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New Orleans is no stranger to trauma. The Crescent City has a vast history of environmental calamities and oppression. Yet, New Orleans is renowned for its "joie de vivre"—or "love of life." Specifically, this community is known for its unique practice of second-line parades. Researchers have noted the healing power of second-line processions, but none have analyzed the practice and psychology of this ritual through a trauma-informed lens. The aim of this conceptual paper is to begin the conversation, rather than deliver hard fast conclusions, on the potential therapeutic function of second-line parades in response to grief. Relevant literature is presented to illustrate second-line parades, trauma theory, and to provide evidence that the therapeutic effects of second-lining may, in part, be explained by trauma theory. This paper concludes with remarks on conceptualizing the second-line funeral as a sophisticated trauma-informed approach to grief and a note for future research. [ABSTRACT FROM AUTHOR]

Psychological mediators underlie many entrepreneurship phenomena. Unfolding psychological mechanisms enhances our understanding of theoretical relationships in entrepreneurship. This paper first reviews the current state of entrepreneurship studies examining psychological mediators and identifies the hurdles that push researchers away from employing randomized experiments to unfold the causal relationships underlying mediation. To alleviate these hurdles, we then propose parsimonious yet rigorous experimental designs that make experiments testing psychological mediators in entrepreneurship feasible and cost efficient. In addition, when manipulating the mediator is not feasible, we theorize and identify two remedies a single experiment can use to examine the causal chain underlying mediation. [ABSTRACT FROM AUTHOR]

The aim of this paper is to advance psychological theory and research on attitudes and behavior towards low status minority groups by discussing group-level indispensability as an important yet largely unexplored factor in intergroup dynamics. Drawing on theory and international research from psychology and the social sciences, the distinction between functional indispensability and identity indispensability is first discussed. Subsequently various positive intergroup implications of perceived indispensability are considered, and for giving a balanced account possible negative outcomes are also discussed. Then, the minority perspective is considered and the question of when positive or negative intergroup implications of perceived indispensability are less or more likely. The paper concludes with future directions for theoretical and empirical development of the notion of group-level indispensability and its intergroup consequences in a range of settings and contexts. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to rethink the topic of freedom for contemporary psychology. Freedom, within psychological research today, is a neglected, even slightly old-fashioned term. In this paper, we explore the practical, normative, and political dimensions of freedom as a psychological concept. We begin by tracing out key understandings of freedom from political theory, before discussing how thinkers such as Skinner, Maslow, Fromm, and May understood the different dimensions of freedom. We then discuss a governmental perspective on freedom, drawn from the work of Nikolas Rose, before finally turning to the sociocultural psychology of L. S. Vygotsky. We contend that freedom is not merely the absence of constraints but a complex interplay between agency, responsibility, and social connections. Our paper argues that the modern emphasis on negative freedom, characterized by reduced interference and obligations, has resulted in a paradoxical situation where individuals feel overwhelmed and seek escape from freedom. By revisiting the insights of Erich Fromm and other scholars, we emphasize the need for positive freedom, which involves voluntary connections with others and active participation in shaping society. We argue that psychology's mandate should be to facilitate the exploration of alternative avenues that lead to flourishing and self-actualization. [ABSTRACT FROM AUTHOR]

This paper describes a variety of challenges faced by the author in studying and promoting indigenous psychologies of the Indian intellectual and cultural traditions. It narrates specific instances which tried to present a variety of obstacles that discouraged the author from his pursuit. For example, when a colleague stated that indigenous psychology is nonsense insofar as science is universal, and like physics, it does not admit regional variations; teachers or colleagues expressed extreme dejection about research on Yoga; he was advised against studying Indian psychology as it would ruin career prospects; his articles or book manuscripts were routinely rejected, and so on. In a specific situation, when a young colleague was hounded out of the department for his association with a school of theology, an example was set indicating that the religious association of Yoga would be dangerous. An autobiographical account is chosen over a survey or abstract analysis since academic pursuit must be sustained despite specific sorts of personal experiences that tend to undermine study and pursuit of indigenous psychologies. On the other hand, support offered by opposite types of experiences and by encouragement by mentors is also described. [ABSTRACT FROM AUTHOR]

Serendipity captures the interaction between a skilled human agent and a fortuitous event in the environment. Although it features in many stories of invention and discovery, its antecedents remain elusive. This paper combines research from different domains of psychology to present a model of the cognitive processes required for a serendipitous episode to occur. The model describes a prepared mind that consists of an informational state and an attentional state. Both states are considered as dynamic rather than fixed. An accident is then the trigger event that updates both of these and feeds information back into the prepared mind. If the accident is noticed, a cycle of judgement and amplification occurs, eventually leading to an output. The model generates novel predictions that point to an increased understanding of how best to scaffold serendipitous moments. [ABSTRACT FROM AUTHOR]

Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in 'real world' applied contexts (i.e. in student's lives beyond university), which may be professional, personal, or societal. 'Real world' here refers to the application of psychological knowledge and skills to students' personal, student-role, work, and community contexts. Psychological literacy is typically integrated into psychology programmes through classroom activities, extra-curricular activities, and opportunities outside of the core curriculum. However, for the goals of psychological literacy to be fully realised, it should be intentionally and thoughtfully embedded at the module and programme level. One way to achieve this is to develop and evaluate modules (i.e. standalone units or courses) that embed psychological literacy explicitly by design. In this paper, we provide overviews, brief evaluations, and reflections on four undergraduate modules within a UK Psychology (BSc) degree that integrate the principles of psychological literacy. These include a first-year compulsory module ('Biological Approaches to Human and Non-Human Behaviour'), a second-year compulsory module ('Neuroscience') and two final-year elective optional modules ('Face Perception' and 'Feminist Social Psychology'). We offer reflections on the process of designing these modules as educators who are interested in developing students' psychological literacy and also provide student evaluations. [ABSTRACT FROM AUTHOR]

