Attachment security, reflected in lower levels of attachment anxiety and avoidance, is widely recognized as a key facilitator of post-traumatic growth (PTG) following individual adversity. However, its ability to promote such growth in the context of collective trauma, where both the individual and their significant others are simultaneously affected, remains insufficiently understood. We explore this question by examining the role of key personal and interpersonal resources such as identity fusion, hope, and social acknowledgment as potential buffers against the harmful effects of a collective trauma and as determinants of post-traumatic growth. We surveyed 227 Jewish Israelis at two points in time during their ongoing exposure to the war with Hamas. We administered the initial survey six months after the outbreak of the October 7th war and a second wave, three months afterwards. Results did not reveal an association between changes in attachment anxiety and changes in post-traumatic growth. Of the three potential mediators examined, only hope emerged as a significant mediator and was therefore retained in the final model. Changes in attachment anxiety were significantly associated with changes in hope (a = -0.195, 95

Research has demonstrated that college students with neurodevelopmental disorders (NDD) such as specific learning disorders (SLD) and/or attention deficit disorders (ADHD) often experience higher levels of loneliness compared to their peers. However, only a few studies have explored the contextual factors that predicted this disparity. This study aimed to identify predictors of risk factors (i.e. anxiety and intolerance of uncertainty), and protective factors (i.e. hope and college support) related to their social distress. A total of 690 Israeli college students participated in the study (542 females - 78.6%). Among them, 436 students (63.2%) reported having SLD, and/or ADHD. Participants assessed their levels of loneliness, general anxiety, and intolerance for uncertainty, college support and hope. The results identified a serial mediation model, in which anxiety and intolerance of uncertainty (as risk factors), along with college support and hope (as protective factors) mediated the relationships between NDD and loneliness. Additionally, students with NDD reported higher levels of anxiety and intolerance of uncertainty, as well as lower levels of hope than did the comparison group. These results highlighted the need for comprehensive college-based intervention programmes to meet the special needs of these students.

Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education. The loneliness of college students reflects their cultural and environmental differences, during their college years. Entitlement complexity: Active entitlement (a general and proactive belief in one's rights) predicts gratefulness and reduced loneliness, whereas academic entitlement (the belief in one's right for academic support) predicts lower levels of gratitude and higher levels of loneliness. Israeli students reported higher levels of active entitlement and gratitude and lower levels of loneliness and academic entitlement, in comparison to Polish students.

Psychological burnout is strongly associated with negative effects on people’s life, including their emotional well-being and physical health. Due to prolonged periods of stress, heavy workloads, limited resources and time constraints, teachers are prone to burnout, leading to aversive, prolonged consequences. While previous studies have investigated various factors associated with their burnout, we explored the association between teachers’ relational and personal variables, applying a cross-sectional method. The sample consisted of 248 Israeli teachers (85.1% worked in educational settings for typically developing children, 52.4% were employed in high schools), who completed the following questionnaires: Teachers’ burnout, Perceived social support, Gratitude, Hope, Active entitlement and Loneliness. Results demonstrated negative links between burnout and social support, gratitude and hope as well as a positive link with loneliness. A serial multiple mediation revealed that, whereas social support and hope were associated with lower levels of burnout, feelings of loneliness and a sense of entitlement were related to higher levels of it. Furthermore, gratitude, hope, a sense of entitlement, and loneliness linked social support with burnout. We concluded with a discussion of the implications for future research, theory, and interventions.

Parental stress is an integral part of parenthood. A high level of parental stress affects both parents and their children, as well as parent-child relationships. The parent’s resilience often predicts parental stress. The theoretical framework and current studies in this field often neglect the critical role that schools may play in parent’s wellbeing and parent-children relationship. The current study explored the relationship between parental resilience and parental stress and the mediated role of their relationship with schools (parent-teacher connection and school fit). The sample consisted of 497 parents (416 mothers and 81 fathers). Parental stress was negatively correlated with the teacher-parent connections and school fit. A serial mediation model demonstrated that parent-teacher connections and school fit mediated the relations between parental resilience and parental stress. These findings expand the theoretical framework for understanding the sources of parental stress. Educational implications for developing parent-school relationship, including suggestions for the roles of school psychologists in promoting resilience are considered.

In a world in which remote and hybrid work is becoming the new normal, the current study examines the relationship between remote work and job engagement and the roles that loneliness and hope play in this setting. Participants were 349 employees from the US and UK (170 men, 177 women, and two others), aged 21-69 (M = 38.8, SD = 9.9). The analysis identified a moderated mediation model. Among employees with low levels of loneliness, no significant relationship between remote work and job engagement was found. Remote work predicted decreased job engagement only for employees with high and moderate levels of loneliness. These results challenge the widespread assumption that remote work impairs employee engagement. Yet among em-ployees with high levels of loneliness, hope served as a mediator between remote work and job engagement. Increasing hope may serve as an applicable intervention among lonely remote workers. Implications of our findings are discussed and interventions to increase engagement among remote and lonely employees are suggested.

