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Introduction: Parenting children with intellectual and developmental disabilities can be stressful; however, families with religious beliefs may have positive ways of viewing their family. This study explored the associations between religious and spiritual involvement (RSI), family characteristics, parent mental health, and child adaptive and problem behaviors among 180 primary caregivers and their 3-year-old children with developmental delay (DD). Method: This study investigated if RSI was related to family characteristics, parent depression and stress, and if RSI predicted parent mental health after accounting for child and family characteristics. Results: Associations between RSI, family characteristics (parent age, education, income) and parenting stress, but not depression, were found. RSI did not predict parent mental health after accounting for relevant child and family characteristics. Conclusion: RSI may play an important role in the mental health of parents of children with developmental delay; however, other child and contextual factors relate strongly to parent wellbeing.

Objective This study aimed to assess the effectiveness of team sports on alleviating depression, anxiety, perceived stress, and poor sleep quality in college students. Participants: Undergraduates (n = 291) from a major public university in China. Methods: A 12-week quasi-experimental study was conducted. Students were enrolled in team sports classes (n = 138, experimental group) and aerobic dance classes (n = 153, comparison group). Data was collected via questionnaires at pre and post-test. Results: Results indicated significant improvement in depression and sleep quality for college students over time (p < 0.05). Depression levels decreased significantly more for team sports group (p < 0.05) compared to aerobic dance group. Results showed no significant differences in anxiety or perceived stress between the two groups over time (p > 0.05). Conclusions: Team sports may help reduce depression and poor sleep quality in college students. However, physical activity alone may not help improve anxiety and perceived stress.

The present study investigated the prevalence and co-occurrence of addictions to tobacco, alcohol, other drugs, food/eating, the internet, texting, video games, shopping, love, sex, exercise, work, and gambling among American Indian (AI) youth in California. As with previous work in other cultural groups, the most prevalent addictions were love, internet, and exercise, though prevalence and co-occurrence of these addictions were relatively high among AI youth. A negative life events measure was associated with all the addictions, suggesting that life stressors are associated with high rates of multiple types of addictions among AI youth. There is a need for more research to better understand the relations of life stressors with multiple addictions among AI youth as well as how to remediate these behaviors.

The COVID-19 pandemic and resulting stay-at-home orders created a need for assessing elementary, middle, and high school students' experienced stressors associated with the coronavirus situation. In collaboration with a school district wanting information about their students' well-being during the pandemic school shut-down, the current study investigated students' reported types and levels of COVID-19 stressors. Data were collected from 2,738 students from fourth through 12th grade in a suburban Midwestern school district in the United States following school closure related to the COVID-19 pandemic. Data on stress associated with the COVID-19 pandemic were gathered from students via an online survey using Qualtrics. The students rated 20 items (e.g., not motivated to do schoolwork, not going to my school) on stress level. Stressor categories found included Social Isolation, Schoolwork Stress, Fear of COVID-19 Illness, and Missing Events. Middle and high school students reported higher schoolwork stress than did elementary students, and overall, females had higher reported stress on several stressors. The current study has implications for school psychologists including utilizing a tool to assess pandemic-related stressors, using prepandemic normative data in schools with caution, promoting education about COVID-19 to reduce fear, supporting teachers regarding addressing schoolwork stress experienced by students, and teaching students anxiety-reducing strategies such as mindfulness or coping strategies.

In this second of two primary papers, we examined moderators of treatment effects for younger siblings of children with autism spectrum disorders whose parents were taught to use a parent-implemented intervention called "Improving Parents As Communication Teachers". Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We hypothesized that a cumulative risk score (incorporating younger siblings' sex, multiplex status, and behavioral risk) would moderate the effect of Improving Parents As Communication Teachers on younger siblings' proximal skills related to their continuously measured communication challenges. Pre-intervention level of parents' depressive symptoms was the proposed moderator of Improving Parents As Communication Teachers on parenting-related stress and parenting efficacy. In high-risk siblings with no additional risk factors (i.e. girls with only one older sibling with autism spectrum disorder and who score at low risk on an autism spectrum disorder screen), parental receipt of Improving Parents As Communication Teachers training had indirect effects on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. "Improving Parents As Communication Teachers" intervention did not show moderated or total effects on parenting-related stress or parenting efficacy. [For the first primary paper, "Parent Utilization of ImPACT Intervention Strategies Is a Mediator of Proximal Then Distal Social Communication Outcomes in Younger Siblings of Children with ASD," see EJ1284254.]

Evidence suggests that children's expectations for how their teacher responds to students' aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth (N=366; 196 girls; M[subscript age]=9.25years) reported on their teacher's use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physical aggression, relational aggression, prosocial behavior, depressive symptoms, and anxiety were measured over two school years. Perceiving the teacher as contacting parents or separating students buffered the link between victimization and emotional maladjustment. Perceiving the teacher as advising independent coping or avoidance amplified links between victimization and behavioral problems. Some of these associations were sustained or emerged over time. These results underscore the potential importance of children's perceptions of their teachers' responses with peer victimization to their socioemotional development in early adolescence.

