Locus of Control and Anti‐Immigrant Sentiment in Canada,the United States,and the United Kingdom

Using data collected in Canada, the United States, and the United Kingdom, this article examines the determinants of attitudes toward immigrants. In particular, we draw on the literature in social psychology to explore the role of locus of control in promoting more ethnocentric and restrictive attitudes towards immigration. We conceptualize control at three levels: (1) perceptions of individual locus of control (i.e., feeling that one can control one's own circumstances), (2) perceptions of societal control (i.e., feeling that one's country has control over immigration), and (3) perceptions of an outgroup's locus of control (i.e., feeling that an outgroup's social circumstances are attributable to dispositional rather than external factors). Results show that all three measures of control are important predictors of negative attitudes toward immigrants: Those who feel in control (personally or as a society) are less hostile towards immigrants, while those who attribute negative outcomes to immigrants' predispositions are also more hostile. Results also suggest that measures of control are related to, but distinct from, both partisanship and racial prejudice.     

Posttraumatic Stress Disorder and Emotion‐Focused Coping Among Disaster Mental Health Counselors

The authors surveyed 235 disaster mental health counselors (DMHCs) for levels of posttraumatic stress disorder (PTSD) symptom severity. A correlational design was used to examine the roles of adult attachment security, emotion regulation, and mindfulness in predicting PTSD symptoms among this group. Each of the 3 predictors was negatively correlated with PTSD symptom severity, and data supported a mediating role for emotion regulation. Results may inform DMHCs, other counselors, and individuals who train or deploy DMHCs.     

Self‐Stigma of Mental Illness and Help Seeking Among School Counselors

The authors reported the findings from a correlational investigation examining the relationship between school counselors' (N = 333) self‐stigma of mental illness, help‐seeking behaviors, burnout, stress, and life satisfaction. The authors used a path analysis to test a hypothesized causal framework that self‐stigma of mental illness contributed to help‐seeking behaviors, which contributed to stress and burnout. The findings showed that the data fit the hypothesized model. The authors discuss the implications of the findings.     

“Tell Me How That Makes You Feel”: Philosophy's Reason/Emotion Divide and Epistemic Pushback in Philosophy Classrooms

Alison Bailey has recently explored the nature of what she calls privilege‐evasive epistemic pushback or “the variety of willful ignorance that many members of dominant groups engage in when they are asked to consider both the lived experience and structural injustices that members of marginalized groups experience daily.” In this article, I want to use Bailey's argument to demonstrate how privilege‐evasive epistemic pushback is facilitated and obscured by the disciplinary tools of traditional Western philosophy. Specifically, through exploring philosophical cultures of justification and case studies, this work will reveal how students engage in privilege‐evasive epistemic pushback by deploying the reason/emotion divide and various philosophical norms and practices it underlies to protect their epistemic home turf. Then, I offer three emotion‐enhancing critical philosophical practices aimed at disrupting the ignorance‐promoting moves of privilege‐evasive epistemic pushback and, instead, engage emotion as epistemically significant.     

Do Parent and Teacher Report of ADHD Symptoms in Children Differ by SES and Racial Status?

Parent and teacher reports of symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children often differ from each other. These informant report differences may occur in systematic ways that vary by child socioeconomic status (SES) and race, but little is known about how SES and race together relate to parent and teacher report of ADHD symptoms in school-aged children. We examined the relationship between child SES, child race and parent and teacher reports of ADHD symptoms in two samples of school-aged Caucasian and African American children being evaluated for ADHD (N = 1056; N = 317). Multivariate regression was used to predict parent and teacher reports of ADHD symptoms from child SES, race, age, gender and interaction terms. The Wald test of parameter constraints was used to test the contrast between the predictors of interest and parent and teacher report of symptoms. In the second sample, we also examined observer report measures of ADHD symptoms during one-to-one testing and in the classroom. In both samples, lower SES was associated with higher levels of inattention symptoms, as reported by teachers, but not by parents. Lower SES was also associated with higher levels of hyperactivity/impulsivity symptoms, as reported by both teachers and parents. African American race was associated with higher levels of inattention and hyperactivity/impulsivity symptoms reported by teachers than reported by parents. Observer report measures showed a different pattern of associations with SES and race. Investigating how children’s SES and race influence cross-informant agreement on ratings of children’s behavior might lead to the development of better assessment practices and more accurate diagnoses for diverse child populations.     

