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Objective: In the present study, we sought to establish a link between suicidal ideation (SI) and smoking in college students, determine whether psychopathology accounted for the association, and determine whether smoking expectancies were moderators. Participants: Participants (N = 607) were identified as nonsmokers, ex-smokers, infrequent smokers, or daily smokers. Methods: Participants were assessed for smoking patterns, smoking expectancies, psychopathology, SI, and past suicide attempts. Results: Daily smokers had the highest level of SI. There was a dose-response relationship between smoking and SI, such that the higher the daily smoking rate, the greater the SI, even when controlling for depression, alcohol use, and drug use. Trend-level results indicated that at lower smoking rates, elevated smoking-related negative affect reduction (NAR) expectancies were associated with lower SI, while elevated NAR expectancies in combination with higher smoking rates were associated with greater SI. Conclusion: Smoking cessation programs for college students should screen for SI.

Social anxiety and depression are commonly comorbid and cause significant impairment in college students. Past research suggests that both poor attentional control and increased rumination are related to these disorders and independently mediate their relationship. Theory suggests that social anxiety loads working memory, thus decreasing attentional control, which influences rumination and depression. The current study aimed to investigate the potential combined influence of attention control and rumination on social anxiety and depression. Participants: Participants (80) were recruited from a large Midwestern university in September 2017. Methods: Participants completed questionnaires regarding social anxiety, attentional control, rumination, and depression and data were analyzed using bias-corrected bootstrapping analyses. Results: Results demonstrate a significant indirect relationship between social anxiety and depression through attentional control and rumination. Conclusions: Results indicated that college students with social anxiety may be at risk for depression due to decreased attentional control and increased rumination. Clinical implications are discussed.

Objective: Gratitude, or thankfulness for positive aspects of life, is related to psychosocial well-being and decreased psychopathology, and may reduce suicide risk. We explored four potential hypotheses purported to explain the beneficial outcomes of gratitude (schematic, positive affect, broaden-and-build, and coping), hypothesizing that hopelessness (schematic), depression (positive affect), social support (broaden-and-build), and substance use (coping) would mediate the gratitude-suicide linkage. Participants: 913 undergraduate students from a mid-size, southeastern U.S. university. Methods: Respondents completed online self-report questionnaires including the Suicidal Behaviors Questionnaire-Revised, Gratitude Questionnaire, Beck Hopelessness Scale, Beck Depression Inventory, Duke Social Support Index, Alcohol Use Disorders Identification Test, and Drug Abuse Screening Test. Results: Supporting theory and hypotheses, gratitude was related to less suicide risk via beneficial associations with hopelessness, depression, social support, and substance misuse. Conclusions: The linkage between gratitude and suicide risk appears to be predicated on the beneficial association of gratitude to negative mood and interpersonal functioning.

The study of divergent thinking (DT) ability in the elderly population has experienced a renewed interest because of its proven relationship with cognitive reserve (CR). However, experimental research on DT skills in this population has often been inconsistent. One of the reasons why this may have happened is that the possible negative influence of psychological symptoms, which have been proven to be common during older age, have been frequently neglected. Thus, our study aimed at exploring the impact of psychological symptoms (i.e., depression, anxiety, and apathy) on DT abilities in 45 healthy elderly participants (age = 74.2 ± 5.71; 33 women; educational level = 6.51 ± 2.58). The results showed that different psychological symptoms have negative effects on diverse DT indexes: apathetic symptoms correlated negatively with total DT, fluency, and flexibility indexes; depressive symptoms with originality. Moreover, educational level (i.e., a proxy of CR) seemed to have a moderating effect on the relationship between apathy and DT. Even if further studies are needed, future studies should consider the variability of psychological symptoms in the elderly population and their negative effects on different DT indexes and the possible role of CR as a moderator of this relationship. Implications are also discussed.

Introduction: Previous studies have shown that student-athletes suffer from sleep difficulties. This study explored the impact of tDCS on sleep parameters among student-athletes. Method: Thirty student-athletes (15 females, 15 males, age 21.1 ± 2.1 years) were recruited. All participants underwent a series of questions to rule out depressive and anxiety disorders or any specific tDCS exclusion criteria. All participants were advised to maintain their usual sleep schedule. Results: Compared polysomnographic and Psychomotor Vigilance Task data analyses did not show any improvement after experimental tDCS. Regardless of groups, PVT mean reaction time was decreased. Regarding the questionnaires, data analyses showed improvement on the PSQI (p < 0.001), ISI (p < 0.001) and ASSQ (p < 0.007) scores after tDCS. Discussion: tDCS appears to increase total sleep time and should be further explored. Improvements in subjective sleep suggest that tDCS bears interesting possibilities into the enhancement of sleep among student-athletes.

The Suicide Screening Tool for Chronic Illness assesses suicide risk for persons with chronic, "invisible" illnesses. From an initial pool of 31 items, internal consistency, Rasch, and exploratory and confirmatory factor analyses produced a 14-item scale that is unidimensional, internally consistent, and correlated with measures of suicide-relevant constructs.

This preliminary study examined the effects of 16 sessions of neurofeedback (NF) training protocol on levels of depression, anxiety, and academic self-efficacy in college students with attention deficit hyperactivity disorder (ADHD). Results identified that NF was a viable option for mitigating depression and anxiety symptoms as well as increasing academic self-efficacy scores in college students with ADHD, based on their scores over time. Implications for college counselors are presented.

