Short Form of the Social Anxiety Scale for Adolescents among community and institutionalized Portuguese youths

Background/Objective: Social anxiety is a common issue arising in adolescence that can cause significant impairment and have detrimental consequences for development in the absence of treatment. In this study we examined the factor structure and the psychometric properties of a 12-item short form of the Portuguese-Language Social Anxiety Scale for Adolescents (SAS-A-SF). Method: A community adolescent sample (N = 835) and a young offender sample (N = 244) completed the SAS-A, the Basic Empathy Scale and the Reactive-Proactive Aggression Questionnaire. Confirmatory factor analysis, internal consistency, cross gender and cross sample invariance, convergent and discriminant validity of the SAS-A-SF were analyzed. Results: The confirmatory factor analysis revealed that the 3-factor second-order model obtained the best fit.The results provided evidence that the SAS-A-SF is a psychometrically sound instrument that shows measurement invariance across genders and across samples, good reliability and positive correlations with empathy. Conclusions: The Portuguese version of SAS-A-SF is a useful, time-efficient tool for both researchers and practitioners who need to assess social anxiety, a relevant construct in adolescent psychopathology.     

Positive and problematic support,stress and quality of life in patients with systemic lupus erythematosus

Background and Objectives: Systemic lupus erythematosus (SLE) is a chronic autoimmune disease. Previous studies showed that perceived social support has an important role in enhancing patient's quality of life (QOL). However, the precise mechanisms through which social support exerts such an effect are not completely understood. The aim of this paper is to test two alternative models explaining the relationship between social support (positive and problematic) and two dimensions of QOL: Health-Related (HR-QOL) and Non-Health-Related (NHR-QOL). Design: Model A (mediation) hypothesized that positive support would reduce stress while problematic support would increase stress), and that this in turn would reduce QOL. Model B (moderation) hypothesized that the effect of support on QOL would be moderated by the experience of stress in that more stressed individuals would show stronger effects. Methods: Three hundred and forty-four Italian patients with SLE completed an online questionnaire. Results: Stress partially mediated the relationship between support and QOL dimensions (either HR-QOL and NHR-QOL) thus supporting Model B. As hypothesized, positive support reduced stress, while problematic support increased stress. Conclusions: These findings help to explain the complex relationship between social support, stress and QOL in patients with SLE.     

Do people turn to visible reminders of group identity under stress?

How do people cope with stress? Research suggests that people have a number of strategies, including turning to the groups to which they belong, increasing feelings of identification and affiliation. We examine a novel extension of this strategy: adopting visible reminders of one's group identity. In two experiments (Ns = 103 and 194), we explore whether students are more likely to use an artifact that displays their university identity in situations of high, compared to low, evaluative stress. In Experiment 1, students were more likely to choose a university‐branded pen (vs. an identical unbranded pen) to complete exam questions when their performance would be evaluated versus not. In Experiment 2, we found the tendency to use a university‐branded pen in the face of evaluative stress emerged only among people who found the evaluation personally relevant. In addition, we present converging results from two observational studies suggesting that students are more likely to wear clothing that signals their university identity on exam days compared to control days. These findings suggest that people may turn to visible reminders of group membership when facing evaluative stress. Although we found no consistent evidence for a psychological mechanism underlying this effect, we speculate about theoretically relevant possibilities.     

Introducing systems change in the schools: the case of school luncheons and vending machines

A major public health crisis facing America’s society is the increase in child and youth obesity, which has seen a fourfold increase in the last four decades. Major concerns include what children eat for school lunch and what other foods are available in schools. This paper illustrates efforts towards systems change in the luncheon program and food vending machines in the Chicago Public Schools. We discuss the different factors that lead to such changes using the framework of the social ecological model and the soft systems methodology, and we analyze how the resulting innovation was implemented and evaluated. First, we present a theoretical perspective to explain factors that influence children’s eating patterns from a systems approach. Second, we discuss the antecedent factors that lead to systems change. Finally, we examine challenges to systems change, such as resistance to change, different stakeholder priorities, lack of resources, institutional bureaucracy, and unrealistic funder expectations.     

Selective retrieval and induced forgetting in eyewitness memory

This study analyses retrieval‐induced forgetting (RIF) in eyewitness memory. Selective retrieval of specific information about an event could cause eyewitnesses to forget related contents. Based on a video of a man being robbed while withdrawing money from a cash machine, we examined the effects of partial retrieval on the most relevant aspects of the event: actions (Experiment 1) and offender characteristics (Experiment 2), in both immediate and long‐term recall (24 hours). In both experiments long‐term recall was a replica of immediate recall for correct information as well as errors. The effects of partial retrieval practice were also repeated in long‐term recall. Conventional RIF was found for offender characteristics but selective retrieval of the actions of the event produced no comparable effect. It is assumed that the organisation and integration of the actions of the event protected them from RIF. Copyright © 2006 John Wiley & Sons, Ltd.     