Close Encounters With the Midwest: Forming Identity in a Bicultural Context

This study uses semi-structured interviews to examine how 16 people of Latvian heritage negotiated their cultural identities in high school (retrospectively) and at midlife (concurrently). Participants' high school and midlife cultural identity patterns were coded as marginalized, separated, assimilated, alternating integrated, or blended integrated. Although eleven participants were found to have had marginalized, separated, or alternating integrated patterns in high school, all 16 had either assimilated or blended integrated patterns at midlife. Further, there is evidence that the contexts in which identity negotiation occurred—specifically, the rigidity of the participants' Latvian and American contexts in high school and their relative openness at midlife—influenced these changes in pattern. The findings also underscore the importance of taking into account within-group differences when studying how people negotiate their cultural identities.     

Shedding Dialectical Tiers: A Social-Epistemic View

Is there a duty to respond to objections in order to present a good argument? Ralph Johnson argues that there is such a duty, which he refers to as the “dialectical tier“ of an argument. I deny the (alleged) duty primarily on grounds that it would exert too great a demand on arguers, harming argumentation practices. The valuable aim of responding to objections, which Johnson 's dialectical tier is meant to satisfy, can be achieved in better ways, as argumentation is a social-epistemic activity.     

Applying a creativity framework to animal cognition

In the field of creativity, psychologists typically only study humans and biologists or ethologists usually focus either on animal problem solving or consider creativity to be an evolutionary adaptation. Yet a fuller application of creativity principles to animal behavior may both shed insight into animal cognition and expand current notions of creativity. We propose a framework for animal creativity based both on animal behavior research and creativity theories. The framework proposes different creative capabilities required for each level—i.e., one does not have to complete level 2 to reach level 3, however one does have to possess higher creative abilities. The first level is the simple ability to recognize novelty. Next is observational learning, which raises questions about imitation, intention of behavior, and the cultural transmission of creative behaviors. At the peak is creating a tool or a behavior with the specific understanding that is new and different.     

When the sexes need not differ: Emotional responses to the sexual and emotional aspects of infidelity

This study assessed whether previously reported sex differences in jealousy could be accounted for by other related emotions. Participants were presented with hypothetical scenarios involving both a sexual and an emotional infidelity, then were asked how jealous, angry, hurt, and disgusted they would be (using continuous scales). The results replicate the sex difference in response to sexual and emotional infidelity, demonstrate that it is robust when continuous measures are used, and confirm that it is unique to jealousy. Sex differences did not emerge for anger, hurt, or disgust. Instead, sexual infidelity elicited greater anger and disgust, and less hurt, than emotional infidelity, for both women and men. The results also suggest that it is the jealous response to an emotional infidelity that best discriminates women from men, and that both women and those participants in a serious, committed relationship reported significantly greater intensity in their emotional reactions, as compared to men and those not in a committed relationship.     

Does Happiness Predict Medication Adherence among African Americans with Hypertension?

Poor medication adherence is a leading cause of excessive cardiovascular morbidity among African Americans. Many adherence-promoting interventions have addressed economic barriers, improved the patient-provider relationship, simplified regimens, and used reminder systems; however, the problem of low adherence remains intractable. Meanwhile, positive psychological attributes that might serve to promote medication adherence have not been fully explored. To address this gap, we examined the association between happiness and medication adherence among low-income African Americans with hypertension treated in a safety-net setting. Data were obtained from the Alabama Collaboration for Cardiovascular Equality, 2007?C2008. Happiness was measured using the 4-item scale of Lyubomirsky and Lepper; low, moderate, and high happiness were defined by tertiles because of the non-normal distribution. Medication adherence was assessed with the Morisky Medication Adherence Scale. Associations were quantified with ordinal logistic regression. Our sample of 573 African Americans was 71.6?% female and had an average age?±?SD of 53.6?±?9.7?years and a median happiness score of 5.2. Compared to participants with low happiness, the odds (OR; 95?% CI) of being in a better medication adherence category were greater for those with moderate (1.53; 1.02?C2.27) and high (2.26; 1.52-3.37) happiness, after adjusting for age, sex, income, education, and difficulty paying for medical care. Within this cohort of low-income African Americans with hypertension, participants with greater happiness exhibited better medication adherence. Although one interpretation of our study is that more adherent patients are naturally happier, our findings raise the possibility that adding happiness-boosting components may increase the effectiveness of more traditional adherence interventions.