Search

Episodic memory (EM) is the content of our personal narratives and is foundational to social communication. Research has repeatedly demonstrated EM challenges in individuals with autism. Meanwhile, it is well documented that a caregiver conversational style known as elaborative reminiscing facilitates EM development in children without autism. This study evaluated the efficacy and social validity of a novel elaborative reminiscing caregiver-mediated intervention to support EM in an 8-year-old girl with autism. Using a mixed-methods approach, we first examined qualitative and quantitative data to evaluate social validity. The caregiver's subjective impressions of the goals, procedures, and outcomes suggested that the parent training had a high degree of social validity. Second, we evaluated child performance on standard assessments of EM. EM performance measures demonstrated improvements in EM following intervention, suggesting that the caregiver's subjective impressions of efficacy were rooted in genuine advancements in her child's EM abilities. [ABSTRACT FROM AUTHOR]

Objectives: We investigate whether volunteering is associated with a reduced risk of first heart attack in later life and whether purpose in life moderates this relationship. Methods: Cox proportional hazards were used to examine seven waves of data (2006–2018) from the Health and Retirement Study–a nationally representative survey of adults 50 years and older (N = 5,079). Results: Volunteering a moderate number of hours was associated with a 46% lower risk of heart attack compared to non-volunteers. The association between high time-commitment volunteering and heart attack risk was contingent on level of purpose in life: compared to non-volunteers, people with high purpose in life who volunteered 100 + hours had the lowest risk of heart attack. Discussion: Meaningful volunteer activities may be one way for older adults to reduce their risk of heart attack. [ABSTRACT FROM AUTHOR]

Among college survivors of unwanted pursuit behaviors (UPBs; 40.1%, n = 189) or intimate partner stalking (IPS, i.e., UPBs causing emotional distress; 32.1%, n = 151), the present study examined effects of social reactions to disclosures on post-traumatic stress disorder (PTSD) symptomatology, academic outcomes, and personal empowerment. Compared to UPB survivors, IPS survivors were more likely to disclose and reported higher positive and negative reactions to disclosure as well as greater frequency of UPBs/IPS, IPV, and PTSD symptoms. Among both groups, only negative social reactions were positively associated with PTSD symptoms. However, among IPS (but not UPB) survivors, only positive social reactions were related to academic outcomes and empowerment when controlling for PTSD and IPS frequency. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Bystanders play a role in school bullying; more specifically, the defending behaviors of bystanders play an important role in stopping bullying. This study explores the relationship between defending behaviors and family functioning in the context of school bullying from a family perspective. The role played by individual characteristics (empathy and gender) in this relationship was also focused on. The participants were 994 adolescents (average age = 13.34 ± 0.92 years) from the east of China. They completed the McMaster Family Assessment Device, the Basic Empathy Scale, and the Defending Behaviors subscale of the Participant Role Questionnaire. After controlling for residence and age, we found that family functioning significantly and positively influenced defending behaviors, and cognitive empathy rather than affective empathy mediated the relationship between family functioning and defending behaviors. In addition, family functioning influenced defending behaviors in boys more strongly than in girls. This study may increase the likelihood that bystanders will engage in defending behaviors by informing interventions for school bullying. [ABSTRACT FROM AUTHOR]

The article provides a critical analysis of the social and political function of humour, memes and cartoons about Liz Truss. While the apparent tone of the humour works in line with a long tradition of comic resistance in the UK, whereby jokes 'punch up' against the elitist, tax cutting, self-interested (yet incompetent) Tories, we note an overwhelming concern with Britain's standing in the world. Truss' short tenure was widely portrayed as a national humiliation that would exacerbate post-Brexit decline. Drawing from the critical literature on ontological (in)security (OS), we identify a series of humorous efforts to stabilise British identity through laughter and mirth. Crucially, we revisit OS themes of status, status withdrawal and shame to argue that there were important disciplinary elements in Liz Truss humour. The politics of ridicule relies upon a general – if unstated – agreement that the butt of the joke has broken a series of 'social rules' the restoration and maintenance of which is then achieved through laughter. In this case, we argue, imperialist narratives of global standing, gendered ideas of political rationality and financialised conceptions of the state's (limited) role in political-economic governance were (re-)founded in Liz Truss' 'hilarious' downfall. [ABSTRACT FROM AUTHOR]

Objective: Various forms of social relationships (e.g., family, romantic relationships, friendship) have been shown to predict health-related outcomes. Bridging social capital, referring to a less intimate social circle, is among those forms of social relationships associated with health. For the first time, the current study aims to examine whether the link between bridging social relationships and a health outcome (i.e., subjective health evaluations) would differ based on the cultural context defined in terms of the individualism-collectivism dimension. Methods and Measures: Data, including representative samples from 64 countries (N = 94,278), were analyzed using the last wave of the World Values Survey. Results: Findings indicated that the positive link between bridging social capital and subjective health was more salient when individualism scores were greater after controlling for the covariates (gender, age, education, income, marital status, and the number of children). However, the effect size was weak. Conclusion: Given that the predictor role of bridging social ties on health could vary based on the cultural context, findings suggested a more nuanced perspective regarding the influence of social relationships on health. [ABSTRACT FROM AUTHOR]

