After the end of the COVID-19 pandemic, this study gives an account of some good practices and their perceived effectiveness in terms of safety for childhood educational contexts.

Assessing Rape Myth Acceptance: A Contribution to Italian Validation of the Measure for Assessing Subtle Rape Myth (SRMA-IT).

The study aimed to validate the Italian version of the Measure for Assessing Subtle Rape Myths developed by McMahon and Farmer. A sample of 3,915 university students (70.8% female) completed the questionnaire. After an exploratory factor analysis, a confirmatory factor analysis tested the resulting four-factor structure of the Italian Subtle Rape Myth Acceptance (SRMA-IT) Scale ("She Asked for It"; "He Didn't Mean To"; "It Wasn't Really Rape"; and "She Lied"), consistent with McMahon and Farmer's initial hypothesis. The Italian validation did not include items related to intoxication. Internal consistency of the subscales was good (α from .78 to .90). Convergent validity between all subscales and System Justification-Gender was detected: A strong relationship was observed (r is from .19 to .33; p < .001). The independent-sample T test then showed that women accepted all four rape myths significantly less than men: Effect size is more than moderate for the myth "She Asked for It" (Cohen's d = .60) and between small and moderate for the other myths (d is from .35 to .42). Acceptance of rape myths is often associated with higher men's proclivity to rape and with tendency to raped women's double victimization (they can be not believed or blamed when they disclose the rape). Having a validated instrument to measure rape myth acceptance can enhance empirical research on this topic and help to develop interventions of prevention both for men in the society and for the first responders to disclosures, also sustaining a culture of respect and of contrast to violence.

Do Menopausal Symptoms Affect the Relationship between Job Demands, Work Ability, and Exhaustion? Testing a Moderated Mediation Model in a Sample of Italian Administrative Employees

(1) Background: The increasing presence of employed women undergoing menopause has stimulated a growing corpus of research highlighting the complex relationship between menopause and work. Nevertheless, little is known regarding the mechanism by which menopause affects work ability and work-related well-being. In order to fill this gap in the literature, the present study examines whether and how menopausal symptoms affect the relationship between job demands, work ability, and exhaustion. (2) Method: In total, 1069 menopausal women, employed as administrative officers in a public organization, filled out a self-report questionnaire. A moderated mediation analysis was carried out using the latent moderated structural (LMS) equation. (3) Findings: The findings of this analysis indicate that the indirect effect of work ability on the relationship between job demands and exhaustion is influenced by the exacerbating effect of menopausal symptoms on the relationship between job demands and work ability. Moreover, the conditional effect confirmed that women with high menopausal symptoms receive more exposure to the negative effects of job demands on work ability compared to women with low menopausal symptoms. (4) Conclusion: The present findings may help in addressing interventions to prevent negative outcomes for menopausal women and their organizations.

Evaluation of USVreact: A Staff Training Program to Prevent Sexual Violence at Universities.

Interventions addressing the endemic of sexual violence at European universities are scarce, particularly those that take a bystander focus to sexual violence prevention and involve university staff. Evidence-based data on their effectiveness are also lacking. This article reports the description of a pilot evaluation study of the USVreact Italian training program addressed to university staff for counteracting sexual violence. We assessed initial (T1) representations of gender-based violence, rape myth acceptance, and attitudes to bystander intervention (172 participants), and evaluated the effectiveness of the course by comparing, via paired-sample t tests, the responses before and after (T2) training (66 participants). Comparison between pre- (T1) and posttraining (T2) responses indicated that the participants' ability to recognize subtle forms of violence and reduce rape myth acceptance was increased after training. Relatively few training programs based on the bystander approach to prevent gender-based violence at university have been performed to date in Europe and data on their effectiveness are scarce. Several limitations notwithstanding, the present pilot evaluation study provides suggestions for a more systematic evaluation of training interventions that address cultural legitimation of gender-based violence and that sustain bystander interventions in sexual assault prevention.

Predicting Bystander Intention to Intervene: The Role of Gender-Specific System Justification and Rape Myth Acceptance for Men and Women.

