Changes in Anxiety Control Beliefs Following a Brief CBT Treatment and Their Association With Anxiety Symptom Reduction

Anxiety control beliefs (i.e., beliefs regarding one’s ability to cope with external, fear-inducing threats and internal reactions to those perceived threats) have been found to negatively predict anxiety symptoms in children and adults and to be modifiable by cognitive-behavioral therapy for anxiety disorders. The current study examines whether changes in anxiety control beliefs were seen following a brief, intensive treatment for specific phobias, and whether those changes were associated with improvements in the targeted phobia and comorbid anxiety disorder symptoms. Participants were 135 children and adolescents (M age = 9.01 years, 49% male) who received one-session treatment (OST) with or without parental involvement for their primary specific phobia. Results indicated that self-reported anxiety control beliefs significantly increased following treatment and that these increases significantly predicted reductions in specific phobia severity and symptoms of comorbid anxiety disorders 6 months and 1 year following treatment. Findings illustrate that involvement in a single 3-hour OST was associated with changes in anxiety control beliefs and demonstrate the potential importance of targeting control beliefs in pediatric anxiety treatment.     

青少年早期抑郁和自伤的联合发展轨迹：人际因素的作用

通过对859名初中生历时3年的3次追踪测量, 考察了抑郁和自伤的独立与联合发展轨迹, 并对3种重要人际关系(亲子关系、同伴关系、师生关系)在二者联合发展中的作用进行检验。结果发现, 青少年早期抑郁和自伤分别呈现4条和3条异质性发展轨迹; 二者的联合发展轨迹包含“低抑郁-低自伤-稳定”、“低抑郁-低自伤-增长”、“中抑郁-中自伤-降低”三类; 父母心理控制和同伴接纳分别为青少年早期抑郁和自伤的风险与保护性因素。     

被动性社交网站使用与青少年体像烦恼的关系:体像比较和体像自我差异的中介作用

为探讨被动性社交网站使用和青少年体像烦恼的关系,基于社会比较理论和自我差异理论,采用被动性社交网站使用问卷、社交网站体像比较量表、理想体像问卷和体像烦恼量表,对789名初、高中生进行调查。结果表明：（1）被动性社交网站使用对青少年体像烦恼具有显著的正向预测作用;（2）体像比较和体像自我差异能在被动性社交网站使用和体像烦恼的关系中起中介作用;（3）在被动性社交网站使用与体像烦恼的关系中,女生的体像比较和体像自我差异起并行中介作用,而对男生而言,体像比较和体像自我差异起链式中介作用。研究结果表明被动性社交网站使用不仅能直接影响青少年的体像烦恼,还可通过体像比较和体像自我差异的间接作用对青少年体像烦恼产生影响,且中介路径存在性别差异。     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

Interpersonal Psychotherapy—Adolescent Skills Training With Youth From Asian American and Immigrant Families: Cultural Considerations and Intervention Process

Although research has identified effective evidence-based depression prevention interventions for diverse youth, little is known about how the intervention process unfolds with immigrant family youth. This study utilized a qualitative approach to explore cultural and clinical differences in the implementation of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in two schools, one serving youth from primarily immigrant, Asian American families and the second, youth from mostly nonimmigrant, non-Hispanic White families. A total of 131 IPT–AST sessions were audio recorded, transcribed, and coded for presence and patterns of cultural and clinical constructs. Results revealed that sessions with immigrant family youth were more likely to contain discussions of interpersonal problems characterized by estrangement, goals of spending time together with important others, mentions of emotion suppression and academic achievement expectations, conversations about acculturation, differences in value orientation, and discomfort with implementing new intervention skills. Dialogue from interventionist and youth exchanges is presented to illustrate how these themes emerged and were addressed by interventionists in a culturally responsive manner. The study highlights how IPT–AST with immigrant family and Asian American youth may unfold differently compared to youth from nonimmigrant families. Implications of findings for providers are discussed.     

States of curiosity and interest enhance memory differently in adolescents and in children

Curiosity – broadly defined as the desire to acquire new information – enhances learning and memory in adults. In addition, interest in the information (i.e., when the information is processed) can also facilitate later memory. To date, it is not known how states of pre‐information curiosity and post‐information interest enhance memory in childhood and adolescence. We used a trivia paradigm in which children and adolescents (N = 60, 10–14 years) encoded trivia questions and answers associated with high or low curiosity. States of high pre‐answer curiosity enhanced later memory for trivia answers in both children and adolescents. However, higher positive post‐answer interest enhanced memory for trivia answers beyond the effects of curiosity more strongly in adolescents than in children. These results suggest that curiosity and interest have positive effects on learning and memory in childhood and adolescence, but might need to be harnessed in differential ways across child development to optimize learning.     