We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers' RJA intervention implementation behaviors. Results indicated caregiver coaching that incorporated a behavioral skills training model was an effective approach for coaching caregivers on RJA intervention and resulted in caregivers' improved use of intervention procedures. All three toddlers with autism demonstrated an increased number of correct RJA behaviors; however, the level of behavioral change varies across children. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the cross-cultural validity of nonviolent communication (NVC) behaviors as measured using the Nonviolent Communication Behaviors Scale (NVCBS) and explored their potential relationship with post-traumatic stress (PTS). Methods: We analyzed data from two samples (N = 412 Chinese adults and N = 283 English-speaking adults). Results: The best-fitting model of NVCBS was the proposed three-factor model ("self-connection," "authentic self-expression," and "empathic listening"), with configural, metric, and scalar invariance established across samples with different languages and sociocultural backgrounds. The NVCBS had satisfactory internal consistency and convergent validity and was negatively associated with PTS. The findings were replicated across the two samples. Discussion: NVC behaviors can be reliably and validly measured using the NVCBS. Given its brevity and measurement invariance across cultures, the NVCBS is a promising tool to facilitate future studies on NVC. Moreover, a lack of NVC behaviors may be a social-behavioral feature associated with PTS. [ABSTRACT FROM AUTHOR]

Although families can be critical partners in the pursuit of paid employment of individuals with intellectual and developmental disabilities (IDDs), their insights and experiences in this area are rarely explored. We interviewed 60 parents and other caregivers about the factors that could facilitate integrated employment for their family members with IDD. Participants described dozens of distinct practices and postures that contributed to finding and maintaining paid work in the community. Their recommendations spanned eight major categories: employment mindsets, skill development, family supports, hands-on work experiences, employer connections, job fit, transportation, and workplace supports. We offer recommendations for research and practice aimed at increasing access to the array of benefits that come through meaningful work in one's community. [ABSTRACT FROM AUTHOR]

Despite viral suppression, people living with HIV (PLHIV) report lower quality of life (QoL) than the general population, negatively impacting treatment adherence and wellbeing. This qualitative study explored factors influencing QoL of PLHIV. Participants completed a QoL questionnaire, with cut-off scores used to allocate participants into Low-Moderate QoL (n = 11) or High-Very High QoL (n = 10) focus groups. Thematic analysis indicated convergence across factors perceived to impact QoL, with some notable discrepancies. Socioeconomic stability, social connection and support, maintaining good health, adaptive attitudes and reduced impact of stigma were perceived to improve QoL, while obstacles to connection, ageing and poor HIV literacy in the general population were perceived to worsen QoL in both groups. The Low-Moderate QoL group alone identified socioeconomic stressors and ongoing burden of negative life experiences worsened their QoL. Results are presented in the context of local and global HIV health strategies, with implications for clinical management noted. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the predictors of bystanders' intentions to intervene and types of intended intervention in domestic violence (DV) and sexual violence (SV) situations in South Korea. Using nationally representative data from the 2016 National Fact-Finding Survey on Gender Equality (N = 7,399) and logistic regression-based models, this study focused on two key predictors, bystander gender and attitudes about gender equality, while controlling for age, educational level, and employment status. Our findings indicated that males and females were equally likely to state intentions to intervene in both DV and SV situations. While both males and females were more likely to state that they would intervene indirectly rather than directly, females were even less likely to intervene directly than were males for both situations. Attitudes indicative of gender equality further increased the intention to intervene for DV and SV situations in multivariate models. Gender equality attitudes, however, decreased the intentions to intervene directly in DV but not SV situations. Limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Understanding the heterogeneity of women who engage in violence is critical to provide effective treatment and reduce the likelihood of recidivism. Existing typologies of women who engage in violence have been created using mixed methodological approaches; the field would benefit from replication using a quantitative clustering method—latent class analysis (LCA)—as it is arguably more objective than methods used to date. A LCA was conducted using archival data involving 3,773 justice-impacted women in Western Canada to identify unique subgroups of women who perpetrate violence. Three distinct profiles emerged: (a) intimate partner violence (IPV)-only (40.5%), wherein almost all women reported only perpetrating domestic violence and had zero or only one previous violent conviction, (b) patterned (19.1%), wherein violence was perpetrated toward domestic partners and unknown victims, and the majority had two or more previous violent convictions, and (c) isolated (40.4%), wherein very few perpetrated domestic violence, some perpetrated violence toward unknowns, and the majority had either zero or only one previous conviction for a violent offense. Need profiles and recidivism outcomes were further analyzed as a function of group membership. As hypothesized, the group with the greatest criminal history and use of violence reported the greatest needs. Recidivism also increased as the number of dynamic needs increased. Notably, 80.9% of the sample was predominantly low risk/low need and were identified as IPV-only or isolated women. Implications of these findings may be used to inform risk classification, treatment targets, and treatment intensity required to reduce the likelihood of recidivism among women who perpetrate violence. [ABSTRACT FROM AUTHOR]