The relationship between rape myth acceptance, gender-specific system justification (GSJ), and bystander intention to intervene has often been studied on a one-dimensional basis, without separating the four dimensions of the acceptance of rape myths. The current study analyzes the relationship between the acceptance of rape myths, GSJ, and bystander intention to intervene, and explores whether the relationships operate differently for men and women. The sample was 3,966 university students: 2,962 from the University of Turin and 1,004 from the Politecnico of Turin; 71.2% women and 28.8% men; average age of 22.61 years. After descriptive analyses, independent sample T-test, and bivariate correlations, a model where the acceptance of four rape myths ("She asked for it"; "He didn't mean to"; "It wasn't really rape"; "She lied") mediated the relationship between GSJ and bystander intention to intervene was tested on the whole sample and then separately on women and men. A bootstrapping procedure was applied. Our data show that for both men and women, GSJ was related to the four rape myths, whereas women and men differed on the relationship between acceptance of rape myths and bystander intention to intervene: only the dimension "She asked for it" was significant for both groups; the dimension "It wasn't really rape" was significant only for the men. Focusing on the differences in women and men regarding acceptance of rape myths can be fruitful for a theoretical deepening of the field and may inform the development of more successful prevention programs.

Sometimes It Drains, Sometimes It Sustains: The Dual Role of the Relationship with Students for University Professors.

University organizational contexts have been changing significantly in recent years, and academic staff are expected to manage larger workloads at an increased pace. This can threaten their well-being and exacerbate work-related stress-possibly creating negative impacts on their mental and physical states. Surprisingly, academic occupational psychological health is still rarely studied. By referring to the Job Demands-Resources (JD-R) conceptual model, this study aimed to analyze the relationship between university teachers' well-being and job demands and resources, with a particular focus on the role of the relationship with students. Specifically, 550 associate and full professors were studied to determine the impact of job characteristics, quality of relationships in the work environment, and negative and positive relations with students regarding emotional exhaustion and work engagement. Hierarchical multiple regression models allowed us to highlight the fact that emotional exhaustion was positively and significantly associated with workload, conflicts with colleagues, and requests from students, and it was negatively associated with work meaning. Work engagement was positively and significantly associated with work meaning and social support from students. Our study points out that the flexible and renowned JD-R model can successfully be used to analyze the occupational psychological health of academics. Further, our study underscores the fact that, among job demands and resources, the often-neglected relations with external users (the students) can play an important role in university teachers' perceptions of exhaustion and engagement.

Are there any job resources capable of moderating the effect of physical demands on work ability? A study among kindergarten teachers.

BACKGROUND: It is recognized that teaching in a preschool context is physically demanding. Despite this, the consequences of physical demands on psychophysical health (including work ability) are significantly understudied among kindergarten teachers. OBJECTIVES: The aim of the present study is to examine (a) the association between physical demands and work ability and (b) whether psychosocial job resources buffer the negative impact of physical demands among kindergarten teachers. METHOD: A total of 426 kindergarten teachers employed in the municipal educational services of a city in northwest Italy filled out a self-reported questionnaire. RESULTS: High association was found between physical demand and work ability. Moderated hierarchical regressions showed that decision authority, skill discretion, reward and meaning of work buffer the hampering effect of physical demands and work ability. No buffering effects were observed for support from superiors and colleagues. CONCLUSION: The present study has relevant, practical implications, highlighting the importance of investing in interventions encompassing a holistic perspective (e.g., psychosocial and ergonomic) in order to effectively combat the hampering effect of physical demands on work ability.

Users' Support as a Social Resource in Educational Services: Construct Validity and Measurement Invariance of the User-Initiated Support Scale (UISS).