Drawing on two multilingual qualitative datasets (Korean/English and German/English), this paper examines the dual role and positionalities of two researchers who simultaneously act as translators, as well as the implications of this dual role for multilingual qualitative research. This work is informed by transnational feminist translation studies and transnational feminist approaches to qualitative research, and founded on the two researchers' intimate familiarity with their participants' languages, contexts, and meaning-making processes. Considering the complexity of this familiarity, this work presents unique dilemmas—challenges and opportunities—with respect to translating, representing, and writing about multilingual qualitative data. [ABSTRACT FROM AUTHOR]

This paper reviews an embodied or experientialist view of conceptual understanding. It focuses on George Lakoff and Mark Johnson's theory of embodied cognition and its framing of human conceptualization and reasoning in terms of embodied imagination. These ideas are summarized as ten basic claims: (a) objectivist assumptions are problematic; (b) many human categories have non-classical structure; (c) conceptual systems consist of cognitive models; (d) thinking utilizes frames, metonymies, and prototypes; (e) metaphor is prevalent and primarily conceptual; (f) image schemas structure our experiences; (g) the mind is embodied; (h) abstract thought is largely metaphorical; (i) truth is relative to embodied understanding; and (j) philosophy should be empirically responsible. Lakoff and Johnson's theory of embodied cognition offers a view of conceptual understanding that is cognitively realistic (or empirically responsible), biologically plausible, and self-critical, while providing adequate theories of meaning and truth grounded in embodied experience. [ABSTRACT FROM AUTHOR]

Same-sex intimate partner violence (SSIPV) is still under-investigated despite its spreading. Unique risk factors, such as internalized homonegativity, have been found to be related to physical SSIPV perpetration. However, the mechanisms that regulate this association are still unclear. Drawing from the psychological mediation framework (PMF), this paper aimed to explore the relationship between internalized homonegativity and physical SSIPV perpetration, assessing the mediating role of emotion dysregulation. In all, 139 gay and lesbian participants involved in same-sex relationships participated in the study by completing a self-administered online questionnaire. Mediation analyses were used to assess both the direct and indirect effects. Internalized homonegativity was not directly associated with physical SSIPV perpetration. However, internalized homonegativity was positively associated with emotion dysregulation, which, in turn, was positively associated with physical SSIPV perpetration. The indirect effect of internalized homonegativity on physical SSIPV perpetration through emotion dysregulation was also confirmed. The results that emerged extend the application of the PMF to SSIPV. The data found can inform both preventive interventions and treatments targeting SSIPV perpetrators to reduce the phenomenon and limit recidivism. [ABSTRACT FROM AUTHOR]

Scholarly communication, Open Access (OA), and open science practices in Psychology are rapidly evolving. However, most published works that focus on scholarly communication issues do not target the specific discipline, and instead take a more "one size fits all" approach. When it comes to scholarly communication, research practices and traditions vary greatly across and within disciplines. This monograph presents a current overview that aims to cover Open Access (OA) and some of the newer open science-related issues that are affecting Psychology. Issues covered include topics around OA of all types, as well as other important scholarly communication-related issues such as the emergence of preprint options, the evolution of new peer review models, citation metrics, persistent identifiers, coauthorship conventions, field-specific OA megajournals, and other "gold" OA psychology journal options, the challenges of interdisciplinarity, and how authors are availing themselves of green and gold OA strategies or using scholarly networking sites such as ResearchGate. Included are discussions of open science strategies in Psychology such as reproducibility, replication, and research data management. This overview will allow psychology researchers to get up to speed on these expansive topics. Further study into researcher behavior in terms of scholarly communication in Psychology would create more understanding of existing culture as well as provide researchers with a more effective roadmap to the current landscape. As no other single work is known to provide a current look at scholarly communication topics that is specifically focused on Psychology, this targeted overview aims to partially fill that niche. [ABSTRACT FROM AUTHOR]

Background: Empirical studies suggest that gratitude positively influence the quality of life of palliative patients and relatives. However, the literature is marked by a lack of conceptual clarity about what gratitude is and whether it can bring about individual and social benefits. Aim: This paper explores how palliative care patients and relatives understand gratitude, how discursive representations of gratitude may affect their positions, perceptions and relations, and how to conceptualise gratitude in the palliative context. Design: We examine 33 gratitude letters written by patients and relatives and 25 semi-structured interviews conducted as part of a pilot gratitude intervention study. We use a qualitative approach, thematic analysis, within a conceptual framework of discourse analysis. Settings/participants: Data were collected from 23 patients and 13 relatives recruited through three hospital palliative care services in French-speaking Switzerland. Results: Participants articulate gratitude in five ways: (1) appreciating others; (2) love; (3) need to reciprocate; (4) appreciating the little things; (5) solace amid serious illness. While some of these representations are sources of positive emotions and outlook, wellbeing and hope, others may confirm self-perceptions of powerlessness and burden. These results support a tridimensional conceptualisation of gratitude in palliative care as source of individual benefits, valuing closest relationships and moral obligation. Conclusion: Our study suggests that gratitude is a key to a good (end of) life, whilst highlighting potential negative effects. It could help healthcare professionals to better understand what gratitude means to patients and relatives, which may facilitate awareness and fostering of gratitude in palliative care. [ABSTRACT FROM AUTHOR]

Background: Because plagiarism is such a common form of academic dishonesty, many instructors are seeking ways to effectively teach students to avoid plagiarism. Objective: The current study tested the effectiveness of a 3-pronged intervention to teach students in an upper-level psychology course to better understand plagiarism. Method: The intervention involved three different assignments across the first part of the semester: an online plagiarism tutorial, an in-class lecture over a plagiarism handout, and a follow-up homework exercise that helped students apply what they learned from the tutorial and handout. Results: Study 1 showed that students in the intervention class scored higher on an end-of-semester plagiarism test compared to a control group of classes that did not use the intervention. Study 2 replicated these results and ruled out the possibility of preexisting differences in plagiarism knowledge by comparing plagiarism test scores on a beginning-of-semester pretest and an end-of-semester posttest in both the intervention and control classes. Conclusion: The results of this naturalistic, quasi-experimental study suggest that multiple exposures to anti-plagiarism instruction in different formats can be effective. Teaching Implications: Psychology instructors can improve students' understanding of plagiarism and how to avoid it by using this 3-pronged approach in their courses. [ABSTRACT FROM AUTHOR]

