Day 1 :
European University of Rome, Italy
Keynote: Workplace bullying and its relationship with job satisfaction and psychological well-being to avoid stress
Time : 09:30-10:15
Professor Javier Fiz Perez teaches Developmental Psychology, Spam of life and Education apply to Clinic and Organizational field. Responsible for the development of international research and Senior Research of the Laboratory of Applied Psychology in the field of Organizational Psychology (Business and Health Lab) at the European University of Rome. He’s a Psychologist and Psychotherapist being in Italy a Member of the Advisory Board of the Academic Senate of l’Accademia Tiberina. Professor Fiz Perez is also the Scientific Research Director of the European Institute of Positive Psychology (IEPP. Madrid).
Purpose: The purpose of this study is to examine the prevalence rate of workplace bullying in a sample of Italian and Spanish employees, and its differential consequences on employees’ job satisfaction and psychological well-being. The effects of workplace bullying on job satisfaction and psychological well-being were explored taking into account a contextualized approach.
Design/Methodology/Approach: Cross-sectional study was adopted, in which a sample of 1,151 employees in Italy and 705 in Spain completed a questionnaire. We hypothesized that the relationship between exposure to bullying behaviors and psychological well-being is mediated by job satisfaction, and that this simple mediation model is moderated by the country (moderated mediation).
Findings: Results suggest that no particular differences exist in bullying prevalence among Spanish and Italian employees. However, we found scientific confirmation of our hypothesized moderated mediation model.
Research Limitations/Implications: Nevertheless the limitations of the sample studied, findings capture contextual differences in the bullying phenomenon, which may have several implications for further research in this domain, as well as for designing interventions to deal with workplace bullying.
Originality/Value: Although this study explores bullying in different cultural contexts without investigating specific cultural values, it establishes the roots to evaluate workplace bullying from a contextualized perspective.
University of Toronto, Canada
Time : 10:15-11:00
Andrea J Levinson is the Psychiatrist-in-Chief, Health & Wellness, at the University of Toronto. She is responsible for the provision and management of psychiatric services to U of T students, primarily from the St. George campus. She supervises all of the psychiatric activity, and acts as a resource for the university community on mental health issues across the campus. She is also a graduate of the Clinician Scientist Program and received a Master’s of Science degree for her research in that program. She has extensive youth psychiatry, having founded an early intervention clinic for young people with new onset bipolar disorders. Currently, she is the Clinical Lead in Bipolar Disorders at the Centre for Addiction and Mental Health (CAMH).
Statement of the Problem: In the university campus clinic where 14,000 students have been seen in the past year, family physicians provide the majority of longitudinal mental health care and support to students with psychiatric diagnoses. Historically, they have lacked prompt access to psychiatric consultation and have had to support students’ mental health needs alone, necessitating urgent care and emergency room visits. In the clinic situated on campus, psychiatric consultation was provided in a separate manner, where family physicians were not involved in the care plan for a student, and psychiatric care was not collaborative, shared or responsive. The University of Toronto (U of T) is the largest university in Canada, with 60,000 post-secondary students attending its central St. George campus.
Methodology: This study describes the development of a coordinated, collaborative model of service delivery where family physicians would have greater access to consultation and collaboration in the care of young transitional youth on the university campus. Interdisciplinary care is delivered in the family practice setting. Service utilization, the efficacy of the model and the perspectives of students and care providers are evaluated.
Findings: Collaborative care has facilitated more stream-lined and student-centered access to psychiatric care in a large campus health setting. The integrated medical and psychiatric needs of this young transitional youth cohort on campus are met through caseconferencing, indirect care and a “shared care” delivery of service model.
Conclusion & Significance: Collaborative care provides a pathway and model of care that creates scope for indirect psychiatric consultation, quicker access to psychiatric opinion and consultation, and interdisciplinary learning for different healthcare providers.
University of Toronto, Canada
Time : 11:15-12:00
Diana Kljenak is an Assistant Professor and a Cognitive-Behavior Therapy (CBT) Lead for the University of Toronto, Department of Psychiatry. Her academic and clinical work has focused on psychotherapy, continuous professional and practice development (CPPD) and collaborative mental health care. She is a CBT Seminar Co-lead at University of Toronto, Department of Psychiatry and a Psychotherapy Coordinator at the UHN Centre for Mental Health. She was awarded a Full Tuition Scholarship for the 2013 Teaching and Supervising CBT Workshop for Graduate Faculty, Beck Institute for Cognitive Behavior Therapy and 2017 Psychotherapy Award for Academic Excellence at University of Toronto, Department of Psychiatry. Her CPPD activities include directing Bi-Annual UHN, Department of Psychiatry-Community Education Day, which is now in its 6th year as well as co-chairing inaugural CPPD Day. She is also the past President of the Ontario Psychiatric Association and a past Co-chair of the Ontario Coalition of Psychiatrists.
Cognitive Behavior therapy (CBT) is an evidence-based therapy used to effectively treat a number of mental health disorders. Traditionally, CBT has been thought of as a treatment modality that is technique-based and not as concerned with the therapeutic relationship as other forms of psychotherapy. Basic CBT model will be reviewed. Participants will learn how transference and countertransference can be understood through a CBT lens. Case examples will be used to illustrate how cognitive and behavioral techniques could be effectively used to recognize and manage countertransference. Participants will be able to reflect on the use of these techniques in their own practice regardless of their preferred psychotherapeutic modality.