We examined the association of maternal depression and anxiety symptoms with the weight status of children at preschool age. The current study is a cross-sectional study, which was carried out in the homes of the participants between July 2016 and August 2017. Maternal depression and anxiety symptoms were assessed using the Beck Depression Inventory-II and the Beck Anxiety Inventory, respectively. Of the 216 children included in the study, 69.4%, 21.3% and 9.3% were classified as [less than or equal to]85th, >85th and <97th and >85th percentile, respectively. The prevalence of moderate/severe maternal depression and anxiety symptoms was 20.1% and 19.5%, respectively. Children whose mothers had moderate/severe symptoms of depression and minimal/mild symptoms of anxiety were more likely to have excess body weight at preschool age than children whose mothers had both minimal/mild symptoms of depression and anxiety. We found that maternal depression symptoms are associated with excess body weight in children at preschool age.

COVID-19 has affected people across the globe in psychosocial and economic aspects. This process has been difficult for most people, even more for some others including (teachers, administrators at educational settings) working in educational settings. The purpose of this study was to understand the predictive effect of psychosocial factors (gender, age, marital status, Additional Time Spent (ATS) on social media, ATS internet compared to the pre-COVID-19 pandemic and expert programs), and psychological inflexibility on depression and anxiety for teachers employed in the Ministry of Education during the pandemic. Participants included 514 adults (49% women). The findings of the study revealed that psychological factors and psychological inflexibility together explained 47% of the variance in depression and 42% of the variance in anxiety. Specifically, gender, social media and psychological inflexibility were significant predictors of both depression and anxiety during the pandemic. In addition to the predictive effect of psychosocial factors, these results indicated that psychological flexibility was important to develop further evidence based mental health services to address psychopathology and enhanced wellbeing. The findings of the study were discussed in the light of literature, and some suggestions were provided for future research and practice.

High alexithymic traits and psychiatric comorbidities such as depression and social phobia are frequently observed among adults with autism spectrum disorder. In this study, we tested whether alexithymic and/or autistic traits are risk factors for depressive and social phobic symptoms in adults with autism spectrum disorder (n = 122), patients with social interaction difficulties other than autism (n = 62), and neurotypical participants (n = 261). Multiple regression analyses of these three groups demonstrated that both traits explained considerable variance of depressive and social phobic symptoms. In adults with autism spectrum disorder, alexithymic traits were predictive of depressive symptoms, while autistic traits predicted social phobic symptoms. In patients with social interaction difficulties other than autism, alexithymic and autistic traits were identified as predictors of social phobic symptoms, while no variable predicted depressive symptoms. In neurotypicals, both alexithymic and autistic traits were predictive of depressive and social phobic symptoms. Our results, therefore, highlight the importance of assessing both alexithymic and autistic traits in patients with and without autism spectrum disorder for identifying comorbid psychopathology. Depending on the underlying core symptomatology, alexithymic and/or autistic traits increase the risk of depressive and social phobic symptoms calling for therapeutic strategies to prevent or at least reduce comorbid psychopathology.

Anxiety alters how we perceive the world and can alter aspects of cognitive performance. Prominent theories of anxiety suggest that the effect of anxiety on cognition is due to anxious thoughts "overloading" limited cognitive resources, competing with other processes. If this is so, then a cognitive load manipulation should impact performance of a task in the same way as induced anxiety. Thus, we examined the impact of a load manipulation on a time perception task that we have previously shown to be reliably impacted by anxiety. In contrast with our prediction, across 3 studies we found that time perception was insensitive to our load manipulation. Our results do not therefore support the idea that anxiety impacts temporal cognition by overloading limited cognitive resources, at least as induced by a commonly used load manipulation. Thus, anxiety might affect temporal cognition in a unique way, via an evolutionary-preserved defense survival system, as suggested by animal-inspired theories of anxiety, rather than competing for limited attentional resources.

Longitudinal data on the functioning of adults referred for possible autism as children are sparse and possibly different from datasets consisting of adult clinical referrals. A total of 123 young adults, mean age of 26, referred for neurodevelopmental disorders in early childhood were categorized into three outcome groups: autism spectrum disorder (ASD) diagnosis at some point and current intelligence quotient (IQ) [greater than or equal to] 70 (Ever ASD-Higher IQ), ever ASD and current IQ < 70 (Ever ASD-Lower IQ), and individuals who never received an ASD diagnosis (Never ASD). Independence and well-being were assessed through direct testing, questionnaires, and interviews. Verbal IQ, beyond intellectual disability status, accounted for group differences in employment; autistic features (Autism Diagnostic Observation Schedule Calibrated Severity Score) were uniquely related to adaptive skills and friendships. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, lower well-being and fewer positive emotions were related to ASD diagnosis across IQ. The Ever ASD-Lower IQ group had the highest levels of irritability, hyperactivity, and medications. Families played a major role in supporting adults with and without ASD at all intellectual levels. Realistic ways of increasing independence should be developed through working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence, and autism symptoms across neurodevelopmental disorders.

