Fostering Well‐being through Social Support: The Role of Evangelical Communities in the Lives of Dominican Women of Haitian Descent

Women of Haitian descent living in the Dominican Republic experience oppression due to their gender, ethnicity, and economic status. They also exhibit high rates of participation in evangelical Christian communities, a paradoxical finding given the restricted roles women have traditionally played in these settings. The goals of this study were to explore the perceived benefits of participation in evangelical communities and the setting characteristics that lead to these benefits. The research team interviewed 19 current and former church participants aged 18–59. Thematic analysis revealed three perceived benefits of congregational life. Participants viewed their participation as: (a) an opportunity for personal growth and development; (b) protective against negative social influences; and (c) providing social support in the face of life challenges. In addition, dependable, expected, and reciprocal relational support was a key characteristic of evangelical communities. Findings extend the current understanding of how religious communities enhance well‐being for marginalized women through social support networks. Findings also explore the dialectical nature of settings as both empowering and disempowering. Implications for future interventions are discussed.     

Personal Contact with Refugees is Key to Welcoming Them: An Analysis of Politicians' and Citizens' Attitudes Towards Refugee Integration

Politicians are influential both in directing policies about refugees and in framing public discourse about them. However, unlike other host country residents, politicians' attitudes towards refugees and integration are remarkably understudied. We therefore examine similarities and differences between politicians' attitudes towards refugee integration and those held by citizens. Based on the stereotype content model, we expect that political ideology informs stereotypes about refugees, which subsequently shape attitudes towards refugee integration. Based on the Contact Hypothesis, we further argue that personal contact with refugees reduces negative stereotypes about them—in particular for those endorsing a right-wing ideology. We draw on data collected via two surveys with 905 politicians and 8013 citizens in the Netherlands to show that (1) unlike those with a left-wing orientation, residents (i.e., both politicians and citizens) with a right-wing orientation hold more negative stereotypes about refugees, which in turn relate to more negative attitudes towards refugee integration; (2) personal contact with refugees is associated with less negative stereotypes among residents; and (3) politicians, compared to citizens, report less negative stereotypes and more positive attitudes towards refugee integration. The practical implication of fostering residents' contact with refugees as well as the implications for future research are discussed.     

ADHD symptoms and callous‐unemotional traits as predictors of violent media use in adolescence

We investigated ADHD symptoms and CU traits as predictors of violent media use in adolescence, controlling for delinquency and ODD symptoms. The effects on of disinhibition and arousal to negative stimuli, core characteristics of ADHD symptoms and CU traits, and of gender were investigated. At age 15, 88 adolescents, 50 % boys reported on CU traits, ADHD symptoms and delinquency. Parents rated the adolescents’ CU traits, ADHD‐ and ODD symptoms. At age 16, adolescents reported on their media habits and performed tests of disinhibition and arousal to negative stimuli. Boys had higher levels of CU traits and violent media use and girls had higher levels of arousal to negative pictures. CU traits and inattention symptoms predicted violent media use, the latter association applying only to boys, with CU traits being the strongest predictor. Low arousal to threat pictures explained variance in violent media use, above CU traits. Attraction to violent media seems affected by problem behaviors, with CU traits coming forth as especially important.     

Students’ individual interest in physical education: Development and validation of a questionnaire

Identifying the specificity of students’ individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single‐item measurement which rates students’ individual interest for multiple physical activities taught during lessons. Even if this single‐item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students’ individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three‐factor structure based on 14 items that measure students’ individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge‐seeking intentions (five items).     

Close‐knit ties through thick and thin: Sharing social exclusion and acceptance enhances social bond

Three experiments investigated whether and why sharing experiences of social exclusion or social acceptance with others strengthens social bonds. Participants experienced either social exclusion or social acceptance alongside another co‐participant who either also experienced the same outcome, or experienced a different outcome, as them. Multilevel modeling results showed that participant dyads who shared the experience of social exclusion or social acceptance felt closer to each other than those who experienced different outcomes, and that perceived similarity mediated the effect of shared experiences on social bonds. Interestingly, participants felt closer to one another after having shared social acceptance, more so than when they have shared social exclusion. Implications of the present findings are interpreted in light of theories of social exclusion, shared experiences, and social bonding.     

