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COVID-19 is an infectious disease that has widened the gap between victims and non-victims in society. Understanding how individuals support and assist COVID-19 sufferers in a pandemic crisis is critical. Thus, this study aims to qualitatively evaluate the prosocial intention and types of prosocial behavior toward COVID-19 victims by low socioeconomic individuals from India and Indonesia’s collectivistic societies. We conducted semi-structured and in-depth interviews during the lockdown from March to May 2020, via phone and in-person, using a purposive selection of respondents (total n = 50). The data were analyzed using the qualitative synthesis method. Five themes were discovered: 1) too scared to help, 2) love to help but scared: moral dilemma, 3) informing authority who knows how to handle, 4) caring, sharing, and supporting, but with a distance, and 5) helping at one’s personal health risk. This study highlights that prosocial intentions range from minor acts of kindness to self-harm and out-of-bounds acts of kindness for COVID-19 victims.

Time pressure is a powerful experimental manipulation frequently used to arbitrate between competing dual-process models of prosocial decision-making, which typically assume that automatic responses yield to deliberation over time. However, the use of time pressure has led to conflicting conclusions about the psychological dynamics of prosociality. Here, we proposed that flexible, context-sensitive information search, rather than automatic responses, underlies these divergent effects of time pressure on prosociality. We demonstrated in two preregistered studies ( N = 304 adults from the United States and Canada; Prolific Academic) that different prosocial contexts (i.e., pure altruism vs. cooperation) have distinct effects on information search, driving people to prioritize information differently, particularly under time pressure. Furthermore, these information priorities subsequently influence prosocial choices, accounting for the different effects of time pressure in altruistic and cooperative contexts. These findings help explain existing inconsistencies in the field by emphasizing the role of dynamic context-sensitive information search during social decision-making, particularly under time pressure.

Objectives: To investigate which spaces stroke patients visit in their free time while undergoing inpatient recovery in rehabilitation centers, what activities they engage in, and what kind of spaces they want. Background: Research studies consistently show that stroke patients are highly inactive during rehabilitation. Much remains unknown about what patients do in their free time and how the built environment might affect their behavior and activities. Methods: Patients’ free-time activities were recorded via patient shadowing ( n = 70, 840 hr), and their spatial preferences were collected using a survey ( n = 60) in seven rehabilitation centers. Each participant was observed over one typical day (12 consecutive hours). Their activities, durations, and locations were recorded using floor plans and time log sheets. Results: Six main themes emerged from the analysis of shadowing data and patient surveys: (1) spending most free time in their room, (2) corridor as the overlooked activity hub, (3) food and beverage stations as triggers of activity, (4) wanting to socialize, (5) variety of common spaces for different activities is desired, and (6) common room’s atmosphere, comfort, style, and view are important. Even though socializing with other patients was mentioned as a primary reason for visiting common spaces in the survey, patients spent most of their free time alone. Conclusions: Corridor emerged as a space with great potential to motivate and support various activities of patients. Patients’ free-time activities could contribute to their recovery, and the built environment may play a role in facilitating and supporting these activities.

Background The twenty first- century marked the exponential growth in the use of intelligent robots and artificial intelligent in nursing compared to the previous decades. To the best of our knowledge, this article is first in responding to question, “Can nurses in clinical practice ascribe responsibility to intelligent robots and artificial intelligence when they commit errors?”. Purpose The objective of this article is to present two worldviews (anthropocentrism and biocentrism) in responding to the question at hand chosen based on the roles of the entities involved in the use of intelligent robots and artificial intelligence in nursing. Methods The development of this article was motivated by the immense discoveries, the current landscape, and nurses’ role in relation to advanced technologies in healthcare. The paper begins the discussion by situating the use of intelligent robots and artificial intelligence in nursing and healthcare and presenting its ethical and moral implications. Then, we presented the two worldviews: anthropocentrism and biocentrism which are used to respond to the task at hand. Results Anthropocentrism puts humans in the center in terms of moral standing and thus responsibility rests on them alone. Biocentrism declares that all creations deserve moral consideration and thus responsibility is equally allocated to all entities. Within these two worldviews, consensus development was offered to resolve these issues. Consensus provides clarity and democracy between and among the societies. Conclusions The findings of this article can be basis in (1) instituting mechanisms of robust peer review and a rigorous series of simulation before adopting or implementing intelligent robots and artificial intelligence in clinical practice; (2) education and training of highly specialized nurse practitioners who can be focal persons in responding to ethical and moral issues with regard to these advanced technologies; and (3) harmonization of robotics research, manufacturing, and clinical practice.

