Navigating Adult Life from Emerging to Middle Adulthood: Patterns of Systemic Influences and Time Perspective in Migrants.

This study emerges at the intersection of adult development and systems theory frameworks and their contributions to understanding migration experiences and associated cultural transitions. The adult development approach enables a deep understanding of the complexities that adults experience when they move from exploring themselves and their environment in emerging adulthood to establishing their identities and roles during middle adulthood. The systems theory framework, on the other hand, provides insights into the role of social and cultural dimensions in the lives of emerging and middle-adult immigrants who have navigated diverse cultures, roles, and identities. The study highlights the patterns and dynamic interactions of diverse systems of influences and their roles in shaping the self and relational identities of thirty emerging and middle-aged adults who have experienced migration.

Developmental Assets and Career Development in the Educational System: Integrating Awareness of Self-Identity, Knowledge of the World of Work and the SDGs in School Programs.

Individuals are embedded within systems that possess contextual or ecological developmental assets. Psychosocial assets refer to beliefs that enable positive responses to challenging situations and growth despite adversity, such as hope and a future orientation towards positive attitudes and expectations, as well as persistence and the ability to thrive. Career-related assets refer to career-related resources that characterize career decision-making processes and the world of work, such as the ability to negotiate transitions successfully as well as to tolerate and cope with uncertainty by increasing one's flexibility and autonomy. This study investigated the effectiveness of two sets of psychoeducational activities in promoting positive attitudes and resources, developmental assets that are useful to strengthen students' personal resources and shaping their future. This study also highlighted sensitivity to change in personal and career-related developmental assets. Using a mixed design approach, 108 students with an average age of 13.91 years were asked to participate in two psychoeducational activities. The first activity focused on developing a positive future self-identity and the second activity on career exploration and knowledge about the world of work. The results show that each of these two activities support the development of psychological assets as well as of a perspective that addresses complex dynamics and that may reduce inequalities.

Endogenous task shift processes in relapsing-remitting multiple sclerosis.

This paper reports a study that was aimed to evaluate executive functions in relapsing-remitting multiple sclerosis patients. The groups tested comprised 22 relapsing-remitting multiple sclerosis patients, and 22 non-brain damaged controls. When one is engaged in two speeded tasks, not simultaneously but with some form of alternation, it is slower to respond to an item of task A if it was preceded by an item of task B, than when it was preceded by an item of task A. Shifts between sets of cognitive operations can be internally or externally generated. Endogenous task shift refers to advance preparation for the new task. In the present study, we tested endogenous shift cost in relapsing-remitting multiple sclerosis patients. The results indicate a greater shift cost for patients than for non-brain damaged controls.