"The current pandemic has had a huge impact on people’s psychophysical health with repercussions on the job dimension, leading to high levels of dissatisfaction and fear for the future. Online interventions have become very popular especially during the COVID-19 pandemic, in fact many psychologists and patients switched from face-to-face to online sessions to continue their psychological therapies. The scientific literature has shown strong evidence for online psychotherapy, with this application being used both as an alternative to traditional healthcare and as an enhancement of face-to-face treatment. Many studies highlight that online therapy, and the quality of therapeutic alliance seem to be equivalent in both modalities. There are additional barriers such as public stigma, cultural and language barriers, geographic isolation in rural areas and social isolation, particularly in the context of the COVID-19 pandemic and online psychology interventions allow inclusion as they enable to involve many people who need psychological support, as well as to continue the psychological paths interrupted by the pandemic. A study was conducted to specifically analyze the implications that online psychology has on today's society. Through a structured interview, 23 psychologists were questioned with the aim to investigate different thematic areas relating to online psychological interventions. A qualitative analysis was conducted using the Atlas.ti software. All participants were part of a platform specifically designed for the provision of psychological services, managed by a structure registered with the NHS. One purpose of the study was to investigate psychologists' perceptions of online psychology rather than traditional therapy. Some limitations comprise the small sample of psychologists which may not be generalizable to the population at large. Further, another limitation is related to the digital divide ? the cultural bias inherent in accessing the Internet and all information and services that exist online as well as the lack of awareness of how the Internet can be used in a functional way. An interesting future discussion for counseling psychologists may be explored: blending online therapy into regular face-to-face sessions. In fact, the scientific literature shows that the combination between these two modalities has potential in secondary mental health care. The existing literature and the study we have conducted methodically highlight the social responsibility of the intervention, which has an impact on the society and is consistent with the key objectives of the 2030 agenda."
{"title":"HOW INNOVATION DRIVES INCLUSION: OPPORTUNITIES AND CHALLENGES OF ONLINE PSYCHOLOGICAL INTERVENTION","authors":"Diletta Mora, D. Girardi, N. Grinko, A. De Carlo","doi":"10.36315/2022inpact094","DOIUrl":"https://doi.org/10.36315/2022inpact094","url":null,"abstract":"\"The current pandemic has had a huge impact on people’s psychophysical health with repercussions on the job dimension, leading to high levels of dissatisfaction and fear for the future. Online interventions have become very popular especially during the COVID-19 pandemic, in fact many psychologists and patients switched from face-to-face to online sessions to continue their psychological therapies. The scientific literature has shown strong evidence for online psychotherapy, with this application being used both as an alternative to traditional healthcare and as an enhancement of face-to-face treatment. Many studies highlight that online therapy, and the quality of therapeutic alliance seem to be equivalent in both modalities. There are additional barriers such as public stigma, cultural and language barriers, geographic isolation in rural areas and social isolation, particularly in the context of the COVID-19 pandemic and online psychology interventions allow inclusion as they enable to involve many people who need psychological support, as well as to continue the psychological paths interrupted by the pandemic. A study was conducted to specifically analyze the implications that online psychology has on today's society. Through a structured interview, 23 psychologists were questioned with the aim to investigate different thematic areas relating to online psychological interventions. A qualitative analysis was conducted using the Atlas.ti software. All participants were part of a platform specifically designed for the provision of psychological services, managed by a structure registered with the NHS. One purpose of the study was to investigate psychologists' perceptions of online psychology rather than traditional therapy. Some limitations comprise the small sample of psychologists which may not be generalizable to the population at large. Further, another limitation is related to the digital divide ? the cultural bias inherent in accessing the Internet and all information and services that exist online as well as the lack of awareness of how the Internet can be used in a functional way. An interesting future discussion for counseling psychologists may be explored: blending online therapy into regular face-to-face sessions. In fact, the scientific literature shows that the combination between these two modalities has potential in secondary mental health care. The existing literature and the study we have conducted methodically highlight the social responsibility of the intervention, which has an impact on the society and is consistent with the key objectives of the 2030 agenda.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133662193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Background: PTSD causes alterations in cognitive functioning like in emotional regulation and the production of cognitive distortions. Objective: To determine how PTSD impacts emotional regulation and the production of cognitive distortions. Method: An intergroup comparison was performed on the 180 participants divided into 3 groups. First group (n=60) was recruited from a psychotrauma center, second group (n=60) was recruited from victim support associations, and third group (n=60) was recruited from the general population. All participants completed a questionnaire validated by the ethics committee, including the PCL-5, LEC 5, CERQ, DES, and EDC-A. Results: Outcomes indicate that individuals with PTSD produce more negative cognitive distortions and use more maladaptive emotion regulation strategies. Furthermore, the production of negative cognitive distortions and maladaptive emotion regulation strategies are positively correlated. This relationship maintains the severity of PTSD symptoms. Conclusion: The results confirm that the PTSD group has the most unfavorable clinical picture, which gives indications on the management to be put in place. Moreover, the presence of the intermediate group remains relevant since it allows us to identify changes in the observed alterations. It would be relevant to extend the experimental design used here to the study of traumatic events that may cause a specific type of disorder."