Sexual assault (SA) victimization is a prevalent issue both in the U.S. and globally. Although SA victimization is usually perpetrated by a single-perpetrator, multiple-perpetrator sexual assaults (MPSAs) also occur. Unfortunately, there is less literature concerning MPSAs, including the well-being of survivors' post-assault. One factor that has been shown to be important in the well-being of SA survivors' post-assault are the social reactions survivors receive from others following disclosure. The current study sought to compare social reactions received by MPSA survivors to the social reactions received by single-perpetrator sexual assault (SPSA) survivors in a community sample of adult female SA survivors (N = 1,863). We examined "turning against" (TA) reactions, a type of negative social reaction in which the supporter expresses more overtly distressing reactions that focus blame on the victim. We also examined unsupportive acknowledgment reactions (UA) the second type of negative reaction in which survivors receive acknowledgment that the assault occurred but are not supported. Additionally, we examined differences in positive reactions that survivors received from their support systems. One-way Analysis of Variance showed statistically significant differences in social reactions to disclosure according to number of offenders in the SA, with MPSA survivors receiving more TA and UA negative reactions than SPSA survivors. There were no differences in positive reactions by number of offenders. Multiple regression analyses also revealed that several demographics, assault characteristics, and post-assault factors (total Post-Traumatic Stress Disorder (PTSD) symptoms, coping, attributions of self-blame) were related to the social reactions received by MPSA survivors post-assault. Implications and recommendations for support providers are discussed. [ABSTRACT FROM AUTHOR]

Although prior research has established a relationship between neighborhood structure and intimate partner violence (IPV), much of this literature focuses on serious IPV, despite the fact that less serious forms of IPV comprise the majority of IPV instances. Further, women are far more likely to experience all types of IPV victimization relative to men, especially simple assault, yet the relative importance of neighborhood structure across gradations of IPV and victim sex is relatively unexplored. We use data from Los Angeles, CA, and disaggregate IPV assaults across victim sex to examine whether neighborhood factors have differential effects on simple and aggravated IPV. We find differential effects of neighborhood structure by victim sex, especially for simple assault. Most notably, we find that neighborhood racial composition has significantly greater effects on females relative to male victims of simple IPV assault, while residential stability is protective of women more so than men. Only the percent of vacant or owner-occupied housing was specific to male simple IPV victimization. This suggests that neighborhood-based interventions should differ depending on the type of IPV being targeted. [ABSTRACT FROM AUTHOR]

Introduction: Traditional games are essential for children's social inclusion due to cultural values and beliefs. This study was conducted to measure the impact of traditional children's games on internet use, social skills, and stress levels. Methods: A cross-sectional design was carried out. Children who had parental approval and agreed to participate were included in the study (n = 314). The data were collected using a questionnaire, the Perceived Stress Questionnaire (8–11 years), and the Social Skills Assessment Scale. Linear regression and multinomial logistic regression were performed to analyze the data. Mantel–Haenszel chi-square test was performed to assess the confounding factors for playing traditional games. Results: The children's mean age was 11.58 (SD = 0.49), and 56.1% were girls. Children who did not play traditional games were more likely to use the internet than those who played traditional games (odds ratio [OR] = 2.16, p =.014). The social skills were significantly associated with daily internet use time (β = 0.164, p =.003), playing traditional games (β = 0.155, p =.008), and frequency of gaming per week (β = 0.123, p =.035). The stress levels were associated with gender (β = 0.120, p =.033) and academic level (β = 0.111, p =.048). Discussion: Traditional game playing reduced the duration of one sitting and daily internet use. Moreover, outdoor gaming, frequency of playing games, and daily internet use duration were predictors of social skills, whereas being a girl and sixth-grade student were predisposing factors of stress level. Nurses could benefit from traditional games in reducing internet use and stress and improving social skills in children. [ABSTRACT FROM AUTHOR]

There is growing interest in the field of cooperative artificial intelligence (AI), that is, settings in which humans and machines cooperate. By now, more than 160 studies from various disciplines have reported on how people cooperate with machines in behavioral experiments. Our systematic review of the experimental instructions reveals that the implementation of the machine payoffs and the information participants receive about them differ drastically across these studies. In an online experiment (N = 1,198), we compare how these different payoff implementations shape people's revealed social preferences toward machines. When matched with machine partners, people reveal substantially stronger social preferences and reciprocity when they know that a human beneficiary receives the machine payoffs than when they know that no such "human behind the machine" exists. When participants are not informed about machine payoffs, we found weak social preferences toward machines. Comparing survey answers with those from a follow-up study (N = 150), we conclude that people form their beliefs about machine payoffs in a self-serving way. Thus, our results suggest that the extent to which humans cooperate with machines depends on the implementation and information about the machine's earnings. [ABSTRACT FROM AUTHOR]

