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BackgroundSwallowing difficulties (ie, dysphagia) are common among older adults, with a 13% to 54% prevalence. Adequate interventions to improve the swallowing function of older adults would reduce morbidity and enhance health-related quality of life outcomes. Mobile health (mHealth) apps may help alleviate dysphagia symptoms by providing programs that maximize the intensity and frequency of training without requiring high costs or regular clinic visits. ObjectiveThe aim of this pilot study was to assess the usability of swallowing training apps by quantitatively and qualitatively evaluating older adults’ self-reported data, taking into consideration their educational levels and exposure to mobile technology. We conducted surveys and brief interviews while the participants used a swallowing intervention app we developed. We subsequently identified and resolved individual-specific usability issues to improve future implementation of the app protocol for older persons with swallowing difficulties. MethodsA total of 11 participants (10 women, 91%; mean age 75.7 years, SD 3.93) from two district-run senior welfare centers took part in this study. The participants were divided into a high-potential group and a low-potential group based on their total number of years of education and smart device usage. To investigate the usability of the app twice (ie, in the second week of the intervention and the postintervention stage), we used mixed methods consisting of both quantitative approaches, namely the System Usability Scale (SUS) and modified Computer Self-Efficacy Scale (mCSES) surveys, and qualitative approaches (ie, interviews). ResultsThe quantitative results of the SUS and mCSES surveys revealed that the high-potential group was more inclined to adopt and learn new technology than the low-potential group. Specifically, within the high-potential group, a Wilcoxon signed-rank test indicated that the postintervention mCSES scores (median 65.50) were significantly higher than those in the second week of intervention (median 54.00; z=–2.023, P=.04). Additionally, the usability scores in the low-potential group were within the “marginal acceptability” range even after completion of an 8-week intervention program. Qualitative analyses via semi-structured interviews yielded promising outcomes regarding app acceptability, training program utilization, emotional responses, and learning experience. ConclusionsTo the best of the authors’ knowledge, this usability and feasibility study is the first report of a swallowing training app designed to improve the swallowing function of older adults. Future research should consider several issues, such as user characteristics, pretraining education, and the intensity and innate characteristics of the intervention program.

Bullying victimization remains to be a public health concern in the United States, especially among sexual and ethnic minority youth. However, few studies have examined how school outcomes might be associated with bullying victimization among heterosexual and sexual minority African American youth and the factors that may attenuate that relationship. To address this gap, this study surveyed 462 heterosexual and 102 sexual minority African American youth residing in Chicago's Southside neighborhoods, who participated in the Resiliency Project. Study variables included bullying victimization, school outcomes (i.e., school connectedness, and academic grades), and future orientation. Bullying victimization was associated with a significant increase in feeling disconnected from school among both heterosexual and sexual minority adolescents; however, there was no significant association observed between bullying victimization and receiving low grades among either group. Future orientation did not moderate the association between bullying victimization and school outcomes among heterosexual adolescents; however, positive future orientation did attenuate the association between bullying victimization and feeling disconnected from school among sexual minority adolescents. Prevention programs that focus on promoting school connectedness need to consider the role of future orientation for sexual minority youth.

The present study examines whether easy talking with parents would buffer the association between bullying victimization and declining academic performance among a nationally representative sample of foreign-born and U.S.-born adolescents. The study was drawn from the Health Behavior in School-Aged Children 2009-2010 cohort study in the United States. Analyses include descriptive statistics, correlation analysis, and moderated regression analysis for each group (i.e., foreign-born and U.S.-born). Results indicate a significant relationship between bullying victimization and declining academic performance for foreign-born and U.S.-born adolescents. Findings also suggest that easy talking with parents moderated the association between bullying victimization and declining academic performance but for foreign-born adolescents only. The study highlights the importance of family and parental communication to ensure immigrant adolescents’ health, well-being, and academic progress. Practice and policy implications and future research directions are discussed.

BACKGROUND: As the COVID-19 (Coronavirus disease 2019) pandemic is prolonged, psychological responses to the pandemic have changed, and a new scale to reflect these changes needs to be developed. In this study, we attempt to develop and validate the COVID-19 Impact Scale (CIS) to measure the psychological stress responses of the COVID-19 pandemic, including emotional responses and difficulty with activities of daily living. METHODS: We recruited 2152 participants. Participants completed the CIS, the Fear of COVID-19 Scale (FCV-19S), and other mental health related measures. The factor structure, reliability, and validity of the CIS were analyzed. In addition, the validity of the scale was confirmed by its relationships to the existing measures assessing fear of COVID-19, depression, anxiety, subjective well-being, and suicidal ideation. RESULTS: Using exploratory factor analysis (N1 = 1076), we derived a one-factor structure. In confirmatory factor analysis (N2 = 1076), the one-factor model showed good to excellent fitness. The CIS was positively correlated with depression, anxiety, suicidal ideation, fear of COVID-19 and negatively correlated with subjective well-being. The FCV-19S did not show significant correlations with subjective well-being or suicidal ideation, and FCV-19Ss explanatory powers on depression and anxiety were lower than those of the CIS. CONCLUSIONS: These results support that the CIS is a valid assessment of emotional problems and deterioration of the quality of life caused by the COVID-19 pandemic. Finally, the limitations of this study and future research directions are discussed.