This study examined gender differences in a moderated-mediation model examining whether perceived social support moderated depressive symptom and academic achievement mediation pathways from peer victimization to substance use among 1,334 U.S. early adolescents (11-14 years, 50% girls, 51% White). Surveys were administered in schools at three 6-month intervals. Multiple group analyses suggested that the moderated-mediation model differed for boys and girls. Indirect effects suggested that declines in academic achievement mediated the relationship between peer victimization and substance use for girls and boys, while elevated depressive symptoms mediated this relationship for girls only. Higher family and friend support attenuated the relationship between overt victimization and academic achievement for boys and between relational victimization and depressive symptoms for girls. These findings implicate two risk pathways that account for why peer victimization enhances substance use risk and emphasize the importance of perceived support following peer victimization during early adolescence. Gender differences require replication.

Adolescent clinical and subclinical depression has a significant negative impact on adolescents well being, school performance and consequently produces maladaptive outcomes in terms of subsequent education and occupational functioning. This research is a part of a larger research project with a focus on clinical and subclinical depression during adolescence. So far there has been no other study conducted with adolescents in Macedonia, whose research subject was subclinical depression and its screening in schools. This was an additional motivation for this research. The objective of this research was to introduce a procedure for selecting and grouping of the research sample and the screening of subclinical depression in adolescents ranging from 13 to 17 years of age in primary and secondary schools that was carried out in the Eastern, Central and Western part of Macedonia in the period of two and a half years. The final sample consisted of the clinical group, 139 (33.7%) respondents; the subclinical group, 133 (32.3%) respondents, and 140 (34.0%) respondents in the control group, and a total of 412 respondents. We believe that the first step in preventing clinical depression development in adolescents, including school context, is screening and facing the existence of subclinical depression, on the continuum of the psychological model of depression. The data obtained should have a practical implication for designing preventive and intervention programs in schools.

The purpose of this study was to examine the effect "reflective coping, suppressive coping, and reactive coping" had on stress and indicators of well-being among Hispanic undergraduate students (N = 177) from a Hispanic Serving Institution. Findings demonstrate that both reactive and suppressive coping had separate but important moderating effects on perceived stress and well-being outcomes. Perceived stress was also associated with both depressive symptoms and life satisfaction indirectly through copying styles.

Despite the availability of effective early interventions, few toddlers with emotional and behavioral issues receive these services. This situation exists partly due to challenges in the identification of mental health issues in young children. We developed the Brief Child and Family Intake and Outcomes System for toddlers, which is a 36-item standardized online parent questionnaire including two externalizing scales (Cooperating; Regulating Attention, Impulsivity, and Activity), two internalizing scales (Expressing Emotion; Responding to Change), and two regulatory scales (Eating; Sleeping). We conducted a normative study of 500 Canadian children 18-36 months old, stratified by sex, age, geographic region, and parents' marital status, income, and education. Confirmatory factor analyses demonstrated good model fit, and the relationship between items and scales did not vary significantly between boys and girls or between younger and older toddlers. Reliability estimates indicated high internal consistency. Providing preliminary evidence of validity, scale scores had positive relations with measures of family distress, caregiver mood, and demographic risk variables. Analyses of latent variables revealed good evidence of discriminant validity of the scales. We extend earlier work by including scales particularly relevant to toddler emotional and behavioral regulation while at the same time minimizing respondent burden and providing norms for Canadian toddlers. The questionnaire could be used in children's mental health settings, primary care, child welfare, and daycare facilities, for intake, triage, and describing toddlers.

Asian American adolescents' cross-race friendships are poorly understood, partially due to the model minority stereotype. Using data from 915 Asian American adolescents from the National Longitudinal Study for Adolescent to Adult Health, the present study examined the influence of cross-race friendships (based on peer nomination data) on Asian American adolescents' psychological well-being trajectories, as well as the moderating role of school context (numeric marginalization, school prejudice). Results showed that cross-race friendships promoted Asian American adolescents' psychological well-being, particularly in early adolescence and in schools where adolescents lacked critical mass of same-race peers or where prejudice was widespread. Similar findings were observed for cross-race friendships with the majority group, and more evident effects emerged for cross-ethnic friendships.

This study examined whether the mechanism linking changes in Mexican-origin adolescent mothers' depressive symptoms to children's subsequent self-regulation and academic readiness was via their emotion scaffolding when their children were 2, 3, 4, and 5 years of age. Data included home interviews with adolescent mothers (N = 204), observations of mother-child interactions during a task that challenged children's abilities to manage their emotional arousal, and assessments of children's performance on measures of self-regulation and academic readiness. Adolescent mothers' higher depressive symptoms at child age 2 years were associated with a greater decline in mothers' emotion scaffolding from child age 2 to 5 years, which was subsequently linked to children's lower self-regulation and academic readiness at age 5. Possible implications from this line of work for adolescent mothers and their children are discussed.