Humans now understand the world as multilevel in nature. For example, societies emerge from individuals, and general experiences of life consist of specific aspects and momentary episodes. A critical feature of multilevel phenomena is between-level incongruences. Applied to human positivity, this means that positive higher-level units are not simply composed of positive lower-level units and that what is good for lower-level units may not be good for higher-level units (and vice versa). For example, killjoys may improve societal well-being, personal achievement may require giving up on certain goals, and a happy life may not arise from simply happy moments. In this article, I provide examples (organized by the positive outcome of well-being and performance and by the social, structural, and temporal forms of multilevel phenomena) to show that such between-level incongruences are ubiquitous. Next, I analyze a few mechanisms that may govern the diverse instantiations of between-level incongruences in positivity. Finally, I discuss implications of this perspective, such as why positivity claims should always qualify their level of analysis; how psychological science may benefit from a multilevel, dynamical, and computational perspective; and how to improve human positivity in light of between-level incongruences. [ABSTRACT FROM AUTHOR]

Although chemical signaling is an essential mode of communication in most vertebrates, it has long been viewed as having negligible effects in humans. However, a growing body of evidence shows that the sense of smell affects human behavior in social contexts ranging from affiliation and parenting to disease avoidance and social threat. This article aims to (a) introduce research on human chemical communication in the historical context of the behavioral sciences; (b) provide a balanced overview of recent advances that describe individual differences in the emission of semiochemicals and the neural mechanisms underpinning their perception, that together demonstrate communicative function; and (c) propose directions for future research toward unraveling the molecular principles involved and understanding the variability in the generation, transmission, and reception of chemical signals in increasingly ecologically valid conditions. Achieving these goals will enable us to address some important societal challenges but are within reach only with the aid of genuinely interdisciplinary approaches. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, many lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth lived with family members in forced togetherness. Using the Texas Queer Youth COVID Study, a longitudinal qualitative study of 26 LGBTQ youth in Texas, we argue that the social conditions of the COVID-19 pandemic impacted relationships between LGBTQ youth and their family in dynamic ways, including cultivating intimacy and magnifying new or existing conflicts. LGBTQ youth could not use their preferred strategies of avoidance to handle relatives' conservative pandemic politics and conspiracy theories. For Latinx LGBTQ youth, the intensified familism required during the shelter-in-place of the pandemic cultivated more intimacy but also became a justification for distance for youth trying to avoid homophobic relatives. These findings contribute to the study of LGBTQ youth and family relations, along with the impact of social isolation on family life. [ABSTRACT FROM AUTHOR]

Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,' students,' and families' perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports. [ABSTRACT FROM AUTHOR]

This brief paper reviews the articles in this special issue and summarizes contributions and provides suggestions for future research. [ABSTRACT FROM AUTHOR]

Social skills are critical behaviors that enable students to effectively navigate their social lives. Further, social skills function as protective factors against emotional behavior concerns and enable strong academic growth. Social skills can be developed and improved via programs implemented in schools. Students identified as gifted have long faced stereotypes as "nerds" or "geeks" with strong academic but weak social skills. Yet, there are few studies investigating the social skills of these students. Thus, we explicated the definition of social skills, their importance, and instructional approaches supported by research. Further, we utilized a national sample of students who provided self-ratings (N = 325) or were rated by teachers (N = 322) to compare the social skills and emotional behavior concerns of students identified as gifted or not gifted. Results indicated few differences with notable exceptions for teacher rated cooperation and responsibility skills. Implications for further research and practice are discussed. [ABSTRACT FROM AUTHOR]

Unlike other technologies that augment human physical skills and abilities, artificial intelligence (AI) technologies interact with human thinking skills nurtured through various educational processes. Hence, advances in these technologies challenge the education sector to reimagine the suitable intellectual formation of students in the AI age. It is observed that as soon as AI tools acquire certain cognitive skills, humans tend to delegate those skills to such tools, risking redundancy in their personal and professional lives. Therefore, anticipating an ever-increasing involvement of AI tools in various cognitive processes, educational systems must equip students with both AI-collaborative and AI-complementary thinking skills, making them resilient to the advancements of AI technologies. Furthermore, it demands that educators continually redefine the spectrum of thinking skills required for and imparted to students in the AI age. This article aims to develop a comprehensive taxonomy of educational objectives for AI-natives by reimagining thinking skills relevant in the AI age. It is intended to help educational policymakers worldwide reimagine the appropriate set of thinking skills relevant for students in the AI age. Additionally, the article provides important insights to restructure contemporary educational practices to meet the requirements of the holistic formation of the AI-natives. [ABSTRACT FROM AUTHOR]

Research depicts job crafting as a desirable, ongoing employee behavior rather than a one-off event. However, insights are lacking into how employees' active engagement in job crafting may be sustained across time. In this study, we advance a dynamic framework of how changes that follow employees' periods of job crafting may, in turn, motivate versus impede continued crafting of one's job role over time. Drawing from self-concordance theorizing, we propose and test a framework on how job crafting and employees' attainment of self-concordant and organizational work goals are reciprocally related over time. Longitudinal data from a large, three-wave study collected over four years among church ministers support a positive reciprocal relationship between job crafting and self-concordant goal attainment, as well as an indirect positive relationship between job crafting and organizational goal attainment via self-concordant goal attainment. However, in line with our theorizing, organizational goal attainment did not predict subsequent job crafting. Instead, high organizational goal attainment weakened the extent to which job crafting at one time point positively related to job crafting at the next time point. We discuss the theoretical and practical implications of our findings for employees' continued engagement in job crafting in organizations. [ABSTRACT FROM AUTHOR]

