Occupational therapy (OT) has repeatedly adapted to social, economic, and institutional change. This Perspective examines structural pressures that can narrow occupation-centered practice, including impairment-focused service logics, theory–practice gaps, professional identity fragmentation, and potential risks associated with platform-mediated delivery. It proposes an integrative clinical stance linking biomedical knowledge about mechanisms and performance constraints with occupation-centered knowledge about meaning, agency, context, and participation. A meal-preparation example illustrates how these forms of reasoning can inform a single formulation without making impairment remediation the endpoint of care. Preliminary neurophysiological findings are considered as one source of evidence about possible processes involved in occupational engagement; they do not establish therapeutic mechanisms or clinical effectiveness. A practical renewal agenda is organized around research, education, and health-systems advocacy, with recommendations for model integration, case-based learning, supervision, participation-focused evaluation, and advocacy across medical and non-medical settings. The aim is constructive adaptation that connects health care to the occupations through which people sustain meaningful lives.
Introduction: Psychological richness has recently been proposed as a third pathway to well-being, alongside hedonic and eudaimonic well-being. Although psychological richness has been theoretically linked to wisdom, empirical studies using an established multidimensional measure of wisdom remain limited, particularly outside predominantly Western contexts. Materials and methods: This cross-sectional study examined associations between psychological richness, wisdom, and strengths use among 201 Filipino university students. Participants completed measures of psychological richness, wisdom, openness to experience, and strengths use. Multiple regression analyses adjusted for openness to experience, age, gender, short trips, study abroad, and childhood fiction reading, with bootstrap inference based on 1000 samples. Results: Psychological richness was positively associated with overall wisdom. Specifically, psychological richness was significantly associated with acceptance of divergent perspectives, emotional regulation, prosocial behavior, social advising, and spirituality, but was not significantly associated with decisiveness and self-reflection. In addition, strengths use was positively associated with psychological richness. Conclusions: These findings provide empirical support for the association between psychological richness and wisdom. Furthermore, the findings indicate a positive association between strengths use and psychological richness. By providing evidence from a Filipino university sample, this study extends the empirical examination of psychological richness beyond the predominantly Western contexts represented in previous research.
Introduction: To investigate both common patterns and observed variations in the psychological network structure of organizational constructs, this study examines the consistency of work engagement across two samples and the pathways associated with organizational commitment.Materials and methods: Two independent samples of registered nurses from governmental hospitals in Saudi Arabia (n = 222) and Jordan (n = 215) completed assessments measuring work engagement, job satisfaction, organizational commitment, job performance, flourishing, and entitlement. Separate Gaussian Graphical Models were created for each sample. Network centrality indices and Network Comparison Tests were employed to evaluate structural invariance across the two samples.Results: Work engagement emerged as the most central construct within both networks. The strongest consistently observed association was between work engagement and job satisfaction. Network Comparison Tests revealed overall structural invariance; however, differences were observed: organizational commitment was more closely associated with work engagement in Saudi Arabia, whereas in Jordan, it was more strongly linked to job satisfaction. Furthermore, a negative relationship between flourishing and entitlement was observed only in the Jordanian context.Conclusions: This exploratory network analysis identifies both shared and sample-specific patterns in organizational psychology, positioning work engagement as a central, stable hub across both contexts. It further highlights distinct pathways for organizational commitment and well-being observed in the two samples. However, the cross-sectional design and reliance on self-report measures preclude causal inferences, and thus the findings should be interpreted as exploratory.
Adolescent mental health has become an increasing concern in Vietnam and Southeast Asia, where schools are expected to play a stronger role in wellbeing promotion. Although social-emotional learning (SEL) and mindfulness-based approaches have both shown promise in promoting students’ psychological wellbeing, their integration in Vietnamese schools remains underdeveloped. This paper proposes a framework for mindfulness-based social-emotional learning (MBSEL) in Vietnamese schools. A narrative review was conducted through searches of Scopus, Web of Science, ERIC, PsycINFO, and Google Scholar, supplemented by reference-list screening, to identify English-language conceptual, empirical, and policy literature on SEL, mindfulness, adolescent development, school mental health, and culturally responsive education published up to June 2026. The literature was critically synthesized to examine conceptual connections, intervention evidence, and implications for Vietnam. The synthesis indicates that mindfulness and SEL are complementary. Existing MBSEL-related programs provide encouraging but uneven evidence, with stronger support for stress reduction, emotion regulation, and self-compassion than for interpersonal and school-climate outcomes. The proposed framework positions mindfulness as a facilitating mechanism supporting SEL competencies among students, teachers, and other school stakeholders, thereby contributing to safer, more caring, and respectful environments aligned with Vietnam’s Happy School initiatives. As a narrative review without formal quality or risk-of-bias appraisal, the synthesis may be affected by selection and language bias and does not support definitive causal conclusions. MBSEL should therefore be implemented through cultural adaptation, teacher preparation, whole-school support, and rigorous empirical evaluation.
