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Marinucci M, Riva P, Lenzi M, Lasagna C, Waldeck D, Tyndall I, Volpato C. On the lowest rung of the ladder: How social exclusion, perceived economic inequality and stigma increase homeless people's resignation. Br J Soc Psychol 2023; 62:1817-1838. [PMID: 37248683 DOI: 10.1111/bjso.12657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 04/28/2023] [Accepted: 05/15/2023] [Indexed: 05/31/2023]
Abstract
Despite the relevance of social exclusion and economic inequality for homelessness, empirical studies investigating how these issues relate to homeless people's psychological well-being are scarce. We aimed to fill this gap by conducting two quasi-experimental studies on homeless and non-homeless groups. The first study (N = 200) showed that homeless (vs. non-homeless) people presented higher levels of resignation, characterized by depression, alienation, helplessness, and unworthiness (Williams, 2009). The second study (N = 183) replicated the findings from Study 1 and showed that perceived economic inequality could increase homeless people's resignation by emphasizing perceptions of social exclusion. Additional analyses found that identification with the stigmatized homeless group could mediate the relationship between perceived inequality and social exclusion, increasing the resignation. Overall, the results showed that chronic social exclusion of homeless people is associated with higher levels of resignation. Moreover, they showed the role of perceived economic inequality and homeless group stigmatized identification as group-specific mechanisms favouring social exclusion and ultimately worsening psychological well-being.
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Affiliation(s)
| | - Paolo Riva
- University of Milano-Bicocca, Milano, Italy
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Pancani L, Waldeck D, Tyndall I, Riva P. An ecological momentary assessment study to investigate individuals' reactions to perceived social exclusion. Personality and Individual Differences 2023. [DOI: 10.1016/j.paid.2022.111913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Holliman A, Cheng F, Waldeck D. Adaptability, Personality, and Social Support: Examining Links with Psychological Wellbeing Among Chinese High School Students. IJEP 2022. [DOI: 10.17583/ijep.8880] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
The first year of boarding senior high school marks a period of great change for students. The extent to which students are able to adjust to successfully navigate this change (adaptability) likely has an impact on their psychological wellbeing. It has also been theorized that students’ personality traits and perceived social support may impact upon their adaptability and, directly and/or indirectly through adaptability, influence their psychological wellbeing. However, the literature examining independent and mediating effects of adaptability on psychological wellbeing is sparse particularly among students from non-Western cultures. In the present study, 102 grade-one high school students in China, were surveyed for their personality, perceived social support, adaptability, and psychological wellbeing (life satisfaction, mental well-being, and psychological distress). Findings showed that adaptability (along with neuroticism, extraversion, and social support) made a significant independent contribution to students’ psychological wellbeing. Further, adaptability was found to fully mediate the relationships between personality (conscientiousness and neuroticism) and psychological wellbeing, and to partially mediate the relationships between extraversion and psychological wellbeing, and social support and psychological wellbeing. These findings have important theoretical and practical implications for researchers and educators who are seeking to support students’ adjustment to boarding senior high school.
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Holliman AJ, Waldeck D, Jay B, Murphy S, Atkinson E, Collie RJ, Martin A. Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students. Front Psychol 2021; 12:636520. [PMID: 33613406 PMCID: PMC7894575 DOI: 10.3389/fpsyg.2021.636520] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/15/2021] [Indexed: 01/07/2023] Open
Abstract
The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes-adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.