Facebook is one the most popular social networking sites in the world. The social aspect and perceiving oneself in the context of relationships seem to be crucial in the analysis of Facebook use. In recent years the number of Facebook users has been increasing, which is related to the problem of Facebook intrusion. Machiavellianism and selected interdependence agency indicators (conformity, relatedness, and autonomy) are associated with social functioning, which is an important aspect of Facebook intrusion. The aim of the study was to check how Machiavelianism and the interdependent agency indicators mentioned above affect Facebook intrusion and whether Facebook intrusion decreases satisfaction with life. The participants in the online study were 715 Polish Facebook users. We administered the Facebook Intrusion Scale, Conformity, Relatedness, and Autonomy Scales, and the Satisfaction With Life Scale. The results show that the selected interdependence agency indicators predict Facebook intrusion. Our results revealed that a high level of Machiavellianism was related to a high level of Facebook intrusion in women. They also show that conformity is positively and autonomy negatively related to Facebook intrusion and that Facebook decreases reduces satisfaction with life. The presented research thus contributes to knowledge about Facebook usage patterns. [ABSTRACT FROM AUTHOR]

Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students' attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students' attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group (p <.05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students' attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs. [ABSTRACT FROM AUTHOR]

This study examines the role of bystander behavior in cases of sexual harassment within the cultural economy's fashion industry. Using grounded theory to explore 34 sexual harassment narratives posted on Instagram, this analysis revealed that while some bystander victim–alliance behavior occurred in the forms of verbal objections and a strong physical presence to thwart perpetrators, bystander facilitation of perpetrator abuse was much more common. Types of facilitation included active bystander complicity, bystander inaction, and what is termed automatic industry bystander deference, whereby seemingly widespread acceptance of certain norms in the business prevented intervention. Implications for victim counseling, bystander intervention training, and public policy reforms are discussed. [ABSTRACT FROM AUTHOR]

The importance of prosocial behavior in helping migrant youths overcome challenges associated with relocating to urban settings has been emphasized. However, the trajectory of prosocial behavior in this population and the factors influencing it remain unclear. This study aimed to investigate the influence of cumulative family risk on the growth trajectory of prosocial behavior among Chinese rural-to-urban migrant adolescents from 7th grade to 8th grade. Additionally, it delved into the moderating role of school belonging in the relationship between cumulative family risk and prosocial development. The participants in this study included rural-to-urban migrant adolescents (Mean age = 13.52, SD = 1.23, N = 844) and their parents. Outcomes from latent growth curve modeling revealed that migrant adolescents displayed intra-individual increases in prosocial behavior during the transition from 7th grade to 8th grade, while cumulative family risk had a negative influence on these changes. Nevertheless, the adverse impact of cumulative family risk on prosocial development was alleviated for adolescents who reported a heightened sense of belonging within the school environment. These findings underscore the protective role of school belonging in the prosocial development of migrant adolescents, especially for those facing elevated cumulative family risk. [ABSTRACT FROM AUTHOR]

Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers' implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers' SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers' SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts. [ABSTRACT FROM AUTHOR]

Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students' writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants' written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students' overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students' problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment program for children in kindergarten and Grade 1 in Canada. Several processes and strategies used by staff emerged from the thematic analysis of the interviews. These included a process of individualized intervention, characterized by a continual and cyclical process of attunement, responsiveness, assessment, and evaluation, using a team-based approach, noticing positives about children, a climate of positive relationships, staff regulating their own emotions, being flexible while also being firm and consistent, and seeing children from a developmental perspective. More specific strategies used by staff (e.g., token economy) also emerged from the interviews. Implications for future research and teacher training are discussed. [ABSTRACT FROM AUTHOR]

Emotion can have a profound effect on language processing, and taboo words have been increasingly used in research as highly emotional, negatively valenced stimuli. However, because taboo words as a lexical category are socially constructed and semantically idiosyncratic, they may also have complex emotional characteristics. This complexity may not be fully considered by researchers using taboo words as research stimuli. This study gathered tabooness, humor, and arousal ratings to provide a resource for researchers to better understand the sources and characteristics of the strong emotions generated by taboo words. A total of 411 participants aged 18–83 were recruited via online platforms, and all participants rated the same 264 words on tabooness, humor, and arousal. Analyses indicated that tabooness and humor ratings were positively related to each other, and both were predicted by arousal ratings. The set of ratings included here provides a tool for researchers using taboo stimuli, and our findings highlight methodological considerations while broadening our understanding of the cognitive and linguistic nature of highly emotional language. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children. [ABSTRACT FROM AUTHOR]

The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children's Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule–Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. [ABSTRACT FROM AUTHOR]

In this article, we apply a social exchange theoretical approach to the study of rejection. We investigate how the explicit refusal and acceptance of offered resources affect reciprocal exchanges. We distinguish contexts with explicit communication of refusal from contexts in which refusal is uncommunicated or concealed and investigate how context and the actual experience of refusal affect reciprocal social exchange behaviors and the emergence of social bonds. We also examine the effects of contexts and experiences of communicated acceptance. Results of a controlled laboratory experiment show that the contextual possibility of refusal increases giving but nevertheless weakens emerging social bonds. Experiencing refusal increases self-isolation but also, under certain conditions, greater investment in alternative relationships. The contextual possibility of acceptance, on the other hand, has little effect on giving behaviors or social bonds. The experience of acceptance, however, may reduce partner switching. [ABSTRACT FROM AUTHOR]