{"title":"MALADAPTIVE COGNITIONS AND EMOTIONAL REGULATION IN PTSD","authors":"Nawal Ouhmad, W. El-Hage, N. Combalbert","doi":"10.36315/2022inpact001","DOIUrl":"https://doi.org/10.36315/2022inpact001","url":null,"abstract":"\"Background: PTSD causes alterations in cognitive functioning like in emotional regulation and the production of cognitive distortions. Objective: To determine how PTSD impacts emotional regulation and the production of cognitive distortions. Method: An intergroup comparison was performed on the 180 participants divided into 3 groups. First group (n=60) was recruited from a psychotrauma center, second group (n=60) was recruited from victim support associations, and third group (n=60) was recruited from the general population. All participants completed a questionnaire validated by the ethics committee, including the PCL-5, LEC 5, CERQ, DES, and EDC-A. Results: Outcomes indicate that individuals with PTSD produce more negative cognitive distortions and use more maladaptive emotion regulation strategies. Furthermore, the production of negative cognitive distortions and maladaptive emotion regulation strategies are positively correlated. This relationship maintains the severity of PTSD symptoms. Conclusion: The results confirm that the PTSD group has the most unfavorable clinical picture, which gives indications on the management to be put in place. Moreover, the presence of the intermediate group remains relevant since it allows us to identify changes in the observed alterations. It would be relevant to extend the experimental design used here to the study of traumatic events that may cause a specific type of disorder.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115015483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"In the field of psychological assessment, response biases pose a great problem, and can lead to misleading decisions, with negative impact regardless of the context. Both the underreport of personality characteristics and psychopathological symptoms and the overreport of problems and symptoms are current threats to this field. The clinical context is one on which both response attitudes occur. The clinical-organizational context (where clinical psychology services are provided in the individuals´ professional setting) is very specific, with particularities that have hardly been studied, so little is known about underreporting and overreporting in this type of clinical assessment. This study intends to explore and compare two contexts, clinical and clinical-organizational, in response attitudes and their potential implications on the report of psychopathology. Specifically, this study has three aims: to identify if there are differences between individuals of the two contexts in higher order psychopathology indicators and specific clinical problems; if these differences would be due to response attitudes (i.e., tendency to overreporting and to underreporting), and which are the best scales to differentiate individuals doing overreporting and underreporting in both samples. A total of 516 participants, grouped in two samples, Clinical (n = 277; Mage 41.50, SD 11.54), and Clinical-Organizational (n = 239; Mage 42.92, SD 9.16) were assessed with the Minnesota Multiphasic Personality Inventory-2 - Restructured Form (MMPI-2-RF) Validity, Higher-Order and Restructured Clinical scales. The MANOVAS showed significant differences between the two samples in the composite of underreport scales, overreport scales, Higher-Order scales, and Clinical scales, with the clinical-organizational sample having higher underreport levels than the clinical sample, and lower overreport levels, as well as lower symptomology and clinical problems. The correlations pattern between the different sets of scales supports the conclusion that the response attitudes significantly impact the report of psychopathology. The F-r and Fp-r overreport scales, and the K-r underreport scale are the best ones in differentiating the two samples. The results suggest that the professional setting may influence the disclosure of psychological difficulties and problems, thus having impact on psychological assessment."
