Chris M. Coombe  P. Paul Chandanabhumma  Prachi Bhardwaj  Barbara L. Brush  Ella Greene-Moton  Megan Jensen  Laurie Lachance  S.Y. Daniel Lee  Melanie Meisenheimer  Meredith Minkler  Michael Muhammad  Angela G. Reyes  Zachary Rowe  Eliza Wilson-Powers  Barbara A. Israel 《American journal of community psychology》2020,66(3-4):427-438

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Ronald M. Rapee  Therese Shaw  Caroline Hunt  Kay Bussey  Jennifer L. Hudson  Cathrine Mihalopoulos  Clare Roberts  Sally Fitzpatrick  Naomi Radom  Tommy Cordin  Melanie Epstein  Donna Cross 《Aggressive behavior》2020,46(3):193-209

Despite the extensive evaluation of school-based interventions for bullying, victimization remains a significant problem in schools. Bullying victimization is significantly predicted by contextual (school-related) factors. As a consequence whole-school programs have been commonly used to prevent and reduce bullying victimization. Evidence also points to individual risk factors (such as emotional distress) in predicting victimization, yet programs to prevent bullying victimization by changing these individual risks are far less developed. Few studies have approximated “real-world” implementation conditions in their trials. The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization together with a targeted intervention for at-risk students, teaching them individual and dyadic strategies to reduce their anxiety and manage victimization, allowing schools some latitude to implement programs as they typically would. Students from Grades 3 and 4 (N = 8,732) across 135 schools were randomly assigned to one of four conditions: combined intervention; whole-school intervention only; individual intervention only; and care as usual. Victimization decreased significantly and similarly across all four conditions at 12 and 24 months following baseline. Similar reductions and failure to discriminate conditions were found on other key constructs: anxiety; bullying perpetration; and depression. Possible reasons for the failure to demonstrate victimization prevention differences and lessons learned from this large, effectiveness trial are considered.  相似文献   

    

Clemens M. Lechner  Melanie V. Partsch  Daniel Danner  Beatrice Rammstedt 《The British journal of mathematical and statistical psychology》2019,72(3):426-446

Acquiescence (‘yea-saying’) can seriously harm the validity of self-report questionnaire data. Towards a better understanding of why some individuals and groups acquiesce more strongly than others do, we developed a unified conceptual framework of acquiescent responding. Our framework posits that acquiescent responding is a joint function of respondent characteristics (e.g. age, education, values), situational/survey characteristics (e.g., interview privacy, respondents’ interest), and cultural characteristics (e.g., social norms, economic development). The framework posits two putative mechanisms through which these characteristics may relate to acquiescence: cognitive processing capacities and deferential communication styles. Multilevel analyses using data from 60 heterogeneous countries from the World Values Survey (N = 90,347) support our framework's proposition that acquiescence is a joint function of respondent, situational, and cultural characteristics. Acquiescence was higher among respondents who were older (over 55 years old), less educated, who valued deference (i.e., conformity and tradition), and, unexpectedly, were male. Interview privacy corresponded to lower acquiescence, but this association was small and vanished after including respondent characteristics. Unexpectedly, acquiescence was higher in interviewees who showed a stronger interest in the interview. Finally, acquiescence was considerably higher in countries with stronger social norms of deference. We discuss implications of these findings for the validity of research based on self-report data and delineate how our framework can guide future inquiries into acquiescent responding.  相似文献   

    

Rosen  Melanie 《Synthese》2019,198(17):4107-4142

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Mary Cwik  Novalene Goklish  Kristin Masten  Angelita Lee  Rosemarie Suttle  Melanie Alchesay  Victoria O'Keefe  Allison Barlow 《American journal of community psychology》2019,64(1-2):137-145

The White Mountain Apache Tribe have developed an innovative curriculum that connects youth through Elders to their heritage, traditions, and culture, which has been proven to be a protective factor for native Americans. The development process took 4½ years and included community stakeholder buy‐in, Elders’ Council group formation, extensive formative work to identify content, iterative feedback between curriculum writers and Elders, and Elder training prior to implementation. Members of the Elders’ Council have been visiting the local schools to teach youth about the Apache culture, language, and way of life since February 2014 reaching over 1000 youth. This approach demonstrates a promising upstream suicide prevention strategy. We discuss the process of development, implementation, and lessons learned, as this curriculum has potential for adaptation by other Indigenous communities.  相似文献   