The roots of social trust have long been a scholarly concern. Some argue that it is a disposition gained in early socialization that is stable despite social experiences. Others argue that social arrangements that structure prosocial interactions can cultivate it. Analyzing in-depth interview data, I contribute to this literature by developing a theory of fragile trust, stable mistrust. The results suggest interviewees understand early socialization as an important factor in the development of their own social trust. They also suggest these early experiences are structured by important socioeconomic factors. In addition, many interviewees recount a loss of social trust because of significant negative experiences, whereas none relate an experience building trust. I argue that these dynamics are driven by trustors being more interested in the kinds of activities theorized to enhance social trust than mistrusting individuals and by the cognitive mechanisms of the negativity and confirmation biases. [ABSTRACT FROM AUTHOR]

Leaders with legitimacy attain substantial benefits in the workplace, like cooperation and minimal dissension from workers. We argue that legitimacy also benefits leaders by enhancing workers' positive emotions and displays and reducing negative emotions and displays to their behaviors. Employed, adult study participants took the role of a worker and responded to a vignette description of a leader's behaviors (use of fair/unfair decision- making procedures; high/low use of power benevolently) and status characteristics (Study 1, three months/three years of experience; Study 2, Black male/White male). Results confirm the expected patterns of effects of legitimacy on positive and negative emotions. Perceived legitimacy also largely mediates the effects of the leader's behaviors and experience (but not race) on emotional responses. Legitimated leaders benefit from a flow of positive emotions and displays and are largely protected from negative emotions and displays that could jeopardize their legitimacy and ultimately the functioning of the work group. [ABSTRACT FROM AUTHOR]

Sexual harassment research typically focuses on White cisgender women. Are harassment targets who are not White cisgender women perceived similarly? In three preregistered studies, participants (Study 1: N = 442; Study 2: N = 2,088, nationally representative U.S. sample; Study 3: N = 577) read about a formal (Studies 1 and 2) or informal (Study 3) sexual harassment claim made by a woman whose gender identity (cisgender vs. transgender) and race (Black vs. White) varied. Details about the incident were redacted, and participants wrote about what they thought the harasser had done. These free-response data indicated that cisgender (vs. transgender) women were seen as more likely to have experienced unwanted references to appearance, unwanted sexual attention (in Studies 2 and 3), or unwanted romantic attention (especially if they were White). Transgender (vs. cisgender) women, regardless of race, were seen as more likely to have experienced gender harassment. The claimant's race had little systematic effect, suggesting that perceivers are less attentive to the potential impact of race (vs. gender identity) on sexual harassment. People's inferences about the types of sexual harassment that women are most likely to face can impact the support claimants may receive when they come forward with a sexual harassment claim. Additional online materials for this article are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/03616843241252658 [ABSTRACT FROM AUTHOR]

This article considers the ethical complexities of remote research practices in the wake of the Covid-19 pandemic. It draws on an analysis of prepandemic in-person fieldwork with survivors of collective violence and families of the enforced disappeared in Perú. We shed light on the specific challenges of using remote research processes with victims of human rights abuses. We propose a reflective research practice that is oriented on closely aligning the remote research process to the relational and social context of the research participants. Our main contribution is to reflect on the potential implications and challenges of conducting remote qualitative research with survivors of political violence, and on remote qualitative research more broadly. We outline three challenges and propose key recommendations. [ABSTRACT FROM AUTHOR]

Psychological distress often onsets during adolescence, necessitating an accurate understanding of its development. Assessing change in distress is based on the seldom examined premise of longitudinal measurement invariance (MI). Thus, we used three waves of data from Next Steps, a representative cohort of young people in the UK (N = 13,539) to examine MI of the General Health Questionnaire-12 (GHQ-12). We examined MI across time and gender from ages 15 to 25 in four competing latent models: (a) a single-factor model, (b) a three-factor correlated model, (c) a bifactor model of "general distress" and two orthogonal specific factors capturing positive and negative wording, and (d) a single-factor model including error covariances of negatively phrased items. We also tested acceptability of assumptions underlying sum score models. For all factor models, residual MI was confirmed from ages 15 to 25 years and across gender. The bifactor model had the best fit. While sum score model fit was not unequivocally acceptable, most mean differences across time and gender were equivalent across sum scores and latent difference scores. Thus, GHQ-12 sum scores may be used to assess change in psychological distress in young people. However, latent scores appear more accurate, and model fit can be improved by accounting for item wording. [ABSTRACT FROM AUTHOR]

