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Objectives: The present randomized controlled study aimed to evaluate the effects of two interventions on emotional dysregulation as a primary outcome and on depression, anxiety, stress, well‐being, self‐compassion and emotional competencies as secondary outcomes. Finally, the mediating role of emotional dysregulation as a core process in the effect of interventions on anxiety‐depressive and stress symptoms was evaluated. Methods: One hundred and seventy‐nine individuals aged 18–68 years (M = 39, SD = 12.4; 83.9% females) with emotion regulation difficulties were randomly assigned to one of the three 12‐weeks online programs: Compassion Focused Program (CFP), an Emotional Competencies Program (ECP) or a Waitlist control condition (WL). Participants completed pre‐, post‐ and 3 months follow‐up measures of each outcome. Mixed effect linear models compared groups on primary and secondary outcomes. Results: Results showed that (1) perceived credibility and expectancy and satisfaction did not differ between the two interventions, (2) both interventions reduced emotion regulation difficulty, depression, anxiety and stress symptoms, and enhanced well‐being, self‐compassion, and emotional competencies; (3) ECP was more effective to enhance well‐being than CFP; (4) CFP was more effective to enhance emotional competencies than ECP, and (5) emotion regulation difficulty mediated the effect of the interventions on depression, anxiety, and stress symptoms. Conclusions: Findings offer preliminary support for the usefulness of online CFP and ECP to reduce emotion dysregulation, symptoms of depression, anxiety, and stress and to increase well‐being, self‐compassion and emotional competencies. These results are discussed regarding clinical practice and the transdiagnostic role of emotional dysregulation. [ABSTRACT FROM AUTHOR]

Why do some homogeneous groups face backlash for lacking diversity, whereas others escape censure? We show that a homogeneous group's size changes how it is perceived and whether decision makers pursue greater diversity in its ranks. We theorize that people make different inferences about larger groups than smaller ones—with consequences for diversity management—due to Bayesian reasoning. This can produce sensitivity to a lack of diversity in large groups and limited sensitivity to a lack of diversity in small groups. Because each group member represents the outcome of a hiring decision, larger homogeneous groups signal a diversity problem more strongly than smaller homogeneous groups. Across three preregistered experiments (n = 4,283), we show that decision makers are more likely to diversify larger homogeneous groups than smaller ones and view larger homogeneous groups as (i) more likely to have resulted from an unfair selection process; (ii) less diverse; (iii) more likely to face diversity-related impression management concerns; and (iv) less open to the influence of newly added underrepresented members. Further, (i)–(iii) mediate the relationship between homogeneous group size and decisions to diversify. We extend our findings to S&P 1500 corporate boards, showing that larger homogeneous boards are more likely to add women or racial minorities as directors. Larger homogeneous boards are also rarer than expected, whereas smaller homogeneous boards are surprisingly abundant. This suggests that decision makers neglect homogeneity in smaller groups, while investing extra effort toward diversifying larger homogeneous groups. Our findings highlight how group size shapes diversity-related perceptions and decisions and identify mechanisms that kickstart diversification efforts. Supplemental Material: The online supplement is available at https://doi.org/10.1287/orsc.2020.14705. [ABSTRACT FROM AUTHOR]

Copyright of Akademik Hassasiyetler is the property of Huzeyfe Suleyman Arslan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Much research has focused on factors that may influence prosecutors’ decision-making in plea negotiations and the effects of said negotiations. However, few studies have explicitly focused on the psychological processes that guide prosecutorial discretion about plea bargains. The present literature review comprehensively examines three specific psychological factors influencing prosecutors: the certainty effect, confirmatory information processing, and compliance. These three psychological processes suggest prosecutors’ willingness to offer a plea and the level of lenience a plea grants are often influenced by similar, separate psychological processes. Additionally, this article highlights gaps in existing research, proposing options for future studies. [ABSTRACT FROM AUTHOR]

Background: In contrast to success, failure and its aftermaths have always received less attention in entrepreneurship literature. In addition to social and psychological challenges for entrepreneurs, failure can also bring positive outcomes for them. These social and psychological processes after failure and their interaction with each other are less investigated. Moreover, previous studies have acknowledged the need for field research on entrepreneurial failure. Aims: The present study aims to develop a model for the post-failure social and psychological processes among Iranian entrepreneurs. Methods: The present research is an applied one in terms of purpose and a narrative one in terms of method. The statistical population is Iranian entrepreneurs who failed in 2020 and 2021 in Iran. We used a purposive sampling method to choose the samples. The sample size is determined based on theoretical saturation, and we conduct semi-structured interviews to gather data. Data is analyzed using the grounded theory method. Results: social and psychological processes after failure include the following main categories: individual factors, institutional factors, cognitive biases, failure costs, coping strategies, social-psychological reactions, intervening factors, and positive outcomes. Conclusion: The most important practical implication of this research for entrepreneurs is to identify coping strategies (i.e., psychological recovery strategies and ego-protective strategies) to reduce psychological costs and to identify impression management strategies (i.e., jumping ship, concealing failure, desensitization, and compensation) to reduce the social costs of failure. Its policy implication for policymakers is to foster an enterprising culture and revise the bankruptcy laws to reduce entrepreneurs' failure costs.