{"title":"CLINICAL ASSESSMENT IN A PROFESSIONAL SETTING: ARE THERE IMPLICATIONS FOR SELF-REPORTS OF PSYCHOPATHOLOGY?","authors":"Bárbara Gonzalez, R. Novo, Maria João Afonso","doi":"10.36315/2022inpact049","DOIUrl":"https://doi.org/10.36315/2022inpact049","url":null,"abstract":"\"In the field of psychological assessment, response biases pose a great problem, and can lead to misleading decisions, with negative impact regardless of the context. Both the underreport of personality characteristics and psychopathological symptoms and the overreport of problems and symptoms are current threats to this field. The clinical context is one on which both response attitudes occur. The clinical-organizational context (where clinical psychology services are provided in the individuals´ professional setting) is very specific, with particularities that have hardly been studied, so little is known about underreporting and overreporting in this type of clinical assessment. This study intends to explore and compare two contexts, clinical and clinical-organizational, in response attitudes and their potential implications on the report of psychopathology. Specifically, this study has three aims: to identify if there are differences between individuals of the two contexts in higher order psychopathology indicators and specific clinical problems; if these differences would be due to response attitudes (i.e., tendency to overreporting and to underreporting), and which are the best scales to differentiate individuals doing overreporting and underreporting in both samples. A total of 516 participants, grouped in two samples, Clinical (n = 277; Mage 41.50, SD 11.54), and Clinical-Organizational (n = 239; Mage 42.92, SD 9.16) were assessed with the Minnesota Multiphasic Personality Inventory-2 - Restructured Form (MMPI-2-RF) Validity, Higher-Order and Restructured Clinical scales. The MANOVAS showed significant differences between the two samples in the composite of underreport scales, overreport scales, Higher-Order scales, and Clinical scales, with the clinical-organizational sample having higher underreport levels than the clinical sample, and lower overreport levels, as well as lower symptomology and clinical problems. The correlations pattern between the different sets of scales supports the conclusion that the response attitudes significantly impact the report of psychopathology. The F-r and Fp-r overreport scales, and the K-r underreport scale are the best ones in differentiating the two samples. The results suggest that the professional setting may influence the disclosure of psychological difficulties and problems, thus having impact on psychological assessment.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114733721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The purpose of this study was to identify predictors of ageism. Ageism occurs when demeaning attitudes are directed toward individuals in a certain age group. Several theories have been postulated as to why ageism towards older adults occurs, such as contact theory (i.e., the quantity and quality of contact with older adults), terror management theory (i.e., anxiety and fear of mortality), and modernization theory (i.e., a belief that the skills of older adults are obsolete). Research in this area has selectively tested different theories of ageism; however, these studies have failed to examine multiple theories within one model. The current study examined contact theory, terror management theory, and modernization theory with respect to ageism. We examined survey data from 291 undergraduate students at a small university in Atlantic Canada. The survey was conducted online. Demographic characteristics, contact with grandparents and non-related older adults, and quality of interactions were measured using self-generated questionnaires. In addition, measures of personality, gratitude, ageing anxiety, and fear of death were administered. Also, older adults’ knowledge, burden/contributions to family/society, and attitudes toward the elderly were measured. A hierarchical multiple linear regression analysis was conducted predicting ageist attitudes. The overall model was statistically significant and accounted for 63% of the variance. Both age and gender were found to be significant predictors; younger adults and men had higher scores on ageism. As well, participants who reported lower quality of contact with grandparents during childhood, and lower scores on their current quality of contact with older adults were more likely to endorse ageist attitudes. Of the five personality factors, lower scores on Agreeableness were a significant predictor. Finally, anxiety towards ageing (measuring terror management theory) and perceiving older adults as a burden (measuring modernization theory) predicted ageism. According to these findings, all ageism theories had an impact on ageist attitudes, but modernization theory contributed the most unique variance to the model. Overall, further research should continue to investigate the multidimensional construct of ageism."
