Risk or resource: Does school climate moderate the influence of community violence on children’s social‐emotional development in the Democratic Republic of Congo?

Exposure to community violence is thought to create risk for the social and emotional development of children, including those children living in low‐income, conflict‐affected countries. In the absence of other types of community resources, schools may be one of the few community resources that can help buffer children from the negative effects of community violence exposure. We sampled 8,300 students ranging in age from 6–18 years in 123 schools from the eastern Democratic Republic of Congo to examine whether and how two distinct dimensions of positive school climate can protect two key features of children's social‐emotional development in the presence of community violence. Multi‐level models tested the hypothesis that students’ perceptions of a positive school climate moderated the relation between community violence and self‐reported mental health problems and peer victimization. Findings support the hypothesis. Specifically, a positive school climate protected against mental health problems and peer victimization in the presence of high community violence. Students who experienced high community violence and a negative school climate generally demonstrated the worst development. We find complex interactions between the dimensions of school climate and exposure to violence on student social‐emotional development that highlight the salience of children's contexts for developmental studies in low‐income countries. We use dynamic developmental systems theory and differential impact to discuss the dual potential of schools as a buffer against the effects of violence or as a source of compounded risk.     

Considering the role of early discrimination experiences and the parent–child relationship in the development of disruptive behaviors in adolescence

Discrimination has been shown to be related to diminished psychological adjustment and greater risk for substance use when personally experienced by adolescents and when their caregivers experience discrimination. Our research considers the impact of primary caregiver experiences of racial- and socioeconomic-based discrimination in early (age 3–5 years) and late childhood (age 9½) on adolescent disruptive behaviors (age 14) with a large sample of diverse caregiver–child dyads (N = 634). In addition, we examine the potential protective effects of parent–child relationship quality in early and late childhood in buffering the effects of caregiver discrimination on adolescent disruptive behaviors. We also explore possible gender differences in children's vulnerability to engage in disruptive behaviors in the context of caregiver experiences of discrimination. The findings from this study indicate that at trend level, early childhood experiences of primary caregiver discrimination (ages 3–5) predicted adolescent disruptive behaviors, accounting for the effects of more recent (age 9½) caregiver discrimination. In addition, parent–child relationship quality at age 9½ years was found to buffer the effects of late childhood (age 9½) primary caregiver discrimination on adolescent disruptive behaviors for both male and female youth. The findings highlight the need for prevention and intervention techniques that foster healthy and positive primary caregiver–child relationships.     

幸福悖论及其最新解释

横断研究认为收入和幸福感正相关; 长时时间序列(通常指10年及以上)研究认为二者无关, 这种矛盾的结论即构成了幸福悖论。传统上解释幸福悖论主要从理论着手, 如定点理论、适应理论、相对效用理论等。近年来, 学者们开始从“忽略变量”的角度解释, 文章分别介绍了收入不平等、受教育水平、社会资本、个人主义–集体主义、婚姻状态五种忽略变量。忽略变量对幸福感的消极效应抵消了收入对幸福感的积极效应, 导致了幸福悖论现象的发生。     

Money does not bring well‐being,but it does help! The relationship between financial resources and life satisfaction of the chronically ill mediated by social deprivation and loneliness

Chronically ill people have lower incomes and higher illness‐related costs than the general population. Therefore, their financial situation can be considered vulnerable, like their health. The aims of this study were (1) to assess the strength of the relationship between financial resources and life satisfaction of patients with chronic physical illness and (2) to investigate the mediating roles of social deprivation and loneliness in this relationship. Data were used of 1265 patients diagnosed with one or more somatic chronic disease(s), aged 25 years and older, who were recruited from 56 general practices in The Netherlands. GPs provided data on diagnoses and illness duration; chronically ill patients provided data on their functional status, financial situation, social deprivation, loneliness and life satisfaction. Data were analysed by means of correlation and linear regression analyses as well as LISREL path analysis. Available income correlates 0.13 with life satisfaction, which is similar to correlations found in general Western populations. The effect of available income on life satisfaction is mainly an indirect effect that can be explained by the mediating roles of social deprivation and loneliness. Policy should pay specific attention to income support of the chronically ill and disabled in order to improve their opportunities for social participation and increase the quality of their life. Copyright © 2007 John Wiley & Sons, Ltd.     

