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Objective: This study assessed the prevalence and correlates of mental health (MH) symptoms and diagnoses in international college students in the United States. Participants: The sample included 44,851 degree-seeking undergraduate students (42,428 domestic students and 2,423 international students). Methods: Logistic regression analyses were conducted using international student status to predict MH symptoms and diagnoses from the Spring 2017 administration of the ACHA-National College Health Assessment (ACHA-NCHA). Results: International students were less likely than domestic students to report a diagnosis of anxiety, comorbid depression and anxiety, or other psychiatric diagnoses. International students were more likely to report suicide attempts and feeling overwhelmingly depressed. Conclusions: Among international students studying in the US, lower rates of MH diagnoses despite higher rates of depressive symptoms and suicide attempts mirror similar trends seen in American-born minority students. University campuses should consider culturally sensitive and targeted psychoeducation, mental health services, and outreach programming.

This article presents a census of empirical studies on the scholarship of teaching published in "Teaching of Psychology", "Psychology Learning and Teaching", and "Scholarship of Teaching and Learning in Psychology" over the past decade. All articles from each issue were coded for characteristics identifying the teaching context in which the research was conducted, focusing on institution type using Carnegie classifications and average class size. The majority of studies on the scholarship of teaching and learning in psychology were carried out in smaller classes (less than 40 students/class) in settings characterized as Master's or Doctoral institutions. These data suggest an underrepresentation of studies from 2-year Associate's colleges, as well as from larger enrollment classrooms. Implications are discussed for conducting research in the diverse classroom settings representative of psychology instruction.

Background: Problematic internet use (PIU), which includes social media misuse (SMM) and gaming misuse (GM), is uncontrollable and associated with significant psychological impairment. PIU is a coping behavior for COVID-19-related stress. We explored distress-related predictors of PIU in a young adult racially diverse sample during the pandemic. Methods: Analyses used cross-sectional survey data (N = 1956). Psychological diagnoses, financial distress, COVID-19-related emotions, psychological distress, distress tolerance, social support, loneliness, SMM and GM were measured. Hierarchical multiple regressions identified predictors of PIU. Race-stratified exploratory analyses sought to understand if predictors held true across racial groups. Results: Low distress tolerance was associated with SMM and GM, as were depression symptoms, with racial differences observed. SMM was associated with younger age, and GM was associated with male gender. PTSD symptoms predicted more GM. SMM and GM rates varied between racial groups. COVID-19-related adjustment challenges and stress predicted SMM and GM respectively, with racial differences observed. Conclusion: Individual psychological distress and low distress tolerance markedly increased PIU risk. Clinicians should screen for stress-related PIU risk factors and bolster distress tolerance in vulnerable patients. Comparing PIU to different forms of coping in a larger sample would further clarify groups differences in stress coping behaviors. [ABSTRACT FROM AUTHOR]

Despite attempts to diversify healthcare workplaces and education, racial and ethnic minorities (REM) remain underrepresented in these fields. This study investigated changes in high school students' health science interest following a single exposure, hands‐on anatomy laboratory visit. One hundred and eighty‐eight high school students participated in a single day, one‐hour visit to a human anatomy laboratory on a university campus. Participants engaged in hands‐on activities centered around both human and animal specimens led by university mentors. Using a modified Science Technology Engineering and Mathematics—Career Interest Survey (STEM‐CIS) questionnaire, health science STEM interest was calculated before and after the visits and compared using a paired t‐test (α = 0.05). A 2 × 2 ANOVA (α = 0.05) was run on pre‐to‐post‐visit interest score differences with factors of Race (White/REM) and Gender (Male/Female) to determine if race/ethnicity and/or gender moderated the gains observed. Overall, health science STEM interest increased significantly from pre‐ to post‐visit (p < 0.001), and these gains were greater in REM students (p < 0.05) but did not differ as a function of gender. These findings indicate that a single visit to an anatomy laboratory with hands‐on activities can be used as a tool to engage high school aged students in STEM and may be particularly beneficial for racial/ethnic minority students, potentially influencing health science STEM interest. [ABSTRACT FROM AUTHOR]

This article describes the Community Grant Writing Project (CGWP), a flexible service-learning framework designed for use in writing-intensive courses. The CGWP incorporates best-practice recommendations from the service-learning literature and addresses recent challenges identified for successful service-learning partnerships. In the CGWP, students combine direct service hours with a local nonprofit organization with assistance in writing grants to support specific initiatives at the organization. In the process of writing grants, students apply academic research and writing skills in a real-world context. In a first-year seminar, the CGWP has demonstrated its value for meeting student learning objectives and community partner needs. The article concludes with suggestions based on student and community partner feedback for implementing the project in writing-intensive courses.

