The present study investigated relations between basic psychological need satisfaction (autonomy, relatedness, and competence), autonomous motivation, and work meaning. With a sample of 462 working adults, we used structural equation modeling to test the incremental validity of including autonomous motivation in a model predicting meaningful work from basic psychological need satisfaction. The satisfaction of autonomy and relatedness needs directly predicted autonomous motivation, while competence need satisfaction directly predicted meaningful work. Mediation analyses supported the incremental contribution of autonomous motivation in the links from autonomy and relatedness to work meaning, but not from competence to work meaning. Our findings provide novel connections between the bodies of literature on Self-Determination Theory and meaningful work. We discuss practical implications for career counselors, organizational leaders, and policymakers, as well as future research directions.

The present study examined critical consciousness in a sample of 476 adults of color from a Psychology of Working perspective. Using structural equation modeling, we tested three components of critical consciousness—perceived inequality, egalitarian beliefs, and sociopolitical participation—as moderators of relations between marginalization, economic constraints, work volition, career adaptability, and decent work. As hypothesized, perceived inequality and sociopolitical participation moderated paths from marginalization to career adaptability, work volition, and decent work. Perceived inequality moderated paths from economic constraints to career adaptability and decent work, but in inconsistent directions. We discuss practical implications and future research directions. Our results contribute to the growing support for the Psychology of Working Theory.

The U.S. has a history of marginalizing Black people. Marginalization impedes Black Americans’ ability to secure wealth, education, and meaningful work. The Psychology of Working Theory (PWT) uses a social justice lens to understand how contextual factors inform the labor market experiences of those who work and want to work. PWT highlights the ways economic constraints and marginalization predict access to decent work. We tested the PWT model with two measures of marginalization, general ethnic discrimination, and racial microaggressions, with a sample of 241 Black workers to add to the extant literature about the suitability of the PWT for racial minorities. Diverging from previous studies, we found that marginalization predicted career adaptability. Consistent with previous studies, marginalization and economic constraints predicted Black workers’ work volition and perceived access to decent work. Work volition mediated the relationship between general ethnic discrimination and economic constraints with the perception of attaining decent work.

Purpose: Given the high prevalence of mental health co-morbidity in the paediatric population, it is important that paediatricians and paediatric trainees are trained and competent in the management of acute psychiatric emergencies, including agitation. Experiential learning through simulation is frequently used for safety training in fields where high-risk decisions must be made safely and rapidly. The use of simulation-based training in the management of acutely agitated patients has been studied in the context of psychiatric training programs; however, limited studies exist to inform the most effective method of training paediatric residents in the management of agitated patients. This study assessed the impact of a simulationbased workshop on the knowledge, competence and confidence of paediatric trainees in the management of agitated patients compared to the use of a didactic lecture or no formal educational intervention. Methods: Residents enrolled in the Core Paediatrics training program at the Hospital for Sick Children in Toronto, Canada were divided among three study groups; Group 1 -a 1-hour academic halfday lecture on agitation management; Group 2 -a simulation-based workshop on managing an agitated patient; and Group 3 -no intervention. The simulation-based workshop included a didactic component, role-playing and two simulated patient scenarios. Confidence and knowledge were assessed in both the didactic lecture and simulation workshop groups using a pre-and post-intervention self-efficacy questionnaire and an open-ended clinical vignette. All paediatric trainees including those receiving no intervention, completed an agitated patient station as part of their mandatory 2018 in-training Objective Structured Clinical Examination (OSCE) assessment. Examiners evaluating resident performance on the agitated patient OSCE station were blinded to the groups. Examiners assessed resident performance using a station checklist score and global rating score which considers communication skills and general approach/organization. Data was analyzed using means and standard deviations. T-tests were also performed. Results: Average OSCE scores for Groups 1, 2 and 3 were 74.6%, 81.4% and 71.6% respectively. Residents who participated in the simulationbased workshop (Group 2) performed better in the agitated-patient OSCE scenario compared to those who participated in the 1-hour didactic lecture (Group 1) and those who received neither (Group 3). Scores for this scenario did not improve with increased level of training as was seen in other stations, demonstrating a broader knowledge gap. Analysis of clinical vignette and self-efficacy scores will be completed and compared to OSCE performance. Conclusions: Management of acute agitation is a necessary skill for paediatricians which is not being met by current curricular standards. Our project demonstrates that simulation-based learning may be an effective way of filling this important clinical gap. Sources of Support: The Medical Psychiatry Alliance provided funding suppor...