Adverse caregiving in early life: The trauma and deprivation distinction in young children

Knowledge and understanding about the impact of cumulative adverse experiences on the health and wellbeing of children, adolescents, and adults has rapidly expanded over the past 30 years. Despite the invaluable attention and support this proliferation has drawn to the importance of early childhood experiences, we believe that it is time to move beyond broad indices of risk and toward more specific and individualized understanding of how risk exposures are linked to clinical outcomes in young children. Within infant and early childhood mental health, there is a need for greater specificity in linking adverse caregiving experiences in early life to psychopathology in children. We highlight a framework distinguishing experiences of trauma from experiences of deprivation and use the examples of posttraumatic stress disorder and reactive attachment disorder to demonstrate how greater specificity in our understanding of early adverse caregiving can lead to more accurate and targeted diagnosis and treatment for young children. Both researchers and clinicians benefit from an approach to gain a greater appreciation of the links between specific types of experiences and outcomes in the children that we serve.     

述情障碍与中学生人际关系:有调节的中介模型

为明确述情障碍与中学生人际关系间关系的内在机制,采用中学生人际关系量表、多伦多述情障碍量表、社交焦虑量表及领悟社会支持量表调查了北京市、石家庄市、佳木斯市三所中学7至11年级共998名学生,根据述情障碍的筛查标准,最终获得218份有效数据。结论如下：（1）述情障碍与社交焦虑呈显著正相关,与人际关系、社会支持呈显著负相关;人际关系与社交焦虑呈显著负相关,而与社会支持呈显著正相关;社交焦虑与社会支持呈显著负相关;（2）社交焦虑在述情障碍与中学生人际关系间起中介作用;社会支持在述情障碍与中学生人际关系间起调节作用;（3）"述情障碍→社交焦虑→中学生人际关系"这一中介路径的前半段,受到社会支持的调节。与高社会支持个体相比,述情障碍对低社会支持个体的社交焦虑影响更大。     

初中生友谊质量与孤独感的变化轨迹:一项多元潜变量增长模型分析

为考察初中生友谊质量与孤独感的变化轨迹及两者间的关系,采用关系网络问卷、孤独感量表对西安市的875名初中生（M=12.73±0.18;男生494名）进行三年追踪测量,使用多元潜变量增长模型进行分析。结果发现：（1）初中三年,中学生的友谊质量逐渐提高,孤独感水平逐渐下降;（2）初一时的友谊质量和孤独感水平存在显著的个体差异,初中三年期间二者的发展速度也存在个体差异;（3）初一时的友谊质量可显著预测初一时的孤独感水平（β=-1.77,p<0.001）及随后的发展速度（β=0.20,p<0.05）;（4）男生的孤独感水平初始值高于女生,友谊质量的初始值则低于女生;高SES个体孤独感的起始值高于低SES个体。本研究结果揭示了初中三年期间个体友谊质量与孤独感的动态变化关系及友谊质量对孤独感的预测作用,对改善青少年孤独感的现状有一定的现实指导意义。     

Prepared to fake? The relationship between applicants’ job interview preparation and faking

Multiple frameworks and models postulate an effect of job interview preparation on faking. Two studies were conducted to examine if applicants’ interview preparation is correlated with higher faking. Besides analyzing the general extent of preparation, we also distinguished between different preparation categories. In Study 1 (N = 237), a presented preparation video led to higher intentions on image protection but did not increase overall faking intentions. Study 2 (N = 206) focused on past preparation and impression management (IM). The total time spent on preparation was positively correlated with faking. Applicants’ preparation via online videos and professional interview preparation was correlated with higher deceptive and honest IM. Preparation via online videos was additionally correlated with a higher perceived interview difficulty.     

初中生亲子关系与抑郁:自尊和情绪弹性的中介作用

基于生态系统理论和认知易感性模型,本研究拟探讨初中生亲子关系对抑郁的影响及作用机制,采用问卷法对813名初中生进行调查。结果表明：（1）亲子关系、自尊、情绪弹性与抑郁之间呈两两显著相关,且亲子关系能显著负向预测抑郁;（2）自尊和情绪弹性在亲子关系与抑郁之间起显著的中介作用,具体包括三条路径：一是自尊的单独中介作用;二是情绪弹性的单独中介作用;三是自尊和情绪弹性的序列中介作用。本研究揭示了初中生亲子关系通过内在心理因素对抑郁水平产生影响的作用机制,为进一步提升初中生的心理健康提供了指导性建议。