The Head,the Heart,and the Community: Piloting a Brief Home-Based Mindfulness Intervention for Couples With Low Income

Although mindfulness is documented to reduce both individual and relationship stress and has the flexibility to be taught anywhere (e.g., at home, clinic setting, etc.), research examining mindfulness interventions among individuals with low income and economic marginalization (LIEM; APA, 2019), or persons whose economic position negatively impacts their health or well-being due to factors such as access to healthcare, is limited. To address this gap, the author and colleagues used Community Based Participatory Research methods to develop a brief, couple-based, mindfulness intervention tailored for communities with LIEM (see Lenger et al., 2022). The present study tested this newly developed brief, couple-based, mindfulness intervention's effectiveness in improving individual and relationship health through 1- and 2-months post-intervention. The intervention was piloted on a sample of 39 couples with an overrepresentation of couples with LIEM. To improve access to care, couples could participate in their home or a variety of local clinics. Thirty-nine couples received the intervention and completed assessments on mindfulness, depression, anxiety, stress, relationship satisfaction, and communication at baseline, 1-month, and 2-months post-intervention. Results revealed that mindfulness, depression, and relationship satisfaction improved from baseline to 1-month post-intervention. Mindfulness improved at a greater rate for couples with LIEM relative to couples with higher incomes. From baseline to 2-months post-intervention, depression and stress significantly improved at similar rates for couples with higher income and couples with LIEM. Thus, this study indicates that mindfulness can be taught in a brief, two-session format, and can have favorable outcomes on individual and relationship functioning.     

Stock optimizing: maximizing reinforcers per session on a variable-interval schedule.

In Experiment 1, 2 monkeys earned their daily food ration by pressing a key that delivered food according to a variable-interval 3-min schedule. In Phases 1 and 4, sessions ended after 3 hr. In Phases 2 and 3, sessions ended after a fixed number of responses that reduced food intake and body weights from levels during Phases 1 and 4. Monkeys responded at higher rates and emitted more responses per food delivery when the food earned in a session was reduced. In Experiment 2, monkeys earned their daily food ration by depositing tokens into the response panel. Deposits delivered food according to a variable-interval 3-min schedule. When the token supply was unlimited (Phases 1, 3, and 5), sessions ended after 3 hr. In Phases 2 and 4, sessions ended after 150 tokens were deposited, resulting in a decrease in food intake and body weight. Both monkeys responded at lower rates and emitted fewer responses per food delivery when the food earned in a session was reduced. Experiment 1's results are consistent with a strength account, according to which the phases that reduced body weights increased food's value and therefore increased subjects' response rates. The results of Experiment 2 are consistent with an optimizing strategy, because lowering response rates when food is restricted defends body weight on variable-interval schedules. These contrasting results may be attributed to the discriminability of the contingency between response number and the end of a session being greater in Experiment 2 than in Experiment 1. In consequence, subjects lowered their response rates in order to increase the number of reinforcers per session (stock optimizing).     

收入与幸福的关系及其现实意义

收入与幸福的关系一直饱受争议。文章在分析已有研究成果的基础上,总结出收入与幸福之间的曲线关系:在低收入水平下,收入的增加会导致幸福水平的显著提升,当收入一旦达到能够满足人们基本生活需要的水平之后,它对幸福的积极效应就会被社会比较、适应和欲望等心理因素削弱。基于这种关系,要提高中国人民的幸福感,一方面需要社会的人文关怀与公平调整,特别是制度设计,另一方面需要个人的努力奋斗和心理调节。     

家庭收入与生活满意感的动态关系检验:基于某省21县市2004～2010年的面板研究

本研究通过对2004年至2010年21县市的面板研究验证在县市水平上家庭收入与生活满意感的动态关系。多元多层增长模型的检验结果表明,在县市水平上平均家庭收入与平均生活满意感有显著正相关,初始家庭收入与生活满意感的增长速度呈现负相关,家庭收入增长速度与生活满意感增长速度呈现负相关。最后指出在中国经济持续高速发展的背景下,该研究对提升民众整体幸福感的启示意义。     

Low-Income Preschoolers' False-Belief Performance

A group of 72 preschoolers (36 African Americans, 36 European Americans) enrolled in Head Start programs and other preschools serving low-income children were asked 3 variations of false-belief questions across 3 scenarios and given a language and cognition subtest. Children's performance varied across the questions and tasks, but after covarying for children's language and cognitive scores, those effects were no longer found to be significant. Age effects were still significant even after differences in children's language and cognitive abilities had been accounted for. Although no language and cognitive differences were found among European Americans and African Americans, the European Americans still outperformed African Americans on 1 of the task scenarios. Those results demonstrate (a) the importance of considering testing procedures and language and cognitive abilities when assessing children's social cognitive skills and (b) that age-related changes in false-belief understanding are associated with social cognitive conceptual changes that are independent of language and cognitive skills.