Russell Meares, a prominent figure in Australian psychiatry, passed away in 2024 after a long and influential career. Meares was known for his ability to integrate scientific thought with the humanities, and he continued to work and publish until his final illness. He developed the Conversational Model (CM), a psychodynamic therapy that has been effective in treating patients with Borderline Personality Disorder (BPD). Meares made significant contributions to the field through his academic achievements, founding the Academic Department of Psychiatry at the Austin Hospital and the Brain Dynamic Centre. He published numerous scientific papers and books, and his work inspired generations of psychiatrists. Meares' legacy is celebrated and he is survived by his wife, three children, and six grandchildren. [Extracted from the article]

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe. [ABSTRACT FROM AUTHOR]

There is a growing emphasis on research across disciplines, and higher educational institutions' research productivity (RP) is a matter of serious consideration. However, a knowledge gap exists in RP in social science disciplines in India. In this context, the present study aimed to (1) understand the RP of social work and psychology schools at publicly funded central universities (CU) in India, (2) evaluate the RP and research impacts of faculty members in these schools, and (3) identify the publishing trends and patterns in social work and psychology disciplines. Using the Scopus database, we collected bibliometric information on publications of 19 social work and 16 psychology schools and their faculty members. The results indicate that schools' research productivity remained unpromising, constituting many faculty members (Social work 51.08%; Psychology 43.4%) with no publications. Although the average RP of social work (M= 16.0, SD = 17.40) and psychology (M= 45.63, SSD = 61.08) schools differed, the difference was not statistically significant (t = 1.88, p = .078). An increase in the publication was evident after 2016, indicating positive-policy impacts. A difference in RP across professional ranks was evident for social work (p\.05) but not for psychology (p>.05). For research impact, a difference existed based on ranks for academicians from psychology only (p\.05). Publications in high-impact journals and an output of international collaborations remained low in both disciplines. Implications point to developing appropriate workshops and training to provide hands-on experience to improve quality research among academicians. Further policy changes are also essential to enhance research culture and productivity. [ABSTRACT FROM AUTHOR]

Psychology of Working Theory (PWT) has been increasingly adopted by counseling and vocational psychologists since its inception in 2016, and approximately 100 quantitative studies to date have tested various propositions of the Theory. As a relatively new theory, there has been lack of consistency in how the main constructs are conceptualized and measured by scholars, thus limiting further application of PWT. The following paper is aimed at addressing this inconsistency by providing a guide for researchers interested in using PWT as a theoretical framework in their studies. First, we provide an overview of PWT and the definitions of its core constructs: economic constraints, marginalization, work volition, career adaptability, decent work, and need satisfaction. Then, we review quantitative studies conducted to date to show how each of the constructs have been conceptualized and measured. Finally, we provide specific recommendations that researchers can follow in their future studies based on this review. It is hoped that the recommendations can provide a more streamlined way of measuring the constructs as well as ideas for researchers to expand the psychology of working literature. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the steps governments took to combat it tormented societies across the globe. Accordingly, existential positive psychologists have emphasized the importance of self-transcendence in mitigating the distress and agony caused by prolonged and rigorous health measures. In this cross-cultural study, the correlation between self-transcendence, people's confidence in government, and democracy was examined. Based on the findings of an online survey (n = 36,304) conducted in 16 societies in Europe, Latin America, Asia, and the Commonwealth of Independent States (CIS), the multi-level analysis established that self-transcendence had a negative relationship with people's confidence in their own government, especially in less democratic societies. Besides expanding the Schwartz theory of basic values and inspiring theoretical developments for new research, this paper recommends that related institutions obtain community consent before pushing out strict health measures. [ABSTRACT FROM AUTHOR]

Research on abuse is often piecemeal and focused on specific forms, populations, and social situations. As a result, these studies tend to ignore the web of abuse resulting from the interactive effects of various forms of abuse over the life course, together referred to as "lifetime abuse." An examination of abuse from the point of view of older adults is likely to provide a lifetime perspective based on linking child abuse to elder abuse over the life course and an assessment of its consequences. Despite the growing awareness and resulting body of knowledge regarding this phenomenon, proposed theoretical formulations about it remain limited. The present article aimed to conceptualize the multifaceted phenomenon of lifetime abuse and to gain a deeper perspective of the topic by understanding its dimensions, meanings, and experiences in older age, based on a critical review of empirical studies. A model is suggested, which can be useful for future exploration and understanding of lifetime abuse. Based on a critical review of previous studies, we suggest a theoretical framework of lifetime abuse from the perspective of older adults, identifying three key domains: (a) perception of time and life review in old age; (b) cumulative and interactive abusive life events; and (c) resilience versus vulnerability over the life course. We propose a heuristic model to explore and understand lifetime abuse. We believe our proposed model is open to reflection and elaboration and is intended to raise questions that could enhance the need for our understanding of lifetime abuse in old age. [ABSTRACT FROM AUTHOR]

Background: The gaming industry is experiencing rapid growth, and videogames in various forms have become an integral part of our daily routines. While research has delved into motivations for playing specific types of videogames, such as online multiplayer games, there is still a need for exploration of the broader concept of video game engagement, irrespective of the genre. Aim: The primary aim of this study was to develop and validate a gaming motivation scale that focuses on the intrinsic reasons and psychological aspects of video game motivation. Additionally, the goal was to create a scale that does not rely on game genres to assess gamers' motivational profiles. Research methods: The study was conducted in two phases, involving a total of 2641 Italian participants. In the first phase, exploratory factor analysis (EFA) was performed with data from Italian 543 participants (M = 28.92; sd = 8.26). In the second phase, confirmatory factor analysis (CFA) was conducted with data collected from 2098 participants (M = 31.60, sd = 8.81), showing an adequate fit to the theorized model (2 (878) =3843.28; CFI =.95, TLI =.95, RMSEA =.040, and SRMR =.042). Key Findings and Discussion: In the first part of the study, EFA confirmed 14 dimensions out of the original 18. While CFA demonstrated that the scale had good reliability, with values ranging from.77 to.94. Furthermore, significant correlations were found between the Psychological Motivations for playing Video Games (PMPVGs) scale and dimensions from the Motives for Online Gaming Questionnaire (MOGQ) and Gaming Motivation Scale (GAMS) scales. The final version of the scale comprises 12 dimensions with 45 items in total and it holds potential to explore the players' psychological needs satisfied through the gaming activity. [ABSTRACT FROM AUTHOR]