Author(s): Holly K. Boyle [sup.1] , Shira I. Dunsiger [sup.1] [sup.2] , Lauren Connell Bohlen [sup.3] , Jessica A. Emerson [sup.1] , Harold H. Lee [sup.1] , Courtney J. Stevens [...], Perceptions of the physical and social environment have been shown to be predictive of physical activity (PA) behavior. However, the mechanisms of this association have not been examined. Affective response to PA was examined as a putative mediator of the association between perceptions of the PA environment and subsequent PA behavior. As part of a PA promotion study, 59 low-active overweight or obese but otherwise healthy adults completed real-time assessments of the perceived physical and social PA environment, affective response to PA, and PA behavior over a 6-month period. As hypothesized, decreased latency to and greater duration of subsequent PA was predicted by engaging in PA with a partner (b = 17.24, SE = .45, p < .01), engaging in PA outdoors versus indoors (b = 3.70, SE = 0.67, p < .01), and perceived pleasantness of the physical (b = 0.59, SE = .17, p < .01) and social settings (b = 0.68, SE = .16, p < .01). Affective response to PA (a shift toward feeling good versus bad during PA) mediated the association between engaging in PA with a partner (a path: 0.53(.11), p < .01, b path: 0.42(.12), p < .01, ab path: 0.22(.08), 95% CI .09-.41) and perceived pleasantness of the physical (a path: .38(.02), p < .01; b path: .65(.23), p = .01; ab path: .25(.09), 95% CI .08-.43) and social setting (a path: .35(.02), p < .01; b path: .57(.23), p = .01; ab path: .20(.08), 95% CI .03-.37) and PA behavior, but not the association between engaging in PA outdoors versus indoors and PA behavior. These findings suggest that perceived environmental variables may have their effects on PA through the process of psychological hedonism.

Translational research involving the development, implementation, and assessment of evidence-based interventions has shown promise in improving outcomes for children from lower socioeconomic-status backgrounds. One such approach involves 2-generation interventions, which target both children and their parents/caregivers. Here we traced the evolution of a 15-year partnership between researchers from the University of Oregon Brain Development Lab and educators from Head Start of Lane County, with a primary goal of developing, implementing, and evaluating a 2-generation intervention. The partnership has produced a successful 2-generation intervention, with current efforts focused on the development of a scaled-up delivery model that can be implemented by Head Start staff and integrated into existing Head Start structure classrooms. Taking a "lessons-learned" approach and including the perspectives of researchers and educators, we highlight 4 key themes that emerged from this partnership and may be useful to other researchers collaborating with educators to develop evidence-based interventions: 1) employ smaller-scale studies that trade ecological validity for experimental control to establish a proof of concept, 2) adapt to real-world constraints when scaling for broader implementation, 3) consider theoretical insights from smaller-scale studies when developing scalable delivery models, and 4) work together to find novel solutions to common problems. We close with results from a survey of teachers involved in the project, a broad reflection on successes of the collaboration, and a discussion on focusing efforts to sustain the intervention in the future.