The COVID-19 pandemic has led to an abrupt transition from face-to-face learning to online learning, which has also affected the mental health of college students. In this study, we examined the relationship between students adjustment to online learning and their mental health by using the Dual-Continua Model. The model assumes that mental disorder and mental well-being are related yet distinct factors of mental health. For this purpose, 2,933 college students completed an online survey around the beginning of the Fall semester of 2020 (N = 1,724) and the Spring semester of 2021 (N = 1,209). We assessed participants mental well-being, mental disorders, and academic distress by means of the online survey. In addition, we incorporated grades and log data accumulated in the Learning Management System (LMS) as objective learning indicators of academic achievement and engagement in online learning. Results revealed that two dimensions of mental health (i.e., mental well-being and mental disorder) were independently associated with all objective and subjective online learning indicators. Specifically, languishing (i.e., low levels of mental well-being) was negatively associated with student engagement derived from LMS log data and academic achievement and was positively associated with self-reported academic distress even after we controlled for the effects of mental disorder. In addition, mental disorder was negatively related to student engagement and academic achievement and was positively related to academic distress even after we controlled for the effects of mental well-being. These results remained notable even when we controlled for the effects of sociodemographic variables. Our findings imply that applying the Dual-Continua Model contributes to a better understanding of the relationship between college students mental health and their adaptation to online learning. We suggest that it is imperative to implement university-wide interventions that promote mental well-being and alleviate psychological symptoms for students successful adjustment to online learning.

Reverse correlation (RC) method has been recently used to visualize mental representations of self. Previous studies have mainly examined the relationship between psychological aspects measured by self-reports and classification images of self (self-CIs), which are visual proxies of self-image generated through the RC method. In Experiment 1 (N = 118), to extend the validity of self-CIs, we employed social evaluation on top of self-reports as criterion variables and examined the relationship between self-CIs and social evaluation provided by clinical psychologists. Experiment 1 revealed that the valence ratings of self-CIs evaluated by independent raters predicted social evaluation after controlling for the effects of self-reported self-esteem and extraversion. Furthermore, in Experiment 2 (N = 127), we examined whether a computational scoring method - a method to assess self-CIs without employing independent raters - could be applied to evaluate the valence of participants self-CIs. Experiment 2 found that the computational scores of self-CIs were comparable to independent valence ratings of self-CIs. We provide evidence that self-CIs can add independent information to self-reports in predicting social evaluation. We also suggest that the computational scoring method can complement the independent rating process of self-CIs. Overall, our findings reveal that self-CIs are a valid and useful tool to examine self-image more profoundly.

The reverse correlation (RC) method has been widely used, because it allows visualization of mental representations without a priori assumptions about relevant dimensions. We employed the RC method to visualize mental representations of self and examined their relationships with traits related to self-image. For this purpose, 110 participants (70 women) performed a two-image forced choice RC task to generate a classification image of self (self-CI). Participants perceived their self-CIs as bearing a stronger resemblance to themselves than did CIs of others (filler-CIs). Valence ratings of participants who performed the RC task (RC sample) and of 30 independent raters both showed positive correlations with self-esteem, explicit self-evaluation, and extraversion. Moreover, valence ratings of independent raters were negatively correlated with social anxiety symptoms. On the other hand, valence ratings of the RC sample and independent raters were not correlated with depression symptoms, trait anxiety, or social desirability. The results imply that mental representations of self can be properly visualized by using the RC method.

The aim of the current study was to explore the relationship between borderline personality (BP) features and the ability to shift one's affective responses as emotional circumstances and demands change. A total of 86 analogue participants viewed dynamic neutral facial expressions at baseline, negative facial expressions, and immediately following neutral facial expressions. We assessed whether participants were able to change their affective ratings as the context of presented facial stimuli changed from negative to neutral. Results revealed that higher the BP feature severity, participants exhibited lower affective ratings to neutral facial stimuli following negative ones. This result remained notable even after baseline affect ratings of neutral stimuli, depressive symptoms, anxiety, and anger proneness as personality traits were controlled for. Our results imply that vulnerability in flexibly changing one's affect to situational demand can contribute to emotion dysregulation related to BP features. We add to the past research by further elucidating the constituents underlying BP features., Author(s): Sojeong Kim [sup.1] , Kibum Moon [sup.1] , Jinwon Kim [sup.1] , Young-gun Ko [sup.1] Author Affiliations: (1) grid.222754.4, 0000 0001 0840 2678, Department of Psychology, Korea University, , [...]

Background: Peer victimization is experienced by an alarming number of youth. A variety of coping strategies may be used by youth to avoid the risk of peer victimization, including behaviors such as avoidance, displaying a tough demeanor, defensive behaviors, establishing a reputation, and forming affiliations with family and community members. However, little research has examined how these coping strategies are simultaneously associated with peer victimization experiences. Objective: The present study explored how these five coping strategies were associated with peer victimization among African American youth living in low-income urban communities, a group of youth at risk for high levels of exposure to violence and victimization. It was hypothesized that more use of these strategies would be associated with less peer victimization. Method: The study comprised of 534 African American youth from low-income communities located in Chicago's Southside. Multivariate regression analysis was conducted to identify which coping strategies, when assessed simultaneously, were associated with a lower risk of peer victimization. Results: Results indicated that defensive behavior was negatively associated with peer victimization. Higher levels of tough demeanor and affiliation with family and community members were associated with higher levels of peer victimization. Coping strategies of avoidance and establishing a reputation were not significantly associated with peer victimization. Conclusion: Peer affiliation does not always contribute to positive outcomes, particularly among adolescents in urban areas. A further examination of the coping strategies and socialization processes of urban African American youth in low-resourced communities is warranted.