{"title":"EXAMINING ATTITUDES TOWARDS AGEING","authors":"Madison Herrington, L. Both","doi":"10.36315/2022inpact057","DOIUrl":"https://doi.org/10.36315/2022inpact057","url":null,"abstract":"\"The purpose of this study was to identify predictors of ageism. Ageism occurs when demeaning attitudes are directed toward individuals in a certain age group. Several theories have been postulated as to why ageism towards older adults occurs, such as contact theory (i.e., the quantity and quality of contact with older adults), terror management theory (i.e., anxiety and fear of mortality), and modernization theory (i.e., a belief that the skills of older adults are obsolete). Research in this area has selectively tested different theories of ageism; however, these studies have failed to examine multiple theories within one model. The current study examined contact theory, terror management theory, and modernization theory with respect to ageism. We examined survey data from 291 undergraduate students at a small university in Atlantic Canada. The survey was conducted online. Demographic characteristics, contact with grandparents and non-related older adults, and quality of interactions were measured using self-generated questionnaires. In addition, measures of personality, gratitude, ageing anxiety, and fear of death were administered. Also, older adults’ knowledge, burden/contributions to family/society, and attitudes toward the elderly were measured. A hierarchical multiple linear regression analysis was conducted predicting ageist attitudes. The overall model was statistically significant and accounted for 63% of the variance. Both age and gender were found to be significant predictors; younger adults and men had higher scores on ageism. As well, participants who reported lower quality of contact with grandparents during childhood, and lower scores on their current quality of contact with older adults were more likely to endorse ageist attitudes. Of the five personality factors, lower scores on Agreeableness were a significant predictor. Finally, anxiety towards ageing (measuring terror management theory) and perceiving older adults as a burden (measuring modernization theory) predicted ageism. According to these findings, all ageism theories had an impact on ageist attitudes, but modernization theory contributed the most unique variance to the model. Overall, further research should continue to investigate the multidimensional construct of ageism.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128510350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"PTSD treatments occupy five systemic levels—chemical, biological, neurophysiological, phenomenal, and cognitive. Pharmacological treatments bridge the chemical and biological levels. They are often imprecise in effect, and drugs imply brokenness. Direct neurophysiological manipulations include Stellate ganglion block, deep brain stimulation, transcranial magnetic stimulation, etc. These are new, often invasive, and sparsely attested. EMDR and RTM employ imaginal manipulation of internal images. Cognitive manipulations work with conscious responses. Cognitive interventions may expose patients to cultural issues, especially when performed in a group context. These include hyper-masculinized expectations, military culture, shame as self-blame, etc. EMDR, cognitive, and pharmacological approaches have shown equivalent efficacy. RTM modifies the imaginal structure of trauma memories, reimagining them as nonthreatening, past events. RTM may be employed without disclosure of trauma content. We hypothesize that changes to imaginal images directly and lastingly impact neurology via the reconsolidation updating mechanism. Four published RCTs of RTM will be presented with information about a fifth unpublished study of trainee results. All studies found effect sizes exceeding 0.08 SMDs with high patient satisfaction."
{"title":"THE RECONSOLIDATION OF TRAUMATIC MEMORIES (RTM) PROTOCOL FOR PTSD: A TREATMENT THAT WORKS","authors":"Richard Gray","doi":"10.36315/2022inpact068","DOIUrl":"https://doi.org/10.36315/2022inpact068","url":null,"abstract":"\"PTSD treatments occupy five systemic levels—chemical, biological, neurophysiological, phenomenal, and cognitive. Pharmacological treatments bridge the chemical and biological levels. They are often imprecise in effect, and drugs imply brokenness. Direct neurophysiological manipulations include Stellate ganglion block, deep brain stimulation, transcranial magnetic stimulation, etc. These are new, often invasive, and sparsely attested. EMDR and RTM employ imaginal manipulation of internal images. Cognitive manipulations work with conscious responses. Cognitive interventions may expose patients to cultural issues, especially when performed in a group context. These include hyper-masculinized expectations, military culture, shame as self-blame, etc. EMDR, cognitive, and pharmacological approaches have shown equivalent efficacy. RTM modifies the imaginal structure of trauma memories, reimagining them as nonthreatening, past events. RTM may be employed without disclosure of trauma content. We hypothesize that changes to imaginal images directly and lastingly impact neurology via the reconsolidation updating mechanism. Four published RCTs of RTM will be presented with information about a fifth unpublished study of trainee results. All studies found effect sizes exceeding 0.08 SMDs with high patient satisfaction.