Both multiculturalism (which involves recognizing and appreciating differences) and racial/ethnic colorblindness (which can involve emphasizing similarities or individual characteristics) are intended to promote intergroup harmony. Nevertheless, these ideologies can backfire when salient. Although this work has sometimes been interpreted to suggest that dominant group members may perceive salient multiculturalism, and non-dominant group members may perceive salient colorblindness, as threatening, it is unclear what about these interethnic ideologies poses a threat and why. The present article draws upon theories of the self-concept to introduce a framework of Multiculturalism and Colorblindness as Threats to the Self. Specifically, it is proposed that multiculturalism (colorblindness) is potentially threatening to dominant (non-dominant) group members’ collective, relational, and personal selves. Dispositional and contextual variables that may moderate perceptions of threat among members of dominant and non-dominant groups, alternative interethnic ideologies to multiculturalism and colorblindness, and potential future research directions are discussed.

Medical sociology gives limited attention to age—a surprising observation given the aging of the population and the fact that age is among the strongest determinants of health. We examine this issue through an analysis of articles published in Journal of Health and Social Behavior ( JHSB) and Sociology of Health & Illness ( SHI) between 2000 and 2019. One in 10 articles focused on age or aging, with attention increasing over the period. However, the journals differed. More JHSB than SHI articles addressed it, but fewer focused on the latest life stages when frailty often appears. We discuss three dimensions of age that would enrich medical sociology: as a dimension of inequality akin to race and gender with similar health effects, as an institution interacting with the medical one, and as an identity—again, akin to race and gender—through which people process their experiences in ways that affect health.

Failure to take responsibility for intervening has been identified as a primary barrier to bystander intervention. Building on these findings, we examine how perceptions of responsibility affect responses to witnessing victimization in the online realm—a topic that has received limited attention. Using a maximum-likelihood selection model, we analyze data from the Pew American Trends Panel ( N = 3709) to estimate the effects of respondents’ perceptions of the role different groups should play in addressing online harassment on their likelihood to engage in intervention, target hardening, or inaction in response to witnessing online harassment, conditioned upon their likelihood of having witnessed such behavior. Findings indicate that the greater role respondents believe online users should have in addressing online harassment, the more likely they are to intervene. ( b = .310). The greater role respondents believe law enforcement or elected officials should have in addressing online harassment, the less likely they are to intervene ( b = −.135 and −.072, respectively). These findings have implications for future efforts to curb online harassment through users’ crime prevention efforts.

Groups, teams, and collectives —people—are incredibly important to human behavior. People live in families, work in teams, and celebrate and mourn together in groups. Despite the huge variety of human group activity and its fundamental importance to human life, social-psychological research on person perception has overwhelmingly focused on its namesake, the person, rather than expanding to consider people perception. By looking to two unexpected partners, the vision sciences and organization behavior, we find emerging work that presents a path forward, building a foundation for understanding how people perceive other people. And yet this nascent field is missing critical insights that scholars of social vision might offer: specifically, for example, the chance to connect perception to behavior through the mediators of cognition and motivational processes. Here, we review emerging work across the vision and social sciences to extract core principles of people perception: efficiency, capacity, and complexity. We then consider complexity in more detail, focusing on how people perception modifies person-perception processes and enables the perception of group emergent properties as well as group dynamics. Finally, we use these principles to discuss findings and outline areas fruitful for future work. We hope that fellow scholars take up this people-perception call.