School connectedness is an important feature to consider within the school environment because it likely accounts for why some youth thrive and others struggle with internalizing problems. Furthermore, internalizing problems typically do not occur in isolation of each other, but rather anxiety and depressive symptoms frequently co-occur and increase subsequent risk for each other. As such, the primary study objectives were to (a) evaluate the bidirectional relationships between school connectedness and internalizing symptoms and (b) examine whether being at high risk of an anxiety disorder or major depression moderated these relationships. Adolescents attending public middle schools (N = 1,344; 11-14 years; 51% female; 52% White) completed surveys in school at baseline and at a 6-month follow-up. Baseline anxiety disorder risk status moderated the relationships between school connectedness and internalizing symptoms. Among adolescents at low risk of an anxiety disorder, higher baseline school connectedness predicted improvements in depressive symptoms and, conversely, higher baseline depressive symptoms predicted lower school connectedness. School connectedness and depressive symptoms were unrelated among adolescents at high risk of an anxiety disorder. There were no significant associations between school connectedness and anxiety symptoms, regardless of baseline risk for major depression. Implications for school-based intervention strategies are discussed, such as fostering school connectedness and screening for internalizing problems.

A growing body of research has acknowledged the heterogeneity of subclinical social anxiety, identifying a subgroup of individuals who exhibit high levels of impulsivity. In a sample of Swedish early adolescents (N=2,509, M[subscript age]=13.64; 52.8% girls), we conducted latent transition analyses (LTA) to identify four classes of subclinical social anxiety-impulsivity across three time points. We identified a "Low Social Anxiety"-"Low Impulsivity" class, as well as a "High Anxiety"-"High Impulsivity" class for girls and boys, which had high levels of Time-4 internalizing problems. The latter class was less stable but larger for boys. There was also a more typical "High Anxiety"-"Low Impulsivity" class for both genders. Nevertheless, "Low Anxiety"-"High Impulsivity" girls and boys fared the worst in terms of both internalizing and externalizing problems later on. To our knowledge, this is the first study to adopt an LTA framework to investigate trajectories of early adolescent social anxiety-impulsivity over time.

This study examined the temporal relation between self-competence and depressive symptoms in a large, diverse, U.S. community sample of 1,344 adolescents (51% female; [x-bar] [subscript age] = 12.73, SD = 0.69, range = 11-14 years). Surveys were administered to seventh- and eighth-grade students at participating high schools in the fall of 2016 and the spring of 2017. Girls reported higher levels of depressive symptoms and self-competence in behavioral conduct and close friendships than boys, whereas boys reported higher levels of self-competence in athletic, physical appearance, and social domains than girls. Results from autoregressive, cross-lagged path models indicated that depressive symptoms predicted self-competence more consistently than the reverse. There were no gender differences in the associations between self-competence and depressive symptoms. Findings from this study underscore the importance of considering both directions of effect when examining psychosocial factors associated with depressive symptoms during early adolescence.

This study investigates the impact of early adolescent internalizing symptoms on family functioning for girls and boys, as moderated by perceived stress. Surveys were administered to 1,344 middle school students (11-14 years; 51% girls; 51% non-Hispanic White) in the fall of 2016 (T1) and 6 months later in the spring of 2017 (T2). For boys, depressive symptoms predicted less family conflict "only" among those with low stress. For girls, depressive symptoms predicted less adolescent-mother communication among those with low stress, but more communication among those with high stress. Also for girls, anxiety predicted more family cohesion in girls with low stress, but less cohesion among those with high stress. Finally, anxiety predicted less adolescent-father communication only among girls with low stress. Findings underscore the complex role that perceived stress plays when considering the impact of internalizing symptoms on family functioning in early adolescent girls and boys.

The primary purpose of this study was to identify subgroups of adolescents based on their reported use of technology. Secondary aims were to examine whether technology use typologies differ by gender and to explore whether technology use typologies are linked to psychological adjustment. The sample included 1,003 10th and 11th grade students from U.S. high schools. Participating adolescents completed a survey in school. Latent class analysis (LCA) revealed three subgroups for adolescent girls and boys. Both girls and boys were characterized by a HIGH overall use subgroup and a LOW overall use subgroup. For the third subgroup, girls were characterized by high social-entertainment device use (SOC-ENT), whereas boys were characterized by high video game and computer use (VG-COMP). These subgroups were differentially related to self-competence and internalizing symptoms (depression and anxiety). Findings from this study highlight the importance of examining typologies of technology use by gender during adolescence.

Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents' psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, "mestizaje" ideology (i.e., the assumption that everyone is racially mixed), and contemporary multiculturalism education reforms create a unique context for understanding adolescents' experiences of ethnic-racial discrimination, ERI development, and their implications for psychosocial adjustment. In this study of Colombian adolescents (N = 462; M[subscript age] = 15.90 years; 47.3% female), almost 40% of participants reported experiencing ethnic-racial-based discrimination. Experiencing more frequent ethnic-racial discrimination was associated with lower self-esteem and higher depressive symptoms, whereas higher ERI resolution (i.e., gaining sense of clarity about ethnic-racial group membership) and affirmation (i.e., feeling positively about ethnic-racial group membership) were associated with higher self-esteem and lower depressive symptoms. ERI exploration (i.e., learning history and gaining knowledge about ethnic-racial group membership) was also associated with higher self-esteem and moderated the association between discrimination and depressive symptoms, such that this association was stronger at higher compared to lower levels of ERI exploration. Findings provide novel evidence for ethnic-racial-related risk and resilience processes among Colombian youth.