Processes of psychological flexibility (PF) are positively associated with health and wellbeing in several chronic pain disorders. However, these processes have not been investigated in endometriosis, a chronic pain disorder affecting 5–10 % of women worldwide. This study is a preliminary investigation of the associations between PF or psychological inflexibility (PI) and daily functioning in people with a primary diagnosis of endometriosis.

Background: There is growing scientific evidence for the therapeutic benefits of the Amazonian plant-based psychedelic "ayahuasca" for neuropsychiatric disorders such as depression and anxiety. However, there are certain challenges when incorporating botanical ayahuasca into biomedical research and clinical therapy environments. Formulations inspired by ayahuasca, which contain specific and standardized active components, are a potential remedy. Methods: We investigated subjective acute and persisting effects of a novel formulation containing the reversible monoamine oxidase inhibitor harmine (orodispersible tablet containing 100 mg MAO-I) and N,N-dimethyltryptamine (incremental intranasal dosing of up to 100 mg DMT), compared with two other conditions, namely harmine alone and placebo, in a crossover RCT in 31 healthy male subjects. Results: DMT + harmine, but not harmine alone, induced a psychedelic experience assessed with the 5D-ASC rating scale [global score: F(2,60) = 80.21, p < 0.001] and acute experience sampling items over time, characterized by psychological insights [PIQ, F(2,58.5) = 28.514, p < 0.001], emotional breakthroughs [EBI, F(2,60) = 26.509, p < 0.001], and low scores on the challenging experience questionnaire [CEQ, F(2,60) = 12.84, p < 0.001]. Participants attributed personal and spiritual significance to the experience (GSR) with mainly positive persisting effects (PEQ) at 1- and 4-months follow-up. Acute drug effects correlated positively with persisting effects. We found no changes in trait measures of personality, psychological flexibility, or general well-being, and no increases in psychopathology (SCL-90-R) were reported. Discussion and Conclusion: Our results suggest that the experience induced by the standardized DMT + harmine formulation induces a phenomenologically rich psychedelic experience, demonstrates good psychological safety and tolerability, is well tolerated, and induces beneficial psychological processes that could possibly support psychotherapy. Further studies are required to investigate the psychotherapeutic potential in patients. [ABSTRACT FROM AUTHOR]

Processes of psychological flexibility (PF) are positively associated with health and wellbeing in several chronic pain disorders. However, these processes have not been investigated in endometriosis, a chronic pain disorder affecting 5–10 % of women worldwide. This study is a preliminary investigation of the associations between PF or psychological inflexibility (PI) and daily functioning in people with a primary diagnosis of endometriosis. This study is based on a secondary analysis of survey data from Swedish-speaking adult participants with chronic pain recruited online. The current study included only those reporting a diagnosis of endometriosis and significant long-term pain. All participants completed the Multidimensional Psychological Flexibility Inventory (MPFI), a measure of PF and PI, as well as other measures of PF, and measures of pain and daily functioning. Correlation and multiple regression analyses were performed to examine relations of PF and PI with measures of pain and daily functioning. In general, PF facet scores from the MPFI did not correlate with pain interference but did correlate with depression, with the exception of acceptance. The overall facets of PI appeared to perform better as correlates and in regression. Established measures of PF performed in correlation and regression analyses generally as has been observed in other chronic pain populations, with significant positive associations. In this preliminary analysis of PF and PI in participants with endometriosis-related pain, these processes appear relevant, especially in understanding depression, but results varied along with the measures used. Specifically, when employing the MPFI, the PI facets emerged as stronger correlates. The findings underscore the potential benefit of incorporating assessments of PF and PI as process variables in endometriosis-research, but also that careful consideration should be given when selecting instruments. [ABSTRACT FROM AUTHOR]