Social desirability bias (SDB) is a common threat to the validity of conclusions from responses to a scale or survey. There is a wide range of person-fit statistics in the literature that can be employed to detect SDB. In addition, machine learning classifiers, such as logistic regression and random forest, have the potential to distinguish between biased and unbiased responses. This study proposes a new application of these classifiers to detect SDB by considering several person-fit indices as features or predictors in the machine learning methods. The results of a Monte Carlo simulation study showed that for a single feature, applying person-fit indices directly and logistic regression led to similar classification results. However, the random forest classifier improved the classification of biased and unbiased responses substantially. Classification was improved in both logistic regression and random forest by considering multiple features simultaneously. Moreover, cross-validation indicated stable area under the curves (AUCs) across machine learning classifiers. A didactical illustration of applying random forest to detect SDB is presented. [ABSTRACT FROM AUTHOR]

There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an "open unit" where students were given wider parameters for making intentional decisions with their compositions. Analysis of students' compositions revealed that students chose to use and design composing techniques from the previous focal units in their compositions. Findings suggest that focal writing units, followed by open composing, allows students to have more agency as writers to make creative intertextual connections as they design techniques from available designs they've learned in order to serve their own compositional needs. [ABSTRACT FROM AUTHOR]

Obtaining and maintaining employment can be a challenge for autistic adults and learning challenges may be related to vocational outcomes in this population. The present study sought to evaluate the Learning Needs Screening Tool to identify autistic job seekers who may benefit from additional services to obtain employment. A total of 401 autistic adults participated in this study. Internal consistency of Learning Needs Screening Tool items was evaluated. A principal component analysis was then completed to understand the measure's factor structure and evaluations of external validity were completed. Evaluation of the screening items of the Learning Needs Screening Tool revealed high internal consistency. Three factors (Orthography, Arithmetic, and Retrospective Learning and Service Receipt) emerged. Overall, 56% of the sample screened positive on the Learning Needs Screening Tool, indicating a history of learning challenges. Analysis of history of special education receipt and vocational outcomes showed strong external validity for the measure. Results support the utility of the Learning Needs Screening Tool as a possible screening tool to evaluate learning challenges in autistic job seekers. As those who screened positive were more likely to have no vocational/educational activities, knowledge of retrospective learning needs may help vocational counselors identify autistic adults who need greater supports when seeking and obtaining jobs. Finding a job can be hard for autistic adults. No studies have been completed that look into whether having difficulties learning and troubles finding a job are related in this population. The current study did so by evaluating the Learning Needs Screening Tool, a measure of learning challenges used in vocational rehabilitation settings, or places meant to help people find work. A total of 401 autistic adults completed this study online. Specifically, the study evaluated (a) the characteristics of the Learning Needs Screening Tool, including the relationships between questions that ask about similar learning challenges, and (b) the ability of the measure to relate to real-world outcomes that are associated with learning difficulties, namely prior special education receipt and difficulties finding a job. Evaluation of the questions asked on the Learning Needs Screening Tool revealed that they were highly related and that learning difficulties fell into different categories. Fifty-six percent of the people in the study showed learning challenges on the measure. People who were identified as having learning difficulties on the Learning Needs Screening Tool had higher rates of receiving special education services in the past and lower rates of current employment. These results suggest that the Learning Needs Screening Tool may help to identify autistic job seekers who have learning difficulties and may have more challenges finding a job. [ABSTRACT FROM AUTHOR]

Depression is common among autistic youth and is associated with worse quality of life in this group. Despite significant need for high-quality efficacious treatments, there has been very limited research on interventions for depression in autistic youth. This single-arm pilot study examined the feasibility and preliminary efficacy of a novel, behavior-based approach for treatment of depression symptoms in autistic adolescents without intellectual disability (i.e. Behavioral Activation for Autistic Adolescents, BA-A). BA-A is an individually delivered manualized 12-session treatment that utilizes established BA strategies and incorporates common mental health treatment adaptations for autistic young people. Of the 18 youth (11–16 years old) who enrolled, 15 completed all 12 treatment sessions, as well as pre-treatment, post-treatment, and follow-up assessment visits. Clinician treatment fidelity was quite high. Paired sample t -tests found that depression symptoms decreased pre- to post-BA-A according to multiple informants (i.e. self, caregiver, and independent evaluator), and treatment gains were maintained at 1-month follow-up. Paired sample t -tests also found that caregiver-reported anxiety symptoms and social skills improved pre-treatment to post-treatment. The results, although preliminary, indicate that BA-A may improve depression symptoms in autistic youth without intellectual disability. Furthermore, these promising findings suggest that a randomized controlled trial of BA-A is warranted. This trial was pre-registered at ClinicalTrials.gov (NCT05018169). Depression is common among autistic youth and has a significant negative impact on quality of life and day-to-day functioning. Despite great need for efficacious treatments, there are currently limited research-supported interventions for depression symptoms in autistic young people. This study tested a novel, behavior-based approach or psychotherapy for treatment of depression symptoms in autistic adolescents without intellectual disability (i.e. Behavioral Activation for Autistic Adolescents, BA-A) with 15 youth (11–16 years old). BA-A is an individually delivered 12-session therapy that was developed for and to meet the needs of autistic youth with depression. Results found that autistic youth and their caregivers were able to participate in BA-A therapy sessions, and clinicians were able to deliver BA-A in accordance with the treatment manual. Notably, results demonstrated that autistic youth depression symptoms significantly improved after participating in BA-A. Furthermore, anxiety symptoms and social skills significantly improved following BA-A. [ABSTRACT FROM AUTHOR]