Socially anxious adolescents often endure anxiety-provoking situations using safety behaviors: strategies for minimizing in-the-moment distress (e.g., avoiding eye contact, rehearsing statements before entering a conversation). Studies linking safety behaviors to impaired functioning have largely focused on adults. In a sample of one hundred thirty-four 14 to 15 year-old adolescents, we tested whether levels of safety behaviors among socially anxious adolescents relate to multiple domains of impaired functioning. Adolescents, parents, and research personnel completed survey measures of safety behaviors and social anxiety, adolescents and parents reported about adolescents’ evaluative fears and psychosocial impairments, and adolescents participated in a set of tasks designed to simulate social interactions with same-age, unfamiliar peers. Relative to other adolescents in the sample, adolescents high on both safety behaviors and social anxiety displayed greater psychosocial impairments, evaluative fears, and observed social skills deficits within social interactions. These findings have important implications for assessing and treating adolescent social anxiety.

The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.

The 2010 special issue of Journal of Health and Social Behavior, titled “Fifty Years of Medical Sociology,” defined the contours of the medical sociological perspective. We use this as a backdrop to outline and assess the continued integration of genetics into medical sociology research. We contend that the explosion of genetic and epigenetic data in population health data sources has made the medical sociological perspective increasingly relevant to researchers outside of sociology, including public health, epidemiology, and quantitative genetics. We describe vast, underappreciated, and mostly unsolved challenges that limit the scientifically appropriate interest in incorporating genetics into existing paradigms. It is our hope that medical sociologists continue this integration but redouble efforts to maintain the core insights in social science research, such as the importance of environmental and structural (i.e., nonbiological) factors in determining health processes and outcomes and the use of rich, integrated, and rigorous empirical analyses.

Drawing on the social exchange theory, this study investigates how compulsory citizenship behavior (CCB) produces facades of conformity through citizenship pressure, and whether neuroticism moderates the relationship among them. This study surveyed 356 employees (259 males, 97 females; average age 37.7 years) of a northern Taiwanese corporation to investigate the relationship among CCB, citizenship pressure, and facades of conformity. The study found that neuroticism moderates the strength of the indirect effect of CCB and facades of conformity through citizenship pressure, such that the mediated relationship is stronger under high neuroticism than under low neuroticism. It also suggests that a relationship among CCB, citizenship pressure, and facades of conformity exists, in which a negative response leads to generalized pressure in organizations. Finally, this study proposes that managers and employers should consider that CCB may result in false conformity by employees and introduce negative citizenship pressure into the work domain. In addition, employers should encourage employees to build social relations to avoid CCB. Organizations and leaders need to generate environments within which employees support extra-role activities in the workplace.

Children with epilepsy are at risk for impaired social cognition and autism. We aimed at evaluating the utility of the social responsiveness scale (SRS) for assessment of social impairment in these children. Prospective study; the SRS was applied to a group of children with epilepsy and a healthy control group. Intellectual disability in the epilepsy group was assessed utilizing adapted versions of the Wechsler Intelligence and adaptive behavior scales. One hundred and one children with epilepsy and 92 healthy children were included. The majority of children in both groups had normal SRS scores. Significant differences were identified in children with high total scores indicating significant deficiencies in reciprocal social behavior; high scores were found in 16% of children with epilepsy versus 7% of normal children, p < .05, particularly involving social communication, p < .05. Intellectual disability was identified in 42% of children with epilepsy, particularly processing speed index, p < .001. Intellectual disability had a significant effect on total scores, p = .016. Children with epilepsy have increased risk of social impairments. Social impairments are more likely in the presence of intellectual disability. The SRS is a quick identification tool that can be employed in the outpatient setting.

This review examined school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive school settings. Secondary aims sought to explore observation protocols and the resulting social outcomes used to measure the social behaviors of students with autism spectrum disorder within authentic social environments at school. To meet the inclusion criteria, 18 studies (a) tested school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive settings; (b) included typically developing peers to some degree within the intervention condition; (c) used naturalistic observation protocols; and (d) scored “strong” or “adequate” for group design, or “high quality” or “acceptable” for single-case design on methodological rating scales. Interventions were largely rooted in evidence-based practices, but were varied in terms of type, dose, and duration, and the extent to which typically developing peers and school personnel were trained to participate in the intervention. Observable social outcomes were similar across studies, and salient outcomes were able to measure post-intervention change across a wide age range. The identification of the active ingredients used in school-based social skills interventions as well as the salient social outcomes provides a roadmap for school practitioners as they move to incorporate evidence-based social skills interventions into their practice. Lay abstract Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings.

