不同认知方式对词—面孔任务Stroop效应的影响

该研究采用词—面孔Stroop任务,以76名大学生为被试,探讨了不同认知方式（场独立、场依存）对情绪冲突Stroop效应的影响。结果发现：（1）情绪冲突的Stroop效应显著,即,在词—面孔Stroop任务中,当词和面孔的情绪效价一致时,被试的反应时更短,正确率更高。（2）认知方式对情绪冲突Stroop任务的影响显著,表现为无论是一致还是不一致条件下,场独立者比场依存者的反应时都更短。（3）场依存者的情绪冲突Stroop效应更大,表现为其在词—面孔情绪效价一致和不一致条件下的反应时差异更大。     

表达性写作应用于社会灾难时期心理救援的理论探讨

疫情等社会灾难时期, 创伤经历者急剧增加, 加之交通阻断, 传统的心理救援很难及时应对大范围的灾民心理危机; 而表达性写作便于心理学工作者大规模实施, 且可通过电话、网络等远程通讯工具进行指导, 治疗PTSD等心理创伤, 改善生理、心理健康。社会灾难时期表达性写作的机制复杂, 涉及暴露脱敏、意义重建、自我抽离—自我调节、工作记忆优化和认知神经机制正常化; 其疗效受到作者特质、干预时间和写作形式等潜在因素的影响。相应地, 未来应结合本土社会文化因素, 重视在线干预研究, 探索表达性写作相关的认知神经机制, 综合不同的生理、心理健康指标评估表达性写作的疗效。     

低社会经济地位影响自我调节的神经机制

自我调节是个体为了实现目标并适应不断变化的环境而监控和调节自己的认知、情绪和行为的能力, 在成就、人际交往和健康等各个领域发挥着作用, 被视为是人类成功和幸福的关键。然而, 大量研究发现个体的社会经济地位越低, 自我调节能力越差。为了提高低社会经济地位者的自我调节能力, 必须深入考察低社会经济地位影响自我调节的机制。神经科学为此提供了独特而重要的信息：低社会经济地位改变了背外侧前额叶皮层、扣带回、腹内侧前额叶、杏仁核、海马体、腹侧纹状体的结构和功能, 进而影响了自我调节的各个成分(认知调节、情绪调节、行为调节)。未来研究除了对神经机制中每条因果链进行更严格地考察外, 还应将神经生物学与发展心理学联系起来深入揭示不同发展阶段低社会经济地位对自我调节的独特影响机制, 并关注低社会经济地位者在神经和行为层面特定反应的适应性, 在此基础上开发出系统、持续、有效的干预方案。     

不同语义水平下参照方式、情绪效价和特质评价对记忆的影响

为了探索影响记忆的深层次因素及其作用机制,采用内隐实验范式,考察了不同语义水平下参照方式、情绪效价和特质评价对记忆的影响。结果发现,参照方式、情绪效价和特质评价分别对记忆产生了显著的影响;在不同语义水平下,自我相关的特质词和非特质词的记忆优势表现在不同的再认提取阶段;个体对自我相关的消极词表现出显著的记忆优势;参照方式、情绪效价和特质评价的交互作用不显著。结果表明,参照方式、情绪效价和特质评价是对记忆产生影响的独立因素,但参照方式对记忆的影响受到情绪效价和特质评价的制约。     

配偶情绪智力对员工工作投入的影响：员工生活幸福感的中介作用和性别的调节作用

本文关注配偶情绪智力对员工工作投入的跨领域的人际间影响。基于努力-恢复模型视角和情绪智力文献, 本文提出高情绪智力的配偶能够通过提升员工生活幸福感, 从而促进员工工作投入。此外, 通过整合社会性别角色理论, 本文进一步讨论了员工性别的调节作用。通过两个子研究, 本文发现：配偶情绪智力与员工生活幸福感之间呈现正相关关系; 员工生活幸福感与员工工作投入之间呈现正相关关系; 员工生活幸福感中介了配偶情绪智力对员工工作投入的影响; 并且, 员工性别调节了配偶情绪智力和员工生活幸福感之间的关系, 即当员工为男性时, 配偶情绪智力对该员工生活幸福感的正向影响更强; 此外, 员工性别还调节了员工生活幸福感在配偶情绪智力和员工工作投入之间起到的中介作用。本研究首次提出和检验了配偶情绪智力对员工工作投入的跨领域的人际间积极影响, 具有理论和实践上的重要意义。     

累积家庭风险与贫困儿童情绪问题的关系:有调节的中介模型

对468名贫困家庭儿童（平均年龄=13.76±2.88岁）进行问卷调查,探究累积家庭风险与贫困儿童情绪问题的关系以及学校联结的中介效应与自尊的调节效应。结果发现：（1）累积家庭风险能正向预测贫困儿童情绪问题;（2）学校联结在累积家庭风险和情绪问题之间起中介作用,即累积家庭风险可影响贫困儿童的学校联结,进而导致儿童情绪问题;（3）自尊在中介的前半路径“累积家庭风险→学校联结”路径上起调节作用。具体而言,自尊可以缓冲低累积家庭风险对学校联结的影响,但随着累积家庭风险水平的增高,自尊的缓冲作用也在逐渐减弱和丧失,符合“杯水车薪”调节模式。研究结果提示,累积家庭风险和学校联结均是贫困儿童情绪问题的重要预测因素。与此同时,对贫困儿童高自尊的保护作用可能不宜过分乐观。     