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Affiliation(s)
- Andrew J. Holliman
- Department of Psychology and Human Development, University College London, London, United Kingdom
| | - Daniel Waldeck
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Bethany Jay
- Department of Social Care and Social Work, Manchester Metropolitan University, Manchester, United Kingdom
| | - Summayah Murphy
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Emily Atkinson
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Rebecca J. Collie
- School of Education, University of New South Wales, Kensington, NSW, Australia
| | - Andrew Martin
- School of Education, University of New South Wales, Kensington, NSW, Australia
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Waldeck D, Pancani L, Holliman A, Karekla M, Tyndall I. Adaptability and psychological flexibility: Overlapping constructs? Journal of Contextual Behavioral Science 2021. [DOI: 10.1016/j.jcbs.2021.01.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Waldeck D, Banerjee M, Jenks R, Tyndall I. Cognitive arousal mediates the relationship between perceived ostracism and sleep quality but it is not moderated by experiential avoidance. Stress Health 2020; 36:487-495. [PMID: 32314874 DOI: 10.1002/smi.2946] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Revised: 03/18/2020] [Accepted: 03/25/2020] [Indexed: 11/10/2022]
Abstract
Previous research suggests that longer-term perceived ostracism is related to poor sleep quality. In this study, we investigated the mediating effect of cognitive arousal on the perceived ostracism-sleep quality relationship. We also investigated whether experiential avoidance was a moderator of the cognitive arousal-sleep quality relationship. Participants (N = 251) were recruited through online research portals to take part in an online survey. A path analysis was used to test a moderated mediation effect between variables. It was found that cognitive arousal mediated the perceived ostracism-sleep quality relationship; however, experiential avoidance was not a significant moderator. These findings suggest that further research needs to be conducted to elucidate the mechanism of experiential avoidance to account for when it may impact sleep quality. Moreover, treatment interventions targeted at reducing cognitive arousal (e.g., cognitive behavioural therapy) prior to sleep are likely to bear some fruit.
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Affiliation(s)
- Daniel Waldeck
- Department of Psychology, Coventry University, Coventry, UK
| | - Moitree Banerjee
- Department of Psychology, University of Chichester, Chichester, UK
| | - Rebecca Jenks
- Department of Psychology, Coventry University, Coventry, UK
| | - Ian Tyndall
- Department of Psychology, University of Chichester, Chichester, UK
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Waldeck D, Bissell G, Tyndall I. Experiential avoidance as a moderator for coping with a brief episode of ostracism: A pilot study. Journal of Contextual Behavioral Science 2020. [DOI: 10.1016/j.jcbs.2020.06.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
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Tyndall I, Waldeck D, Pancani L, Whelan R, Roche B, Dawson DL. The Acceptance and Action Questionnaire-II (AAQ-II) as a measure of experiential avoidance: Concerns over discriminant validity. Journal of Contextual Behavioral Science 2019. [DOI: 10.1016/j.jcbs.2018.09.005] [Citation(s) in RCA: 53] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Waldeck D, Pancani L, Tyndall I. An examination of the construct validity of the Generalized Pliance Questionnaire. Journal of Contextual Behavioral Science 2019. [DOI: 10.1016/j.jcbs.2018.12.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Tyndall I, Waldeck D, Pancani L, Whelan R, Roche B, Pereira A. Profiles of Psychological Flexibility: A Latent Class Analysis of the Acceptance and Commitment Therapy Model. Behav Modif 2018; 44:365-393. [PMID: 30580551 DOI: 10.1177/0145445518820036] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
There exists uncertainty for clinicians over how the separate subcomponent processes of psychological flexibility, a core construct of the Acceptance and Commitment Therapy model, interact and influence distress experienced. The present study (N = 567) employed latent class analysis to (a) identify potential classes (i.e., subgroups) of psychological flexibility based on responses on measures of key subcomponent process and (b) examine whether such classes could reliably differentiate levels of self-reported psychological distress and positive and negative emotionality. We found three distinct classes: (a) High Psychological Flexibility, (b) Moderate Psychological Flexibility, and (c) Low Psychological Flexibility. Those in the Low Psychology Flexibility class reported highest levels of psychological distress, whereas those in the High Psychological Flexibility class reported lowest levels of psychological distress. This study provides a clearer view to clinicians of the profile of the broader spectrum of the psychological flexibility model to facilitate change in clients.
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Tyndall I, Waldeck D, Riva P, Wesselmann ED, Pancani L. Psychological flexibility and ostracism: Experiential avoidance rather than cognitive fusion moderates distress from perceived ostracism over time. Journal of Contextual Behavioral Science 2018. [DOI: 10.1016/j.jcbs.2018.02.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Waldeck D, Tyndall I, Riva P, Chmiel N. How do we cope with ostracism? Psychological flexibility moderates the relationship between everyday ostracism experiences and psychological distress. Journal of Contextual Behavioral Science 2017. [DOI: 10.1016/j.jcbs.2017.09.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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