health-related quality of life, WHOQOL-BREF, early adolescence,

T his article describes how a college social service learning centre at a Catholic university created an opportunity for researchers, college students and elementary school teachers to learn about meaning in life together, through a social service learning program in Taiwan. The participants' involvement benefitted their learning, indicating that the meaning in life perceived by the younger generation has changed in response to the context of an evolving Chinese culture, and that participants constrained their callings by developing realistic plans consisting of goals emphasised in traditional Chinese culture. Challenges were identified: specifically, the participants' callings did not directly reflect the lessons that they learned through involvement in the program, and implementing the service program as a one-time activity limited its effect on the participants' ability to find meaning in life. Future development of the service program was discussed, based on the lessons learned through this action research. Keywords: meaning in life, social service learning, action researchNumerous psychologists have recently emphasised the importance of developing positive psychological traits. How people positively apprehend their experiences and construct meaning in life has been discussed in the context of Western culture (Seligman & Csikszentmihalyi, 2000;Steger, Frazier, Oishi, & Kaler, 2006). Finding meaning in life increases a person's confidence, ability to cope with stress, and happiness (Chaudhry, 2008). Kronman (2007) stated that people construct distinct meanings in life based on their backgrounds, including their endowments, life stages, and cultural environments. However, few studies have described how young people in Eastern culture, which focuses on collectivism, find and conceptualise meaning in life during their time in college (Zhang, Dik, Wei, & Zhang, 2014). College years constitute a critical time for reflecting, creating, examining, and reconstructing meaning in life, but a substantial amount of evidence has indicated that students are bored, or merely driven by courses and credentials, and do not reflect on life experiences to find meaning in life (Damon, 2008;Kronman, 2007;Nash & Murray, 2009). Therefore, this study provides insight into how college social service learning centres, professors, college students, and elementary school Address for correspondence : Yuling Su, Department of Child and Family Studies, Fu Jen Catholic University, No. 510 Zhongzheng Rd., Xingzhuang District, New Taipei City 24205, Taiwan. Email: yulings@mail.fju.edu.tw teachers in a community can work and learn together in a social service program in an East Asian society. We used the social group via internet platform (SGIP) in Taipei, Taiwan as an example, and describe how the top-down style of action research (Kemmis, 1988) is effective for people to find life meaning in a college campus. We reflect on the action research process and participants' experiences, which empowered the participants and facilitated future d...

Sense of identity firmness, Sense of identity importance, Adolescence, Health-related quality of life,

Background: Our aim was to explore the concepts of health and well-being from the point of view of the people experiencing them. Most of the efforts to understand these concepts have focused on disease prevention and treatment. Less is known about how individuals achieve health and well-being, and their roles in the pursuit of a good life. We hoped to identify important components of these concepts that may provide new targets and messages to strengthen existing public health programs. An improved understanding of health and well-being-or what it means to be well-can guide interventions that help people lead healthier, more fulfilling lives. Methods: Using a grounded qualitative approach drawing from narrative inquiry, we interviewed 24 Taiwanese adults. Thematic inductive coding was employed to explore the nature of health and well-being. Results: Eight constituent domains emerged regarding well-being and health. While the same domains were found for both constructs, important frequency differences were found when participants discussed health versus wellbeing. Physical health and lifestyle behaviors emerged as key domains for health. Disease-related comments were the most frequently mentioned sub-category within the physical health domain, along with health care use and aging-related changes. For well-being, family and finances emerged as key domains. Family appears to be a cornerstone element of well-being in this sample, with participants often describing their personal well-being as closely tied to-and often indistinguishable from-their family. Other domains included work-life, sense of self, resilience, and religion/spirituality. Conclusions: Health and well-being are complex and multifaceted constructs, with participants discussing their constituent domains in a very interconnected manner. Programs and policies intended to promote health and wellbeing may benefit from considering these domains as culturally-appropriate leverage points to bring about change. Additionally, while the domains identified in this study are person-centered (i.e., reflecting the personal experiences of participants), the stories that participants offered provided insights into how well-being and health are influenced by structural, societal and cultural factors. Our findings also offer an opportunity for future refinement and rethinking of existing measurement tools surrounding these constructs.

Deficits in understanding others' minds, evident in most individuals with autism spectrum disorders, have been suggested as a core deficit of autism. However, nonverbal ability has gone untested because most theory of mind measurement has involved verbal materials such as reading tasks. This raises the possibility that children with high function autism spectrum disorder would distinguish verbal and nonverbal component deficits. Thirty-two participants diagnosed with autism spectrum disorder by a trained psychiatrist and 34 matched controls were recruited for this study. The assessment included verbal and non-verbal materials tasks. The result showed that nonverbal ability of theory of mind is impaired in the individuals with autism spectrum disorders. theory of mind, non-verbal ability, high function autism Citation:Yeh Z T, Liu S I, Wang J E, et al. Nonverbal deficit to understand others' minds in high function autism spectrum disorders.