Although research has established that feelings of not mattering are associated with distress, the factors and processes that contribute to these associations have not received much consideration. The current study was conducted to address three themes. First, mattering was evaluated from a motivational perspective by examining mattering and regulatory focus. Second, the uniqueness of low mattering in predicting distress was investigated when considered along with other predictors (i.e., self-esteem and regulatory focus). Finally, a negative inferential style involving perceptions of negative social feedback was tested as a cognitive mediator of the link between mattering and distress. Mattering was correlated moderately with a promotion self-regulation focus. Regression analyses showed that mattering was also linked uniquely with distress beyond the variance predicted by self-esteem and regulatory focus. In addition, the association between low mattering and distress was mediated by negative social feedback. Our findings highlight the need for further investigation of mattering as a unique contributor to distress and the factors associated with mattering.

While transitions to college can be stressful, links between distinct types of college transitions and changing student well-being remain unclear. For instance, peer ability often shifts from high school to college, though students differ markedly in how much peer ability change they experience. Here, we draw on national longitudinal data (National Longitudinal Study of Adolescent to Adult Health [Add Health]; Waves 1 and 3; N = 1,453) to demonstrate how peer ability transitions from high school to college relate to changes in depressive symptoms and self-esteem, net of student personal background and school-average levels of peer ability. We find that depressive symptoms increase by 27% for students experiencing lowered peer ability across their college transition, relative to no substantial change in peer ability. Meanwhile, heightened peer ability in college links to neither diminished nor enhanced student well-being across the transition. Overall, student well-being relates more closely to collegiate than high-school peer ability.

The aim of this study was to examine trajectories of pathological video game symptoms over a 6-year period from adolescence to emerging adulthood. We also examined a number of predictors and outcomes for different trajectories. Participants included 385 adolescents (M age = 15.01 at the initial time point) who completed multiple questionnaires once a year over a 6-year period. Analyses showed there were 3 distinct trajectories. Approximately 10% of adolescents (called "increasing symptoms") showed moderate levels of pathological gaming symptoms at the initial time point and then increases in symptoms over time. Conversely, 18% of adolescents (called "moderate symptoms") started with moderate symptoms that did not change over time. Finally, 72% of adolescents (called "nonpathological") were relatively low in symptoms across the 6 years of data collection. Being male predicted both the increasing and moderate groups. The increasing group tended to show the worst outcomes over time, with higher levels of depression, aggression, shyness, problematic cell phone use, and anxiety than the nonpathological group, even when controlling for initial levels of many of these variables.

Low health literacy is closely related to a higher rate of hospitalization and of emergency services usage, leading to billions of dollars in avoidable health care costs and contributing to individuals' poor physical and mental health. While Korean Americans (KAs) have a high prevalence of general health and mental health problems, relatively little is known about their health and mental health literacy, specifically their depression literacy. This study aims to evaluate KAs' health literacy and depression literacy, as related to sociodemographic characteristics. An exploratory study was conducted with 681 community-residing adult KAs using the Center for Epidemiologic Studies Depression (CES-D) Scale, the Depression Literacy Questionnaire (D-Lit), and the One-Question Health Literacy Scale. Data analyses were performed using one-way analysis of variance and ordinal logistic regression of health literacy, a multiple linear regression model of depression literacy. Findings indicate a positive correlation between depression literacy and health literacy. Health literacy was also significantly related to religion, English language proficiency, income, education, and perceived physical health. Additionally, depression literacy was significantly related to age, Korean language preference over English, and education. Health literacy and depression literacy education are warranted to address low health literacy and depression literacy among KAs to reduce their health and mental health disparities.

Discrepancies in first- (M = 14.97 years, SD = 1.82) and second-born adolescents' (M = 12.20 years, SD = 1.90 years) and their parents' perceptions of parental authority legitimacy (PAL) were examined in a longitudinal sample of 145 predominantly White, middle-class, U.S. families. Utilizing a growth curve modeling approach, changes in the discrepancies between parents' and both first- and second-born adolescents' ratings of PAL over the course of 4 years were examined separately by the social-cognitive domain of the issues (social domain theory; Smetana, 2011; Turiel, 2002). We found that discrepancies between parents and first-borns increased over time for personal and multifaceted issues, whereas discrepancies for second-born adolescents increased over socially regulated issues. Additionally, larger initial discrepancies between parents and both adolescents over socially regulated issues (i.e., moral and conventional) were associated with greater depressive symptoms, while decreases in discrepancies over time were generally associated with better adjustment outcomes but with some domain and birth order differentiation. Discussion focuses on the developmental appropriateness (or inappropriateness) of family member perception differences in authority legitimacy over the course of adolescence.