Background: Ruralhealthcarehas unique characteristics that affect thedissemination and implementation of evidence-based interventions. Numerous theories, models, and frameworks have been developed to guide implementation of healthcare interventions, though not specific to rural healthcare. The present scoping review sought to identify the theories, models, and frameworks most frequently applied to rural health and propose an approach to rural health research that harnesses selected constructs from these theories, models, and frameworks. This resulting synthesis can serve as a guide to researchers, policy makers, and clinicians seeking to employ commonly used theories, models, and frameworks to rural health. Methods: We used the Scopus abstract indexing service to identify peer-reviewed literature citing one or more of theories, models, or frameworks used in dissemination and implementation research and including the word "rural" in the Title, Abstract, or Keywords. We screened the remaining titles and abstracts to ensure articles met additional inclusion criteria. We conducted a full review of the resulting 172 articles to ensure they identified one or more discrete theory, model, or framework applied to research or quality improvement projects. We extracted the theories, models, and frameworks and categorized these as process models, determinant frameworks, classic theories, or evaluation frameworks. Results: We retained 61 articles of which 28 used RE-AIM, 11 used Community-Based Participatory Research (CBPR) framework, eight used the Consolidated Framework for Implementation Research (CFIR), and six used the integrated-Promoting Action on Research Implementation in Health Services (iPARIHS). Additional theories, models, and frameworks were cited in three or fewer reports in the literature. The 14 theories, models, and frameworks cited in the literature were categorized as seven process models, four determinant frameworks, one evaluation framework, and one classic theory. Conclusions: The RE-AIM framework was the most frequently cited framework in the rural health literature, followed by CBPR, CFIR, and iPARIHS. A notable advantage of RE-AIM in rural healthcare settings is the focus on reach as a specified outcome, given the challenges of engaging a geographically diffuse and often isolated population. We present a rationale for combining the strengths of these theories, models, and frameworks to guide a research agenda specific to rural healthcare research. Systematic Review Registration: https://osf.io/fn2cd/. [ABSTRACT FROM AUTHOR]

Objective and Participants: Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students' experience of discrimination. Method: Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Results: Discrimination was experienced by 5-15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15-25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Conclusion: Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.

The relationship between early adversity and numerous negative outcomes across the lifespan is evident in a wide range of societies and cultures (e.g., Pakulak, Stevens, & Neville, 2018). Among the most affected neural systems are those supporting attention, self-regulation, and stress regulation. As such, these systems represent targets for neurobiologically informed interventions addressing early adversity. In prior work with monolingual native English-speaking families, we showed that a two-generation intervention targeting these systems in families improves outcomes across multiple domains including child brain function for selective attention (for detail, see Neville et al., 2013). Here, we discuss the translation and cultural adaptation (CA) of this intervention in local and international contexts, which required systematic consideration of cultural differences that could affect program acceptability. First, we conducted a translation and CA of our program to serve Latino families in the United States using the Cultural Adaptation Process (CAP), a model that works closely with stakeholders in a systematic, iterative process. Second, to implement the adapted program in Medellín, Colombia, we conducted a subsequent adaptation for Colombian culture using the same CAP. Our experience underscores the importance of consideration of cultural differences and a systematic approach to adaptation before assessing the efficacy of neurobiologically informed interventions in different cultural contexts.

Scalable, transdiagnostic interventions are needed to meet the needs of a growing population of older adults experiencing multimorbidity and functional decline. Behavioral activation (BA) is a pragmatic, empirically supported treatment for depression that focuses on increasing engagement in values-aligned activities. We propose BA is an ideal transdiagnostic intervention approach for older adults because it (a) specifically targets activity restriction, a shared characteristic of common conditions of aging; and (b) has strong potential for scalability through delivery by a broad range of clinician and nonclinician interventionists and via telehealth. We describe the history of BA and review recent literature demonstrating impacts beyond depression including on cognition, social isolation, and disability. We also describe the feasibility of delivering BA across interventionists, settings, and modalities. Our approach advances scholarship by proposing BA as a scalable, transdiagnostic behavioral intervention to address functional decline in older adults with common geriatric conditions. [ABSTRACT FROM AUTHOR]

The present study reports on the development and evaluation of a classroom module to train scientific thinking skills. The module was implemented in two of four parallel sections of introductory psychology. To assess learning, a passage-based question set from the medical college admissions test (MCAT[superscript 2015]) preview guide was included as extra credit on the final exam in all sections. This provided an outcome that was distinct in content from the module, while tapping the same underlying scientific thinking skills. Students in the experimental classrooms answered more questions correctly on targeted scientific thinking skills than students in the comparison classrooms. These data support the benefit of targeted activities for training scientific thinking skills in introductory psychology.