Introduction: People living with young-onset dementia and their care-partners are at risk of a range of adverse mental health outcomes and social isolation. There are few interventions aimed at supporting couples affected by young-onset dementia, which poses unique psychosocial challenges for younger people. Methodology: This pre-post interventional mixed methods pilot study aimed to assess the feasibility and acceptability of an online group program for people with young-onset dementia and their care-partners living at home in Australia. The Music And Psychology and Social connections (MAPS) program aimed to address: (1) the challenges and changes associated with young-onset dementia; and (2) coping and wellbeing. The program involved six weekly two-hour sessions co-facilitated by a psychologist and music therapist, and a private Facebook group. The primary outcomes of feasibility and acceptability were assessed through a post-program focus group, separate individual feedback sessions with each couple, and a program evaluation questionnaire. Thematic analysis was conducted on the focus group transcripts and field notes from couple feedback sessions. We also examined the preliminary utility of MAPS in improving mental health and social connectedness, using quantitative pre-post-measures. Results: Five couples completed the MAPS program. The most common dementia type was Alzheimer's Disease. Participant attendance was 87% across all sessions. Qualitative findings supported acceptability of the program with four emergent themes: being connected to others with shared experiences; reframing thoughts and feelings about dementia; music as a therapeutic tool; and benefits of MAPS. Conclusion: The high retention rate, qualitative findings and positive program evaluation suggest MAPS may be a promising, feasible and acceptable program for couples affected by young-onset dementia. [ABSTRACT FROM AUTHOR]

Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome of grading. Statement of the Problem: We contend that conventional grading inadvertently detracts from student learning and simultaneously replicates systems of oppression in academia. We discuss Labor-Based Grading Contracts (LBGCs) as an alternative to conventional grading. Literature Review: We review the conceptual and empirical literature on LBGCs as an alternative method of assessing student work and extend its application to psychology and neuroscience courses. Teaching Implications: We present recommendations for implementing LBGCs and address common concerns instructors have about this approach. We also make a call for more research on LBGCs in psychology and neuroscience teaching and learning. Conclusion: LBGCs represent a promising shift in the purpose and approach to assessing student work and learning by centering laboring to learn and developing skills. LBGCs also create a more equitable grading structure for all students. [ABSTRACT FROM AUTHOR]

Background: Methods are needed to incentivize student attention to class material. Objective: The purpose of this study was to examine the effects of in-class quizzing to incentivize student attention to class material to boost exam performance. Method: A randomized, alternating treatments design embedded in an introductory psychology class compared learning benefits of two types of quiz-based engagement activities, mastery quizzes, and concepts checks, as compared to a no-engagement activity control. Results: Students performed significantly better on exam content linked to classes with quiz-based engagement activities. Learning benefits of engagement activities extended across levels of cognitive complexity indexed to Bloom levels, although were stronger for low-level items. The effects of engagement activities were also stronger for content directly discussed in class. There were no significant differences in learning outcomes between the two engagement activities. Conclusion: Students performed better on exam content linked to class sessions with quiz-based engagement activities that incentivized attention to class material compared to those that did not. Teaching Implications: Using in-class quizzes as attentional cues offers instructors a means of incentivizing student attention to class material with minimal disruption of class time and lecture flow, while also improving exam scores. [ABSTRACT FROM AUTHOR]

Background: The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. Objective: To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Method: Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Results: Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). Conclusions: The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Teaching Implications: Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking. [ABSTRACT FROM AUTHOR]

The Perfectionism Social Disconnection Model (PSDM) and the Existential Model of Perfectionism and Depressive Symptoms (EMPDS) are promising models of perfectionism and psychopathology. However, research examining suicide ideation within the PSDM is scarce, and no research has examined suicide ideation as an outcome in the EMPDS. Moreover, tests of the PSDM and EMPDS have been conducted separately and most research has examined the PSDM and EMPDS using cross-sectional or two-wave longitudinal designs, which do not provide a satisfactory test of mediation. In the current study, we addressed these limitations by testing whether perfectionism confers vulnerability to suicide ideation via feelings of mattering and anti-mattering (from the PSDM) and via difficulty accepting the past (from the EMPDS) in a three-wave longitudinal design in two independent samples of undergraduate students and community adults. Participants completed measures on three occasions over 6 weeks. Findings revealed that socially prescribed perfectionism indirectly predicted suicide ideation via difficulty accepting the past in both samples. In addition, in the undergraduate sample only, socially prescribed perfectionism indirectly predicted higher suicide ideation via anti-mattering, and self-oriented perfectionism indirectly predicted higher suicide ideation via mattering. Based on our findings, we advocate for future research to include suicide ideation in the PSDM and EMPDS, to integrate explanatory models, and to examine a mattering-specific EMPDS. [ABSTRACT FROM AUTHOR]

Reminiscence therapy and music are often used to improve the wellbeing of older people; however, we do not know how these interventions are used in practice. This study explored how those working with older people view and use verbal Reminiscence Therapy (VRT) and Music-assisted Reminiscence Therapy (MRT). A total of 110 participants who worked or volunteered with older people in Australia were surveyed in this descriptive, mixed-method study. VRT and MRT were frequently and spontaneously used to respond to the varied needs of older adults. VRT and MRT lead to reported positive outcomes including better care practices, positive affect and mood, and improved social connections. MRT was used as a compensatory strategy when traditional VRT was not possible. This study describes the current practices of VRT and MRT, and an overview of how reminiscence-based approaches are used in Australia to address the health and wellbeing of older people. [ABSTRACT FROM AUTHOR]