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130515233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"This study aims to provide an understanding of the psychological well-being and self-care of the Psychology students from World Citi Colleges, primarily during the ongoing COVID 19 Pandemic. The main source of data came primarily from the students of Psychology of the World Citi Colleges from first year to fourth year whose age ranges from 17- 30 years old of the Academic Year 2020-2021. Two sets of instruments were utilized in this study; the validated questionnaire of the Six Factor Model of Psychological Well- Being by Carol Ryff which consist of 18 items with 7 point scale that will measure the level of psychological well- being of respondents in terms of self-acceptance, environmental mastery, personal growth, purpose in life, positive relations and autonomy and the self -made questionnaire derived from Seligman’s theory which was validated by experts to determine how the respondents’ maintain self-care amidst pandemic. This points five factors in leading to self- care are positive emotions, engagement, relationships, meaning, and accomplishments. Findings of the study revealed that students are considered to be high on psychological well-being in terms of personal growth. On the other five psychological well-being, Self-Acceptance, environmental mastery, purpose in life, positive relations and autonomy, the respondents are considered to be moderate on well-being. In an over-all view, students are moderately practicing self -care on all areas of consideration. However, highest among the self-care considered is on accomplishments, followed by relationships, meaning, positive emotions and engagement. Based on the results, The null hypothesis was rejected, there exists significant negative low correlation between psychological well- being and self-care (r value = -0.440; p-value = 0.01). The overall findings of this study indicated that the self-care has a significant relationship to their psychological well-being. This means that as psychological well- being increases, the self-care of the students decreases."
{"title":"PSYCHOLOGICAL WELL-BEING AND SELF-CARE AMIDST COVID-19 PANDEMIC AMONG BACHELOR OF SCIENCE IN PSYCHOLOGY STUDENTS OF WORLD CITI COLLEGES","authors":"Hazel Martinez, Elenita M. Tiamzon","doi":"10.36315/2022inpact076","DOIUrl":"https://doi.org/10.36315/2022inpact076","url":null,"abstract":"\"This study aims to provide an understanding of the psychological well-being and self-care of the Psychology students from World Citi Colleges, primarily during the ongoing COVID 19 Pandemic. The main source of data came primarily from the students of Psychology of the World Citi Colleges from first year to fourth year whose age ranges from 17- 30 years old of the Academic Year 2020-2021. Two sets of instruments were utilized in this study; the validated questionnaire of the Six Factor Model of Psychological Well- Being by Carol Ryff which consist of 18 items with 7 point scale that will measure the level of psychological well- being of respondents in terms of self-acceptance, environmental mastery, personal growth, purpose in life, positive relations and autonomy and the self -made questionnaire derived from Seligman’s theory which was validated by experts to determine how the respondents’ maintain self-care amidst pandemic. This points five factors in leading to self- care are positive emotions, engagement, relationships, meaning, and accomplishments. Findings of the study revealed that students are considered to be high on psychological well-being in terms of personal growth. On the other five psychological well-being, Self-Acceptance, environmental mastery, purpose in life, positive relations and autonomy, the respondents are considered to be moderate on well-being. In an over-all view, students are moderately practicing self -care on all areas of consideration. However, highest among the self-care considered is on accomplishments, followed by relationships, meaning, positive emotions and engagement. Based on the results, The null hypothesis was rejected, there exists significant negative low correlation between psychological well- being and self-care (r value = -0.440; p-value = 0.01). The overall findings of this study indicated that the self-care has a significant relationship to their psychological well-being. This means that as psychological well- being increases, the self-care of the students decreases.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123869511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Words and pictures stimuli are often used in study of perception, language, and memory. More and more studies are being done on how emotional words or pictures influence different cognitive processing. However, the emotional rating process of these stimuli has rarely been studied in young children. Especially, no study has investigated emotional rating process on pre-schoolers. This research examines how young children process emotional words and pictures stimuli. More precisely, we measured age (4, 5, and 6-years-old) and sex differences (girls and boys) in emotional valence rating of pictures and words. A corpus of 90 words and 90 pictures was selected from among the emotional databases compiled by Alario & Ferrand (1999), Bonin et al. (2003), Cannard et al. (2006) Syssau & Monnier (2009). This corpus was rated by 92 French children (28 four-years-old children, 16 girls and 12 boys; 34 five-years-old children, 14 girls and 20 boys; and 30 six-years-old children, 13 girls and 17 boys). These ratings were made using a three points emotional valence rating scale (negative, neutral, and positive) based on AEJE scale (Largy, 2018). To keep the rating task simple for the children, the scale labels were using drawings of faces. The 90 Words and 90 pictures were divided in sets of 15 stimuli. Each child rated all sets of stimuli in separate sessions. These sessions were in a random order between words and pictures stimuli sets. Good response reliability was observed in the three age groups. We assessed age differences in the valence ratings: Four-year-old children shown lower mean scores in valence rating (positive, neutral, and negative) than did five-year-old ones who shown lower mean scores in valence rating than did six-year-old ones. Despite a lack of consensus in the literature, we found sex differences in the valence ratings. Girls in each age groups shown higher mean scores in valence rating than did boys. Moreover, results shown a significant difference between pictures and words ratings. Children better rated words than pictures in each age group and sex. Besides, analyses revealed significant differences in emotional valence rating between negative, neutral, and positive words and pictures stimuli. Positive words and pictures stimuli were better rated by children than negative ones which were better rated than neutral ones. Future research will compile this corpus in a database, and it could become a worthwhile tool to control emotional verbal and visual stimuli in experimental design for children."