Social support is an important resource for reducing the risks of stress and burnout at work. It seems to be particularly helpful for educational and social professionals. The constant and intense relationships with users that characterize this kind of service can be very demanding, increasing stress and leading to burnout. While significant attention has been paid to supervisors and colleagues in the literature, users have rarely been considered as possible sources of social support. The only exception is the Zimmermann et al.'s (2011) research, focused on customer support as a resource for workers' well-being. This paper proposes the validation of the customer-initiated support scale developed by Zimmermann et al. (2011), translated into Italian and focused on educational services users (children's parents), to measure the user support perceived by workers: the User-Initiated Support Scale (UISS). In Study 1 (105 teachers), which specifically involved educators and kindergarten teachers, the items and scale properties were preliminarily examined using descriptive analyses and exploratory factor analysis (EFA). In Study 2 (304 teachers), the construct and criterion validity and scale dimensionality were analyzed using confirmatory factor analysis (CFA). In Study 3 (304 teachers from Study 2 and 296 educators), measurement invariance (MI) was tested. The EFA results from Study 1 showed a one-factor solution (explained variance, 67.2%). The scale showed good internal coherence (alpha = 0.88). The CFA in Study 2 validated the one-factor solution (comparative fit index = 0.987; standardized root mean square residual = 0.054). Bivariate correlations confirmed construct validity; the UISS was positively associated (convergent) with user gratitude, and not associated (divergent) with disproportionate customer expectations. Regarding the criterion validity test, the UISS was strongly correlated with burnout and job satisfaction. The analysis of MI performed on the Study 3 data confirmed the equality of the parameters of the covariance structure model between the two samples of kindergarten teachers and educators. This research study offers a useful version of a tool for measuring a crucial, but often ignored, protective resource for all professionals working directly with people (patients, students, and service users) that can represent important sources of well-being, directly or indirectly lessening the negative impacts of job demands.

Do positive relations with patients play a protective role for healthcare employees? Effects of patients' gratitude and support on nurses' burnout.

BACKGROUND: A growing number of studies reveal that there are significant associations between a patient's perception of quality of care and a health professional's perceived quality of work life. Previous studies focused on the patients or on the workers. Alternatively, they center the discussion on either the negative or the positive effects, both on patients and care workers. This research work focuses on the positive relationship with patients-a possible resource for care workers. METHOD: Study 1: A CFA was conducted to test the factorial structure and the tenure of the Italian version for patients of the Customer-initiated Support scale. Study 2: Using a multi-group path analysis, the effects of work characteristics and of the relationship with patients on burnout were tested in two different contexts: emergency and oncology ward. RESULTS: Study 1: The one-factor instrument shows good reliability, convergent, and divergent validity. Study 2: for oncology nurses cognitive demands, job autonomy, and support from patients have direct effects on emotional exhaustion and job autonomy; interactions between cognitive demands and patients' support have an effect on depersonalization. For emergency nurses cognitive demands and interactions between job autonomy and support from patients have effects on emotional exhaustion; job autonomy, patients support and gratitude have direct effects on personal accomplishment. CONCLUSIONS: RESULTS confirm expectations about the role of patients' support and gratitude in reducing nurses' burnout, with differences in the two contexts: emergency nurses show higher burnout and lower perception of positive relationship with patients, but present more intense protective effects of the interaction between job autonomy and support/gratitude. Suggestions can be offered to managers in developing interventions to promote "healthy organization" culture that consider jointly employees and patients' needs.

[Burnout study in the healthcare: relationship with the patients and work-family relationship as demands and resources]. / Lo studio del burnout in sanità: rapporto coi pazienti e relazione lavoro-famiglia come richieste e risorse.

OBJECTIVE: Care professionals are particularly exposed to the risk of burnout, exiting from unbalancing between demands and resources at work. This work wanted to investigate several possible antecedents of the burnout syndrome. METHODS: A self-report questionnaire was filled by 307 workers in two hospitals in the Piemonte Region. The present study examined: perceived social support, patients' exceeding expectations and gratitude, one of the so called "Emerging Psychosocial Risks", the work-family relationship, that can be expressed by the concepts of conflict, and enrichment. RESULTS: Multiple hierarchical regression models put in evidence the influence that the studied demands and resources play on the three dimensions of the burnout (Emotional Exhaustion, Depersonalization, Personal Accomplishment). CONCLUSIONS: Results highlight the significant (and sometimes higher) impact of relationship (exceeding expectations and gratitude) with patients and work-family relationship has on burnout, besides job characteristics and organizational support.