Self-concept develops during adolescence, but little is known about self-concept in adolescents with autism. This behavioral neuroimaging study investigated (1) self-concept positivity across three domains (academic, physical appearance, and prosocial) and (2) from the perspective of self (direct self-concept) and the perceived perspective of peers (reflected self-concept) in 12- to 16-year-old adolescent males with (n = 35) and without autism (n = 34). These behavioral and neural measures of self-concept were additionally related to autism traits and alexithymia traits across groups. Results showed no general group differences, but more autism traits were related to less positive self-concept ratings in the physical appearance and prosocial domains. More autism traits were also associated with less similarity between direct and reflected prosocial self-concept ratings. Lower self-esteem was additionally explained by alexithymia, specifically the difficulty to identify ones feelings. Participants showed medial prefrontal cortex activation in response to evaluating self-traits in both groups. Region-of-interest analyses revealed that medial prefrontal cortex and right temporal–parietal junction activation were differentially related to alexithymia traits. Together, this study provides a comprehensive understanding of self-concept and self-esteem in adolescents with varying levels autism and alexithymia traits. Developing a positive view of the self is important for maintaining a good mental health, as feeling negative about the self increases the risk of developing internalizing symptoms such as feelings of depression and anxiety. Even though autistic individuals regularly struggle with these internalizing feelings, and both self-concept and internalizing feelings are known to develop during adolescence, there is a lack of studies investigating the development of positive self-concept and self-esteem in autistic adolescents. Here, we studied academic, physical, and prosocial self-concept as well as self-esteem in adolescent males with and without autism on both the behavioral and neural level. We additionally focused on similarities in one's own and peers' perspectives on the self, and we assessed a potential role of alexithymia (i.e. having trouble identifying and describing one's feelings) in developing a more negative view of the self. Results showed that there were no group differences in self-esteem, self-concept, or underlying neural activation. This shows that autistic adolescent males use the same neural processes when they evaluate their traits. However, regardless of clinical diagnosis, a higher number of autism traits was related to a less positive physical and prosocial self-concept, whereas more difficulty identifying one's feelings was related to lowered self-esteem and less activation in medial prefrontal cortex during self-evaluations. Therefore, in treatment of autistic adolescents with low self-esteem, it is important to take into account and possibly aim to improve alexithymic traits as well. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) disproportionally affects women. Using the vulnerability-adaptation stress model, we examined adverse childhood experiences (ACEs), self-esteem, and hope as vulnerability indicators and relationship status and length, positive and negative affect, and socioeconomic status (SES) as stressors to ascertain the risk for IPV. Women (N = 491, M = 37.15, standard deviation = 12.51) completed an online survey comprised of the Positive and Negative Affect Scale, Rosenberg's Self-esteem Scale, Snyder's Hope Scale, ACE questionnaire, Composite Abuse Scale Revised–Short Form, and demographic questions. Factor analysis identified four ACE factors of sexual abuse, physical or psychological abuse, witnessing domestic violence, and household dysfunction. A five-step hierarchical multiple regression identified that greater exposure to physical or psychological child abuse was associated with an increased risk of IPV (Step 2), B = 0.73 [0.16, 1.34]. Lower self-esteem, B = −0.30 [−0.47, −0.14] predicted IPV (Step 3). Age B = 0.07 [0.01, 0.13], negative affect, B = 0.39 [0.19, 0.59], and relationship length, B = −1.24 [−2.16, 0.41] were associated with a higher risk of IPV (Step 4). In Step 5, previous variables attenuated to non-significance while age, B = 0.07 [0.01, 0.13], negative affect, B = 0.39 [0.19, 0.59], and relationship length B = −1.25 [−2.16, 0.41] remained significant. While the key findings of this study were inconsistent with some commonly reported findings (e.g., ACEs, self-esteem, hope, relationship status, SES, age), these inconsistencies are important to highlight given the factorial approach to examining ACEs, the comprehensive analyses conducted, and our examination of these variables' direct relationship to IPV. The study was limited by its cross-sectional nature, higher prevalence of IPV victims, and not examining IPV sub-types. Similar studies need to be conducted for other relationship types and victimized individuals (e.g., same-sex relationships and male victims) to provide a complete picture of risk factors for IPV. [ABSTRACT FROM AUTHOR]

The rationalist bargaining literature explains how public statements and military mobilizations can signal resolve. But recent political psychology scholarship shows how such actions can "provoke" targets, increasing their resolve by arousing emotions among their leaders and public. While rationalist models have largely omitted provocation, psychological approaches have neglected its strategic consequences. We model provocation in bargaining, assuming that a challenger's signals endogenously increase the target's resolve. Our model shows that introducing provocation can make signals of resolve more credible precisely because their provocative effects make them more costly to send. Moreover, against the prevailing intuition that provocation uniformly promotes conflict, the information from these signals can mitigate their provocative effects and elicit more generous offers than not signaling. Thus, in contrast to psychological accounts, we show that taking provocative actions can be rational and necessary for reaching peaceful bargains. We illustrate these findings with the 1911 Agadir Crisis. [ABSTRACT FROM AUTHOR]

Thurstonian forced-choice modeling is considered to be a powerful new tool to estimate item and person parameters while simultaneously testing the model fit. This assessment approach is associated with the aim of reducing faking and other response tendencies that plague traditional self-report trait assessments. As a result of major recent methodological developments, the estimation of normative trait scores has become possible in addition to the computation of only ipsative scores. This opened up the important possibility of comparisons between individuals with forced-choice assessment procedures. With item response theory (IRT) methods, a multidimensional forced-choice (MFC) format has also been proposed to estimate individual scores. Customarily, items to assess different traits are presented in blocks, often triplets, in applications of the MFC, which is an efficient form of item presentation but also a simplification of the original models. The present study provides a comprehensive review of the present status of Thurstonian forced-choice models and their variants. Critical features of the current models, especially the block models, are identified and discussed. It is concluded that MFC modeling with item blocks is highly problematic and yields biased results. In particular, the often-recommended presentation of blocks with items that are keyed in different directions of a trait proves to be counterproductive considering the goal to reduce response tendencies. The consequences and implications of the highlighted issues are further discussed. [ABSTRACT FROM AUTHOR]