文字和图片刺激通常用于研究感知、语言和记忆。越来越多的研究是关于情感词汇或图片如何影响不同的认知过程。然而，这些刺激的情绪评定过程很少在幼儿中进行研究。尤其是对学龄前儿童的情绪评价过程，尚无相关研究。这项研究考察了幼儿如何处理情感词汇和图片刺激。更准确地说，我们测量了年龄(4岁、5岁和6岁)和性别差异(女孩和男孩)对图片和文字的情感效价评价。从Alario & Ferrand(1999)、Bonin et al.(2003)、Cannard et al.(2006)、Syssau & Monnier(2009)编制的情感数据库中选择90个单词和90张图片作为语料库。该语料库由92名法国儿童(28名4岁儿童，16名女孩和12名男孩;34名5岁儿童，14名女孩，20名男孩;30个6岁的孩子，13个女孩，17个男孩)。这些评分是使用基于AEJE量表(Largy, 2018)的三点情绪效价评定量表(消极、中性和积极)进行的。为了让孩子们的评定任务简单，量表标签使用了人脸图。这90个单词和90张图片被分成15组刺激。每个孩子在不同的环节中对所有的刺激进行打分。这些会话在单词和图片刺激组之间是随机顺序的。在三个年龄组中观察到良好的反应信度。我们评估了效价评定的年龄差异:四岁儿童的效价评定(阳性、中性和阴性)平均得分低于五岁儿童，而五岁儿童的效价评定平均得分低于六岁儿童。尽管在文献中缺乏共识，但我们发现在效价评分中存在性别差异。在每个年龄组中，女孩的平均分都高于男孩。此外，结果显示图片和文字评分之间存在显著差异。在各个年龄组和性别中，儿童对文字的评分都高于对图片的评分。此外，分析还发现消极、中性和积极的文字和图片刺激在情绪效价评定上存在显著差异。儿童对积极的文字和图片刺激的评价高于消极的，消极的评价高于中性的。未来的研究将把这个语料库汇编成一个数据库，它可能成为一个有价值的工具，在儿童实验设计中控制情感、语言和视觉刺激。”
{"title":"DIFFERENCES IN CHILDREN EMOTIONAL VALENCE RATINGS OF WORDS AND PICTURES","authors":"Johanne Belmon, Magali Noyer-Martin, Sandra Jhean-Larose","doi":"10.36315/2022inpact056","DOIUrl":"https://doi.org/10.36315/2022inpact056","url":null,"abstract":"\"Words and pictures stimuli are often used in study of perception, language, and memory. More and more studies are being done on how emotional words or pictures influence different cognitive processing. However, the emotional rating process of these stimuli has rarely been studied in young children. Especially, no study has investigated emotional rating process on pre-schoolers. This research examines how young children process emotional words and pictures stimuli. More precisely, we measured age (4, 5, and 6-years-old) and sex differences (girls and boys) in emotional valence rating of pictures and words. A corpus of 90 words and 90 pictures was selected from among the emotional databases compiled by Alario & Ferrand (1999), Bonin et al. (2003), Cannard et al. (2006) Syssau & Monnier (2009). This corpus was rated by 92 French children (28 four-years-old children, 16 girls and 12 boys; 34 five-years-old children, 14 girls and 20 boys; and 30 six-years-old children, 13 girls and 17 boys). These ratings were made using a three points emotional valence rating scale (negative, neutral, and positive) based on AEJE scale (Largy, 2018). To keep the rating task simple for the children, the scale labels were using drawings of faces. The 90 Words and 90 pictures were divided in sets of 15 stimuli. Each child rated all sets of stimuli in separate sessions. These sessions were in a random order between words and pictures stimuli sets. Good response reliability was observed in the three age groups. We assessed age differences in the valence ratings: Four-year-old children shown lower mean scores in valence rating (positive, neutral, and negative) than did five-year-old ones who shown lower mean scores in valence rating than did six-year-old ones. Despite a lack of consensus in the literature, we found sex differences in the valence ratings. Girls in each age groups shown higher mean scores in valence rating than did boys. Moreover, results shown a significant difference between pictures and words ratings. Children better rated words than pictures in each age group and sex. Besides, analyses revealed significant differences in emotional valence rating between negative, neutral, and positive words and pictures stimuli. Positive words and pictures stimuli were better rated by children than negative ones which were better rated than neutral ones. Future research will compile this corpus in a database, and it could become a worthwhile tool to control emotional verbal and visual stimuli in experimental design for children.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121803299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The COVID-19 pandemic has been challenging for academia. Educators and students hopes for a short duration of the pandemic were disappointed soon and in 2021, one year after the onset of the pandemic, most universities were still restricted to online teaching. At the same time, ensuing restrictions due to COVID-19 coupled with uncertainty about the duration of these adverse circumstances, brought high pressure for many students. Within this background, the present study focuses on the question, to which degree students could develop and use coping mechanisms in these adverse circumstances and draw on personal resources such as