This study aimed to examine which values predicted depressive symptoms and hopelessness in Turkey. While it was hypothesized that values emphasizing universalism, benevolence, conformity, security, tradition, spirituality, self-direction, and achievement would predict lower levels of depressive symptoms and hopelessness, those values emphasizing power, stimulation, and hedonism would predict higher levels of depressive symptoms and hopelessness. Participants were 712 university students in Turkey. The Schwartz Values Survey Revised Turkish Version, the Beck Depression Inventory, and the Beck Hopelessness Scale were administered. Spirituality was observed as a distinct value category in Turkish culture. Higher levels of universalism predicted lower levels of depressive symptoms. While higher levels of self-direction and benevolence predicted lower levels of hopelessness, higher levels of achievement predicted higher levels of hopelessness. The findings partially fit Sagiv and Schwartz's value theory regarding the relationship between mental health and the growth and deficiency aspects of values. The findings suggested having congruent values with the environment (i.e. achievement) were not uniformly associated with positive affective states.

The study aimed to identify the psychometric properties of the Beck Depression Inventory (BDI-II) the Arabized version by Gharib (2000); the study sample consisted of 500 male and female students from the Kuwaiti universities by 250 males and 250 females on whom the BDI-II scale was applied twice; the psychometric characteristics such as the predicted and structural validity, internal consistency, and Cronbach's alpha values were extracted. The results showed that the scale has a high degree of consistency and validity in the Kuwaiti environment, alpha values after the items' deletion and the correlation coefficients of males and females became closer, and there are no significant differences in the degree of the overall depression depending on the variable of sex in the Kuwaiti environment. The study recommended the application of the Beck Depression Inventory scale (BDI-II) due to its high psychometric characteristics in addition to the attempt of developing this inventory to fit the older age groups.

This study investigated the relationship between dimensions of perfectionism and anxiety sensitivity. The study group is composed by 398 (211 female; 187 male) students who were studying at the pedagogical formation certificate program at Mugla Sitki Kocman University. The data were collected by using the Frost Multidimensional Perfectionism Scale and Anxiety Sensitivity Index-R. Pearson product-moment correlation analysis was employed to study the relationships between anxiety sensitivity and dimensions of perfectionism; structural equation modeling was also used for explaining the predictive role of dimensions of perfectionism on anxiety sensitivity. Concern over mistakes, personal standards, parental expectations, parental criticism, doubts about actions, and organization dimensions of perfectionism were found to be significantly correlated to anxiety sensitivity. A significant impact of six dimensions of perfectionism on anxiety sensitivity was detected. The theoretical implications of the link between perfectionism and anxiety sensitivity were discussed.

The study investigated the relationship between childhood trauma and types of attachment and the predictive role of childhood trauma on types of attachment. The sample was composed of 911 (492 female; 419 male) university students at Mugla Sitki Kocman University, in Turkey. Data were collected using the brief screening version of the Childhood Trauma Questionnaire and Relationship Scales Questionnaire. Pearson product-moment correlation analysis was employed to search for relationship between childhood trauma and types of attachment; structural equation modeling was also used for explaining the predictive role of childhood trauma on types of attachment. It was found that the physical, emotional, and sexual abuse, and physical and emotional neglect subdimensions of childhood trauma were positively related to fearful, preoccupied, and dismissing attachment styles; whereas these same variables were negatively related to the secure attachment style. Results were discussed in the light of previous findings and in the context of childhood trauma and attachment styles. Further replications using larger samples should be conducted to explore the relationship between childhood trauma and attachment styles.

Problem Statement: Future Anxiety (FA) and Trait Anxiety (TA) have negative effects on individuals' productivity, which can lead them to feelings of insecurity and eventually depression. Knowing more about future anxiety helps people feel more secure and produce more effectively for themselves, and eventually for society. This research examined the efficacy of a cognitive-behavioral theory (CBT)-based training program on FA and TA. Purpose of the Study: This study aimed to examine the effectiveness of a CBT-based training program on the FA and TA of university students. Method: A quasi-mixed methods design was used for this study. The sample consisted of 28 university students (14 experimental, 14 control) in a public university in the Aegean Region of Turkey during the 2015-2016 academic year. Brief Symptom Inventory and Beck Depression Inventory were used to select participants for group processes. The Personal Information Form, Trait Anxiety Inventory, Positive Future Expectations Inventory, and Anxiety of Making Mistakes Scale were used as quantitative data collection instruments. Qualitative data were obtained using the General Evaluation of Group Processes form. Eight sessions were designed and applied to the experimental group. No procedures were applied to the control group. Quantitative data were analyzed using two-way repeated measures ANOVA, paired samples t-test and Mann Whitney U. A thematic analysis was also applied to the qualitative data. Findings and Results: Results revealed that a CBT-based Overcoming FA and TA Skill-Training program decreased university students' trait anxiety levels and anxiety about making mistakes, while increasing positive future expectations. Conclusions and Recommendations: The present study found that a skill-training program based on CBT affected individuals' future perceptions in an expected way. Similar research should be conducted with different age groups and different samples. Further research may focus on developing a measurement for FA. [This present study was presented as an oral presentation at the 3rd International Eurasian Educational Research Congress held between June 1-3, 2016, in Mugla, Turkey.]

This study investigated depression and suicidal ideation in students with and without learning disabilities in two Colleges of Education in Nigeria. The students in this study were between 18 and 24 years old, numbering 391 in total. The number of male students was 165, while female students were 226. Five valid and reliable instruments were used to carry out the study. The study adopted a descriptive research design, and purposive sampling technique was used to select the population. Data was analyzed using mean, standard deviation and Pearson product moment correlation. In this study, students with learning disabilities experienced more depression and were more prone to suicidal ideation when compared to their mates without learning disabilities. One of the recommendations in the study is that mental health experts need to address mental health issues and suicidality affecting students in tertiary institutions.