Background: In contrast to success, failure and its aftermaths have always received less attention in entrepreneurship literature. In addition to social and psychological challenges for entrepreneurs, failure can also bring positive outcomes for them. These social and psychological processes after failure and their interaction with each other are less investigated. Moreover, previous studies have acknowledged the need for field research on entrepreneurial failure. Aims: The present study aims to develop a model for the post-failure social and psychological processes among Iranian entrepreneurs. Methods: The present research is an applied one in terms of purpose and a narrative one in terms of method. The statistical population is Iranian entrepreneurs who failed in 2020 and 2021 in Iran. We used a purposive sampling method to choose the samples. The sample size is determined based on theoretical saturation, and we conduct semi-structured interviews to gather data. Data is analyzed using the grounded theory method. Results: social and psychological processes after failure include the following main categories: individual factors, institutional factors, cognitive biases, failure costs, coping strategies, social-psychological reactions, intervening factors, and positive outcomes. Conclusion: The most important practical implication of this research for entrepreneurs is to identify coping strategies (i.e., psychological recovery strategies and ego-protective strategies) to reduce psychological costs and to identify impression management strategies (i.e., jumping ship, concealing failure, desensitization, and compensation) to reduce the social costs of failure. Its policy implication for policymakers is to foster an enterprising culture and revise the bankruptcy laws to reduce entrepreneurs' failure costs. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An 8-week voice regulation training program (VRTP) incorporating everyday activities was implemented in an experimental preschool classroom (EG; n = 34), which was compared with a control preschool classroom (CG; n = 31). The VRTP includes songs, games, and conversations aiming to raise children's awareness of noise levels and teach voice modulation skills. Grounded in the theoretical framework of self-regulated learning, the study's objectives were to evaluate the impact of the VRTP on noise levels, children's self-regulation, and pre-literacy skills. Noise levels were assessed weekly using an electronic noise meter before and during the program. The EG preschoolers demonstrated modest but significant improvements over their pre-VRTP levels of voice modulation, behavioral and emotional self-regulated learning, and pre-literacy skills, in contrast with the CG children. The findings provide evidence that young children's self-regulation may be enhanced in preschool, challenging the field of developmental-educational psychology to consider self-regulated learning during early childhood. [ABSTRACT FROM AUTHOR]

I augment the study of repeated interfirm exchanges with social cognition to expand the understanding of trust development and learning, and how these combined forces shape subsequent contracts. Although scholars have extensively examined the independent effects of trust and learning on contracts in repeated exchanges, their co-evolution and combined impact have received much less attention. I argue this omission largely occurs because social cognition is not typically considered in these literatures, even though both trust development and learning are socio-cognitive processes influenced by each other, as well as heuristics (contract frames) and cognitive biases (intergroup attribution bias). When these processes are examined in a positive exchange, the contract frame (prevention or promotion) influences initial reputation-based trust or prior development of knowledge-based trust (competence or integrity), which biases what is learned. This biased learning further impacts knowledge-based trust development, and together these factors shape adjustments to subsequent contracts. In a negative exchange, the contract frame, prior reputation-based trust, and partner explanation (internal versus external) impacts what is learned from partner violations (competence or integrity). This biased learning influences knowledge-based trust development, and together they shape how subsequent contracts are adjusted. I also propose that biased learning influences when contracts act as complements or substitutes for different types of trust, addressing existing debates and critiques in these literatures. Finally, I discuss the dark side of integrity trust and trust repair under promotion contracts in repeated exchanges.

BackgroundThere is growing scientific evidence for the therapeutic benefits of the Amazonian plant-based psychedelic “ayahuasca” for neuropsychiatric disorders such as depression and anxiety. However, there are certain challenges when incorporating botanical ayahuasca into biomedical research and clinical therapy environments. Formulations inspired by ayahuasca, which contain specific and standardized active components, are a potential remedy.MethodsWe investigated subjective acute and persisting effects of a novel formulation containing the reversible monoamine oxidase inhibitor harmine (orodispersible tablet containing 100 mg MAO-I) and N,N-dimethyltryptamine (incremental intranasal dosing of up to 100 mg DMT), compared with two other conditions, namely harmine alone and placebo, in a crossover RCT in 31 healthy male subjects.ResultsDMT + harmine, but not harmine alone, induced a psychedelic experience assessed with the 5D-ASC rating scale [global score: F(2,60) = 80.21, p

Understanding how humans acquire or learn a language has been controversial in various disciplines. Most vigorously, psychologists and linguists have been struggling with models that would represent the processing and development of language. The current literature carries many models, making it formidable for the researchers to heed the appropriate approach. A review of the most salient models could provide enlightenment on such bewildering concerns. To this aim, this systematic review paper compares the most reliable and practical models and discusses their salience. By highlighting the requirements of a functional model to be partially universal, we raise issues for a more compelling model that would encompass areas of first and second language acquisition.

As investigations into the efficacy of psychedelic-assisted psychotherapy to treat depression continue, there is a need to study the possible mechanisms of action that may contribute to the treatment's antidepressant effects. Through a two-round Delphi design, the current study investigated experts' opinions on the psychological mechanisms of action associated with the antidepressant effects of psychedelic-assisted psychotherapy and the ways such mechanisms may be promoted through the preparation, dosing, and integration components of treatment. Fourteen and fifteen experts, including both clinical psychedelic researchers and therapists, participated in Round 1 and Round 2 of the study, respectively. Thematic analysis identified nine important or promising 'mechanistic themes' from Round 1 responses: psychological flexibility, self-compassion, mystical experiences, self-transcendence, meaning enhancement, cognitive reframing, awe, memory reconsolidation and ego dissolution. These mechanisms were presented back to experts in Round 2, where they rated 'psychological flexibility' and 'self-compassion' to be the most important psychological mechanisms in psychedelic-assisted psychotherapy for depression. Strategies or interventions recommended to promote identified mechanisms during the preparation, dosing, and integration components of treatment were nonspecific to the endorsed mechanism. The findings from this study provide direction for future confirmatory mechanistic research as well as provisional ideas for how to support these possible therapeutic mechanisms. [ABSTRACT FROM AUTHOR]