Ethnic identity is a consistent predictor of positive youth adjustment, whereas discrimination has been associated with negative outcomes among Latino/a youth. Scholars have proposed associations between ethnic identity and discrimination; however, directionality of effects remains unclear. Addressing this gap, the current study examined the directional relationship between ethnic identity and discrimination and their effects on psychosocial functioning utilizing a random-intercept cross-lagged model spanning 3 waves of data among 1,613 Latino/a adolescents (M[subscript age] = 13.99, SD = 0.40 at baseline; 51.2% female). Results support a bidirectional association between ethnic identity and discrimination. Specifically, adolescents who reported higher levels of perceived discrimination reported higher levels of ethnic identity exploration 1 year later. Further, higher levels of ethnic identity belonging predicted more reported discrimination 1 year later. No differences in the longitudinal associations between ethnic identity and discrimination were found based on generational status. More experiences of discrimination were also associated with more alcohol and cigarette use and more depressive symptoms. Additionally, ethnic identity belonging was indirectly associated with increased substance use and depressive symptoms via elevated discrimination experiences. Implications for promoting coping strategies for perceived discrimination in efforts to promote ethnic identity are discussed.

Sociological research has demonstrated a link between moving during adolescence and depressive symptoms. In addition, research has documented an inverse association between social support and depressive symptoms. One of the consequences of moving during adolescence is the disruption of social support systems. This suggests that social support may play an important role in the link between moving in adolescence and depressive symptoms, but few studies have explored this possibility. Drawing on data from the National Longitudinal Study of Adolescent to Adult Health and using structural equation models to address measurement error and test mediation, this study finds indirect effects of moving in adolescence on depressive symptoms via certain domains of social support--social support from parents and other adults. Results indicate that the role of social support from teachers and other adults in the link between moving and depressive symptoms merits further investigation.

This preliminary study explored a person-group dissimilarity hypothesis in the context of adolescent sexual harassment. Theory suggests that victimized youth are expected to experience worse outcomes if they perceive victimization to be a rare experience among their peers. This study comprised 435 middle school students who reported on their experiences of sexual harassment (victimization and witnessing), shame, and depressive symptoms. We tested a cross-sectional conditional indirect-effects model, with shame mediating the relationship between victimization and depressive symptoms (the indirect effect) and with witnessing as a moderator of the indirect effect. For all students, shame mediated the relationship between victimization and depressive symptoms. For female students, there was a buffering effect of witnessing, whereby the indirect effect was weaker at high levels of witnessing. These findings have potential implications for theory and intervention, suggesting the importance of examining young people's social contexts to better understand their responses to sexual harassment.

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.

Doctoral students' well-being and motivation are important factors that are both shaped by, and shape students' academic experiences in their programs. Existing literature consistently highlights the concerning well-being and maladaptive motivational patterns in doctoral students, but no research to date attempted to explore some of the structural features associated with these wellness and achievement factors in a large-scale study. The present study examined whether doctoral program phase (i.e. coursework, comprehensive examination, or dissertation phase had an effect on 3004 doctoral students' well-being levels (stress, depression, program satisfaction, and illness symptoms) and motivation (self-determined motivation and self-efficacy). Results revealed doctoral students to report the highest well-being and internal motivation during the coursework phase, while the comprehensive examination phase was found to be the most challenging for most students as indicated by the lowest wellness and motivation scores. A discussion of the present results and their theoretical and practical implications ensues.

Pain and depressive symptoms are common reasons for adolescents to contact the school nurse. The aim was to describe the prevalence of pain (headache, abdominal pain, and back pain) and depressive symptoms among adolescents and to examine whether there is an association between pain and depressive symptoms. This cross-sectional survey included students (N = 639) in Sweden (median age: 16 years). Over half of the female participants (56%) and one third of male participants (33%) had weekly headaches, abdominal pain, or back pain. Almost every second girl (48%) and one in four boys (25%) had depressive symptoms (as measured by the Center for Epidemiological Studies Depression Scale, scores = 16). There was a significant association between having pain (headache, abdominal pain, or back pain) and having depressive symptoms. It is of great importance for school nurses to adequately identify and treat the cause of pain and other factors contributing to depression.

Relational victimization can have negative implications for early adolescents; yet, few studies have examined relational victimization among Hispanic early adolescents. This study examined (a) the concurrent associations between relational victimization and depressive symptoms and conduct problems and (b) the moderating roles of three sources of social support (parent, teacher, and peer) in the aforementioned associations. Participants were 189 eleven- to 15-year-old (M = 12.13, SD = 0.95) Hispanic students. Results from hierarchical regression analyses indicated that relational victimization was positively associated with both outcomes. Furthermore, parent support buffered the relational victimization-depressive symptoms association, but exacerbated the relational victimization-conduct problems association. Similarly, peer support exacerbated the relational victimization-depressive symptoms association and did not moderate the relational victimization-conduct problems association. Finally, teacher support did not moderate either association. Findings highlight the complexities of examining various sources of social support, which may not necessarily mitigate Hispanic students' experiences of relational victimization.

Background: Getting a sufficient amount of sleep is an important component of living a healthy lifestyle. Consequently, it is important for researchers to identify the factors that influence sleep duration. Aims: The current study has a twofold objective. The first is to see if two types of social support are associated with sleep duration. The second objective is to see if meaning in life and depressive symptoms serve as indirect pathways in the relationship between social support and sleep. Method: The data come from an internet survey of a random probability sample of adults who reside in the United States (N = 2,287). Questions were administered on received support, satisfaction with support, meaning in life, depressive symptoms, and sleep. Results: The findings indicate that the amount of support that is received is associated with satisfaction with support, greater satisfaction with support is associated with a stronger sense of meaning in life, a stronger sense of meaning is related to fewer depressive symptoms, and fewer depressive symptoms is significantly associated with the likelihood of getting the recommended number of hours of sleep. Discussion and Conclusions: Instead of merely showing that social support is associated with sleep, our findings take a modest step toward explaining how this relationship arises (i.e., through an increased sense of meaning in life and, in turn, reduced depressive symptoms). This theoretical specificity is helpful for devising interventions to improve sleep habits.