This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model. Twenty-six students participated in the research, with 13 each in the experimental and control groups. The Academic Procrastination Scale (APS), Melbourne Decision-Making Questionnaire I-II, Rosenbaum's Learned Resourcefulness Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory were administered for the synchronization of the two groups in the selection process. The APS was used to collect quantitative data from the participants. In the analysis of the quantitative data, analysis of covariance and t-test were used for statistical analyses. The qualitative data were collected via a general evaluation form of group processes, and thematic analysis was applied to the collected data. It was observed that CBT-based skill training decreased university students' academic procrastination behaviors and had a long-term effect on the students.

Low-intensity cognitive behaviour therapy including behavioural activation is an evidence-based treatment for depression, a condition frequently co-occurring with autism. The feasibility of adapting low-intensity cognitive behaviour therapy for depression to meet the needs of autistic adults via a randomised controlled trial was investigated. The adapted intervention (guided self-help) comprised materials for nine individual sessions with a low-intensity psychological therapist. Autistic adults (n = 70) with depression (Patient Health Questionnaire-9 score ?10) recruited from National Health Service adult autism services and research cohorts were randomly allocated to guided self-help or treatment as usual. Outcomes at 10-, 16- and 24-weeks post-randomisation were blind to treatment group. Rates of retention in the study differed by treatment group with more participants attending follow-up in the guided self-help group than treatment as usual. The adapted intervention was well-received, 86% (n = 30/35) of participants attended the pre-defined 'dose' of five sessions of treatment and 71% (25/35) attended all treatment sessions. The findings of this pilot randomised controlled trial indicate that low-intensity cognitive behaviour therapy informed by behavioural activation can be successfully adapted to meet the needs of autistic people. Evaluation of the effectiveness of this intervention in a full scale randomised controlled trial is now warranted.

To examine reliability, validity, factor structure, and measurement invariance (i.e., configural, metric, and scalar invariance) of the Japanese Conners' Adult attention deficit hyperactivity disorder (ADHD) Rating Scales (CAARS), Japanese nonclinical adults (N = 786) completed the CAARS Self-Report (CAARS-S). Each participant was also rated by one observer using the CAARS Observer Form (CAARS-O). For the test of measurement invariance, excerpts from the original (North American) CAARS norming data (N = 500) were used. Dimensional structure was examined by exploratory and confirmatory factor analyses. Test-retest reliability, internal consistency, and concurrent validity were satisfactory. Based on the "DSM-IV" model and Japanese four-factor model, configural and metric invariance were established for the CAARS-S/O across Japanese and North American populations. Scalar invariance was established for the CAARS-O based on the Japanese model. The use of the Japanese CAARS for diagnostic purposes in Japan was supported; however, it should be used with caution for cross-cultural comparison research.

Frequent formative assessment of students' functioning, or progress monitoring, is a critical component of multi-tiered systems of support as data inform data-driven decisions about response to treatment. Progress monitoring tools for students' academic and behavioral functioning are readily available and widely researched; however, despite the documented prevalence of depressive disorders among youth and that schools have been put forth as an ideal location for the delivery of mental health services, there are currently no progress monitoring tools to examine students' response to interventions that target depression. To address this gap, this study sought to develop a progress monitoring assessment of students' depressive symptoms using an empirically informed model for creating "Brief Behavior Rating Scales" (BBRS). Using this model, a four-item BBRS of depressive symptoms (BBRS-D) was created from the item pools of the "Beck Depression Inventory for Youth" (BDI-Y) and "Children's Depression Inventory" (CDI) administered during a treatment study of depression in female youth; the resulting short scale corresponds well to the full-length assessments (i.e., r = 0.65 and r = 0.59); however, the BBRS-D possessed lower than adequate internal consistency (alpha = 0.50) and test-retest reliability (r = 0.56). Limitations and future directions are discussed.

Co-occurring problems with mood and anxiety among adolescents and adults on the autism spectrum are highly prevalent and contribute to poor outcomes and diminished quality of life. The current study's principal aim was to evaluate variation in the presentation of depression symptomatology among adolescents and adults with autism spectrum disorder, specifically to determine if social motivation may be implicated in an autism spectrum disorder-specific subtype of depression. A systematic review was conducted, with an initial search conducted in February 2018 and a search update conducted in November 2019, yielding 48 articles which met inclusion criteria. Results support other recent work indicating that symptoms of depression are highly prevalent among adolescents and adults with autism spectrum disorder. Coding of study variables related to core autism spectrum disorder symptoms provided initial evidence for the proposition of a conceptual model implicating social motivation in the etiology of depression among a subset of individuals with autism spectrum disorder.

First-year architecture students are expected to utilise visuospatial abilities to generate/construct, retain, rotate and manipulate space mentally and physically through physical and digital representations. This study of 57 female and 23 male participants was conducted to investigate first-year architecture students' visuospatial abilities by means of the Beck Depression Inventory, Logical Reasoning Test and Judgment of Line Orientation (JLO) test. Participants' sexes, cognitive development level, depression scale scores, university entrance exam results, vision disorders, physical competences, art training prior to university and error types were the study's main parameters. The results showed that academic scores of the participants both to enrol in the program and complete the first-year studio did not correlate with their JLO scores. Nondepressed participants performed better in JLO. Error analyses demonstrated that there is a concentration on certain items according to the test stimulus line positions, especially in females. Those who reported limited physical and visual competency made more mistakes in the same items. The study concludes that sex, depression, and individual differences in physical and visual competency, and art training, are significant variables for visuospatial performance. Judging visuospatial parameters through spatial design exercises is different from having proper methods and instruments to assess the achievements of the students regarding those abilities in architectural design education. It is important to map students' visuospatial abilities individually from a developmental perspective. There is a strong need to develop 4D psychometric instrument to assess visuospatial abilities.