Primary-secondary school transition under Covid-19: Exploring the perceptions and experiences of children,parents/guardians,and teachers

The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children’s school adjustment and mental health. Given the rapidity of changes associated with Covid-19, there are key empirical and practical gaps on how best to support children as they negotiate these two key events. To date, there is no published research which has explored the experiences of transfer children, and that of their parents and teachers during this time. The present research aimed to narrow this research gap by answering the research question: What are parents’, children’s, and teachers’ experiences of primary-secondary school transition during Covid-19? This research used a series of UK wide surveys to gather data from 101 Year 7 children, 88 Year 7 parents, 26 primary school teachers, and 40 secondary school teachers using a mixture of open and closed questions. The data were analysed using Thematic Framework Analysis, taking an inductive-open coding approach. All three stakeholders reported negative impacts of Covid-19 on the transition, for example, in terms of missed opportunities. There were also many comments about the emotional impact of Covid-19 on children, parents, and teachers. Numerous strategies were reported that were used to meet children’s needs pre and post-transition, highlighting areas of good practice, along with practical suggestions for how to approach transition in the future. The study has identified ways that transition can be managed more effectively, thus, having short term implications in providing an evidence base to support transfer children this year, and long-term implications for future transition years.     

Emotion Regulation as a Moderator of Outcomes of Transdiagnostic Group Cognitive-Behavioral Therapy for Emotional Disorders

The aim of this study was to examine the potential moderating effect of baseline emotion regulation skills—cognitive reappraisal and expressive suppression—on the relationship between treatment allocation and treatment outcomes in primary care patients with emotional symptoms. A total of 631 participants completed scales to evaluate emotion regulation, anxiety, depression, functioning, and quality of life (QOL). The moderation analysis was carried out using the SPSS PROCESS macro, version 3.5. Expressive suppression was a significant moderator in the relationship between treatment allocation and treatment outcomes in terms of symptoms of anxiety (b = −0.530, p = .026), depression (b = −0.812, p = .004), and QOL (b = 0.156, p = .048). Cognitive reappraisal acted as a moderator only in terms of QOL (b = 0.217, p = .028). The findings of this study show that participants with higher scores of expressive suppression benefited more from the addition of transdiagnostic cognitive-behavioral therapy to treatment as usual (TAU) in terms of anxiety and depressive symptoms, and QOL. Individuals with higher levels of cognitive reappraisal obtained a greater benefit in terms of QOL from the addition of psychological treatment to TAU. These results underscore the relevant role that emotion regulation skills play in the outcomes of psychological therapy for emotional symptoms.     

父母情感温暖对儿童青少年学校投入的影响:有调节的中介模型

研究探索了青少年自我管理能力在父母情感温暖与学校投入之间的中介作用,以及学校氛围对上述中介效应的调节作用。采用父母情感温暖量表、青少年自我管理量表、学校氛围量表和学校投入量表对1033名中小学生进行测查。结果表明:(1)父母情感温暖可以正向预测学校投入;(2)自我管理在其中起中介作用,即父母情感温暖可以通过自我管理间接影响学校投入;(3)父母情感温暖影响学校投入的有调节的中介模型成立,其中学校氛围在前半段和后半段路径中均起调节作用,但作用有所不同。     

Closing the Gap in Aboriginal and Torres Strait Islander Youth Suicide: A Social–Emotional Wellbeing Service Innovation Project

Objective

The suicide rate for Queensland's Aboriginal and Torres Strait Islander young people is over four times that of their non‐Indigenous counterparts, with Aboriginal and Torres Strait Islander children (under 15) dying by suicide at 12 times the non‐Indigenous rate. There is a need for interventions that are culturally validated and community‐endorsed. The aim of this article is to describe the design and implementation of a group‐based intervention, as well to report the results of the various qualitative and quantitative measures.

Method

Sixty‐one Aboriginal and Torres Strait Islander persons aged 11–21 years completed a social–emotional wellbeing (SEWB) program at headspace Inala. Data were available through to 2‐month follow‐up for 49 participants. The program was designed and delivered in collaboration with the local Aboriginal and Torres Strait Islander community.

Results

There was a statistically significant decrease in suicidal ideation experienced by the participants after completing the program. Qualitative measures indicated that participants experienced improved understanding of holistic health and an increased number of coping skills.

Conclusions

Not only was this the first evaluated intervention in Aboriginal and Torres Strait Islander youth to ever report a decrease in individual suicidality, the program was carefully designed and implemented in consultation with community in a culturally sensitive manner and thus provides an invaluable framework for future SEWB work.