As trainees' development of multicultural counseling skills has become integral to graduate training in the mental health professions, so has the necessity of competent supervision for developing these skills. A critical component of supervision is evaluation, the process of observing, judging, and providing feedback to supervisees about their development. However, there is a paucity of guidance and resources available to assist supervisors in evaluating the multicultural skill development of supervisees. Such a vacuum opens the door for considerable bias as well as judgmental and inferential errors, resulting in the real possibility of unsound, unreliable, and invalid evaluations of supervisee development. This article presents the Multicultural Counseling Skills Evaluation Form (MCSEF), a 23-item instrument designed to fill the vacuum. The conceptual foundation of the form, development of items and revisions through expert review, potential utility in training and evaluation, and limitations are discussed. [ABSTRACT FROM AUTHOR]

The alexithymia hypothesis posits that specific aspects of the autistic socio-cognitive profile, namely emotion recognition difficulties, can be explained by the increased prevalence of alexithymia in autistic populations. However, this hypothesis has largely been tested in adults. We tested whether co-occurring alexithymia could account for associations between autistic traits and two key domains of socio-emotional cognitive functioning in adolescence. Participants were 184 (44% male) children aged 10–16 years with and without a diagnosis of autism (n = 75 autistic), who completed experimental measures of emotion recognition and theory of mind. Parents completed assessment of autistic traits and alexithymia. Pre-registered analyses tested associations between autistic traits and socio-cognitive task performance, and whether including alexithymia as an additional predictor changed the nature of the association between autistic traits and task performance. Results showed participants with higher levels of autistic traits performed lower on emotion recognition and theory of mind tasks, and that these associations were not significantly altered by including alexithymia in the models. Results suggest that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in young adolescents and when using parent-report measures, alexithymia may not be associated with emotion recognition or theory of mind ability. Alexithymia is a sub-clinical condition characterised by difficulties identifying and describing one's own emotions, which is found in many, but not all autistic people. The alexithymia hypothesis suggests that certain aspects of socio-cognitive functioning typically attributed to autism, namely difficulties in emotion recognition, might be better explained by often co-occurring alexithymia. It is important to understand what is specific to autism and what is due to other co-occurring characteristics to develop appropriate support for autistic people. However, most research on this topic has been conducted in adults, which limits our knowledge about the relevance of this theory to younger autistic populations. This study tested whether difficulties in emotion recognition and theory of mind traditionally associated with autism might be better explained by alexithymia in a sample of adolescents with and without a diagnosis of autism. Results found that difficulties in emotion recognition and theory of mind were both associated with autistic traits, and this was not accounted for by individual differences in levels of alexithymia. This research suggests that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in adolescents and when using parent-report measures, alexithymia may not account for emotion recognition or theory of mind difficulties associated with autistic traits. [ABSTRACT FROM AUTHOR]

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design. [ABSTRACT FROM AUTHOR]

Older adults (OAs) comprise a significant proportion of the Major Trauma (MT) population and the mean age of major trauma patients is rising. Over recent years increasing focus has been directed towards ensuring that the physical health needs of older MT patients are met and managed in a timely and appropriate manner during their acute care. This study aims to explore whether the psychological needs of older adults in major trauma centres are also being appropriately recognised and whether this population is appropriately referred for timely psychological support. The paper also briefly outlines the psychological needs identified in this group during their inpatient admission. The implications for major trauma teams and major trauma psychology services are discussed.Retrospective review of referral data captured over a 6 month period as part of the routine service practice for new referrals. Demographic differences were analysed using chi-squared.There is a statistically significant relationship between major trauma patients’ age and their referral status to Clinical Psychology, with older adults receiving fewer referrals for psychological support.The current literature understanding the impact of MT for OAs is sparse. Further exploration is needed with both staff and patients to better understand the service gaps and barriers for OAs accessing psychological support following MT. [ABSTRACT FROM AUTHOR]

We identify points of conflict and consensus regarding (a) controversial empirical claims and (b) normative preferences for how controversial scholarship—and scholars—should be treated. In 2021, we conducted qualitative interviews (n = 41) to generate a quantitative survey (N = 470) of U.S. psychology professors’ beliefs and values. Professors strongly disagreed on the truth status of 10 candidate taboo conclusions: For each conclusion, some professors reported 100% certainty in its veracity and others 100% certainty in its falsehood. Professors more confident in the truth of the taboo conclusions reported more self-censorship, a pattern that could bias perceived scientific consensus regarding the inaccuracy of controversial conclusions. Almost all professors worried about social sanctions if they were to express their own empirical beliefs. Tenured professors reported as much self-censorship and as much fear of consequences as untenured professors, including fear of getting fired. Most professors opposed suppressing scholarship and punishing peers on the basis of moral concerns about research conclusions and reported contempt for peers who petition to retract papers on moral grounds. Younger, more left-leaning, and female faculty were generally more opposed to controversial scholarship. These results do not resolve empirical or normative disagreements among psychology professors, but they may provide an empirical context for their discussion. [ABSTRACT FROM AUTHOR]

Background: Siblings of children with cancer have been shown to experience disruption in multiple domains including family, school, and friendships. Existing literature on siblings' experiences focuses on older children or on a broad range of ages. Aim: To explore the experience of siblings aged 8–12 years when their brother or sister is diagnosed with cancer. Method: A qualitative design incorporating phenomenology as the theoretical framework was used. Participants were recruited from across Australia via notices on social media sites and by the distribution of flyers. We used thematic analysis to analyze the data. Data were collected via semistructured interviews conducted either in person or online. Findings: A total of 13 siblings (7 boys and 6 girls) aged between 8 and 12 years (M = 9.8, SD = 1.6) were interviewed. Seven main themes were identified. These were "It was really hard": Reactions to the cancer diagnosis; "I'm really angry": Emotional and Physical Responses to siblings' treatment; "I pretend teddy is real": Play as an outlet; "It was very lonely": Missing their siblings; "I missed out on a lot of fun": Disruption of activities: School, sports, playdates, and parties; Change and Transition and "Making a difficult situation worse": COVID-19 Pandemic. Discussion: Findings extend the current understanding showing that younger siblings' developmental and cognitive skills impact their experiences of childhood cancer. Younger siblings outlined the many losses they experienced which demonstrated a need for a comprehensive and tailored program to support young siblings aged under 12 of children with cancer. [ABSTRACT FROM AUTHOR]

