Maternal Coping Skills as a Moderator Between Depression and Stressful Life Events: Effects on Children's Behavioral Problems in an Intervention Program

In this study, I report secondary analyses using data from the Infant Health and Development Program (IHDP). The IHDP included parent-targeted as well as child-targeted components as an integral part of early intervention programs. I examined three questions: (1) Do the IHDP early intervention services enhance adaptive maternal coping skills? (2) Do maternal coping skills moderate the relationship between stressful life events and maternal depression? (3) Are maternal coping skills associated with children's behavioral scores? Mothers in the treatment group have more adaptive coping skills than follow-up only mothers, and these effects are moderated by maternal characteristics. Adaptive coping skills moderate the effects of negative life events on maternal depression. Adaptive maternal coping skills are significantly associated with fewer behavioral problems for children at age three. These effects are moderated by the intervention. Implications for early intervention programs are discussed.     

Adults also have difficulty recalling one instance of a repeated event

Some forms of abuse, such as domestic violence, tend to occur repeatedly. Although memory for repeated events has received considerable empirical attention, most of this research has used a child sample. Experiments that have examined adult repeated‐event memory tend to use vastly different methodological paradigms to that used for children. To investigate whether the same pattern of findings emerge with young adults, we adapted the methodological paradigm used in child repeated‐event experiments. In this experiment, 41 undergraduate students experienced one, or multiple similar events. All participants were then interviewed about the same event. Participants who had experienced a single‐event were more likely to report correct details than those who had experienced a repeated event. Repeated‐event participants were more likely to report general details. These results have implications for the methodological paradigm which is used to examine adult memory for a recurring event.     

压力性生活事件与青少年自尊：被动性社交网站使用和人生意义感的中介作用

采用青少年生活事件量表、被动性社交网站使用量表、生命意义感量表以及自尊量表对605名青少年施测,旨在探讨压力性生活事件对自尊的效应以及被动性社交网站使用和人生意义感的中介作用。结果发现：被动性社交网站使用和拥有人生意义感在压力性生活事件与自尊之间起中介作用,压力性生活事件分别通过被动性社交网站使用、拥有人生意义感的中介作用和被动性社交网站使用与拥有人生意义感的序列中介作用对自尊产生效应。     

Flexibility is not always adaptive: Affective flexibility and inflexibility predict rumination use in everyday life

The present study examined whether cognitive flexibility in the processing of emotional material (i.e., affective flexibility) predicts the use of rumination in response to negative events in daily life. One hundred fifty-seven undergraduate participants completed daily diaries for six consecutive days. Affective flexibility was measured with a novel task-switching paradigm using emotional pictures. Results show that affective inflexibility when switching away from processing the emotional meaning of negative material was associated with increased use of rumination in daily life. In contrast, affective inflexibility when switching away from processing the emotional meaning of positive material was related to decreased use of rumination. Importantly, affective flexibility predicted use of rumination beyond non-affective measures of executive functioning. This is the first study to show that inflexibility is not uniformly associated with increased rumination but that inflexibility in the processing of positive material can predict lower levels of rumination.     

The mental health of university students in the United Kingdom

ABSTRACT

There are increasing concerns globally about the mental health of students. In the UK, the actual incidence of mental disturbance is unknown, although university counselling services report increased referrals. This study assesses the levels of mental illness in undergraduate students to examine whether widening participation in education has resulted in increases as hypothesised by the UK Royal College of Psychiatrists. Patterns of disturbance across years are compared to identify where problems arise. Students (N=1197) completed the General Health Questionnaire-28 either on the first day at university or midway through the academic year for first, second and third year students. Rates of mental illness in students equalled those of the general population but only 5.1% were currently receiving treatment. Second year students reported the most significant increases in psychiatric symptoms. Factors contributing to the problem are discussed.     

Social relationships,stressful life events,and self-reported physical health: Genetic and environmental influences

Abstract

This study investigates how the associations between self-reported health, stressful life events, and social relationships are mediated by genetic and environmental influences and how much of the variance in health is in common with variation in these psychosocial factors. The analyses are based on questionnaire data from 576 pairs of twins reared apart and twins reared together. The data revealed that for men environmental influences were solely important for variation in the psychosocial measures and were the primary mediators of the relationship with health. For women, on the other hand, a substantial portion of the variance in the psychosocial factors was due to genetic influences and these influences also contributed to the bulk of the correlations with health. The gender differences for the relationships and their mediation indicate that what should be regarded as a psychosocial factor of importance for health might differ between genders.     

Handbook of adult resilience,edited by John W. Reich,Alex J. Zautra,and John Stuart Hall

This study investigated differences in adolescents’ life satisfaction (LS), apprehension of personal and non-personal events, and the influence of recalled life events on LS. The affective temperament (AFT) classification was the framework for the research. Seventy male and 65 female adolescents participated. AFTs were developed through self-reported affect, generating four temperaments: self-actualizing, high affective, low affective, and self-destructive. LS was also self-reported. Apprehension for events was assessed through two tasks: (1) life event recollection and (2) interpretation and recognition of words in a short story. High and low affectives interpreted and remembered events as both self-actualizers and self-destructives. All AFTs, with the exception of self-destructives, showed positive biases. Only individuals with high positive affect were positively primed for non-personal events. Life events predicted self-destructives’ and low affectives’ LS. Self-actualizers showed higher LS, measured for a second time in a sub-sample, than self-destructives. The importance of the AFTs is discussed.     

愤怒和恐惧情绪对个体危机决策的影响

危机情景下个体和群体的决策行为已经成为学术界关注的焦点。为探讨愤怒和恐惧情绪对个体危机决策的影响,本研究采用实验和问卷调查相结合的方法,通过观看电影片段的方式有效地诱发了愤怒和恐惧两种情绪,在问卷调查的基础上编制危机决策情景进行研究,结果发现：（1）恐惧情绪状态下,被试的危机决策时间显著长于其在愤怒情绪状态下的危机决策时间,且情绪变量和性别变量在危机决策时间上存在显著的交互作用;（2）恐惧情绪状态下,女性被试的危机决策时间显著长于其在愤怒情绪状态下的危机决策时间,并且也显著地长于男性被试的危机决策时间。同时,男性被试对其危机决策的满意程度显著地高于女性被试,且情绪变量和性别变量在危机决策自信程度指标上存在显著的交互作用;（3）随着方案数量的增加,尤其当方案数量为4时,被试的危机决策时间较其他两种情况显著增长。     

领悟社会支持、应对效能和压力性生活事件对青少年学业成就的影响机制

为揭示领悟社会支持与青少年学业成就的关系,以及应对效能的中介效应和压力性生活事件的调节效应,采用领悟社会支持问卷、应对效能问卷、压力性生活事件量表和学业成就问卷对1687名青少年进行研究。结果显示：（1）领悟社会支持能够促进青少年的学业成就;（2）应对效能对领悟社会支持与学业成就的关系具有中介效应;（3）压力性生活事件能够调节应对效能的中介作用。因此,领悟社会支持对学业成就的影响是有调节的中介效应。     

心理咨询热线在突发性公共卫生事件中的应用分析

2003年SARS在中国一些地区的流行给社会公众在心理上带来了一定程度的影响,在SARS流行期间期间及时开通了面向公众的心理咨询热线,成为了广大公众寻求心理支持的有效途径,为缓解社会压力、促进社会正常秩序恢复起到了积极作用。该文结合中国科学院心理研究所“非典心理咨询热线”的统计数据,进一步探讨了心理咨询热线在应对突发性公共卫生事件中的作用和工作特点。