    

Anne F. Farrell  Melissa A. Collier‐Meek  Melanie J. Furman 《American journal of community psychology》2019,63(3-4):378-390

Federally funded out‐of‐school time (OST) programs provide academic support, enrichment, and safety for students and families in low‐resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out‐of‐School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff‐ and program‐level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program‐wide outcomes is critical for supporting youth in low‐resource communities.  相似文献   

    

Melanie Sauerland  Anna Sagana  Harald Merckelbach 《Applied cognitive psychology》2019,33(4):682-692

Ethics committees (ECs) regulate research activities to maintain research participants' autonomy and to protect them from harm and injury. No research to date attempted to establish how much risk is involved in social‐science research. Using a survey approach, we set out to estimate the risk of being involved in an incident for research participants in legal psychology and assessed researchers' views of ECs. Fifty‐nine of 188 respondents (31%) stated that they had experienced one or more incidents with a participant. The estimated risk of being involved in an incident was one to three per 10,000 participants, which according to biomedical standards defines a rare risk. Although some researchers were satisfied with their EC, the general tenor was one of discontent due to conservative decision‐making, lacking expertise, and overstepping demands. Whether ECs succeed in protecting participants from loss of autonomy, harm and injury are unknown but are open to empirical research.  相似文献   

    

Heather D. Flowe  Joyce E. Humphries  Melanie K. Takarangi  Kasia Zelek  Nilda Karolu  Fiona Gabbert  Lorraine Hope 《Applied cognitive psychology》2019,33(3):393-413

We experimentally examined the effects of alcohol consumption and exposure to misleading postevent information on memory for a hypothetical interactive rape scenario. We used a 2 beverage (alcohol vs. tonic water) × 2 expectancy (told alcohol vs. told tonic) factorial design. Participants (N = 80) were randomly assigned to conditions. They consumed alcohol (mean blood alcohol content = 0.06%) or tonic water before engaging in the scenario. Alcohol expectancy was controlled by telling participants they were consuming alcohol or tonic water alone, irrespective of the actual beverage they were consuming. Approximately a week later, participants were exposed to a misleading postevent narrative and then recalled the scenario and took a recognition test. Participants who were told that they had consumed alcohol rather than tonic reported fewer correct details, but they were no more likely to report incorrect or misleading information. The confidence–accuracy relationship for control and misled items was similar across groups, and there was some evidence that metacognitive discrimination was better for participants who were told that they had consumed alcohol compared with those told they had tonic water. Implications for interviewing rape victims are discussed.  相似文献   

    

Melanie Sauerland  Nick J. Broers  Kim van Oorsouw 《Applied cognitive psychology》2019,33(3):370-385

In two field studies, bar tenants (Ns = 86 and 190, respectively) were successively approached by confederates C1 and C2 on a night out. Confederate C3 then presented participants with a six‐person target‐absent or target‐present lineup concerning C1 or C2 (immediate test). Several days later, participants viewed a lineup regarding the confederate they had not attempted to identify earlier (C1/C2; delayed test). An immediate compared with a delayed, sober identification test did not increase the risk of a false identification decision. A blood alcohol concentration of 0.06–0.07% best discriminated accurate from inaccurate decisions. Choosers with a blood alcohol concentration ≤ 0.06% showed excellent calibration and little overconfidence, and their confidence was a strong indicator of accuracy (i.e., good resolution). Choosers with a higher intoxication level displayed poor calibration and strong overconfidence. Nonchoosers were generally poorly calibrated. Combined analyses showed a negative effect of intoxication on one's ability to discriminate the target from nontargets.  相似文献   

    

Melanie C. Green  Kaitlin Fitzgerald  Melissa M. Moore 《Psychological inquiry》2019,30(2):99-102

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