In the current article, we describe the development and validation of the Mistake Rumination Scale as a supplement to existing trait and cognitive measures of perfectionism. The Mistake Rumination Scale is a seven-item inventory that taps the tendency to ruminate about a past personal mistake. Psychometric analyses confirmed that the Mistake Rumination Scale consists of one factor assessed with high internal consistency. Analyses established that elevated levels of mistake rumination are associated with trait perfectionism, ruminative brooding, depression, and social anxiety. Moreover, scores on the Mistake Rumination Scale significantly predicted unique variance in depression beyond the variance accounted for by trait perfectionism dimensions, rumination, and automatic thoughts. Overall, our findings attest to the further use of the Mistake Rumination Scale and highlight the tendency of certain perfectionists to suffer from cognitive forms of perfectionism involving overthinking about past mistakes and related imperfections involving the self.

Advances in understanding of the perfectionism construct have been limited by an almost exclusive reliance on a variable-centered approach. This study utilized a person-oriented approach to examine Hewitt and Flett's conceptualization of multidimensional perfectionism in relation to health and well-being. Levels of conscientiousness, extraversion, and neuroticism were also assessed. Cluster analyses were employed to examine within-person configurations of self-oriented, other-oriented, and socially prescribed perfectionism (SPP) in university students (n = 538) and adults with chronic illness (n = 773). Five unique configurations were found in both samples and three clusters replicated across samples. "Extreme perfectionists" with high scores across all perfectionism dimensions reported relatively poor physical health, psychological health, psychosocial resources, and well-being along with elevated neuroticism and conscientiousness. A group distinguished by elevated SPP also reported relatively poorer outcomes along with elevated neuroticism and lower conscientiousness. In contrast, "nonperfectionists" reported relatively elevated levels of health and well-being. These profiles differed in their links with health and well-being even after taking into account key differences in conscientiousness and neuroticism. Our results illustrate the importance of employing a person-oriented approach to the study of multidimensional perfectionism, especially as it relates to physical health, mental health, and subjective well-being.

In the current article, we describe the development and validation of a self-report measure of self-generated stress and its associations with measures of perfectionism, self-criticism, and distress. The Self-Generated Stress Scale is a seven-item inventory that taps the tendency to see oneself as someone who generates and adds to existing personal stress (i.e., making a challenging situation worse or turning a life problem into a bigger problem). Psychometric analyses with data from three samples of university students showed that the Self-Generated Stress Scale has one factor and acceptable internal consistency. Analyses established that self-generated stress is associated with trait perfectionism, self-criticism, dependency, and self-silencing, as well as indices tapping cognitive perfectionism and perfectionistic self-presentation. Self-generated stress was also associated with distress and psychosomatic health symptoms. Regression analyses established that scores on the Self-Generated Stress Scale predict unique variance in distress and negative affect beyond the variance attributable to self-criticism and other measures of stress. Overall, our findings attest to the further use of the Self-Generated Stress Scale in various contexts and highlight that certain perfectionists suffer from a perceived tendency to make their lives more stressful. The implications of these findings are discussed along with directions for future research.

The Existential Model of Perfectionism and Depressive Symptoms (EMPDS) is a promising integrative model. According to the EMPDS, self-oriented perfectionism and socially prescribed perfectionism indirectly influence depressive symptoms through rumination and difficulty accepting the past. Yet, the extent to which self-oriented perfectionism, socially prescribed perfectionism, rumination, and difficulty accepting the past uniquely and collectively influence depressive symptoms is unestablished. Likewise, supporting evidence derives from relatively healthy university students, rendering the generalizability of the EMPDS to more distressed individuals unclear. Our study addressed these important limitations. Data were obtained from 393 depressed individuals. Congruent with the EMPDS, bias-corrected bootstrapped tests of mediation indicated that socially prescribed perfectionism indirectly predicted depressive symptoms through rumination and difficulty accepting the past. In contrast, self-oriented perfectionism indirectly predicted depressive symptoms through rumination, but not difficulty accepting the past. Overall, the current findings highlight similarities and differences between trait perfectionism dimensions in mechanisms that link them with depression.

Objective: The study assesses the prevalence of physical, psychological, sexual, and cyber forms of intimate partner violence (IPV) among female college students, and associated mental health and academic outcomes.Participants: Participants (n = 6,818) were randomly selected female students attending one of eight campuses of a University System in the Southwest. Their mean age was 25, and 45% identified as Hispanic/Latina. Data collection concluded in November of 2015.Methods: Students completed anonymous online surveys of behavioral-specific measures assessing victimization and potential impacts. Descriptive, bivariate, and multiple regression analyses were employed. Results: Since enrollment, 31% had experienced IPV. Significant correlations were observed between severity of IPV and extent of PTSD, depression, school disengagement, and academic impacts. Higher levels of psychological, sexual, and cyber violence were associated with increased PTSD and depression symptoms. Conclusion: IPV is a significant indicator of mental health and academic impacts, meriting attention from Institutions of Higher Education.