Although marital forgiveness has been found to increase marital satisfaction, no research to date has examined the actual mechanism. This could derive from the ABCM model of marital satisfaction (Hall, 2021), in which disposition to forgive is understood as one of the marriage maintenance strategies contributing to spousal happiness. In two cross-sectional studies, we examined the association between marital forgiveness and satisfaction. We also tested a model in which dispositional forgiveness mediates the link between forgiveness of a particular marital incident and satisfaction with spousal relationship, moderated by transgression severity and apology. The Marital Offence-Specific Forgiveness Scale, the Heartland Forgiveness Scale and measures of marital satisfaction were used. Positive main effects between forgiveness and multidimensional marital satisfaction emerged. Moderated mediation revealed the mediation effect of dispositional forgiveness, which did not depend on the level of the moderators (severity and apology). [ABSTRACT FROM AUTHOR]

Background: Understanding students' naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students' existing understandings. Objective: We examined what incoming undergraduate students of psychology believe about reproducibility and open science practices. Method: We conducted an online survey with participants who were about to start their first course in psychology at a university (N = 239). Results: When asked to indicate how a researcher should conduct her study, most students endorsed several open science practices. When asked to estimate the proportion of published psychological studies that follow various open science practices, participants' estimates averaged near 50%. Only 18% of participants reported that they had heard the term "replication crisis." Conclusion: Despite media attention about the replication crisis, few incoming psychology students in our sample were familiar with the term. The students were nevertheless in favour of most open science practices, although they overestimated the prevalence of some of these practices in psychology. Teaching Implications: Teachers of incoming psychology students should not assume pre-existing knowledge about open science or replicability. [ABSTRACT FROM AUTHOR]

Background: Graduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply. Objective: Our present work was a partial replication and extension of Appleby and Appleby (2006). We added closed- and open-ended questions regarding social media to gauge how graduate admissions committees utilize social media to evaluate applicants. Method: We asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate). Results: We examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors. Conclusion: Poorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex. Teaching Implications: Mentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid. [ABSTRACT FROM AUTHOR]

Background: Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s. Objective: We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower. Method: Eighty-two students enrolled in an 8 a.m. (n = 39) or 10 a.m. (n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College's SET form, and other questions. Results: Students in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA. Conclusion: Results extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects. Teaching Implications: To maximize student success and well-being, later courses should be offered at the college level whenever feasible. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the challenges women with neuromuscular disease face when having to urinate when away from home. The design for this study was qualitative using the interpretive description methodology and the Sense of Coherence theory. The method was three semi-structured focus group interviews with 12 women (3 ambulant and 9 non-ambulant) with neuromuscular diseases at a specialized rehabilitation hospital. We found that physical and functional barriers hampered the opportunity to urinate when away from home due to lack of accessibility and impaired physical functioning. Psychosocial impacts were related to inconvenience and dependency on relatives, fear of stigmatization and impacted dignity, and the constant social sacrifices. The challenge of access to adequate and equitable sanitation for women with neuromuscular diseases is not at always met in society, and these women consequently often must resort to repressing the fundamental need to urinate. [ABSTRACT FROM AUTHOR]

The materialist conception of art understands art in relation to the material conditions within and by which art is produced and consumed. For cultural psychology, the materialist conception of art has been useful for developing insights into how individual perceptions are shaped, and are shaped by, culture as a collectively produced and historically embedded site of meaning-making. However, in much of cultural psychology, the relationship between progressive politics and the materialist conception of art remains under-appreciated. In this article, I consider how cultural psychologists might strengthen this relation through artistic shock, that is, a subjective, perceptual, and/or historiographical rupture brought about through the experience of art. In particular, I outline how Bertolt Brecht and Walter Benjamin theorised and practiced artistic shock, and examine what the work of these thinkers could mean for cultural psychologists working with political collectives to grapple with psychopolitical questions related to subjectivity, contradiction, and memory. I conclude by reflecting on how future work that seeks to politicise cultural psychology might engage with the materialist conception of art. [ABSTRACT FROM AUTHOR]

Wuhan was the first large city where the initial breakout of COVID-19 took numerous lives. A group of social workers and mental health specialists coordinated the "Be Together Program" (BTP), a psychosocial grief intervention program to help a group of Wuhan COVID-19 bereaved people. Under the Dual-process model framework, BTP used the internet and social media as the main tools, combined with group and individual intervention. Additionally, it employed a "Supermarket Mode" with abundant intervention themes and approaches for BTP participants to choose according to their special needs. Additionally, Chinese cultural elements are integrated into the program. At the end of the program, the grief scores of participants in the qualified sample reduced significantly, and the prevalence of the potential Prolonged Grief Disorder diagnosis reduced from 75% to 12%. The study also found that the BTP was especially effective for those who had high levels of grief reaction. [ABSTRACT FROM AUTHOR]

Emotional and existential suffering is prevalent in advanced diseases and psychologists have valuable skills to support people in this time of life. Yet, psychologists are rarely integrated in palliative care and relevant training is sparse. Being integrated in other areas of health, it is likely that we will be supporting these patients, whether integrated in a specialized team or not. This article is meant to serve psychologists, already skilled in the art and science of psychosocial intervention, who may find themselves supporting patients with advanced disease. Relevant history of palliative care is provided to elucidate palliative philosophy and approach. Evidence-based existential interventions will be reviewed. Integration of psychological models and both palliative theory and practice is provided to support palliative-appropriate case conceptualizations. Finally, case examples are provided throughout to help readers reconcile their existing practice in this domain of care. [ABSTRACT FROM AUTHOR]

