The Sustainable Development Goals (SDG) initiative provided a window of opportunity to transform understandings of health and well-being to monitor progress in these areas across the globe between 2015 and 2030. SDG 3 on health and well-being is used to illustrate how this opportunity was missed. Despite widespread global consultations with stakeholders and a global climate of more holistic approaches to health and well-being, SDG3, along with many of the other SDGs, remains stuck in traditional twentieth century discourse about measures of progress. The reasons for this inertia and possible initiatives which might act as a catalyst for change are explored. 相似文献
Contingent attentional capture costs are doubled or tripled under certain conditions when multiple attentional sets guide visual search (e.g., “search for green letters” and “search for orange letters”). Such “set-specific” capture occurs when a potential target that matches one attentional set (e.g., a green stimulus) impairs the ability to identify a temporally proximal target that matches another attentional set (e.g., an orange stimulus). In the present study, we examined whether these severe set-specific capture effects could be attenuated through training. In Experiment 1, half of participants experienced training consisting of mostly trials involving a set switch from distractor to target, while the other half experienced training consisting of mostly trials in which a set switch was not required. Upon test, participants trained on set switches produced greatly reduced set-specific capture effects compared to their own pretraining levels and compared to participants trained on trials without a set switch. However, in Experiments 2 and 3, we found that these training effects did not transfer to a new color context or even a single new target color, indicating that they were specific and involved low-level associative learning. We concluded that set-specific capture is pervasive and largely immutable, even with practice.
Parental approaches to communicating information about genetic disorders to their children may be an important determinant
in how the children manage stress as well as their adjustment and adaptation to that information. We explored communication
patterns through structured interviews with 46 parents of daughters who learned about their genetic risk status as minors.
Three different levels of knowledge about fragile X syndrome were explored: 1) informing that it has been diagnosed in the
family and is an inherited disorder, 2) informing about the possibility of a daughter being a carrier, and 3) if testing had
been done, informing the daughter of her actual carrier status. Additionally, parental perceptions of their daughter’s understanding
of the information were explored along with frequency of discussions. We found that communication about genetic risk was initiated
by the parents. Five disclosure patterns were identified with variations in style, content, and frequency of communication
related to the information that was being disclosed. Aspects of resilient communication were present for all levels of disclosure;
however, as the information became more personally relevant for the daughter such as disclosure about the possibility of “being
a carrier” for fragile X syndrome and there was uncertainty regarding potential outcomes, the conversations included fewer
resilient characteristics. Uncertainty about what and how to present information may negatively affect a parent’s ability
to include elements of resilient communication when disclosing genetic risk information. 相似文献
A theoretical and conceptual review of stressors facing urban career women in southeast Asian countries is presented within
a chronological age-bracket framework. Similarities and distinguishing differences from findings in the United States, Europe,
and Australia are discussed. Younger attractive women were more likely to encounter sexual harassment and be taken less seriously
at work. In the middle years, family demands with young children pose more of a distraction for the women. Southeast Asian
career women have an edge compared to their Western counterparts in better access to support for household duties and child-minding
from live-in maids and parents. However, they are expected to care for elderly parents and be responsible for efficient home
management. In higher management appointments, they face similar stressors in critical perceptions of their authority and
leadership by both men and women subordinates. Management initiatives to inculcate attitude change and transparency in addressing
convoluted and irrelevant gender-role expectations can yield substantial organizational benefits. 相似文献
The Effortfulness Hypothesis suggests that sensory impairment (either simulated or age-related) may decrease capacity for semantic integration in language comprehension. We directly tested this hypothesis by measuring resource allocation to different levels of processing during reading (i.e., word vs. semantic analysis). College students read three sets of passages word-by-word, one at each of three levels of dynamic visual noise. There was a reliable interaction between processing level and noise, such that visual noise increased resources allocated to word-level processing, at the cost of attention paid to semantic analysis. Recall of the most important ideas also decreased with increasing visual noise. Results suggest that sensory challenge can impair higher-level cognitive functions in learning from text, supporting the Effortfulness Hypothesis. 相似文献
The effects of a daytime nap on inter-session habituation to aversive visual stimuli were investigated. Healthy young adult volunteers viewed repeated presentations of highly negative and emotionally neutral (but equally arousing) International Affective Picture System (IAPS) photographs during two afternoon sessions separated by 2.5h. Half of the photographs were shown at both sessions (Repeated Sets) and half differed between sessions (Novel Sets). For each stimulus presentation, evoked skin conductance response (SCR), heart-rate deceleration (HRD) and corrugator supercilii EMG response (EMG), were computed and range corrected using respective maximum session-1 responses. Following each presentation, subjects rated each photograph on dimensions of pleasantness and arousability. During the inter-session interval, Nap subjects had a 120-min polysomnographically monitored sleep opportunity, whereas Wake subjects watched a non-stimulating video. Nap and Wake subjects did not differ in their subjective ratings of photographs. However, for Repeated-Set photographs, Nap subjects demonstrated greater inter-session habituation in SCR and EMG but a trend toward lesser inter-session habituation in HRD. These group differences were absent for Novel-Set photographs. Group differences across all measures were greater for negative stimuli. Occurrence of SWS during the nap was associated with greater inter-session habituation of EMG whereas occurrence of REM was associated with lesser inter-session habituation of SCR to negative stimuli. Sleep may therefore promote emotional adjustment at the level of somatic responses. Physiological but not subjective inter-session habituation to aversive images was enhanced by a daytime nap. 相似文献
We investigated the impact of required diversity courses on students' understanding of racial inequality and their social development with regard to racial outgroups, with a specific focus on the effects of student race and empathy as moderators of diversity course effectiveness. First-semester students (N = 173), enrolled in either diversity courses or introduction to psychology, completed surveys at the beginning and end of the semester. Diversity courses increased understanding of White privilege, acknowledgment of blatant racism, and intersectional consciousness overall, but had a greater impact on intersectional consciousness for White students compared with students of color. White students taking diversity courses experienced a reduction in Protestant work ethic ideology that was absent for White students in psychology courses and for all students of color. Notably, empathy moderated the effect of diversity courses on both outgroup comfort and willingness to act to promote diversity. 相似文献
While a plethora of cognitive behavioral empirically supported treatments (ESTs) are available for treating child and adolescent
anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice
settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist
competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for
this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to
develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent
anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified
and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist
competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4)
consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically
supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall
model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of
competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide
implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines
for working with this population. This model thus brings us one step closer to bridging the gap between science and practice
when treating child and adolescent anxiety and depression. 相似文献