Objective: Approximately one-third of college students are categorized as overweight/obese and elevated weight has been associated with increased risk of depressive symptoms. Less is known about protective factors in this context. This study examined associations between depressive symptoms and health behaviors, as well as body image variables among college students with overweight/obesity, while accounting for contributions of BMI and demographics. Participants: College students (N = 175; M[subscript age] = 19.87, SD = 1.93; 70% female; 58% Non-Hispanic Black) with overweight/obesity completed in-person surveys. Methods: Depressive symptoms, exercise and diet engagement, body positivity, and body dissatisfaction were assessed. Data were examined using a hierarchical linear regression. Results: Greater exercise engagement and greater body positivity were significantly associated with lower levels of depressive symptoms. Conclusions: Established links between elevated weight and depression are complex but imperative to understand, as mutable factors that contribute to this relationship may provide novel avenues for intervening.

University students' self-reported depressive symptoms may represent different experiences for different students. Two groups of undergraduate students (M age = 21.05, SD = 1.76) whose self-reported depressive symptoms were elevated completed an in-person clinical interview. Half of the participants (n = 30) had experienced major depression and the other half had not (n = 29). Students with a history of major depression showed greater continuity and stability in symptoms and greater risk for depression compared with students with no history of major depression. The groups did not differ on reports of perceived stress associated with academic demands.

This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry, hours per week), process quality (CLASS Pre-K), structural quality (child-teacher ratio), and classroom composition (percentage of immigrant children). Controlling for child, family, and teacher characteristics, we tested main and interaction effects in regression analyses. Research Findings: More hours per week predicted lower adjustment only on specific indicators (hyperactivity, conduct problems) and only in classrooms with a high percentage of immigrant children or a high child-teacher ratio. In addition, a higher child-teacher ratio predicted more conduct problems, but only for children who entered ECEC at a very young age. Process quality did not predict adjustment. Practice or policy: In sum, this implies that German ECEC does not pose a major risk for children's socio-emotional adjustment, as only certain aspects of quantity and structural quality are linked to very specific socio-emotional outcomes under very specific circumstances.

Black South Africans are disproportionately affected by HIV compared with White counterparts. In their unique social context, South African families affected by HIV are vulnerable to adverse psychosocial effects. U.S.-based and emerging South African research suggests mothers living with HIV may experience compromised parenting. In the United States, mother-child relationship quality has been associated with internalizing (anxiety, depression) and externalizing (delinquency, acting out) child behaviors. This study adds to South African research with emphasis on the role of the mother-child relationship among HIV-affected South Africans from multiple communities. Structural equation modeling examined relationships between maternal health and child adjustment, operating through mother-child relationship. The best-fitting model suggested maternal health influences youth externalizing behaviors through the mother-child relationship, but that maternal health is directly related to child internalizing problems. Findings support and extend previous results. Further research would benefit from investigating ways the unique South African context influences these variables and their interactions.

Objectives: This study examined the relationship between physical activity, sleep and depression among college students and gender differences in physical activity, sleep and depression. Methods: Participants were 1143 students from a large public university in Beijing and completed three questionnaires to measure their physical activity habits, sleep patterns, and depression levels. Data from were analyzed using descriptive statistics, stepwise regression, and an independent t test. Results: Results indicated that vigorous physical activity and sleep variables significantly predicted depression levels for the overall sample (F = 77.286, p = 0.000). When examined by gender, vigorous and moderate physical activity variables significantly predicted depression for males (t = -2.772, p = 0.006; t = -2.622, p = 0.009), whereas no level of physical activity had a significant relationship with depression for females. Conclusions: Rigorous physical activity and quality sleep may be beneficial to helping college students reduce and regulate depressive symptoms, however may vary by gender.

In this longitudinal study (N = 98), we examined whether drinking for suppression reasons moderated the relation between depressive symptoms and hooking up for self-affirmation reasons and negative hookup consequences. No moderation was found for hooking up for self-affirmation reasons, but the effect for negative hookup consequences approached significance. When drinking for suppression reasons is low, participants with fewer depressive symptoms reported more negative consequences, and participants with more depressive symptoms reported fewer negative consequences 2 months later. Results are discussed within the context of sex education and mental health programming for young adults.

Teaching is a complex process which includes multiple aspects; similarly learning to teach requires a system of multiple components interacting to support pre-service teachers to become effective teachers. One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service teachers across 3 institutions of higher education reported on their relationship with their supervising teacher and their feelings of teaching self-efficacy. Results show that practicums students report both positive and negative relationship aspects; environmental stressors were associated with reported relationships. Furthermore, practicum student efficacy was associated with both positivity and negativity in reported relationships. Findings are discussed in terms of implications for teacher preparation and providing support to pre-service teachers during their practica.