Understanding the relationship between cognitive and behavioral processes and long-term behavior change is critical to developing behavior change maintenance interventions. We examined the relationship between cognitive and behavioral safer sex maintenance strategies and condomless vaginal/anal sex with clients among female sex workers (FSWs) in Mexico. We hypothesized a moderating effect of hazardous alcohol use, such that the relationship between the use of safer sex maintenance strategies and condomless sex would be weaker among FSWs who meet criteria for hazardous alcohol consumption. Data were gathered from 602 FSWs enrolled in a sexual risk reduction intervention with a text messaging maintenance component. Seven cognitive and behavioral strategies purported to be critical in sustaining long-term behavior change were measured (e.g., maintenance self-efficacy). The relationship between FSWs' use of safer sex maintenance strategies and condomless vaginal/anal sex with clients was moderated by hazardous alcohol consumption. The association was weaker among FSWs who met criteria for hazardous alcohol consumption. Among FSWs who met criteria for hazardous alcohol consumption, maintenance self-efficacy was associated with fewer condomless sex acts with clients (b = -0.35, p < 0.001). Among FSWs who did not meet criteria for hazardous alcohol consumption, recovery self-efficacy (b = -0.21, p < 0.05) and self-monitoring (b = -0.34, p < 0.001) were associated with fewer acts of condomless sex. Results indicate the importance of examining the multidimensional nature of safer sex maintenance strategies and of exploring subgroup differences in their associations with behavioral outcomes. Interventions that address safer sex maintenance strategies in the context of alcohol treatment should be developed for this subgroup of FSWs.

Perfectionistic automatic thoughts have been linked with depressive symptoms in numerous cross-sectional studies, but this link has not been assessed in longitudinal research. An investigation with two timepoints was conducted to test whether perfectionistic automatic thoughts, as assessed by the Perfectionism Cognitions Inventory (PCI), are contributors to subsequent depression or vice versa. The possible role of a third factor (major life events stress) was also evaluated. A sample of 118 university students completed the PCI, the Center for Epidemiologic Studies Depression Scale (CES-D), and the Life Experiences Survey on two occasions with a 5-month interval. A cross-lagged analysis using structural equation modeling showed that above and beyond within-time associations and across-time stability effects, perfectionism automatic thoughts contributed to subsequent depressive symptoms and not vice versa. Negative life events stress was correlated significantly with both depressive symptoms and perfectionism automatic thoughts but did not have an influence on Time 2 depressive symptoms or on perfectionistic automatic thoughts. Our discussion focuses on perfectionistic automatic thoughts as a contributor to depressive vulnerability according to the perfectionism cognition theory.

This study was conducted to explore a comprehensive belief system model of pre-service science teachers' (PSTs') beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating in the quantitative research were 955 PSTs. The results of a structural equation modeling analysis of the dataset indicated that PSTs' depressive beliefs were related to their epistemological beliefs and that these latter beliefs predicted their teaching-learning conceptions. Twelve PSTs participated in a follow-up research that employed a multiple case research design. Results, at this step, indicated that there was a relationship between a PST's beliefs and experiences. Furthermore, if any inconsistencies between experiences and peripheral beliefs existed, the relationship was biased toward experiences. Therefore, the experience-biased calibration determined that central beliefs have a greater influence on peripheral beliefs than vice versa. Given these results, certain implications are presented.

Objective: We examined whether perceptions of being bullied during middle and high school were associated with depressive, anxiety, and posttraumatic stress disorder (PTSD) symptoms during college. We also examined whether perceived social support (PSS) mediated the association between bullying and symptoms, and explored whether parental, peer, or other sources of support was most beneficial. Participants: Undergraduates (N = 270) from an urban commuter college in the Northeast participated during Spring 2013 or Fall 2015. Methods: Psychometrically sound self-report measures were used to assess symptoms and perceptions of bullying and social support. Results: As hypothesized, bullying was associated with more symptoms, and PSS significantly mediated the associations between bullying and symptoms of PTSD and depression. Conclusion: The college years provide another opportunity to address the effects of middle and high school bullying. Receiving current support for past bullying is beneficial but is not enough, college counseling services are needed to reduce symptoms.

Objective: To examine the effects of the indicated level of the prevention program "Zenétudes": making a healthy transition to college on anxious and depressive symptoms. Participants: 65 college students participated in the study, from September 2014 to August 2016. From that initial sample, 53 students (ages 16-34) were included in analyses. Methods: First-year students were screened for anxious and depressive symptoms at the beginning of their semester. Students who scored higher than the cutoff score were invited to be part of the study. Both treatment and comparison groups completed pretest, post-test, and follow-up questionnaires. Results: Results show significant differences between treatment and comparison groups in both depressive and anxious symptoms at follow-up. Conclusion: The results of this pilot study support the positive effects of "Zenétudes" on anxious and depressive symptoms. Larger studies should be conducted to identify which components of the program mediate its efficacy.