青少年创伤后应激障碍症状与网络成瘾症状的关系：惩罚敏感性和孤独感的中介及性别的调节

汶川地震9.5年后,对汶川县和都江堰市767名中学生进行调查,考察惩罚敏感性和孤独感在创伤后应激障碍症状和网络成瘾症状之间的多重中介作用及性别差异。结果发现：（1）PTSD症状正向预测网络成瘾症状,并分别通过惩罚敏感性、孤独感的单独中介作用及两者的链式中介作用显著预测网络成瘾症状;（2）女性的PTSD症状显著正向预测网络成瘾症状,并分别通过惩罚敏感性和孤独感间接影响网络成瘾症状;男性的网络成瘾症状仅被PTSD症状正向预测。     

Collective memories,emotions, and spatial tactics in social movements: The case of the Umbrella Movement in Hong Kong

Recent studies have increasingly acknowledged the dynamic relationship between emotions and space in social movements. They, however, have seldom tied emotions and space to time when discussing activists’ emotions and their tactical choices. This paper studies the 2014 Umbrella Movement in Hong Kong and explores how collective memory and generational experiences—two intertwined notions of time—shaped how activists felt and how they designed and deployed a spatial tactic. The Umbrella Movement was characterized by miscellaneous emotions and intense disputes among activists regarding how to best use spatial occupation to fight for democratization before and during the struggle. Using a qualitative dataset that contains textual and interview data, I argue that while emotions and the political-cultural characteristics of contentious space were two factors in informing tactical choices, collective memory and generational experiences were key to understanding the rise of the movement and its characteristics. Experiencing different political events in their years of early adulthood, young and veteran activists felt differently in the context of 2013–2014, which led them to embrace disjunctive views on the pace, sequence, and bodily action for the same tactic of spatial occupation and dissimilar emotional management strategies. This created ongoing internal clashes before and during the movement.     

北朝临淄崔氏家族史新证

本文比照文献资料,对北朝临淄崔氏家族墓志所载崔鸿八世祖崔岳仕宦情况进行了考证,指出墓志所载崔岳“晋司徒”属于伪托。实际情况是:西晋时崔岳为朝鲜令,庇护匈奴刘曜而被追赠为前赵“大司徒”,由于十六国北朝时期匈奴与汉民族矛盾尖锐,在当时正统观念支配下,崔氏墓志及《十六国春秋》无不避讳此事。     

Group Intervention for Adolescent Anxiety and Depression: Outcomes of a Randomized Trial with Adolescents in Kenya

Youth mental health interventions in low-resource communities may benefit from including empirically supported elements, using stigma-free content, and using trained lay-providers. We developed and evaluated such an intervention, targeting adolescent depression and anxiety in Kenya, where mental health care is limited by social stigma and a paucity of providers. Kenyan adolescents (N = 51, ages 14–17, 60.78% female) from a school in an urban slum in Nairobi with self-reported moderate-to-severe symptoms of depression or anxiety were randomized to the 4-week “Shamiri” (“thrive”) group intervention or a study skills control intervention of equal duration. The Shamiri intervention included growth mindset, gratitude, and value affirmation exercises. The content was delivered by recent high school graduates (ages 17–21, 60% male) trained as lay-providers. Participants met in school once-a-week in groups of 9–12 youths (average group size 10). Compared to the study-skills control, Shamiri produced greater reductions in adolescent depression symptoms (p = .038; d = .32) and anxiety symptoms (p = .039; d = .54) from baseline to 4-week follow-up, and greater improvements in academic performance (p = .034; d = .32) from the school-term before versus after the intervention. There were no effects on overall social support or perceived control, but the Shamiri group showed larger increases in perceived social support from friends (p = .028, d = .71). This appears to be the first report that a brief, lay-provider delivered, community-based intervention may reduce internalizing symptoms and improve academic outcomes in high-symptom adolescents in Sub-Saharan Africa. Larger replications with extended follow-ups will help gauge the strength and durability of these effects.