Little is known about the specific manner in which students cope with academic failure. To address this gap, a new measure of failure-coping behaviour was developed and validated. Two hundred and thirty-eight undergraduate students completed a new measure of failure-coping behaviour, in addition to measures of failure appraisal, depressed mood, academic engagement and difficulty, as well as adaptive and maladaptive attitudes towards failure. Principal components analyses, hierarchical regression and structural equation modelling were used to examine the structure, construct validity and incremental utility of the new scales. Results supported the distinctiveness of four types of failure-coping behaviours, namely task-related and socially focused behaviours that were either adaptive or maladaptive, and showed that failure-coping behaviours were related to a variety of mood, academic and attitudinal outcomes. Results also showed that effects of failure-coping behaviours were independent of any effects of failure appraisals. Results support the importance of understanding and targeting the failure-coping behaviours of students. Current efforts to address the stress and mental health difficulties experienced by students should include explicit training on how to deal with academic failure.

Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited understanding of these associations during preservice training. Utilizing a sample of students with career goals in early childhood (N=473), we examined the associations between indicators of preservice ECPs' social-emotional competence (mindfulness and reflective practice beliefs), individual characteristics (depressive symptoms, stressful life events, adverse childhood experiences (ACEs), and attachment security), and endorsing developmentally supportive responses to promote the social-emotional development of infants and toddlers. Research Findings: Preservice ECPs with more stressful life events reported more ACEs and higher depressive symptoms. Stressful life events and ACEs were not significantly correlated with mindfulness or reflective practice beliefs, yet secure attachment style was positively correlated with both of these indicators of social-emotional competence. Depression was significantly and negatively correlated with mindfulness. Ultimately, preservice ECPs with greater reflective practice beliefs endorsed more developmentally appropriate responses. Practice or Policy: Preservice ECPs' reflective practice beliefs may promote practices that support the social emotional development of infants and toddlers once in the workforce. [Co-written with The Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID).]

Objective: Poor family support and increased family unpredictability during childhood have been related to subsequent depression. How self-compassion might influence the relation between family factors (i.e., unpredictability and support) and depression is unclear. The present study examines how family factors and self-compassion relate to depressive symptoms. Participants: Study participants include 365 university students. Methods: Undergraduate students responded to a questionnaire assessing family factors, recent depressive symptoms, and self-compassion. Results: Hypotheses were supported--family factors were correlated with depression and lower self-compassion, and self-compassion and depression were negatively related. Furthermore, self-compassion moderated the unpredictability-depression relationship. Specifically, individuals who reported high levels of self-compassion demonstrated similar rates of depression, regardless of whether they reported mild, moderate, or high levels of family unpredictability. Self-compassion did not moderate the family support-depression relationship. Conclusions: Implications for therapeutic interventions targeting self-compassion for alleviating depressive symptoms are discussed.

Background: This study compared Bedouin mothers of adolescents with developmental disabilities (DD) and Bedouin mothers of typically developing adolescents using measures of social support, depression, and somatisation. It further examined whether social support and raising a child with DD would predict maternal depression and somatisation beyond demographic variables. Methods: Ninety-five Bedouin mothers of adolescents with and without a DD filled out self-report questionnaires. Results: Bedouin mothers raising a child with DD reported more depression and somatisation symptoms and less social support than their counterparts. Social support was negatively correlated with depression among Bedouin mothers of typical children, but not among mothers raising a child with DD. Furthermore, raising a child with DD significantly contributed to the prediction of depression and somatisation among Bedouin mothers. Conclusions: The findings suggest that Bedouin mothers raising a child with DD are at risk of experiencing mental-health issues, specifically depression and somatisation symptoms.

The postdisaster experiences of social work students have been the focus of a growing corpus of research in the past two decades; however, few investigations have been conducted in the context of catastrophic flooding events. The present study examined coping responses and mental health among 186 social work students in the aftermath of the Great Flood of 2016. The majority showed clinical levels of depression, at 59.1%, with 16.3% reporting substance use as coping and 3.6% scoring at or above the clinical level for posttraumatic stress symptoms. Well over half of the students (54.3%) employed 6 or more of 10 adaptive coping strategies. Students' negative emotions, negative reactions, and flood-related stressors correlated with all 10 of the adaptive coping responses. Negative reactions were associated with symptomology and coping via substance use. African- American students showed higher scores than their European-American counterparts on all measures of adaptive coping, protective factors, mental health symptomology, and substance use as coping. There is a need to inform faculty, field staff, and supervisors about the potential risks when distressed students provide postdisaster services to traumatized populations. Culturally responsive and trauma-informed supervision approaches are recommended to cultivate students' resilience and prevent distress and secondary traumatization.

The current study sought to investigate possible negative and positive predictors of hypothetically and actually engaging in mental health services for Latinx college students. Online surveys were collected from 145 Latinx students. These surveys assessed rankings of perceived barriers to engaging in mental health services. These barriers, along with facilitators of mental health service utilization (i.e., trauma, depressive symptoms) were then entered into a model as predictors of having engaged in mental health services. Results showed that cultural beliefs surrounding mental health was the most substantial perceived barrier to engaging in mental health services. However, perceived barriers did not predict actual history of therapy usage, whereas, experience of a traumatic event did. These results have implications for clinical practice with Latinx college students.