The educational process in the new Ukrainian elementary school is characterized by many specific neuropsychological features and aspects. It requires from the teacher significant knowledge and skills in the field of organization, management and modernization of the educational process, as well as in the sphere of interaction with the children of the new Ukrainian elementary school. A key trend in today's education in the new Ukrainian elementary school is the child-centered approach, individualization and personality-centered approach, which focuses on the fact that the core of the educational process becomes the student, his abilities, individual neuropsychological capabilities, potential as a learning and creative. The child-centered approach to the organization of the educational process in the new Ukrainian elementary school has become a natural and natural phenomenon that accompanies the learning process in the last few years, which is caused by the rapid processes of globalization. The child-centered approach allows to focus the attention of teachers, psychologists, sociologists, and educational managers on the key problem of the current world - education of a healthy civil society, self-confident, capable of self-care, self-actualization, and professional and personal formation. All these processes begin at the moment when the child is in the first stage of education, receives primary information about the world, about himself, others and reality. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines how people price the resale of durable goods in systematically biased ways. We show across four studies that the anchoring effect of durable goods' prior sales prices on subsequent valuations is discontinuous at psychologically salient round number reference points (e.g., $10,000 increments) because these numbers create qualitative differences in how people perceive values below them versus values at/above them. Resellers set disproportionately larger subsequent prices when previous prices move from just below round number thresholds (e.g., $349,000) to those at or just above these thresholds (e.g., $351,000). The findings show that buyers who pay a price just below a round number, therefore, may sacrifice money because they receive disproportionately less when reselling the good. Market forces only partially attenuate this pricing bias, but valuator experience seems to play a moderating role. Archival data show that home buyers who previously paid just under a $10,000 reference point subsequently listed their homes for about 1.8% (over $3,700) less on average than did buyers selling comparable homes who previously paid at or above a round number threshold. This drop is observable controlling for home characteristics and the general relationship between previous and current prices. Three experimental studies looking at housing and used car markets replicate these findings, highlight the mechanism, and increase confidence in causality. Market mechanisms and the negotiation process attenuate discontinuities by about 30%, but lower initial listing prices persist to final sales prices. We find additional weak evidence suggesting that valuator experience may attenuate intergenerational pricing bias. Conflict of Interest: This manuscript was submitted, revised, and accepted prior to the nomination and appointment of Lamar Pierce as Editor-in-Chief. Funding: This project was supported by the University of Southern California Marshall School of Business Behavioral Laboratory. Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2022.1632. [ABSTRACT FROM AUTHOR]

An 8-week voice regulation training program (VRTP) incorporating everyday activities was implemented in an experimental preschool classroom (EG; n = 34), which was compared with a control preschool classroom (CG; n = 31). The VRTP includes songs, games, and conversations aiming to raise children's awareness of noise levels and teach voice modulation skills. Grounded in the theoretical framework of self-regulated learning, the study's objectives were to evaluate the impact of the VRTP on noise levels, children's self-regulation, and pre-literacy skills. Noise levels were assessed weekly using an electronic noise meter before and during the program. The EG preschoolers demonstrated modest but significant improvements over their pre-VRTP levels of voice modulation, behavioral and emotional self-regulated learning, and pre-literacy skills, in contrast with the CG children. The findings provide evidence that young children's self-regulation may be enhanced in preschool, challenging the field of developmental–educational psychology to consider self-regulated learning during early childhood.

As investigations into the efficacy of psychedelic-assisted psychotherapy to treat depression continue, there is a need to study the possible mechanisms of action that may contribute to the treatment’s antidepressant effects. Through a two-round Delphi design, the current study investigated experts’ opinions on the psychological mechanisms of action associated with the antidepressant effects of psychedelic-assisted psychotherapy and the ways such mechanisms may be promoted through the preparation, dosing, and integration components of treatment. Fourteen and fifteen experts, including both clinical psychedelic researchers and therapists, participated in Round 1 and Round 2 of the study, respectively. Thematic analysis identified nine important or promising ‘mechanistic themes’ from Round 1 responses: psychological flexibility, self-compassion, mystical experiences, self-transcendence, meaning enhancement, cognitive reframing, awe, memory reconsolidation and ego dissolution. These mechanisms were presented back to experts in Round 2, where they rated ‘psychological flexibility’ and ‘self-compassion’ to be the most important psychological mechanisms in psychedelic-assisted psychotherapy for depression. Strategies or interventions recommended to promote identified mechanisms during the preparation, dosing, and integration components of treatment were nonspecific to the endorsed mechanism. The findings from this study provide direction for future confirmatory mechanistic research as well as provisional ideas for how to support these possible therapeutic mechanisms.