sense of belonging, adaptability, and stress-outbalancing behaviors like sports. The aim of this study was to evaluate Austrian students perceived academic stress and was conducted from May to July 2021. Altogether, 202 students, 71 males (35.1%) and 131 females (64.9%) between 18 to 52 years old (M=23.74, SD=5.26) participated. Statistical analyses found significant correlations between perceived academic stress and sense of belonging (socially and organizationally), adaptability, depression, but no significant correlation with sports. In the regression, three variables significantly contributed to the assessment of academic stress. Adaptability and sense of belonging to a peer-group as well as adaptability decreased perceived academic stress. In contrast, depressive symptoms were positively related to academic stress. Altogether, 34.0% of the variance could be explained by the regression equation. Higher levels of perceived academic stress could mostly be explained by a lack of adaptability to the actual situation and sense of belonging to a peer group but a higher amount of perceived depression. These results point at measures that can be taken to alleviate students’ stress. Perceived academic stress and mental-health problems like depressive symptoms should not be taken too lightly, as they do not only concern only individual students, but have consequences for the university as a whole."
{"title":"STUDENTS PERCEIVED ACADEMIC STRESS, SENSE OF BELONGING, ADAPTABILITY, SPORTS AND DEPRESSION IN THE SECOND YEAR OF THE PANDEMIC","authors":"Martina Feldhammer-Kahr, M. Arendasy, M. Paechter","doi":"10.36315/2022inpact018","DOIUrl":"https://doi.org/10.36315/2022inpact018","url":null,"abstract":"\"The COVID-19 pandemic has been challenging for academia. Educators and students hopes for a short duration of the pandemic were disappointed soon and in 2021, one year after the onset of the pandemic, most universities were still restricted to online teaching. At the same time, ensuing restrictions due to COVID-19 coupled with uncertainty about the duration of these adverse circumstances, brought high pressure for many students. Within this background, the present study focuses on the question, to which degree students could develop and use coping mechanisms in these adverse circumstances and draw on personal resources such as sense of belonging, adaptability, and stress-outbalancing behaviors like sports. The aim of this study was to evaluate Austrian students perceived academic stress and was conducted from May to July 2021. Altogether, 202 students, 71 males (35.1%) and 131 females (64.9%) between 18 to 52 years old (M=23.74, SD=5.26) participated. Statistical analyses found significant correlations between perceived academic stress and sense of belonging (socially and organizationally), adaptability, depression, but no significant correlation with sports. In the regression, three variables significantly contributed to the assessment of academic stress. Adaptability and sense of belonging to a peer-group as well as adaptability decreased perceived academic stress. In contrast, depressive symptoms were positively related to academic stress. Altogether, 34.0% of the variance could be explained by the regression equation. Higher levels of perceived academic stress could mostly be explained by a lack of adaptability to the actual situation and sense of belonging to a peer group but a higher amount of perceived depression. These results point at measures that can be taken to alleviate students’ stress. Perceived academic stress and mental-health problems like depressive symptoms should not be taken too lightly, as they do not only concern only individual students, but have consequences for the university as a whole.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The aim of this study was to develop a cross-cultural competency scale based on perspectives from the experiential model of cross-cultural learning skills for successful adaptation of international assignees. The study involved 134 participants from 41 countries who studied at a graduate school in Japan, specializing in international relations and international management. Maximum likelihood exploratory factor analysis was conducted with varimax rotation, extracting three latent components of cross-cultural competency: building relationships, translation of complex information, and conflict management. To validate those components, confirmatory factor analysis was conducted with the same group of participants. Results showed acceptable levels of model fit, and the reliability of the three components ranged from 0.83 to 0.87. Accordingly, the cross-cultural competency scale developed in this study seems to be an effective measurement model to analyze cross-cultural competencies."