Encouraging organizational citizenship behavior (OCB) is an ongoing challenge, particularly in today's workplace. This study explores employees' hope as an avenue to understanding their OCB. Specifically, we predicted and found a serial multiple mediation model indicating that perceived organizational support is positively related to employee beliefs regarding the feasibility of achieving personal goals (the pathway component of hope) that are subsequently associated with employees' motivation and determination to implement strategies required to achieve them (the agency component of hope). Next, the agency component associates with employees' affective commitment to the organization, which in turn predicts their OCB. Notably, the relations between perceived organizational support and OCB become insignificant when the mediators are entered into the model. The theoretical and practical implications of these relationships are discussed by addressing the importance of OCB in the modern workplace and pointing out directions for future research.

Research has already demonstrated the impact of positive and negative social interactions on one's self-efficacy. In particular, empowering or degrading messages from school teachers may have a significant long-term effect on students' self- efficacy. This is especially pertinent to students with ADHD symptoms, since they face increased challenges during childhood in school environment. The goals of the present study are to examine the relationships between memories of adults with ADHD and their social support and self-efficacy. 319 participants (253 (79.3%) females) reported their positive and negative memories of 'good' and 'bad' teachers, as well as current levels of perceived social support, ADHD symptoms' severity and self-efficacy. Results indicated a serial mediation model, in which the positive and negative memories, family support and peer support mediated the relations between ADHD symptoms and self-efficacy. In addition, ADHD symptoms predicted fewer positive memories, and more negative memories, and social support mediated their relations with self-efficacy.

People believe that they are entitled to well-being and safety, and their responses to unexpected traumatic events reveal individual differences. Their reactions vary, from feeling blocked and distressed to feeling proactive towards new growth, depending on their personal resources. The current study sought to identify the role of entitlement in explaining post-traumatic growth (PTG) while considering the role of gratitude and hope as personal resources. We used a community-based sample of Israeli adults ( n = 182) who reported experiencing a traumatic event during the preceding year. The relationships between PTG and their sense of entitlement, gratitude, and hope were examined. A stepwise multiple hierarchical regression revealed that all the three variables were associated with PTG. However, the effect of hope turned insignificant with the inclusion of sense of entitlement and gratitude in the regression. Sense of entitlement and gratitude were independently associated with PTG. The theoretical contribution of these findings is discussed, as well as their interventional implications and future directions.

The COVID-19 pandemic posed a major threat to public health, with long-lasting consequences for the daily habits and practices of people around the world. The combination of hazardous health conditions and extensive changes to people's daily routines due to lockdowns, social restrictions, and employment uncertainty have led to mental health challenges, reduced levels of subjective wellbeing, and increased maladaptive behaviors and emotional distress. Nevertheless, some studies have reported increased adaptive functioning and resilience after the pandemic, suggesting a more complex pattern of effects. The goals of the current study were to explore the role of two coping variables, sense of coherence and hope, in people's emotional wellbeing and adaptation in dealing with loneliness before and after such a stressful period. In a cross-sectional study, 974 Israeli participants (sample 1: 540 participants before the pandemic; sample 2: 434 participants after the pandemic restrictions) answered online questionnaires about their loneliness, hope and sense of coherence levels before and after the pandemic. While the two groups did not differ in their levels of hope, the participants in the group before COVID-19 reported lower levels of loneliness and sense of coherence. However, the results also indicated that although the COVID-19 pandemic was related to increased levels of loneliness, the participants' sense of coherence mediated this increase and their levels of hope moderated it. The theoretical contribution of these findings is discussed, as well as interventional implications and future directions.

Research on disabilities has generally used a deficit-oriented approach. However, the recent appreciation of the personal strengths and positive traits of the disabled has raised awareness of them as empowering and activating factors. According to the hope theory, the ability to embrace future perspectives, set meaningful goals, and plan specific paths to reach these goals predict well-being and adjustment. We review the research on the role of hope in the lives of in-dividuals with SLD/ADHD from a developmental perspective. We investigate hope as a resource in predicting these people's ability to deal with personal risks through developmental stages and contextual conditions. We conclude by proposing future research and intervention directions.

In light of the global crisis created by the outbreak of the coronavirus and the disease it causes, coronavirus disease 2019, the goal of the study was to detect factors that might enhance people's ability to experience positive psychological change during traumatic events. As such, this study examined the relationship between social participation and posttraumatic growth (PTG) during the coronavirus outbreak and tested the mediating role of hope, social support, and cognitive reappraisal in explaining this relationship. The sample consisted of 275 participants (21.8% male, and 78.2% female, with an average age of 33.42, SD = 13.63), subjected to social-distancing regulations during this period. Results demonstrated a serial mediation model in which social participation predicted PTG directly and indirectly through hope (pathways and agency), social support, and cognitive reappraisal. The importance of social participation in nourishing personal resources and practical implications including the need for prevention programs are discussed.