In response to growing interest in mindfulness as a support for educators, the current study sought to create and test a new multidimensional and multi-informant measure of teacher mindfulness in the classroom. To counter some of the limitations of context-general self-reports, we designed two theoretically based classroom-specific measures that capture the experience and expression of mindful teacher behavior from the perspective of "teachers" and "students". Drawing on emerging consensus from experts on mindfulness in education, the measures incorporated three dimensions of mindfulness, namely, Calm, Clear, and Kind teacher behavior in the classroom, as well as their antitheses, namely, Reactive, Distracted, and Critical teacher behavior. Utilizing data from 78 sixth- to eighth-grade teachers and 550 of their students, teacher- and student-report item sets tapping these dimensions were tested for reliability and validity across three time points. Based on confirmatory factor, reliability, structural invariance, and correlational analyses, subscales generally demonstrated satisfactory psychometric properties, cross-year stabilities, convergent and criterion validity with multiple established measures, and some overlap across reporters. In terms of connections to observer ratings from the CLASS-S, teacher subscales showed consistent but modest connections, whereas student subscales showed higher correlations (especially at time 2), suggesting that students and observers converged in their perceptions of teachers' "expressions" of mindfulness. Possible improvements to both measures as well as implications for future research on teacher mindfulness are discussed.

The main focus of this study was to investigate links between the diathesis-stress hypotheses of the quadripartite model and the helplessness-hopelessness theory of depression. Simultaneously the study tested the psychometric properties of the Turkish version of the Learned Helplessness Scale (LHS). To this end, the LHS was initially administered to a pilot sample consisting of 440 college students. Next, the LHS, Beck Hopelessness Scale (BHS), Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Pittsburgh Sleep Quality Index (PSQI), Generalised Self-Efficacy Scale (GSES), and Rosenberg Self-Esteem Scale (RSES) were administered to 191 college students. Factor structures extracted from the data on the initial sample was tested on the validation sample and a three-factor structure containing "Internal and Stable Appraisals", "Losing Control" and "General Helplessness" was confirmed. Considering the differentiation between anxiety and depression along with the hypothesis of helplessness-hopelessness theory, it appeared that hopelessness and poor self-esteem constituted specific dimensions of depressive symptomatology. Poor sleep quality was a non-specific component of both anxiety and depression. Helplessness was strongly associated with low self-worth. The results of the present study are discussed in light of quadripartite and helplessness-hopelessness models of depression.

The aim of this study was to test a theoretical model of the mediating role of self-esteem in the relationship between academic procrastination behaviour, dysfunctional attitudes and depression. The sample comprised 615 female (71.3%), 242 male (28.1%) and 5 undergraduate students who did not specify their gender (0.6%), who were attending a state university located in the northern region of Turkey. Data were collected using the Personal Information Form, Academic Procrastination Scale, Dysfunctional Attitudes Scale, Beck Depression Inventory and Rosenberg Self-Esteem Inventory. Dysfunctional attitudes, depression and self-esteem were found to explain academic procrastination.

Objective: To examine the effectiveness of individual versus group therapy for anxiety and depression among university students. Participants: Forty-one university students experiencing moderate to severe symptoms of anxiety and/or depression participated during one of three academic semesters from 2015 to 2016. Methods: Participants were randomly assigned to either 6-weeks of individual or group therapy and completed outcome measures at pre- and-post-treatment. Results: Significant reductions in both depression and anxiety scores were found across time, with no significant difference between group and individual therapy outcomes. Exploratory analysis of attitudes toward therapy found that while individual therapy was rated more favorably than group therapy overall, attitudes toward therapy became more favorable from pre to post-treatment for all participants. An interaction showed differences in attitudes toward individual and group therapy according to participants' randomly assigned treatment. Conclusions: These findings support the increased usage of group therapy within university counseling centers, with implications for stepped care discussed.

Objective: To investigate associations between risk in family environments and health-relevant outcomes in college and the role of loneliness. Participants: College students at a state university (N = 360). Methods: We utilized linear regression to examine relationships between risk in family environments and loneliness, perceived stress, affect, and self-rated health. We tested for indirect effects of risk in family environments on outcomes through loneliness Results: Analyses showed that risk in family environments associated with loneliness ([beta] = 0.12 t[358] = 2.22, p = 0.03, R[superscript 2] change = 0.02), perceived social stress ([beta] = 0.20, t[357] = 3.88, p < 0.001, R[superscript 2] change = 0.04), negative and positive affect ([beta] = 2.44, t[357] = 3.95, p < 0.001, R[superscript 2] change = 0.04), and ([beta] = -0.18 t[357]= -3.44, p = 0.001, R[superscript 2] change = 0.03 respectively), and self-rated health ([beta] = 0.19, t[359] = 4.57, p < 0.001, R[superscript 2] change = 0.10). Significant indirect effects were observed for risk in early family on all outcomes through loneliness. Conclusion: These findings provide initial evidence that risk in childhood family environments may negatively affect health by increasing loneliness in college students.

The aim of this study was to examine the association between social support from friends and depression in young adults with visual impairments. Forty young adults with visual impairments, ranging in age from 18 to 40 years, completed the 21-item Beck Depression Inventory (BDI-I) and a self-developed social support questionnaire. Significant individual predictors of depression were negative practical support and positive practical support. The respondents who received more positive practical social support from their friends reported fewer depressive symptoms. Furthermore, fewer depressive symptoms were also associated with receipt of less negative practical social support.