Virtual reality (VR) offers new and flexible ways to provide psychological interventions. The aim of this study was to develop and investigate the effectiveness of a VR intervention based on acceptance and commitment therapy (ACT) for social and public speaking anxiety. ACT is a process-based approach that aims to (a) increase individuals' abilities to handle difficult emotional and cognitive experiences and (b) develop the motivation required for change to occur. In this study, a sample of university students with social interaction or communication anxiety (N = 76; age M = 24.95, SD = 6.50, 69.7% females) was blindly randomized into a total of 2 h of VR ACT training (VRACT; n = 37) or a waiting list control (WLC; n = 39) group. The VRACT group was gradually exposed to social situations using a VR head-mounted display (HMD) and received audio-recorded ACT-based instructions aimed at increasing psychological flexibility. The outcome measurements included self-reported social and communication anxiety, well-being, psychological processes, and behavioral measures. At the final feedback meeting held one week after attending three VR sessions, we observed a significant decrease in social and communication anxiety (d = 0.55–0.61) and a significant improvement in psychological flexibility (d = 0.61), with moderate effect sizes. These findings contribute to advancing knowledge of how ACT can be efficaciously delivered using VR to improve mental health outcomes for university students with social anxiety. • Virtual reality (VR) offers new ways to provide psychological interventions. • Acceptance and commitment therapy (ACT) was offered in a VR context. • A brief VRACT intervention was investigated for social and public speaking anxiety. • The VRACT intervention successfully improved psychological flexibility. • The VRACT intervention lowered social and communication anxiety. [ABSTRACT FROM AUTHOR]

Concepts based on psychology fit well with current research trends related to robotics and artificial intelligence. Biology-inspired cognitive architectures are extremely useful in building agents and robots, and this is one of the most important challenges of modern science. Therefore, the widely viewed and far-reaching goal of systems research and engineering is virtual agents and autonomous robots that mimic human behavior in solving known and unknown problems. The article proposes, at a high level of generality, an operational cybernetic model of the human mind, developed with the use of carefully selected ideas taken from psychological knowledge. In particular, the work combines extensive knowledge drawn from both the theory of developmental cognitive psychology and the theory of motivation. The proposed mathematically developed operating blocks create a coherent and functional decision-making system containing all the elements necessary in autonomous robotics. The ISD system is under development. There is still a long way to go to full validation. However, as shown in several articles, the basic subsystems of the ISD system, i.e. motivational and emotional, have already been positively verified in operation. The overall purpose of this article is to show a blueprint of the overall concept of the entire ISD. [ABSTRACT FROM AUTHOR]

This study tested an expanded version of the explanatory model of the negative impact of the COVID-19 pandemic on mental health proposed by Milman and colleagues. Participants (N = 680) completed an online survey on demographic variables associated with poor pandemic mental health, COVID-19 stressors, mental health symptoms, and pandemic-related psychological processes we hypothesized as mediating mechanisms explaining the negative mental health effects of the COVID-19 stressors. Results indicated that these psychological processes (core belief violation, meaning made of the pandemic, vulnerability, and mortality perception) explained the severity of mental health symptoms to a far greater extent than COVID-19 stressors and demographics combined. In addition, these psychological processes mediated the impact of COVID-19 stressors on all mental health outcomes. Specifically, COVID-19 stressors were associated with increased core belief violation, decreased meaning making, and more intense perceived vulnerability and mortality. In turn, those whose core beliefs were more violated by the pandemic, who made less meaning of the pandemic, and who perceived a more pronounced vulnerability and mortality experienced a worse mental health condition. This study's results suggest some possible ways of intervention in pandemic-like events useful for limiting such impact at the individual, group, social and political levels. [ABSTRACT FROM AUTHOR]

The aim of this viewpoint paper is to consider different psychological transdiagnostic processes that can inform the development of effective early intervention approaches in youth mental health before threshold diagnosis is attained. A transdiagnostic process is defined as a mechanism which is present across different disorders and is either a risk or a maintaining factor for the disorder. We consulted the literature with respect to processes across depression, anxiety and eating disorders. We suggest 38 unique transdiagnostic psychological processes. Each were defined to make them suitable for stakeholder consultation (e.g. people with lived experience) in developing transdiagnostic processes (targets) for youth early interventions. We recommend that the definitions of these processes are further developed in consultation with stakeholders, and that systematic reviews are conducted to further identify psychological processes that can inform essential ingredients of interventions that can then be tested for clinical impact in early intervention with youth. [ABSTRACT FROM AUTHOR]

Abstract Background There is currently renewed interest in the use of psychedelic therapy in the treatment of psychiatric disorders, including depression. The proposed systematic review will aim to identify, evaluate and summarise the psychological processes of change underlying psychedelic therapy for depression in the current literature and consider the implications these processes may have on the psychotherapy component of treatment. Methods Scopus, PsycINFO, PubMed and Web of Science databases will be searched using relevant terms. Studies will be included if they discuss the use of a classic psychedelic to treat depression symptomology in an adult population and report or propose psychological processes responsible for depression symptom change. Two authors will independently screen articles, complete quality assessment tools and conduct data extraction. Empirical and non-empirical research will be extracted and synthesised separately. A narrative synthesis approach will be used to report psychological processes identified in the literature. Discussion This systematic review will be the first to collate available evidence on the psychological processes associated with psychedelic therapy for depression. The preliminary nature of this research field is expected to result in the review having several limitations, namely heterogeneity between studies and the inclusion of limited empirical research. We intend for this review to present the current state of the literature, identify gaps and generate candidate variables that warrant further investigation. Systematic review PROSPERO CRD42020197202