This chapter focuses on salutogenesis and the sense of coherence during the adolescent years. The authors’ approach is itself salutogenic, in the sense that they develop their arguments in line with a positive youth development perspective. Adolescents are appreciated as individuals eager to explore the world, to acquire competence, and to struggle with challenges and difficulties, rather than as a vulnerable group in need of risk prevention, cure, and treatment for maladaptive tendencies. It is during the adolescent years, as young people move from one experience of using specific coping resources to another, that different resources can be reviewed and crystalized. The authors discuss a variety of ways that researchers have approached the study of salutogenesis and adolescence.

ObjectivesThe COVID‐19 epidemic is affecting the entire world and hence provides an opportunity examine how people from different countries engage in hopeful thinking. The aim of this study was to examine the potentially facilitating role of perceived social support vis‐à‐vis hope as well as the mediating role of loneliness between perceived social support and hope. This mediating model was tested concurrently in the UK, the USA, and Israel.MethodsIn April 2020, as the first wave of the virus struck the three aforementioned countries, we assessed perceived social support, loneliness, and hope in 400 adults per country (N = 1,200). Assessments in the UK/USA were conducted via the Prolific platform, whereas in Israel they were conducted via Facebook/WhatsApp.ResultsIn all three countries, perceived social support predicted elevated hope, although the effect was smallest in the UK. Loneliness mediated this effect in all three countries, although full mediation was attained only in the UK.ConclusionsPerceived social support may facilitate hope in dire times, possibly through the reduction of loneliness.Practitioner Points Findings are consistent with respect to the potentially protective role of perceived social support vis‐à‐vis hope. Perceived social support may increase hope through decreasing loneliness. In the UK, the above‐noted mediating effect of loneliness appears to be stronger than in Israel and the USA. Elevated levels of perceived social support should serve as a desired outcome in individual and group psychotherapy, as well as in community based interventions.

Perceptions of social support contribute to positive adjustment even more than the actual provision of support. The goals of this study were to identify factors that may promote positive perceptions of the provision of on-campus support, especially in stressful times. The present study aimed to examine the predictive role of interpersonal resources (family and peer support) and intrapersonal resources (hope) in explaining perceptions of college support among students during the outbreak of the COVID-19 pandemic. Five hundred and eighty-seven college students (474 females and 113 males) participated in the study (mean age = 26.27, SD = 4.83). A serial mediation model demonstrated that hope and support from peers mediated the relations between perceived family support and perceived on-campus support. The important role of perceived family support during the young adults' age stage in promoting additional types of support and personal resources is discussed. Practical implications for developing supportive college environments, including direct interventions to activate hope and enhance the development of various types of support, are considered.

ABSTRACT The COVID-19 outbreak and the worldwide lockdown policy have an impact on citizens in different countries. Social isolation has been difficult for many people, and especially to those experiencing quarantine. To identify protective factors from negative outcomes of the quarantine, this study examined the mediation of internet-focused coping, hope and loneliness, in the relationship between staying in quarantine and experiencing psychological distress. A total of 275 participants were divided into two subgroups – those who were in quarantine and those who were not – and all completed the following questionnaires: internet-focused coping, loneliness, hope, and brief symptom inventory scales. Results revealed that individuals who were in quarantine reported higher levels of distress than did the comparison group. The mediation model demonstrated that being in quarantine was related to higher levels of internet-focused coping, and higher levels of psychological distress. The mediation of hope predicted decreased distress, whereas loneliness predicted increased distress. The results have important practical implications for people who have experienced staying in quarantine. Identifying their psychological resources may help to reduce their vulnerability to distress. Focused interventions with hope orientation may start positive activation of personal strengths that is crucial for growth and adjustment.

Following the conservation of resources, social-cognitive and hope theories, the goals of this study were to identify the role of self-efficacy, proactive coping, and hope as mediators in the relations between learning difficulties and loneliness distress. A questionnaire was sent to current and past students. The sample consisted of 498 participants. The results demonstrated that individuals with learning difficulties reported higher levels of loneliness compared with individuals without learning difficulties. Moreover, self-efficacy, proactive coping, and hope mediated the relations between levels of learning difficulties and loneliness. Specifically, the final model emphasized the important role of hopeful beliefs, since hope mediated the relations between learning difficulties, self-efficacy, and proactive coping with loneliness. In terms of practical implications, professionals’ awareness as well as psychoeducational programs could be tailor-made to enhance hopeful beliefs and reduce loneliness.