This study investigated the use of the Formal Elements Art Therapy Scale (FEATS) with Multiple Sclerosis (MS) patients. Eighty-eight persons with either relapsing-remitting or progressive type MS drew a Person Picking an Apple from a Tree, and completed a Beck Depression Inventory-Fast Screen (BDI-FS). FEATS scores were compared to BDI-FS scores and across disease type. Statistically significant results were found when comparing FEATS scores in regard to disease type, with overall FEATS scores (p = 0.014), indicating graphic elements linked to depression present in the drawings of patients with progressive type MS. The relationship between FEATS scores and the BDI-FS was not significant. Further research is needed, as this was the first study of the FEATS with the MS population.

Objective: To test associations between viewing "13 Reasons Why," Season 1 and past week suicide ideation severity, behavior risk, stigma, and knowledge in college students. To explore whether personal exposure to suicide and depressive symptom severity moderated these associations. Participants: Eight-hundred and eighteen college students, 64% (n = 522) of whom watched "13 Reasons Why." Methods: Students completed surveys online. Multivariate negative binomial regressions were used to test associations between watching 13 Reasons Why and suicide-related variables, and interaction terms. Results: Suicide ideation severity and suicide behavior risk were not significantly associated with viewing "13 Reasons Why"; however, there was limited statistical power to detect associations. The association between watching "13 Reasons Why" and greater suicide knowledge was stronger among those who did not have personal exposure to suicide. Conclusions: "13 Reasons Why" may be a platform for psychoeducation on suicide, particularly among those who do not have personal exposure.

Objective: We examined whether executive functions (EFs) mediate the relation between procrastination and attention-deficit/hyperactivity disorder (ADHD) symptoms in college students. Participants: One hundred fourteen undergraduates were recruited for study participation. Methods: Participants completed measures of academic performance, procrastination, ADHD symptoms, EFs (as measured by five EF facets: time management, organization/problem-solving, restraint, motivation, and emotion regulation), and common comorbid concerns for college students between May 2017 and May 2018. A mediational framework was utilized to examine the associations among procrastination, EFs, and four ADHD symptoms domains. Results: Results indicated that both procrastination and GPA correlated with EFs and three ADHD symptom domains. While EFs mediated the association between procrastination and ADHD symptoms, follow-up analyses suggested that self-management of time and organization/problem-solving are the specific pathways through which procrastination is indirectly associated with ADHD symptoms. Conclusions: Promising areas for future research and potential intervention targets are discussed.

Objectives: Caring for individuals with intellectual disabilities (ID) or autism spectrum disorder (ASD) can be gratifying as well as stressful. Professional staff employed as caregivers often report compromised mental and physical wellbeing due to the stressful nature of working with clients who exhibit aggressive and destructive behaviors. Prolonged work-related stress results in diminished quality of life for the caregivers. The aim of the present study was to evaluate the comparative effects of three programs--mindfulness program, psychoeducational program, and inservice training-as-usual--on the quality of life of professional caregivers who provide services to adolescent and adult clients with ID and ASD. Methods: Professional caregivers (N = 216) were randomized into three experimental conditions, and trained in mindfulness, psychoeducation, and inservice training-as-usual. The effects of the training on the caregivers' quality of life were assessed in terms of perceived stress, compassion satisfaction, compassion fatigue (i.e. burnout, secondary traumatic stress), and symptoms of depression at the end of 32 weeks of implementation. Results: Perceived stress, burnout, and secondary traumatic stress decreased significantly in the mindfulness condition, followed by psychoeducation, but not in the inservice training-as-usual condition. Compassion satisfaction increased significantly in the mindfulness condition, followed by psychoeducation, but not in the inservice training-as-usual condition. Symptoms of depression, which were rated in the borderline clinical range prior to intervention, decreased significantly to within normal levels in the mindfulness condition, decreased minimally in the psychoeducation condition, and showed no change in the training-as usual condition. Conclusions: A 3-day training in mindfulness meditations and associated contemplative practices provides a better basis for enhancing caregivers' quality of life than psychoeducation or inservice training-as-usual.

The theme of the study is to explore the areas of academic stress and depression among law and business students. So many researchers in the fields of behavioral science have carried out extensive research on components of academic stress and other stresses which also shows the impact on students. This research further tries to enlighten each one of the components of stress, which will affect the overall performance of the students by way of Beck's Inventories. Mental health among university students represents an important and growing public health concern for which epidemiological data are needed. The study found that the students of management are more depressed and anxious than law students and the former show a more consistent pattern of depression and anxiety levels.

Adults of college age are at particular risk for psychopathology, non-suicidal self-injury (NSSI), and suicidal behavior, but protective factors (e.g., self-compassion) may buffer risk. We examined the mediating effect of NSSI on the relation between anxiety/depressive symptoms and suicide risk, and the moderating role of self-compassion. Students (N = 338) with greater psychopathology reported more engagement in NSSI and, consequently, more suicide risk; self-compassion weakened the psychopathology-NSSI linkage. Therapeutically addressing psychopathology and NSSI, perhaps via Cognitive Behavioral Therapy, and promoting self-compassion via compassion-focused and mindful self-compassion therapy, may halt progression from symptomology to self-harm, ultimately reducing suicide risk in college students.

Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality teaching and learning in schools. Purpose of the Study: This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership was the dependent variable of the study, whereas teacher professionalism and perceived stress were the independent variables. Method: The present study employed a correlational research model where two independent variables and one dependent variable were used. A total of 302 teachers participated in the study. The Teacher Leadership Scale, Teacher Professionalism Scale, and Perceived Stress Scale were used to gather data. Descriptive statistics, Pearson's product-moment correlation coefficients, and a step-wise multiple-regression analysis were used to analyze the data. Findings: Results indicated that there were positive and significant relationships between teacher professionalism and dimensions of teacher leadership, such as institutional improvement (r = 0.35, p < 0.01), professional improvement (r = 0.36, p < 0.01), and collaboration among colleagues (r = 0.20, p < 0.01). However, there were negative and significant relationships between perceived stress and dimensions of teacher leadership, such as institutional improvement (r = -0.28, p < 0.01), professional improvement (r = -0.35, p < 0.01), collaboration among colleagues (r = -0.30, p < 0.01), and teacher professionalism (r = -0.21, p < 0.01). Professionalism and perceived stress together explained 16% of the total variance in the institutional-improvement dimension, 21% in the professional-improvement dimension, and 11% in the collaboration among colleagues dimension. Conclusion and Recommendations: Results confirmed that teacher professionalism and perceived stress were important variables predicting teacher leadership. In this regard, an organizational structure supporting the professional behaviors of teachers and minimizing the factors causing them to experience stress should be created, and a school's organizational structure should be supported by a healthy organizational climate to promote teacher leadership.

Although numerous studies have been carried out confirming high levels in symptomatology of stress and depression in the teaching profession, research focusing on sex differences in these problems has been both scarce and inconclusive. The aim of this study is to analyse differences with regards to sex in the incidence of absenteeism, work-related stress, symptomatology of depression, level of burnout and psychiatric symptomatology. The sample consists of 71 Secondary teachers, 31 men and 40 women. The tools used were the Questionnaire of Teacher Burnout (CBP-R), the Beck Depression Inventory (BDI), the Symptomatology Checklist-90-R (SCL-90-R) and a socio-demographic and work-situation questionnaire. Results showed sex differences only in the types of illness that caused sick leaves in men (50% otorhinolaringologycal) and in women (50% psychiatric), and in some of the correlations between Role Stress-Burnout and psychiatric symptomatology that were higher for women than for men. In conclusion, this research supports the results of other studies that have not found different patterns of stress, burnout and depression between female and male teachers.

The survival of living beings largely depends on their abilities to recognize and adapt to their environment. This is closely related to the cognitive processes by which information is processed. As they have decisive influence on the outcomes of education, teachers who have the ability to think rationally and make rational decisions are integral to achieving the goals desired from education. The aim of this study is to apply Albert Ellis' theory to an e analysis of the factors that affect the irrational beliefs of teachers working in primary and secondary schools. The research was carried out according to a descriptive approach, following a relational design of the general survey model. The study group consisted of 370 randomly-selected and voluntarily-participating teachers working in Van. The data was collected using Personal Information Forms and the Beck Depression Inventory. The regression model was analyzed with the CHAID method of analysis. Teachers' rational and irrational beliefs were selected as the dependent variables. As a result of the CHAID analysis, depression, satisfaction with the teaching profession, seniority, and industry variables were found to be significant.

The specific strategies that individuals use to regulate their emotions have shown strong associations with various indices of well-being. However, theoretical accounts suggest that strategy use, and the associations between strategy use and well-being, may change across the life span. Attempts have been made to assess whether levels of strategy use, and the association between strategy use and well-being, change across development; however, studies typically do not take into account potential differences in base rates of item endorsement across the life span. Therefore, the current study had two objectives. First, we sought to examine whether relative ER strategy reliance, or the proportional degree to which an individual relies on various ER strategies, varied across three developmental periods: early adolescence, young adulthood, and adulthood. Second, we sought to identify whether the associations between relative strategy use and well-being differed significantly across these developmental periods. Results showed that relative reliance on distraction, rumination, relaxation, and suppression differed significantly across age groups. Moreover, results showed that the association between relative use of reappraisal and suppression interacted with age group to predict relationship quality. Relative strategy use and age did not interact significantly to predict anxiety and depressive symptoms. Theoretical and practical implications are discussed.

Underrepresented college students are more likely than majority students to underperform and drop out of college. Perceptions of status relative to other students may play a key role in this process. The current study uses subjective social status (SSS) to predict underrepresented students' grade point average via their sense of academic competence at the end of their first year at an elite predominantly White institution. A total of 329 underrepresented college students (i.e., students from historically underrepresented racial or ethnic minority groups, first generation college students, or students from economically disadvantaged family backgrounds) participated in data collection during their first academic year attending a predominantly White institution. On average, students reported a drop in SSS from their home community to the university. After accounting for gender, race or ethnicity, family income, standardized test scores, and depressive symptoms, a larger drop in SSS was related to lower spring grade point average via reduced perceived academic competence.

Indiscriminate (i.e., carless, random, insufficient effort) responses, commonly believed to weaken effect sizes and produce Type II errors, can inflate effect sizes and potentially produce Type I errors where a supposedly significant result is actually artifactual. We demonstrate how indiscriminate responses can produce spuriously high correlations in depression and hopelessness data in a nonclinical population (i.e., undergraduates), how this inflation occurs, where this misrepresentation is likely to happen, and how to guard against it. Although previous researchers have succeeded in showing this effect with samples of entirely simulated data, this study is the first to our knowledge to show that indiscriminate responding causes Type I errors in observed data.