Summary: Purpose: This research aims to explore the psychological processes of postpartum mothers during the admission of their newborns to the intensive care unit. It is hoped that the findings from this study will serve as a reference for clinical medical staff in providing individual and holistic patient care. Methods: Using grounded theory methodology, we collected data through semistructured, one-to-one in-depth interviews. When data saturation occurred, 12 participants were involved through the constant comparative analysis process. Results: The psychological processes consisted of a core category and three main categories. The core category was “worrying about the baby and striving to fulfill maternal responsibilities.” The three main categories were as follows: “impact on the maternal role,” “recognition of the maternal identity,” and “exhibition of maternal role.” The entire process may be affected by intrinsic and extrinsic factors, such as breast milk supply, timing of skin-to-skin contact, seriousness of the newborn's health conditions, the support system, and the style of postpartum confinement care. Conclusion: It is recommended that the neonatal intensive care unit should adopt family-centered care, taking an initiative to empathize and care for the mother, assisting skin-to-skin contact for the mother and baby as soon as possible, maintaining established breastfeeding, providing the correct concept of postpartum care, and encouraging participation in support groups. These activities can reduce the impact of the situation on the maternal role and improve maternal identity recognition.

The food supply chain is a significant contributor to climate change. By following a climate-friendly diet, consumers have the potential to significantly reduce the effects of climate change. However, despite the growing awareness of the climate-friendly food options that are available, consumers still choose foods with a high carbon footprint. Following a survey design, this study aimed to determine the extent to which four psychological processes (denial, conflicting goals and aspirations, tokenism, and interpersonal influence) limited climate-friendly food choices in a sample of adult consumers residing in Gauteng, South Africa. Data were collected from 146 participants using the Climate-friendly Food Choices Scale and the Psychological Barriers Scale. Results indicated that, overall, the barriers were negatively associated with climate-friendly food choices. Regression analysis indicated that the four psychological barriers explained 10.6 % of the variance in climate-friendly food choices. Conflicting goals and aspirations and denial were identified as the two main psychological barriers to climatefriendly food choices. It is therefore essential to consider the psychological processes that could have a limiting effect on the adoption of climate-friendly food choices in our approach to encourage pro-environmental change. [ABSTRACT FROM AUTHOR]

Aim: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non‐resilient learning to develop a framework for promoting STEM resilience. Sample and method: From a sample of secondary‐school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support. [ABSTRACT FROM AUTHOR]

Blaszczynski and Nower conceptualized in 2002 an integrative Pathways Model leading to gambling disorder by postulating three subtypes of individuals with problem gambling characterized by common and specific characteristics (sociodemographic features, comorbidities, psychological factors). Here we propose a clinical illustration that fits each subtype. For each pathway, we (1) describe a corresponding clinical case, (2) propose a symptom-based clinical description, and (3) elaborate a process-based case formulation to explain the development and maintenance of the problematic gambling behavior. We argue that the clinical work with patients benefited from this two-level approach (symptoms vs. psychological processes) combined with a more holistic approach that takes into account intrapersonal (e.g. personality), interpersonal (e.g. family functioning), and environmental variables (e.g. life events). Crucially, our approach not only considers psychopathological dimensions (e.g. symptoms, diagnostic criteria), but it also views as central individual differences (personality traits) and cognitive and affective processes postulated to mediate relationships between biopsychosocial antecedents and psychopathological symptoms. In the current paper, we aim to demonstrate how the Pathways Model can be used as a framework to embrace a holistic perspective that promotes individualized and process-centered psychological interventions for individuals with gambling problems. [ABSTRACT FROM AUTHOR]

I augment the study of repeated interfirm exchanges with social cognition to expand the understanding of trust development and learning and how these combined forces shape subsequent contracts. Although scholars have extensively examined the independent effects of trust and learning on contracts in repeated exchanges, their coevolution and combined impact have received much less attention. I argue this omission occurs largely because social cognition is not typically considered in these literatures, even though both trust development and learning are sociocognitive processes influenced by each other, as well as by heuristics (contract frames) and cognitive biases (intergroup attribution bias). When these processes are examined in a positive exchange, the contract frame (prevention or promotion) influences initial reputation-based trust or prior development of knowledge-based trust (competence or integrity), which biases what is learned. This biased learning further impacts knowledge-based trust development, and together these factors shape adjustments to subsequent contracts. In a negative exchange, the contract frame, prior reputation-based trust, and partner explanation (internal versus external) impact what is learned from partner violations (competence or integrity). This biased learning influences knowledge-based trust development, and together they shape how subsequent contracts are adjusted. I also propose that biased learning influences when contracts act as complements or substitutes for different types of trust, addressing existing debates and critiques in these literatures. Finally, I discuss the dark side of integrity trust and trust repair under promotion contracts in repeated exchanges.