International audience; In current discussions, human germline editing is often called ‘irresponsible’. Looking at the international summits on human gene editing held in 2015 and in 2018 and the announcement by He Jiankui of the birth of two gene-edited babies in November 2018, this article analyses how ‘irresponsible’ research was the result of various (dis)qualifications and demarcations. Against a background of discussions of responsibility, an individual scientist was singled out, his experiments were scrutinized for their soundness, legality and safety and ethical and moral stances were questioned. These are features of a process that I call ‘irresponsibilization’. This irresponsibilization of research is entangled with calls for further action: Irresponsible research like that of He Jiankui should be contained, the veracity of knowledge claims needs to be confirmed, and institutions and decision-makers are called to act. The controversy turned ‘irresponsible’ into an active category, and rendered explicit its political, institutional and practical ramifications.

Social interaction is inherently bidirectional, but research on autistic peer interactions often frames communication as unidirectional and in isolation from the peer context. This study investigated natural peer interactions among six autistic and six non-autistic adolescents in an inclusive school club over 5 months (14 45-min sessions in total) to examine the students’ peer preferences in real-world social interactions and how the preferences changed over time. We further examined whether social behavior characteristics differ between student and peer neurotype combinations. Findings showed that autistic students were more likely to interact with autistic peers then non-autistic peers. In both autistic and non-autistic students, the likelihood of interacting with a same-neurotype peer increased over time. Autistic and non-autistic students’ within-neurotype social interactions were more likely to reflect relational than functional purposes, be characterized as sharing thoughts and experiences rather than requesting help or objects, and be highly reciprocal, as compared with cross-neurotype interactions. These peer preferences and patterns of social interactions were not found among student-peer dyads with the same genders. These findings suggest that peer interaction is determined by more than just a student’s autism diagnosis, but by a combination of student and peer neurotypes. Lay abstract Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student’s autism diagnosis.

In the absence of effective pharmacological therapy options, the focus of dementia and Alzheimer’s research has shifted from treatment and care to risk prediction, early detection, and prevention. Public health communication and media coverage regarding dementia emphasize the individual responsibility for dementia risk management. Focusing on the social and moral implications of the new understanding and public representation of dementia, we present an analysis of medical science, nursing science, and media discourses in Germany between 2014 and 2019. We show which notions of dementia and prevention characterize the medical and nursing science debates regarding dementia and how scientific knowledge is transferred into media discourses on dementia. We further discuss how dementia risk communication interacts with contemporary social and health policies and in what ways current dementia discourses are associated with a (self-)responsibilization of cognitive aging.

Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on twins’ social development. In contrast, this study provides evidence that educating twins together is associated with modest positive twins’ behaviors and social functioning at school. Implications for educational policies are further discussed.

People’s default levels of empathy toward members of a distant group tend to be low. The current research shows that favorable perceptions regarding the personality of a group’s leader can stimulate empathy and pro-social behavior toward his or her countrymen. In four experimental studies ( N = 884), we found that exposure to a news article that positively (vs. negatively) characterizes a foreign national leader (vs. non-national leader) led to (a) increased levels of empathy toward distressed citizens of that leader’s nation, (b) willingness to help those citizens, (c) motivation to invest time in inspecting additional information elucidating the circumstances that led to this adversity, and (d) an actual monetary donation for the benefit of those people. This effect turned out to be prominent when the national leader’s domestic popularity was perceived as high. The results show that national leaders are in a position to contribute to more empathetic inter-society relations and enhance pro-social behavior.

Although retirement age is increasing in aging societies, its impact on individuals and communities is unclear. This study examined how age moderates the linkage between transition into retirement and participation in productive and non-productive social activities after retirement, using a nationwide longitudinal survey with a probability sample of Japanese aged 60 and over ( n = 3,493). Multinomial logistic regression analyses were performed to predict changes in volunteering and hobbies/learning during 3–5 years of follow-up and their participation level at the follow-up. The significant interactions between change in work status (remained working as reference, full/partial retirement, remained not-working) and age at baseline showed that fully retired persons were more likely to increase these activities than remained workers only when they retired by their early seventies. Thus it is important to encourage engagement in social activities before retirement and remove psychological and environmental barriers that hinder starting new activities at old age.

