青少年网络受欺负与自伤的关系:友谊质量与反刍思维的调节作用

为探讨青少年网络受欺负与自伤行为的关系,以及友谊质量和反刍思维在二者关系中的调节作用,采用青少年自我伤害问卷、网络受欺负问卷、友谊质量问卷等对1805名青少年进行调查。结果表明,网络受欺负对自伤行为有正向预测作用,且友谊质量和反刍思维共同调节二者的关系,即在低友谊质量高反刍思维的情况下,网络受欺负对青少年自伤行为有明显影响。提示心理干预者要注意帮助网络受欺负者寻找同伴友谊情感支持和构建理性健康认知模式。     

Do incompatible arguments cause extensive processing in the evaluation of arguments? The role of congruence between argument compatibility and argument quality

Previous studies have demonstrated that arguments incompatible with prior beliefs are subjected to more extensive refutational processing, scrutinized longer, and judged to be weaker than arguments compatible with prior beliefs. However, this study suggests whether extensive processing is implemented when evaluating arguments is not decided by argument compatibility, but by congruence between two evaluating tendencies elicited by both argument compatibility and argument quality. Consistent with this perspective, the results of two experiments show that relative to congruent arguments, participants judged arguments eliciting incongruent evaluating tendencies as less extreme in strength, spent more time, and felt more hesitant generating strength judgments for them. The results also show that it is mainly incongruent arguments, not congruent arguments, whose strength ratings were more closely associated with the perceived personal importance of the issue, which intensified the tendency to evaluate arguments depending on argument compatibility. These results suggest that it is the incongruity between argument compatibility and argument quality, and not simply the argument compatibility, that plays a more important role in activating an extensive processing in the evaluation of arguments.     

A Brief Group Cognitive-Behavioral Program for the Prevention of Depressive Symptoms in Chinese College Students

Depression is a problem among college students in China. Yet the use of preventative group cognitive-behavioral (CB) intervention is rare. One hundred and eighty Chinese college students who were identified as being at risk for depression were randomly assigned to three groups: 1) a brief group cognitive–behavioral (CB) intervention, 2) a supportive group (SG) intervention, and 3) a wait-list control condition. The Zung Self-Rating Depression Scale (SDS), the Zung Self-Rating Anxiety Scale (SAS), and the Chinese College Student Adjustment Scale (CCSAS) were administered at pre-test, post-test, and six-month follow-up. Analysis of variance (ANOVA) conducted among the three groups revealed that the CB group demonstrated significantly less increase in measures of primary symptoms of anxiety and depression than the wait-list controls at post-test and six-month follow-up. The prevention effect of the SG group was significant only at the six-month follow-up. CB participants also showed significantly greater improvements in social adjustment than did SG participants and controls at the post-test and six-month follow-up.     

Perceiving the World Through Group-Colored Glasses: A Perceptual Model of Intergroup Relations

Extensive research has investigated societal and behavioral consequences of social group affiliation and identification but has been relatively silent on the role of perception in intergroup relations. We propose the perceptual model of intergroup relations to conceptualize how intergroup relations are grounded in perception. We review the growing literature on how intergroup dynamics shape perception across different sensory modalities and argue that these perceptual processes mediate intergroup relations. The model provides a starting point for social psychologists to study perception as a function of social group dynamics and for perception researchers to consider social influences. We highlight several gaps in the literature and outline areas for future research. Uncovering the role of perception in intergroup relations offers novel insights into the construction of shared reality and may help devise new and unique interventions targeted at the perceptual level.     

Psychologists in Academic Health Centers and Medical Centers: Being Visible,Relevant and Integral

Psychologists play key roles in academic health centers. This article is an outgrowth of a presentation at the 2015 Conference of the Association of Psychologists in Academic Health Centers addressing various strategies by which psychologists can effectively adapt to and develop successful careers in medical schools, academic health centers, and teaching hospitals. The authors encourage early career and mid-career psychologists in academic health centers to be active, engaged members of their institutions and to participate in multiple aspects of the research, educational, and clinical missions.     

Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

Telepractice has emerged as a potentially effective means of preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). The purpose of this study was to evaluate the use of telepractice to train interventionists to implement incidental teaching with preschool children with ASD. Three interventionists were taught to implement incidental teaching using a telepractice training package consisting of an online module, self-evaluation, and delayed performance feedback delivered via videoconferencing. A single-case multiple-baseline across-participant design was employed to evaluate the effects of the telepractice training package on interventionist acquisition and maintenance of incidental teaching. The distal effects of interventionist implementation of incidental teaching on child mands were also evaluated. Results showed that following the telepractice training program, interventionist implementation fidelity improved and child mands increased. Within six telepractice sessions, all interventionists reached the preset performance criteria of four consecutive sessions above 90 % fidelity. Changes in interventionist and child behaviors maintained at 2- and 4-week follow-up sessions. Taken together, these results suggest that telepractice is a promising method of providing instruction in incidental teaching to interventionists of young children with ASD.