The paper by Sassover and Weinstein (2022) contributes to a timely and complex debate related to the classification of Compulsive Sexual Behavior Disorder (CSBD). The recent inclusion of CSBD as an impulse-control disorder in the ICD-11 has generated debate since a competitive view is that CSBD should rather be classified as an addictive disorder. Sassover and Weinstein (2022) reviewed existing evidence and concluded it does not support the conceptualization of CSBD as an addictive disorder. Although we agree regarding the relevance and timely nature of considering the classification of CSBD, we respectfully disagree with the position that relying on the components model of addiction (Griffiths, 2005) is the optimal approach for determining whether or not CSBD is an addictive disorder. In this commentary, we discuss potential pitfalls of relying on the components model to conceptualize CSBD as an addictive disorder and argue that considering a process-based approach is important for advancing this timely debate. [ABSTRACT FROM AUTHOR]

Background: There is currently renewed interest in the use of psychedelic therapy in the treatment of psychiatric disorders, including depression. The proposed systematic review will aim to identify, evaluate and summarise the psychological processes of change underlying psychedelic therapy for depression in the current literature and consider the implications these processes may have on the psychotherapy component of treatment. Methods: Scopus, PsycINFO, PubMed and Web of Science databases will be searched using relevant terms. Studies will be included if they discuss the use of a classic psychedelic to treat depression symptomology in an adult population and report or propose psychological processes responsible for depression symptom change. Two authors will independently screen articles, complete quality assessment tools and conduct data extraction. Empirical and non-empirical research will be extracted and synthesised separately. A narrative synthesis approach will be used to report psychological processes identified in the literature. Discussion: This systematic review will be the first to collate available evidence on the psychological processes associated with psychedelic therapy for depression. The preliminary nature of this research field is expected to result in the review having several limitations, namely heterogeneity between studies and the inclusion of limited empirical research. We intend for this review to present the current state of the literature, identify gaps and generate candidate variables that warrant further investigation. Systematic review: PROSPERO CRD42020197202 [ABSTRACT FROM AUTHOR]

Abstract Background Hereditary angioedema associated to C1 inhibitor deficiency (C1-INH-HAE) is a pathological condition characterized by episodes of subcutaneous swelling and it is frequently associated with discomfort and social impairment of the patients, due to the anxiety experienced for an unpreventable manifestation of an attack during daily life. In children increased level of stress and alexithymia have been associated to C1-INH-HAE, and the latter correlated also with the severity of the disease. We hypothesized that the involvement of psychological issues may impact on the severity of C1-INH-HAE in adult patients as well, interfering with their ability to engage with the management of the disease. Methods 28 adult patients with C1-INH-HAE were evaluated for clinical (C1-INH-HAE Severity Score) and psychological factors (alexithymia, emotion regulation, stress, patient health engagement, general severity index) by means of validated questionnaires. Results Mean age (standard deviation [SD]) was 45 (11) years and time from diagnosis was 20 (12) years. The mean C1-INH-HAE severity score was 6.4. Alexithymia was absent in 22 (78%) patients. Moderate and high stress levels were present in 17 (61%) and 4 (14%) patients, respectively. Moderate-high discomfort was experienced by 9 (36%) patients and a discomfort beyond the clinical attention threshold was shown by 3 (12%) patients. Stress correlated with patient health engagement and with psychological discomfort. Conclusions In C1-INH-HAE, patients health engagement and moderate-high psychological discomfort are linked with stress but not with the severity of the disease or alexithymia. A better patient health engagement may be a target for psychological intervention in clinics to ameliorate the stress perceived by C1-INH-HAE patients.

University students often experience difficulties in social interactions. The current study examined the role of self-compassion and psychological flexibility among university students (N= 76) reporting high levels of social interaction and communication anxiety. We observed that high social interaction (SIAS) and communication anxiety (PRCA-24) were associated with low levels of self-compassion and psychological flexibility. Upon further investigating the specific predictors for social interaction and communication anxiety, we found that self-judgment, over-identification and openness to experiences were the key components in self-compassion and psychological flexibility, respectively. However, after examining these components together, only self-judgment and over-identification remained crucial predictors. This suggests that, when training students to manage their anxiety in social situations, attention should be given to promoting skills of self-compassion and psychological flexibility in general. Special attention should be devoted to facilitating a non-critical, accepting and open attitude towards one's thoughts, emotions and negative interpretations. [ABSTRACT FROM AUTHOR]

