Conference Agenda

Millennials, those born between 1981 and 1996, face distinct work-life challenges shaped by recent cultural, economic, and social shifts, leading to high levels of work-related syndromes. Some authors have described them as a 'burnout generation,’ while multiple opinion pieces have been written about stress and burnout in this generation in recent years. Millennials account for the largest cohort in the workforce; thus, they are a key demographic cohort to pay attention to. Our project’s main objectives are to theorise and critically examine the generational mechanisms and the psychosocial and socio-cultural processes involved in work-related syndromes among them, mainly burnout. This project aligns with a socio-cultural approach in psychology and proposes to approach generational phenomenon from the perspective of the subject adopting a developmental perspective to explore how Millennials build specific relations and representations of the socio-historical context related to work-life and explore their experiences and narrative. A scoping review was conducted in a first step to provide a comprehensive overview of occupational stress and professional burnout within the millennial generation. The next step is a qualitative study phase where we will conduct storytelling groups focusing on the collective experience of millennials and work-related syndromes with a focus on burnout and fear of failure. We will mobilise recent alternative theories proposed to study generations, largely ignored within generational research such as the lifespan and the socio-constructionist perspective. Storytelling will be deployed as narrative groups can make it possible to capture the generational perspective on a phenomenon (burnout). We will do so under a psychological perspective of collective memory, thus in relation to the person who remembers (millennials) as they move through life and society, to better understand their accounts of what happened to them.

Many professional high-level athletes perceive their involvement in their athlete role as a priority, a "hunt" for success, an attempt to accomplish their personal "dream". However, this excessive effort can lead to a dysfunctional involvement in sports and turn the "dream" into a "nightmare," leading athletes to chronically experience burnout. The present study aims to highlight similarities and differences between athletes who experienced the same initial signs of burnout but different "paths" of the syndrome, as proposed in previous research (Markati et al., 2022). Eleven burned-out athletes from a variety of individual sports were initially examined as unique case studies, revealing a variety of negative thoughts, feelings, and behaviors (chronologically evolved across a 3-year time). An Embedded Multiple Case Study Design, relying on theoretical propositions (Yin, 2009), was employed, revealing four “axes” of a proposed theoretical model. According to the results, a (hub) “Komvos” axis was revealed as a remarkable finding, signaling a period of changes through the athlete’s unique “burnout path” across time. “Komvos” identifies three phases in sequence, with their corresponding reactions: (a) “starting point” (difficulties from demanding situations or unforeseen/unexpected development of them), (b) “main feature” (response to the ‘starting point” through critical negative events, or the “peak” of negative feelings-thoughts-behaviors, or the dead ends from a vicious cycle of negative emotions-thoughts-behaviors) and (c) “critical reaction” (e.g. compliance, adaptation to difficulties, interruption of a negative situation, consolidation of negative situations, persistence in a desire or effort and refusal of dysfunctional conditions). “Komvos” position in understanding the progression of the syndrome is crucial, and it is the first time a critical stage has been identified for understanding burnout progression. Identifying and recognizing the "komvos" turning point for a burned-out athlete enables sport practitioners and specialists to prevent irreversible consequences of burnout and reverse this negative experience.

Currently, Chinese traditional dance is shaped by the mixed influence of contemporary Western ideals of health and traditional Chinese philosophies such as Daoism and Confucianism (Mao, 2022). In this transition from culturally specific to globalized aesthetics, it is essential to inform dance training, education, and policy by promoting healthier body standards, preventing harmful practices, and fostering resilience through peer support. This qualitative study explores how Chinese traditional dancers construct body image, how this construction informs their behaviors to reach the ideal body, and how they navigate conversations about the body among peers. Twelve professional Chinese traditional dancers aged 17 to 29 participated in semi-structured interviews. Methodological rigor was enhanced through attention to dancers’ institutional contexts, iterative coding, and peer debriefing. Through this process, intertextual and intratextual analysis (Wolcott, 1994) revealed the dual role of aesthetic standards as both a conduit for cultural transmission and a source of crisis.

Four key themes emerged in the findings. First, dancers experience tension between conflicting aesthetic standards that value both powerful movement and soft, graceful lines. Second, their simultaneous focus on functionality and appearance heightens vulnerability to body-related anxiety. Third, these tensions manifest through internal conflict and peer competition, visible in weight-control strategies and daily conversations. Finally, imported Western fitness ideals that emphasize discipline, combined with limited institutional health education and the normalization of extreme training routines, make it difficult for dancers to recognize unhealthy coping behaviors amid their efforts toward career success. The study contributes to cross-cultural embodiment theory by illuminating how globalization reshapes self-perception and traditional aesthetic norms in performative bodies. Implications for educators and practitioners include recognizing early signs of unhealthy body-related thoughts, emotions, and behaviors and responding with culturally sensitive interventions.

This paper describes the outcomes of a one-year funded project to explore the emotional impact of working in equity diversity and inclusion (EDI) in a higher education (HE) setting. Four action research groups or workshops were facilitated by the researcher and a research assistant, following the format of presenting topics and asking participants to discuss. Nineteen participants took part in these groups in total.

The topics presented were: types of stress, overwhelm, fear and despair. Participants were also asked to recommend what resources or support they would find helpful for the emotional impact of EDI work. The groups were analysed and themes identified and presented. Three themes were identified: the emotional and moral complexity of EDI work, struggling to make change in rigid systems and finding strength through connection and care. The implications of these themes will be discussed and recommendations for useful resources and responses by universities will be presented.