Conference Agenda

The presentation "RRI-YPMH – An RRI Framework for the Responsible Involvement of Young People in Mental Health Projects" underscores the urgent need for frameworks that ensure responsible, inclusive, and effective youth participation in mental health research and interventions, especially in the Digital World. Developed within the UK’s Digital Youth Programme, this framework addresses gaps in collaborative projects by embedding the principles of Responsible Research and Innovation (RRI) into youth participation practices. RRI-YPMH is the product of a mixed-methods approach, incorporating interviews, surveys, and workshops with researchers, practitioners, and young people. It introduces six guiding principles for collaborative projects: Privacy & Security, safeguarding young people’s data; Liaising, engaging with stakeholders; Transparency, ensuring open communication; Robustness, fostering meaningful participation grounded in evidence; Accountability, mitigating adverse impacts; Diversity, promoting inclusivity; and Young People-centricity, prioritising young people’s best interests in collaborative processes. These principles collectively empower youth to become active co-creators rather than passive recipients in mental health interventions. RRI-YPMH serves as a vital tool for fostering partnerships based on mutual respect, ensuring that young people’s voices resonate throughout the research and intervention processes. This framework exemplifies a paradigm shift, equipping researchers, practitioners, and developers with actionable strategies to navigate the complexities of youth mental health projects while championing the transformative potential of young people.

The present study investigates the longitudinal trajectories of first-year university students' adaptation, focusing on the psychological and environmental factors that shape their adjustment over time. A latent growth model (LGM) is employed to analyze data collected from the same individuals at three time points, allowing for an examination of both within-person change and between-person differences in adjustment trajectories.

Longitudinal data analysis provides valuable insights into the evolution of behaviors over time, enabling the identification of covariance patterns among variables, the testing of models incorporating multiple measurement points, and the assessment of relative structural stability through repeated measures (Burkholder & Harlow, 2003). The Level 1 model captures intra-individual changes in university adjustment, while the Level 2 model examines inter-individual differences in these trajectories. Additionally, explanatory variables predicting variations in adjustment trajectories are incorporated into the model (Kline, 2011).

Predictors in the hypothetical models include helicopter parenting and autonomy support, personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism), perceived university support and structure, emotion regulation difficulties, and basic psychological need satisfaction. By controlling for the effects of these predictors across different time points, their unique contributions to the dynamic process of university adjustment will be examined.

The first wave of data was collected from four universities in Ankara, Türkiye, comprising 588 students (86.22% female, 13.61% male). Participants’ ages range from 19 to 48 years (M = 19.22, SD = 2.07). Data collection for subsequent waves is ongoing. Results will be discussed in light of the relevant literature.

Conference participation was funded by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) under the 2224-A International Scientific Meetings Participation Support Program.

Research suggests that helping others contributes to happiness; however, this relationship is not straightforward. This study fills the gaps in previous research by integrating two constructs - life satisfaction and psychological well-being - with volunteerism. By investigating how they interact with motivations, the research advances the understanding of why and how helping influences happiness in different life stages. 806 volunteers (aged 18-65) participated in long-term assistance programs and completed pre- and post-tests (psychological well-being, life satisfaction, helping motivation: altruistic, self-centered focused on ego expression, and self-centered focus on compensation), and 20 individuals participated in interviews. The results indicate that while volunteering can enhance life satisfaction by fostering a sense of purpose and connection, it can decrease psychological well-being due to the emotional burden of empathizing with those in distress across different life stages. However, altruistic motivations can prevent a decrease in well-being, whereas self-centered ones may contribute to its decline. Age is not a moderator in changing volunteers' well-being and life satisfaction, but it is linked to the types of motivations to help. Higher ego-self-centered motivation characterizes younger volunteers focused on ego expression, while older volunteers show higher altruistic motivation. Self-centered compensatory motivation is not related to age. The awareness that not all volunteer experiences are beneficial can lead to improved volunteer management practices, such as recruitment strategies that align individual motivations with the appropriate roles.

According to modern developmental systems theories, the development of the individual is considered holistically, as a complex and dynamic process that takes place at multiple levels, in multiple contexts and directions, and throughout the entire life span. It encompasses reciprocal interaction, bi-directionality, relative plasticity and organization of behavior. The individual is understood as a self-organizing system, which actively selects and formulates goals, directing its own development. Some studies (e.g. Litvinović, 2001) show that formulation of developmental tasks and so called “productive time orientation”, i.e. positive evaluation of past and future, while thinking less about past, are positively related to life satisfaction. Accordingly, this study aimed to explore the role of time orientation and formulation of developmental task, in predicting life satisfaction in different age groups. Sample consisted of 340 participants (female=234, M_age=43.39±21.94) with various socio-demographic background.

Hierarchical multiple linear regression analysis revealed that past orientation and future orientation accounted for significant 22% (F(2, 335)=47.39, p < .01) and 24% (F(2, 333)=74.39, p < .01), respectively, in the variance of the criterion variable. Additional small, but significant part of the variance in life satisfaction, i.e. 4.4% (F(1, 332)=29.92, p < .01) was explained by formulation of developmental tasks. Further, results showed that, after controlling for participants’ sex and age, thinking about past and thinking about future predicted lower life satisfaction (β = -.15, p < .01, and β = -.12, p < .01, respectively), positive evaluation of past and future contributed to higher life satisfaction (β = .19, p < .01, and β = .41, p < .01, respectively), and highly expressed life satisfaction was predicted by stronger orientation to formulation of developmental tasks (β = .29, p < .01). These findings are further discussed in terms of their relevance for optimal development in emerging adulthood and beyond.

Background
Research on resilience has largely focused on long-term developmental trajectories, exploring how individuals adapt to severe adversity, often through self-report resilience questionnaires. Theoretically, scores on these measures should align with real-life intraindividual processes, such as emotional reactivity to daily stressors, where resilience can be conceptualized as emotional stability in response to everyday challenges, whereas lower resilience is associated with heightened emotional reactivity. This study examines whether emotional reactivity to workplace stressors mediates the relationship between self-reported resilience and health outcomes.

Methods
Data is being collected from healthcare professionals in Finland, France, Ireland, Italy, Lithuania, Sweden, and the United States. On the first day, participants complete a baseline questionnaire, including the Connor-Davidson Resilience Scale-10 (CD-RISC-10). From Days 2 to 15, they report daily experiences of workplace stressors (e.g., conflict, excessive workload, verbal harassment) as well as their positive and negative affect. On Day 45, they complete a follow-up survey assessing health and well-being.

Results
Dynamic structural equation modeling will be used to quantify emotional reactivity by regressing daily emotional states on daily stressful events at the within-person level. At the between-person level, health and well-being outcomes will be regressed on baseline resilience scores, with emotional reactivity included as a mediator. Various operationalizations of emotional reactivity and different health and well-being measures will be explored.

Conclusions
Findings will reveal the extent to which emotional reactivity mediates the link between trait resilience and health outcomes. Additionally, we will assess whether emotional reactivity provides unique explanatory power beyond the CD-RISC-10. These insights may guide future resilience research by evaluating the trade-off between the potential benefits of measuring emotional reactivity and the added participant burden of daily assessments.