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  1. Article: The Longitudinal Interplay Between Social Network and Psychopathology in Multi-Problem Young Adult Men; Separating Within-and Between-Person Effects.

    Schenk, Loïs / Sentse, Miranda / Marhe, Reshmi / van Duin, Laura / Engbersen, Godfried / Popma, Arne / Severiens, Sabine

    Frontiers in psychology

    2021  Volume 12, Page(s) 727432

    Abstract: Young adulthood is characterized by many life changes. Especially for young men with problems across different life domains (i.e., multi-problem), these changes may entail obstacles. Incidences of psychopathology increase during young adulthood and at ... ...

    Abstract Young adulthood is characterized by many life changes. Especially for young men with problems across different life domains (i.e., multi-problem), these changes may entail obstacles. Incidences of psychopathology increase during young adulthood and at the same time important shifts in social networks - such as changing relations with peers and parents, isolation, or deviant peer affiliation - take place. The present study examined the longitudinal interplay between psychopathology and social network characteristics over the course of 1 year in multi-problem young adults, at both between-person and within-person level. A sample of 696 multi-problem young adult men (age 18-27) participated in this three wave study. We used traditional cross-lagged panel models (CLPM) to examine how social network characteristics and psychopathology are related at the between-person level, and random intercept cross-lagged panel models (RI-CLPM) to examine within-person links. Between-person associations between internalizing problems and social networks were bidirectional, and externalizing problems were related to problematic social network characteristics, but not vice versa. At the within-person level, no such cross-lagged paths were found. Overall, results indicated that in multi-problem young adults, social network characteristics and psychopathology are related. However, looking at within-person processes this relation is not reciprocal.
    Language English
    Publishing date 2021-12-09
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2021.727432
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: An Examination of the Role of Mentees' Social Skills and Relationship Quality in a School-Based Mentoring Program.

    Schenk, Loïs / Sentse, Miranda / Lenkens, Margriet / Nagelhout, Gera E / Engbersen, Godfried / Severiens, Sabine

    American journal of community psychology

    2019  Volume 65, Issue 1-2, Page(s) 149–159

    Abstract: Research on youth mentoring highlights the importance of the relationship quality between mentor and mentee; mentoring results in more positive outcomes when the mentee perceives the relationship as satisfying and trustworthy. Research on relationship ... ...

    Abstract Research on youth mentoring highlights the importance of the relationship quality between mentor and mentee; mentoring results in more positive outcomes when the mentee perceives the relationship as satisfying and trustworthy. Research on relationship quality shows that social skills are important for constructing new relationships. However, whereas improved social skills are often one of the main goals of youth mentoring, little is known about the importance of social skills for relationship quality in youth mentoring relations. In this study, we examined whether mentee's pre-intervention social skills were related to mentor-mentee relationship quality as perceived by the mentee, and in turn, if relationship quality was associated with post-intervention social skills. We additionally examined possible gender and age differences in these associations. Data were used from a two-wave study that assessed relationship quality and social skills before and after one semester of mentoring of 390 secondary school students in a school-based mentoring program. Results indicated that relationship quality was positively associated with post-intervention social skills. However, only for young mentees pre-intervention social skills were associated with better relationship quality. Moreover, only for young mentees, relationship quality mediated the association between pre- and post-intervention social skills.
    MeSH term(s) Adolescent ; Female ; Humans ; Interpersonal Relations ; Male ; Mentoring/methods ; Mentors/psychology ; Netherlands ; Program Evaluation ; Schools ; Social Skills ; Students/psychology ; Young Adult
    Language English
    Publishing date 2019-09-25
    Publishing country England
    Document type Comparative Study ; Journal Article
    ZDB-ID 222658-3
    ISSN 1573-2770 ; 0091-0562
    ISSN (online) 1573-2770
    ISSN 0091-0562
    DOI 10.1002/ajcp.12397
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 1176: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  3. Article: The family-study interface and academic outcomes: differences and similarities between ethnic minority and ethnic majority students.

    Meeuwisse, Marieke / Born, Marise Ph / Severiens, Sabine E

    Cultural diversity & ethnic minority psychology

    2014  Volume 20, Issue 3, Page(s) 401–412

    Abstract: The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We ...