Why is humanity destroying its wellbeing and its habitat, Earth? The suggestion here is that the dominant culture has unnested itself from humanity's millions-year-old adaptive heritages, impairing evolved capacities and human potential in a feedback loop of greater disconnection and destruction. Humanity's heritage is to be nested horizontally, respectful of deep history and future generations, nested developmentally with evolved ways of raising children to foster thriving, and nested vertically, consciously participating in Earth-cosmos dynamism. Nestedness fosters capacities that are often missing in westernized peoples: ecological relational consciousness and knowhow, which were central to human adaptation. The dominant culture undermines their development. Mainstream western scholarship has accepted the slippage in baselines, collaborated with industrialized-capitalism culture and its intentional divorce from Nature's ways, and is now caught and caged in the limitations of its models and metaphors. Enmeshed in the dominant culture, modernist psychology largely ignores species-normal child raising, human nature and capacities found all over the world among nomadic foraging societies and other traditional societies. In order to reverse the dominant culture's destruction of planetary integrity, biological and cultural diversity, psychology must transform itself to help reestablish evolved practices and support deep nestedness, thereby helping restore human and Earth wellbeing. [ABSTRACT FROM AUTHOR]

Many more cancers are treated with intent to cure now than in previous decades, but for most, this involves significant effects from which people need to recover psychologically and socially, as well as physically. This longitudinal photo-elicitation interview study uses grounded theory to explain how people discharged from specialist care made use of everyday social and material resources to manage this process at home. Recovery is presented as a curve in life's pathway requiring gradual reorientation, drawing on social worlds and domestic resources to calibrate this process. Findings are described in three stages: (1) responding to diagnosis and treatment, (2) using social resources for meaning-making, and (3) developing assets for recovery. During treatment, participants drew on past identities to reinforce their sense of self, and personalized health care communication supported this process. In the weeks after treatment, new frameworks of understanding were constructed from perspectives on cancer encountered in the family, workplace, and outpatient clinics. Recovery processes included the negotiation of personal change, the renegotiation of close relationships, and the use of everyday resources to regain three sensations: control, comfort, and continuity. Supportive care would benefit from an individualized exploration of the assets that can help people to negotiate this challenging phase as treatment comes to a close. Possibilities for self-care (the maintenance of health and well-being in the context of everyday life) can be explored and assessed through personalized discussion around the identities, social worlds, and everyday resources available to each individual. [ABSTRACT FROM AUTHOR]

For counseling psychology to realize its commitments to uprooting anti-Black racism and white supremacy, we must shift from an individual to a structural frame of reference. We expand on prior calls to build upon the structural competencies approach that has been detailed in the medical literature and integrated into medical education. Whereas our existing "cultural" approaches orient us toward individual differences and characteristics, the structural competencies approach compels us to deeply understand, and ground our interventions in, how individual and community-level outcomes result from structural determinants of health, including and especially anti-Black racism and white supremacy. We further argue that we must take a structural competencies approach to all the work of counseling psychologists, not just psychotherapy. Using a hypothetical vignette, we briefly describe what such an approach might look like in practice. We provide recommendations for next steps in counseling psychology education and training. [ABSTRACT FROM AUTHOR]

Objective: Physical activity in people with stroke remains low despite considerable research. This overview aimed to provide high-level synthesis and aid clinical decision-making. The Capability, Opportunity, Motivation-Behaviour (COM-B) model was used to classify interventions to understand which components improve physical activity behaviour in people with stroke. Data Sources: CINAHL, Cochrane Database, MEDLINE, PEDro, PsychINFO, SPORTDiscus Review Methods: A systematic search was conducted (November 2023) to identify reviews of interventions to improve physical activity in people with stroke. Results were screened and assessed for eligibility. Participant characteristics, intervention classification using COM-B, and effect of intervention were extracted. Quality was assessed using AMSTAR2, and Corrected Cover Analysis for study overlap. Narrative synthesis was used to understand components of interventions to improve physical activity behaviour. Results: 1801 references were screened and 29 full-text references assessed for eligibility. Twenty reviews were included. Quality ranged from critically low (n = 3) to high (n = 10). Study overlap calculated using corrected cover area indicated slight overlap (0.028) and minimal reporting bias. The majority of participants were mobile with mild stroke and community dwelling. Twenty-three interventions were classified using COM-B. Three of twelve interventions classified to one aspect of the COM-B were effective. Fourteen of sixteen effective interventions combined at least two COM-B elements, ten of these combined capability and motivation. Conclusion: Interventions including at least two elements of the COM-B are most likely to improve physical activity in mobile stroke survivors. Further research is needed to understand physical activity behaviour in those with moderate to severe stroke. [ABSTRACT FROM AUTHOR]

Background: Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors' behaviors seem. Objective: This study assessed whether academic role and institutional context related to ratings of professorial behaviors' ethicality. Method: A national sample (N = 608) rated 70 professorial behaviors (e.g., unethical in virtually all circumstances to ethical in virtually all circumstances) across four domains: teaching, grading, relationships, and professional procedure. Results: G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). Conclusion: The data highlight the need for professors' transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists' behaviors. Teaching Implications: The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates). [ABSTRACT FROM AUTHOR]

The current study was conducted to explore the bereavement (experienced loss of a loved one through death within time frame of 0–3 years span). Seven adolescents (10–19 years old) with intellectual disability were included in the study. Semi-structured interviews were conducted through interview guide which was prepared with the help of Piaget's theory of cognitive development concept related to death. Data was analyzed with content analysis and six major themes were derived, that is, meaning of death, death rituals, religious concepts related to death, reasons of death, grieving perception, and coping with grief. Mostly, concepts were explained under the light of religious preaching and their introjection in the lives of adolescents with intellectual disability. Current study helped in exploration of experiential phenomenon of loss in adolescents with intellectual disability. [ABSTRACT FROM AUTHOR]