Background: We review the literature on the social impacts of diseases, defined as the social consequences of having a disease on the people around the patient, such as spouses, caregivers and offspring. The two objectives of this study are to summarise the social outcomes commonly associated with diseases and to compare the social impact across a range of diseases. Methods: A systematic review of the social impact of disease in Nordic countries was conducted using PubMed, PsycINFO and Google Scholar (PROSPERO registration number CRD42022291796). All articles that met the inclusion criteria were reviewed. We tabulated all outcomes and diseases studied, and synthesised the evidence based on the perspectives of patients, spouse/caregiver and offspring. Results: A total of 135 studies met the eligibility criteria, covering 76 diseases and 39 outcomes. From the patient's perspective, diseases impact divorce and marriage rates, social functioning, likelihood of committing a crime and being a victim of crime. From the caregiver's perspective, diseases affect their health-related quality of life and physical and psychological health. From the offspring's perspective, diseases impact their development, health and social adversities in later life. Diseases generally had negative social impacts, but there were some diseases associated with positive impacts. Conclusions: The review provides a useful summary and gross comparison of the social impact of different diseases. The social impact of diseases can be large and significant. Thus, it should be considered when policymakers are setting priorities across disease areas. [ABSTRACT FROM AUTHOR]

The Manchester–Oxford Foot Questionnaire is a validated English 16-item patient-reported outcome measure for evaluating foot and ankle function. This study aimed to translate a Cantonese Chinese version of the questionnaire and evaluate its validity and reliability among patients with foot and ankle disorders. The translation and cross-cultural adaptation were conducted by forward translation, synthesis of translated versions, backward translation, review, and pre-testing by a panel of healthcare professionals. The test-retest reliability was conducted within 2–4 weeks. Internal consistency and construct validity were evaluated using the Visual Analogue Scale and Short-Form 36. 135 participants were recruited to complete the validation process. The overall reliability coefficient constituted 0.86 (intraclass correlation coefficient = 0.72–0.93). A strong, statistically significant correlation was found between the bodily pain subscale of Short-Form 36 and the pain subscale of the Cantonese Chinese-Manchester-Oxford Foot Questionnaire (r = −0.77, p < 0.001). This was similar to the pain subscale of the Cantonese Chinese-Manchester-Oxford Foot Questionnaire and visual analogue pain score (r = 0.77, p < 0.001). The overall score for the Cantonese Chinese Manchester-Oxford Foot Questionnaire between the healthy control group and the pathological group was statistically different (p < 0.001). A good consistency level was found in the questionnaire with a Cronbach's alpha coefficient of 0.78, 0.86, 0.78, 0.85 for pain, walking/standing, social interaction, and the overall domain of the Cantonese Chinese-Manchester-Oxford Foot Questionnaire, respectively. Therefore, this questionnaire can be adapted as a reliable clinical assessment and an outcome measure among the Cantonese Chinese-speaking population. [ABSTRACT FROM AUTHOR]

This article aims to investigate the significance of innovative musical education in fostering social skills among children and adolescents. To achieve this objective, the authors devised teaching approaches centered on the development of social skills through vocal training, utilizing modern technologies such as Minute Voice WarmUp and Swiftscales. The curriculum was designed to facilitate the formation of articulatory approaches to vocal singing, the enhancement of technical skills in vocal performance, the cultivation of emotional expression in execution, and the establishment of dual-voice rendition. Findings revealed that emotional expression in singing (0.491) and articulation (0.483) played pivotal roles in developing social skills, along with dual-voice rendition (0.207), influencing the freedom and confidence in execution. Moreover, the study results demonstrated that among the acquired social skills in children and adolescents, presenting vocal capabilities effectively (1.96) stood out prominently, enabling individuals to express their opinions in the interpretation of melodies. Additionally, students developed voice control skills (1.83), closely associated with the precision of word pronunciation and the conveyance of inherent intonation. The practical significance of this work lies in the potential for shaping social skills through vocal singing, guided by the utilization of digital applications such as Minute Voice WarmUp and Swiftscales. [ABSTRACT FROM AUTHOR]

This study provides a thorough psychometric evaluation of construct and criterion validity and measurement invariance of the promising Florence Bullying-Victimization Scales (FBVS). A special focus was devoted to the concurrent criterion validity of the victimization scale with regard to well-being and social self-efficacy. Exploratory and confirmatory multidimensional item response theory and structural equation modeling were applied to cross-sectional data retrieved from 3rd to 6th-grade Czech primary school students (N = 1795; 49% female; M age = 10.42, SD = 1.25). The results supported the use of unidimensional factor structure that demonstrated acceptable model fit and measurement invariance across genders and grades. Moderate to high correlations of the FBVS scores with bullying and victimization measured by the Olweus Bully/Victim Questionnaire and other instruments indicated very good convergent validity. Regarding criterion validity, higher victimization was associated with lower levels of well-being and social self-efficacy. [ABSTRACT FROM AUTHOR]

The impact of teachers' beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators' SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings. [ABSTRACT FROM AUTHOR]

This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner's answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. [ABSTRACT FROM AUTHOR]