Identity and counsellor preference†

This study investigated the relationship of identity development, measured by the Self-Identity Inventory (SII), universal-diverse orientation (UDO), measured by the Miville-Guzman Universality-Diversity Scale- Short (M-GUDS-S), to counsellor preference in a sample of 365 university students. After controlling for personal identity demographic variables, multiple regression analysis indicated SII and UDO accounted for significant additional variance in counsellor preference with Immersion (SII Scale 3), Relativistic Appreciation (MGUDS-S Subscale 2) and Comfort with Differences (MGUDS-S Subscale 3), identified as significant unique predictors. A canonical correlation analysis performed with 11 individual counsellor preference variables as criterion variables and 9 identity salience variables as predictor variables to explore the relationships between identity salience and counsellor preference yielded three significant canonical functions.     

Sense of community,civic engagement and social well‐being in Italian adolescents

This study investigates the relationship between sense of community, civic engagement and social well‐being in a sample of Italian adolescents. Participants were 14–19 year‐old high school students (N = 566) from two demographically distinct cities. Participants completed a questionnaire assessing sense of community, social well‐being (Keyes, 1998 ), involvement in structured group activities (group membership) and civic engagement. Results showed that involvement in formal groups is associated with increased civic involvement and increased sense of community. Sense of community predicts social well‐being and explains some of the association between civic engagement and social well‐being. Findings suggest that, to increase social well‐being, it is important to provide adolescents with more opportunities to experience a sense of belonging to the peers' group and promote prosocial behaviours in the community context. Copyright © 2007 John Wiley & Sons, Ltd.     

Interpersonal sensitivity, partner support, patient-physician communication, and sexual functioning in men recovering from prostate carcinoma

Prostate carcinoma (PC) is the most commonly diagnosed cancer in men. Treatments for localized PC are associated with side effects including sexual dysfunction, which has been linked to decrements in health-related quality of life and elevated distress levels. In this study, we examined the relationship between 2 personality traits, interpersonal sensitivity and lack of sociability, assessed by the Inventory of Interpersonal Problems (IIP; Pilkonis, Kim, Proietti, & Barkham, 1996) and recovery of sexual functioning in 121 men (M age = 60.6 years) recently treated with radical prostatectomy. Interpersonal sensitivity refers to the predisposition to perceive and elicit criticism and rejection from others; lack of sociability refers to chronic difficulties taking the initiative in interpersonal situations. After adjusting for relevant covariates, interpersonal sensitivity, but not sociability, was significantly associated with lower levels of sexual functioning. Patient-physician communication and partner perceived social support were explored as mediators of this relationship. Although interpersonal sensitivity was significantly associated with both poorer patient-physician communication and lower levels of partner support, the results did not support mediation. This study provides preliminary evidence that certain IIP-assessed interpersonal styles may complicate the recovery of sexual functioning after surgical treatment for PC.     

Expectations and perceptions at school transitions: The role of peer status and aggression

This study integrated research on aggression, peer status, and social and academic functioning across the middle- and high-school transitions. We examined how peer status and aggression are related to adolescents' expectations about their academic and social functioning in a new school system before the transition into that system, and their perceived academic and social functioning after the transition. Social preference, perceived popularity, overt and relational aggression, and social and academic expectations were assessed in Grades 5 and 8; identical peer status and aggression constructs and perceived social and academic functioning were assessed in Grades 6 and 9. Results indicated moderate correlations between adolescents' social and academic expectations and perceived functioning across both school transitions. Girls reported higher social and academic functioning than boys did in most cases. Perceived popularity was consistently positively associated with academic and social expectations for middle and high school, whereas social preference was associated with perceived social functioning in both middle school and high school. The link between aggression and outcome variables varied by age and was moderated by gender and peer status.     

Time (also) flies from left to right

Everyday linguistic expressions in many languages suggest that back and front space is projected onto temporal concepts of past and future (as in the sentencewe are years ahead of them). The present experiment tested the psychological reality of a different space-time conceptual metaphor—projecting the past to left space and the future to right space—for which there are no linguistic traces in any language. Participants categorized words as referring to the past or to the future. Irrelevant to this task, words appeared either to the left or right of the screen, and responses were given by keypresses of the left or right hand. Judgments were facilitated when word position and response mapping were congruent with the left-past right-future conceptual metaphor. These results are discussed in the context of current claims about the embodiment of meaning and the possible mechanisms by which conceptual metaphors can be acquired.