Socially Optimized Learning in a Virtual Environment: Reducing Risky Sexual Behavior Among Men Who Have Sex With Men

A socially optimized learning approach, which integrates diverse theoretical perspectives, places men who have sex with men (MSM) in an interactive virtual environment designed to simulate the emotional, interpersonal, and contextual narrative of an actual sexual encounter while challenging and changing MSM's more automatic patterns of risky responses. MSM assume a character's identity and are scaffolded in their decision‐making and relearning process by supportive, and often humorous, peer coaches who encourage situated learning of self‐regulatory and behavioral skills, and tailor and frame their responses to be responsive to the men's behavioral choices. In a longitudinal design, participants were randomly assigned to receive either an interactive video (IAV) intervention with peer counseling or to a peer‐counseling‐alone control. Compared to the counseling alone, men who also received the IAV reduced risky anal sex behaviors and increased protected anal sex behaviors.     

Increasing Psychological Capital: A Pre-Registered Meta-Analysis of Controlled Interventions

The aim of this meta-analysis was to evaluate the overall effectiveness of interventions designed to enhance psychological capital (PsyCap), well-being, and performance. We used inclusion criteria such as: to have an experimental design, the sample to be formed by employees or students, to contain a measure of PsyCap, and a control group. Forty-one trials (N_total = 3,911) met these criteria. The overall effect of the interventions on all PsyCap variables was significant but small (d = 0.34, k = 41, Z = 6.74, p < .001). Separate analyses on each of the PsyCap variables also revealed significant effects: small effects on developing PsyCap (d = 0.26, k = 9, Z = 4.37, p < .001), hope (d = 0.22, k = 5, Z = 2.26, p < .05), self-efficacy (d = 0.37, k = 18, Z = 4.11, p < .001), and optimism (d = 0.36, k = 12, Z = 2.52, p < .05), and a small to medium effect for resilience (d = 0.49, k = 12, Z = 3.61, p < .001). The effectiveness of the PsyCap interventions on well-being and performance is also significant.     

Military Veterans' Experiences with Suicidal Ideation: Implications for Intervention and Prevention

We sought to understand Operation Enduring Freedom and Operation Iraqi Freedom (OEF/OIF) veterans' experiences with suicidal ideation. Semi‐structured interviews with 34 OEF/OIF veterans addressed circumstances leading up to disclosure of suicidal ideation during brief clinical assessments. We used an iterative, inductive and deductive thematic analysis approach. Results revealed three pervasive, persistent domains that reinforce the uniqueness of veteran suicidal thoughts: military culture, difficult deployment experiences, and postdeployment adjustment challenges. Within postdeployment, we identified four themes that serve as intervention targets: adjusting to civilian culture, changes to sense of self, feeling overwhelmed by stressors, and lacking life purpose or meaning.     

Depression versus anxiety: Processing of self- and other-referent information

Abstract

Depression and anxiety are psychopathological states that have been closely related in clinical. empirical. and theoretical investigations. Cognitive approaches to the emotional disorders suggest that depressed and anxious individuals can be differentiated on the basis of the specific content of their self-referent judgements and information processing. The present investigation provided a stringent test of the content-specificity hypothesis by iomparing depressed. anxious. and nondepressed-nonanxious subjects' processing of positive and negative depression-relevant, anxiety-relevant. and control content adjectives for themselves and a well-known other (their best friends). Based on judgement and reaction time measures. the content-specificity hypothesis was supported. Depressed subjects were unique in exhibiting balanced endorsements and processing of positive and negative traits. suggesting that they possessed self-schematil with mixed positive and negative content. In contrast. anxious subjects were unique in ascribing more negative than positive anxiety-relevant traits to themselves and in processing negative anxiety-relevant traits fitstcr than depression-relevant traits. In addition. depressed and anxious subjects' self-referent processing was specific to the self: both groups' judgements were more negative for themselves than for their best friends. The findings are discussed with regard to their implications for cognitive differences between depression and anxiety and the specificity of the “depressive evenhandedness” effect.     

Primary school children rate children with autism negatively on looks,speech and speech content

Adults and adolescents form negative first impressions of ASD adults and children. We examined the first impression ratings of primary school children (6–9 years) of their ASD peers. 146 school children rated either silent videos, speech or transcribe speech from 14 actors (7 ASD, 7 TD). The ASD actors were rated more negatively than the typically developing actors on all three stimulus types. Children with ASD are likely to be judged more negatively than their peers at the very start of their formal education. Contrary to previous research, for primary school children, the content of the speech was judged as negatively as the delivery of the speech.     

Maternal and Paternal Psychological Control Dimensions: Relations with Adolescent Outcomes

Journal of Child and Family Studies - Parental psychological control (PC) is an emotionally manipulative parenting behavior that is used to control adolescents’ thoughts, feelings, and...