{"title":"DEVELOPMENT OF A CROSS-CULTURAL COMPETENCY SCALE BASED ON THE EXPERIENTIAL MODEL OF CROSS-CULTURAL LEARNING SKILLS","authors":"Y. Yamazaki, M. Toyama","doi":"10.36315/2022inpact082","DOIUrl":"https://doi.org/10.36315/2022inpact082","url":null,"abstract":"\"The aim of this study was to develop a cross-cultural competency scale based on perspectives from the experiential model of cross-cultural learning skills for successful adaptation of international assignees. The study involved 134 participants from 41 countries who studied at a graduate school in Japan, specializing in international relations and international management. Maximum likelihood exploratory factor analysis was conducted with varimax rotation, extracting three latent components of cross-cultural competency: building relationships, translation of complex information, and conflict management. To validate those components, confirmatory factor analysis was conducted with the same group of participants. Results showed acceptable levels of model fit, and the reliability of the three components ranged from 0.83 to 0.87. Accordingly, the cross-cultural competency scale developed in this study seems to be an effective measurement model to analyze cross-cultural competencies.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125508248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The paper presents the results of an experimental study developed in order to test the efficiency of a mental health curriculum, especially the impact on the teachers’ personal development. The curriculum is developed under an Erasmus project and it was validated in trails in six countries. The present study intends to measure the effects of program implementation on teachers’ personal development. The experimental design involved 104 teachers, 61 in experimental group and 43 in control group. The experimental group received a training in mental health promotion at school and they implemented approximately 12 activities at class, during the second semester of the academic year 2020 – 2021. The variables measured are teacher self-efficacy (efficacy for student engagement, efficacy for instruction strategies and efficacy for classroom management), resilience and teachers’ social- emotional competence. The results indicate a raising of competencies of teachers in experimental group comparing with control group, considering two moments of measurement, pre and posttest."
{"title":"PROMOTING MENTAL HEALTH AT SCHOOL: IMPLICATIONS FOR TEACHERS’ PERSONAL DEVELOPMENT","authors":"A. A. Colomeischi","doi":"10.36315/2022inpact017","DOIUrl":"https://doi.org/10.36315/2022inpact017","url":null,"abstract":"\"The paper presents the results of an experimental study developed in order to test the efficiency of a mental health curriculum, especially the impact on the teachers’ personal development. The curriculum is developed under an Erasmus project and it was validated in trails in six countries. The present study intends to measure the effects of program implementation on teachers’ personal development. The experimental design involved 104 teachers, 61 in experimental group and 43 in control group. The experimental group received a training in mental health promotion at school and they implemented approximately 12 activities at class, during the second semester of the academic year 2020 – 2021. The variables measured are teacher self-efficacy (efficacy for student engagement, efficacy for instruction strategies and efficacy for classroom management), resilience and teachers’ social- emotional competence. The results indicate a raising of competencies of teachers in experimental group comparing with control group, considering two moments of measurement, pre and posttest.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127194530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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