Learning in Science, Technology, Engineering, and Mathematics (STEM) is challenging, leaving many students to give up on these subjects. Specifically, females are underrepresented in STEM industries. Identifying how male and female students deal with STEM learning challenges, and how this relates to learning outcomes, may inform teaching that best supports the preferences of individual students. This study asked secondary school students, who had just completed a STEM lesson that they reported as finding difficult (n = 3758; male = 51.2%), to write narratives about how they dealt with the lesson. Narratives were analyzed using a linguistic text analysis program to identify core psychological processes contained within the narratives from lessons in science n = 1305 (males = 46.3%), technology n = 589 (males = 63.7%), engineering n = 202 (males = 57.9%), and mathematics n = 1662 (males = 49.9%). Students were also asked to score how well they think they did in the difficult lesson (learning outcome). Pearson's correlations between students' use of core psychological processes and their perceptions of lesson success were computed separately for males and females. Common strategies emerged across the STEM subjects: for female students, positive learning outcomes were associated with positive emotions, social processes, rewards, and strategic thinking. For male students, positive learning outcomes were associated with motivation around the risk of failing, rationalizing the problem, and strategic thinking. Negative emotion was associated with a negative learning outcome for both broadly defined genders, but this was more evident across the subjects for females. We specify our understanding of this strategy by reporting data separately for the STEM subjects and the implications for STEM pedagogy. [ABSTRACT FROM AUTHOR]

We tested a theoretical-conceptual model that introduced our recently developed psychological concept, termed as psychological processes, which is defined as “a person’s continuing frame of mind to focus on disposition toward strong resolute, structured thoughts and organization, and aspiration to strive for educational success.” This proposition is innovative as it considers the notion that a person’s mindset is malleable and, importantly, subjects to social experiences derived from a situated social context. Moreover, from our definition, we contend that psychological processes, as a distinct construct, is “latent,” or underlying, with three comparable psychological attributes: personal resolve, effective functioning, and personal striving. Our conceptualization, acknowledging the importance of social contexts and individualized experience and personal belief, proposed that perceived social experiences (i.e., positive versus negative), as a source of information, would shape a student’s psychological processes, his/her state of motivation, and engagement in different types of adaptive outcomes. Moreover, from our point of view, psychological processes would act as a predictor as well as a potential mediator of motivation and engagement in different types of adaptive outcomes. In a similar vein, from the positive effect of psychological processes, motivation could act as a predictor as well as a mediator of adaptive outcomes. Structural equation modeling, from Taiwanese university students’ (N = 739) responses to various Likert-scale measures, showed support for our original a priori model – for example, the positive effects of perceived social experiences on psychological processes (β = 0.81, p < 0.001) motivation (β = 0.61, p < 0.001), and adaptive outcomes (β = 0.36, p < 0.01), and the positive effect of psychological processes on motivation (β = 0.31, p < 0.01). Interestingly, we also found some interesting findings with regard to the effects of measured indicators – for example, the positive effect of personal resolve, as a measured indicator, on adaptive outcomes (β = 0.28, p < 0.001), and the effect of self-efficacy, as a measured indicator, on academic liking experience, also a measured indicator (β = 0.12, p < 0.01). Overall, the results established have a wide range of implications for consideration – for example, the development of an educational program and/or instructional design that could promote and foster positive learning experiences.

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We tested a theoretical-conceptual model that introduced our recently developed psychological concept, termed as psychological processes , which is defined as "a person's continuing frame of mind to focus on disposition toward strong resolute, structured thoughts and organization, and aspiration to strive for educational success." This proposition is innovative as it considers the notion that a person's mindset is malleable and, importantly, subjects to social experiences derived from a situated social context. Moreover, from our definition, we contend that psychological processes, as a distinct construct, is "latent," or underlying, with three comparable psychological attributes: personal resolve, effective functioning, and personal striving. Our conceptualization, acknowledging the importance of social contexts and individualized experience and personal belief, proposed that perceived social experiences (i.e., positive versus negative), as a source of information, would shape a student's psychological processes, his/her state of motivation, and engagement in different types of adaptive outcomes. Moreover, from our point of view, psychological processes would act as a predictor as well as a potential mediator of motivation and engagement in different types of adaptive outcomes. In a similar vein, from the positive effect of psychological processes, motivation could act as a predictor as well as a mediator of adaptive outcomes. Structural equation modeling, from Taiwanese university students' (N = 739) responses to various Likert-scale measures, showed support for our original a priori model – for example, the positive effects of perceived social experiences on psychological processes (β = 0.81, p < 0.001) motivation (β = 0.61, p < 0.001), and adaptive outcomes (β = 0.36, p < 0.01), and the positive effect of psychological processes on motivation (β = 0.31, p < 0.01). Interestingly, we also found some interesting findings with regard to the effects of measured indicators – for example, the positive effect of personal resolve, as a measured indicator, on adaptive outcomes (β = 0.28, p < 0.001), and the effect of self-efficacy, as a measured indicator, on academic liking experience, also a measured indicator (β = 0.12, p < 0.01). Overall, the results established have a wide range of implications for consideration – for example, the development of an educational program and/or instructional design that could promote and foster positive learning experiences. [ABSTRACT FROM AUTHOR]