    Abstract The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.
    MeSH term(s) Adult ; Educational Status ; Ethnic Groups/psychology ; Ethnic Groups/statistics & numerical data ; Family/psychology ; Female ; Humans ; Male ; Minority Groups/psychology ; Minority Groups/statistics & numerical data ; Netherlands ; Socioeconomic Factors ; Students/psychology ; Students/statistics & numerical data ; Young Adult
    Language English
    Publishing date 2014-07
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1463411-9
    ISSN 1939-0106 ; 1099-9809
    ISSN (online) 1939-0106
    ISSN 1099-9809
    DOI 10.1037/a0036698
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 4940: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (2.OG)
    ab Jg. 2022: Lesesaal (EG)

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  4. Article ; Online: Experiential peer support and its effects on desistance from delinquent behavior: protocol paper for a systematic realist literature review.

    Lenkens, Margriet / van Lenthe, Frank J / Schenk, Loïs / Magnée, Tessa / Sentse, Miranda / Severiens, Sabine / Engbersen, Godfried / Nagelhout, Gera E

    Systematic reviews

    2019  Volume 8, Issue 1, Page(s) 119

    Abstract: Background: Experiential peers are increasingly involved in the development and delivery of interventions for individuals who are engaged in delinquent behavior. Experiential peer support, which is the provision of support to an individual engaged in ... ...

    Abstract Background: Experiential peers are increasingly involved in the development and delivery of interventions for individuals who are engaged in delinquent behavior. Experiential peer support, which is the provision of support to an individual engaged in delinquent behavior by someone who has previously also practiced such behavior, is one such application. Little is known, however, about its effects on desistance, or the mechanisms that explain these effects. On the basis of theoretical papers, program descriptions, and interviews with experts, we developed an initial program theory. We propose seven mechanisms that might play a role in the (potential) effects of support by experiential peers: (1) empathy and acceptance, (2) social learning, (3) social bonding, (4) social control, (5) narrative and identity formation, (6) hope and perspective, and (7) translation and connection. In addition, in this protocol paper, we describe the methods of a systematic realist literature review that will be conducted in order to investigate the evidence base for this program theory.
    Methods: The study described in this protocol paper is a realist review, which is a suitable approach to study complex interventions and fits the explanatory purpose of the study. We outline the steps to be taken for the systematic realist review, including the selection and assessment of studies and the methods for synthesizing the findings.
    Discussion: Investigating the effects and the underlying mechanisms of support by experiential peers for individuals with delinquent behavior is relevant because the forensic setting has some unique features, and the involvement of service users might create even more tension than in other settings due to stigma and perceived risks. The findings that will be reported in the realist review will contribute to the knowledge of the effects of support by experiential peers and will provide insight into which aspects remain to be studied. It might also provide formal care institutions with guidance on whether to involve experiential peers in the delivery of their services and the conditions under which these interventions are likely to lead to positive results.
    MeSH term(s) Behavior Control/methods ; Behavior Control/psychology ; Criminal Behavior ; Criminals/psychology ; Forensic Psychology ; Humans ; Peer Influence ; Research Design ; Systematic Reviews as Topic
    Language English
    Publishing date 2019-05-18
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2662257-9
    ISSN 2046-4053 ; 2046-4053
    ISSN (online) 2046-4053
    ISSN 2046-4053
    DOI 10.1186/s13643-019-1036-2
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: Professionele leergemeenschappen

    den Brok, P.J. / de Jong, Loes / Alhanachi, Sabrina / Thurlings, Marieke / Hendrickx, Marloes / Severiens, Sabine / de Meijer, Lonneke / Admiraal, W. / Meirink, J.

    Van Twaalf tot Achttien

    zo werkt het (goed)

    2021  Volume 4

    Abstract: Professionele leergemeenschappen (PLG’s) waarin docenten samenwerken blijken een positieve bijdrage te leveren aan de kwaliteit van het onderwijs en werkplezier van docenten. In een vijfjarig onderzoek dat is uitgevoerd door onderzoekers van drie ... ...

    Abstract Professionele leergemeenschappen (PLG’s) waarin docenten samenwerken blijken een positieve bijdrage te leveren aan de kwaliteit van het onderwijs en werkplezier van docenten. In een vijfjarig onderzoek dat is uitgevoerd door onderzoekers van drie universiteiten (Leiden, Rotterdam, Eindhoven) is op een unieke manier gekeken naar hoe je die PLG’s het beste kunt laten werken. Er is gekeken naar hoe PLG’s ondersteund kunnen worden, waarom docenten eraan deelnemen, wat het oplevert aan veranderingen bij docenten en in de klas. Ook is gedetailleerd gekeken naar hoe het samenwerken tijdens bijeenkomsten nu echt gaat, hoe gesprekken zich ontwikkelen over de tijd, en hoe je die gesprekken het beste kunt organiseren.
    Keywords Life Science
    Language Dutch
    Publishing country nl
    Document type Article ; Online
    ISSN 1380-4731
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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