An Integrative Clinical Approach to Cultural Competent Psychotherapy

To provide effective psychotherapy in cross-cultural situations, cultural issues need to be adequately addressed. We describe core concepts of cultural competence relevant for psychotherapists to consider. A contextualized approach to conducting cultural competent assessment and formulation is recommended, including the use of DSM-5 Outline for Cultural Formulation and Cultural Formulation Interview. We introduce a cultural competent framework to help therapists become more mindful of culturally relevant interactions in therapy. Finally, a three-tier system is proposed for the examination of psychotherapy models through a cultural lens. The concepts and framework described can be flexibly and pragmatically integrated into a therapist’s regular clinical work, increasing the therapy’s effectiveness across diverse populations.     

Associations Among Psychologically Controlling Parenting,Autonomy, Relatedness,and Problem Behaviors During Emerging Adulthood

The present study aimed to investigate the relations among perceived parental psychological control (PPC), autonomy and relatedness, and negative outcomes during emerging adulthood in two cultural contexts: Italy and the USA. More specifically, we explored the mechanisms through which dependency-oriented PPC (DPPC) and achievement-oriented PPC (APPC) are associated with both internalizing and externalizing difficulties, focusing on the mediating role of autonomy and relatedness. Participants were 418 European-American and 359 Italian college students. Results indicated that the expressions of PPC with regard to dependency and achievement were related to emerging adults’ negative outcomes through different pathways, and these effects were moderated by the cultural group. The implications of the findings for future related empirical investigations and clinical interventions were discussed.     

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

Evangelical students pose a distinctive set of challenges to higher education professionals. These students, though advantaged to some degree because of their Christian identity, commonly report feeling marginalized and silenced on college campuses. In light of these tensions, the purpose of this study was to examine how non-evangelical students come to an appreciative understanding of evangelical Christianity. Specifically, the research focused on the specific campus conditions and experiences that influence non-evangelical students’ appreciative attitudes toward evangelicals. Findings reveal distinct demographic, institution type, and academic major differences in those students’ perspectives toward their evangelical peers. Additionally, the results suggest that appreciative attitudes toward evangelicals are associated with non-evangelical students’ interfaith experiences, albeit to differing degrees based on self-identified worldview. Recognizing that the work of helping non-evangelical students develop an appreciative understanding of evangelicals is as complicated as it is challenging, especially in the collegiate context, the authors conclude with a discussion of implications for research and practice.     

Wandering eyes: Eye movements during mind wandering in video lectures

Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind wandering during video lectures. In the studies, mind wandering reports were collected by either self-caught reports or thought probes. Results were similar across the studies: mind wandering was associated with an increased allocation of fixations to the instructor's image. For fixations on the slides, the average duration increased but the dispersion decreased. Moreover, preliminary evidence suggested that fixation duration and dispersion can diminish soon after self-caught reports of mind wandering. Overall, these findings help advance our understanding of how learners' attention is affected during mind wandering and may facilitate efforts in objectively identifying mind wandering. Future research is needed to determine if these findings can extend to other instructional formats.     

Common Mental Health Challenges in a University Context in Hong Kong: a Study Based on a Review of Medical Records

Applied Research in Quality of Life - While numerous studies have suggested the rising prevalence of common mental disorders amongst university students, studies examining mental health of Chinese...     

外卖骑手群体的EAP方案设计及其干预有效性

基于互联网技术的餐饮外卖催生出规模不断壮大的外卖骑手这一新兴职业群体,但其身心健康问题日益受到社会关注.员工帮助计划(EAP)是组织为员工设置的一套系统、 长期的福利支持项目.本研究在调查外卖骑手的身心压力状况和EAP服务需求的基础上,设计骑手群体的EAP服务方案,并对方案的有效性进行评估,以探索EAP服务有效性的作用...     

Inadequate and infrequent are not alike: ERPs to deviant prosodic patterns in spoken sentence comprehension

The current study on German investigates Event-Related brain Potentials (ERPs) for the perception of sentences with intonations which are infrequent (i.e. vocatives) or inadequate in daily conversation. These ERPs are compared to the processing correlates for sentences in which the syntax-to-prosody relations are congruent and used frequently during communication. Results show that perceiving an adequate but infrequent prosodic structure does not result in the same brain responses as encountering an inadequate prosodic pattern. While an early negative-going ERP followed by an N400 were observed for both the infrequent and the inadequate syntax-to-prosody association, only the inadequate intonation also elicits a P600.     

A two-week monitoring of self-reported arousal, worry and attribution among persons with annoyance attributed to electrical equipment and smells

Non-patients attributing annoyance to either smells (smell annoyed; SA, n= 29) or electrical equipment (electrically annoyed; EA, n= 17), or both (generally annoyed; GA, n= 38), were monitored for 2 weeks through daily self-ratings of arousal (stress), sleep disturbances, health complaints, worry about hypersensitivity reactions, avoidance behaviors, and attributions of health complaints to electrical equipment and smells. In parallel, a demographically matched reference group was followed (n= 56). GA persons reported higher arousal (stress), more subjective health complaints, and more sleep disturbances than the other groups. About 60% in the GA and EA groups reported intentional avoidance behavior, compared to 31% in the SA group and 2% of the referents. Worry and attribution to environmental factors was also more frequent among GA persons than in the other groups. Thus, even at sub-clinical levels, environmental annoyance generalized to several triggers seems to be associated with behaviors commonly observed among patients with idiopathic environmental intolerance.     

论影响儿童能力认识的内外部因素

儿童能力认识发展是元认知发展的重要方面,儿童对自身能力的认识与评价对于其成就动机、自我概念和人格特征等发展具有重要影响.儿童的能力认识受到多种因素的影响,而且这些因素之间存在复杂的交互作用,使得儿童能力认识呈现出复杂化特点.本文简要分析了影响儿童能力认识的内外部因素及其关系,并对该领域未来研究方向做一展望.