This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3rd grade students ( n=222) from two schools in the United States. Both schools had similar student demographics, school needs, and community characteristics. For secondary comparison analysis, school one ( n=87) served as the comparative school receiving a traditional multiactivity curriculum and school two ( n=135) received the TPSR model. Results showed that enjoyment and anger were predictors of students’ behavioral engagement. Findings also disclosed a significant positive effect for enjoyment, perceived responsibility, and behavioral engagement favoring the TPSR group. The TPSR model may be positively associated with elementary students’ beliefs about responsible behaviors, student enjoyment, and training students in positive ways to deal with anger. Overall, investigating the relationship between students’ emotions and their personal and social development, as it relates to PE, may provide intervention to reduce some negative experiences students report in these environments. Likewise, positive emotional experiences may increase in-class engagement and the adoption of adaptive personal and social responsibilities within PE and potentially into other areas in and out of school.

Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.

A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard.

Background: Aspects of the canonical stress response differ in stimulant, opioid, and alcohol users relative to controls, and dysregulated responses to stress may contribute to continued use of these drugs. Little prior research has focused on stress responses in regular cannabis smokers. We assessed responses to a standardized laboratory social stress assay (the Trier Social Stress Task; TSST) in regular cannabis smokers (CANs) compared with controls (CONs). Methods: Healthy, non-treatment-seeking adult CANs (⩾4×/week; smoking cannabis as usual) and demographically matched CONs completed the TSST. Outcome measures were subjective mood, heart rate, and salivary cortisol. Results: Nineteen CANs (1 female) and 20 CONs (2 female) participated; groups were matched on trauma exposure, sex, race, and age. CANs smoked cannabis 6.4 ± 1.1 days/week. Eight CANs and one CON smoked tobacco cigarettes daily. Overall, the TSST produced expected increases in anxiety, negative mood states, cortisol, and heart rate. CANs had blunted subjective response to stress relative to CONs, but they did not differ in physiological (cortisol and cardiovascular) stress responding. Conclusion: These results indicate that CANs have blunted mood responses to social stress, but normative physiological stress responding. Observed differences could be due to residual effects of cannabis, reluctance to endorse negative mood states, or to issues related to identifying (i.e., emotional identification) or feeling (i.e., interoception) stress-related affective states. Further research is warranted to characterize the mechanisms of these differences and assess implications for daily functioning and treatment outcomes.

To better interact with users, a social robot should understand the users’ behavior, infer the intention, and respond appropriately. Machine learning is one way of implementing robot intelligence. It provides the ability to automatically learn and improve from experience instead of explicitly telling the robot what to do. Social skills can also be learned through watching human–human interaction videos. However, human–human interaction datasets are relatively scarce to learn interactions that occur in various situations. Moreover, we aim to use service robots in the elderly care domain; however, there has been no interaction dataset collected for this domain. For this reason, we introduce a human–human interaction dataset for teaching non-verbal social behaviors to robots. It is the only interaction dataset that elderly people have participated in as performers. We recruited 100 elderly people and 2 college students to perform 10 interactions in an indoor environment. The entire dataset has 5,000 interaction samples, each of which contains depth maps, body indexes, and 3D skeletal data that are captured with three Microsoft Kinect v2 sensors. In addition, we provide the joint angles of a humanoid NAO robot which are converted from the human behavior that robots need to learn. The dataset and useful Python scripts are available for download at https://github.com/ai4r/AIR-Act2Act . It can be used to not only teach social skills to robots but also benchmark action recognition algorithms.

