Emotion and false memory: How goal-irrelevance can be relevant for what people remember

Elaborating on misleading information concerning emotional events can lead people to form false memories. The present experiment compared participants’ susceptibility to false memories when they elaborated on information associated with positive versus negative emotion and pregoal versus postgoal emotion. Pregoal emotion reflects appraisals that goal attainment or failure is anticipated but has not yet occurred (e.g., hope and fear). Postgoal emotion reflects appraisals that goal attainment or failure has already occurred (e.g., happiness and devastation). Participants watched a slideshow depicting an interaction between a couple and were asked to empathise with the protagonist's feelings of hope (positive pregoal), happiness (positive postgoal), fear (negative pregoal), or devastation (negative postgoal); in control conditions, no emotion was mentioned. Participants were then asked to reflect on details of the interaction that had occurred (true) or had not occurred (false), and that were relevant or irrelevant to the protagonist's goal. Irrespective of emotional valence, participants in the pregoal conditions were more susceptible to false memories concerning goal-irrelevant details than were participants in the other conditions. These findings support the view that pregoal emotions narrow attention to information relevant to goal pursuit, increasing susceptibility to false memories for irrelevant information.     

A Relational Approach to Genetic Counseling for Hereditary Breast and Ovarian Cancer

Ethical issues arise for genetic counselors when a client fails to disclose a genetic diagnosis of hereditary disease to family: they must consider the rights of the individual client to privacy and confidentiality as well as the rights of the family to know their genetic risk. Although considerable work has addressed issues of non-disclosure from the client’s perspective, there is a lack of qualitative research into how genetic counselors address this issue in practice. In this study, a qualitative approach was taken to investigate whether genetic counselors in Australia use a relational approach to encourage the disclosure of genetic information from hereditary breast and ovarian cancer (HBOC) clients among family members; and if so, how they use it. Semi-structured qualitative interviews were conducted with 16 genetic counselors from selected states across Australia. Data collection and analysis were guided by a basic iterative approach incorporating a hybrid methodology to thematic analysis. The findings provide indicative evidence of genetic counselors employing a relational approach in three escalating stages––covert, overt and authoritative––to encourage the disclosure of genetic information. The findings lend credence to the notion that genetic counselors envision a form of relational autonomy for their clients in the context of sharing genetic information, and they depart from individualistic conceptions of care/solely client-centered counseling when addressing the needs of other family members to know their genetic status.     

A randomized-control trial for the teachers’ diploma programme on psychosocial care,support and protection in Zambian government primary schools

Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.     

Should Humans Colonize Other Planets? No

In certain segments of the space community, the idea of colonizing other planetary bodies has been popular for decades. Disproportionate attention to this idea in the mass media, and lip service from key U.S. government officials, may convey the impression that the goal of space colonization¹1. Though some advocates now eschew the term “colonization” in favor of “settlement” when advocating for human expansion to other planetary bodies, the author makes no distinction between the two terms in this particular case and will use the term colonization.View all notes and exploitation is universally embraced. This author will argue that this is not the case, and, further, should not be. Given the current state of humankind’s overall ethical and moral development, humans should clean up the mess they have made on their home planet and learn how to take care of one another here before they go off into space.     

Who Says It's Sexual Harassment? The Effects of Gender and Likelihood to Sexually Harass on Legal Judgments of Sexual Harassment1

The effects of participants’ gender and propensity to sexually harass were examined in a sexual harassment case in which the gender of the harassers and victim were manipulated systematically. Male and female participants scoring either high or low on the Likelihood to Sexually Harass (LSH) scale (Pryor, 1987) reviewed an ostensibly real hostile work environment case and made judgments about the case. When participants were the same gender as the victim, individual differences in LSH failed to influence their judgments. When the participants’ gender was the opposite of the victim's, those low in LSH perceived the behaviors as more likely to be sexual harassment than those high in LSH. These results are discussed and their implications considered.     

Are Gender Differences in Basic Human Values a Generational Phenomenon?

The Schwartz Value Survey (SVS) was administered to 979 Canadian knowledge workers to determine whether differences in value priorities between men and women differed significantly between members of the Baby Boomer generation and members of Generation X. Multivariate analysis of covariance controlling for education, income, and scale use revealed a significant gender-by-generation interaction, which signifies that the patterns of differences between men's and women's value priorities were different for Baby Boomers and Generation Xers. Four of the 10 SVS value types (i.e., power, tradition, universalism, and achievement) were associated with both gender and generation. A number of other value types were associated solely with generation. The findings suggest that both gender and generation are important variables in the study of values and should not be considered in isolation of each other.     

Spirituality: A Coping Mechanism in the Lives of Adults With Congenital Disabilities

The purpose of this study was to gain insight into the perspective of individuals with congenital disabilities about spirituality as a coping mechanism during crucial times in their lives. Qualitative analysis of interviews assessing turning points in the lives of 15 adults (6 women and 9 men; M = 37 years) with spina bifida, cerebral palsy, or attention deficit disorder was performed to determine how spirituality assisted them at these crucial times. Four recurring themes were identified: God as a guiding force, inner strength, meaning in life, and appropriateness of the use of spirituality in counseling. The authors discuss their findings and the use of spirituality in counseling adults with congenital disabilities.     

Adolescents’ Perceptions of Family Connectedness,Intrinsic Religiosity,and Depressed Mood

Using a sample of 248 ninth and tenth grade students at public high schools, we examined adolescents’ perceptions of family connectedness, intrinsic religiosity, and adolescents’ gender in relation to depressed mood and whether intrinsic religiosity and gender moderated the association of aspects of family connectedness to adolescent depressed mood. Using hierarchical multiple regression analyses we tested models separately for three forms of family connectedness (overall family cohesion, mothers’ support, and fathers’ support), intrinsic religiosity, and depressed mood. In each model, family connectedness was negatively associated with depressed mood. Intrinsic religiosity was not significantly associated with depressed mood. However, in the mothers’ support model, both a two-way interaction (mothers’ support × intrinsic religiosity) and a three-way interaction (adolescents’ gender × mothers’ support × intrinsic religiosity) were significantly related to depressed mood. In the two-way interaction, higher intrinsic religiosity was a moderator, strengthening the association between mothers’ support and depressed mood. In the three-way interaction, gender differences were found. For boys, high intrinsic religiosity strengthened the association between mothers’ support and depressed mood. Among girls, when mothers’ support was low, intrinsic religiosity provided an additional source of connectedness in protecting against depressed mood. Our findings show that connectedness in overall family systems, mother–adolescent subsystems, and father–adolescent subsystems are all important to emotional resilience in adolescents by protecting against depressed mood. Future studies of adolescent religiosity may benefit from including diverse forms of family connectedness in understanding the protective processes provided by aspects of religiosity in promoting adolescents’ emotional resilience.