Patients with anorectal illness (AI) must deal with shame from social stigma and difficulties in the medical context. Recovering from shame is a challenge. Applying shame resilience theory (SRT) to the Chinese health care setting, this study explores how patients with AI develop resilience to shame using humor to facilitate the narrative’s five functions. The method is a thematic narrative analysis of 60 stories from a Chinese online community. Four main themes were identified: understanding shame events, normalizing them, shifting priorities, and transforming shame into pride. Storytellers can use humor to externalize shame, reflect on their concealment and avoidance, eliminate the shame associated with making health decisions, re-establish shameless identities, achieve positive agency, and build illness communities through “aligning moments” with their audiences and subverting hierarchies of normality and abnormality.

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

Objectives: This study examines the relationship between social engagement and loneliness in female and male autistic children and adolescents in school-based social settings. Secondary aims sought to explore the emergence of loneliness across different age groups and differences in social engagement and loneliness between genders. Methods: This study conducted an analysis of previously collected data from two multi-site randomized control trials. This study included 58 autistic students (29 females, 29 males) between the ages 6 through 18 years. Female and male participants were matched on age and intelligence quotient. Concurrent mixed methods were used to examine participants’ social engagement and loneliness. Results: Findings revealed a significant relationship between joint engagement and loneliness, such that autistic students reported more loneliness when they were mutually engaged with social groups than when they were isolated or alone. Positive correlations between joint engage and loneliness were identified in elementary-age girls and secondary-age boys, suggesting that being mutually engaged with peers leads to increased loneliness. Negative correlations between parallel and loneliness identified in secondary-age boys suggested that boys in close proximity to peers felt less lonely than boys who were mutually engaged with peers. Qualitative analysis of social behaviors indicated that elementary girls and secondary boys were more likely to be mutually engaged or in close proximity to activities, but they had difficulty sustaining this engagement throughout the entire social period. Secondary girls and elementary boys, on the other hand, were more likely to be solitary and less likely to engage with peer groups. Conclusion: Study findings highlight the relationship between social engagement and loneliness in school-based autistic populations, and that more engagement itself can lead to more loneliness for younger girls and older boys. The influence of age and gender on engagement and loneliness highlights a need to tailor social interventions to leverage existing social strengths.

Despite the broad importance of humor, psychologists do not agree on the basic elements that cause people to experience laughter, amusement, and the perception that something is funny. There are more than 20 distinct psychological theories that propose appraisals that characterize humor appreciation. Most of these theories leverage a subset of five potential antecedents of humor appreciation: surprise, simultaneity, superiority, a violation appraisal, and conditions that facilitate a benign appraisal. We evaluate each antecedent against the existing empirical evidence and find that simultaneity, violation, and benign appraisals all help distinguish humorous from nonhumorous experiences, but surprise and superiority do not. Our review helps organize a disconnected literature, dispel popular but inaccurate ideas, offers a framework for future research, and helps answer three long-standing questions about humor: what conditions predict laughter and amusement, what are the adaptive benefits of humor, and why do different people think vastly different things are humorous?

Background: The global policy discourse on sustainability and health has called for dietary transformations that require diverse, concerted actions from governments and institutions. In this article, we highlight the need to examine sociocultural influences on food practices as precursors to food policy decisions. Discussion: Sociocultural food practices relate to ideas and materials that give rise to food choices and food patterns of a group. We begin with a discussion of how individuals experience, interpret, negotiate, and symbolize the food world around them. We examine primarily the ideational pathways, such as identity, gender, religion, and cultural prohibitions, and their influence on food practices. We then provide guiding questions, frameworks, and a brief overview of food choice values to support policy planning and design. Lastly, we explore how sociocultural change for sustainable or healthy diets is already happening through food movements, food lifestyles, and traditional diets.

As student athletes exhibit unique alcohol use patterns based on being in- versus out-of-season and biological sex, we aimed to explore student athlete ( N = 442) alcohol use, pregaming behaviors, and associated negative outcomes. Results suggest being out-of-season and male are positively associated with negative alcohol-related consequences, and male athletes report greater numbers of pregame specific alcohol-related consequences than female athletes ( p < .05). Female athletes indicated significantly higher estimated blood alcohol concentrations than male athletes on pregaming nights. No differences emerged between in- and out-of-season athletes on pregame consequences. Results suggest that further emphasis on the role season status and sex has on pregaming behaviors and experiencing negative outcomes may be an important next step toward enhancing prevention and intervention approaches.