Behavioral Sciences最新文献

Whilst youth offending has been declining, there have been increases in serious youth violence in the last decade. Therefore, there is a pressing need to prevent youth crime and violence owing to its prevalence, harms and cost to society. Part of the effort to address this involves identifying and disseminating evidence-based practice. We explore key challenges in this endeavour and offer ideas for how to address them. These fall into two categories. The first concerns the focus and nature of interventions and the imperative to increase the effectiveness of our collective efforts. We start by considering neglected issues and groups in need of intervention responses, arguing that interventions too often do not consider relevant risk and contextual factors. Next, we explore emerging means of designing and delivering interventions that warrant greater investment, including those that extend beyond a traditional focus on programmes. Finally, we highlight cross-cutting issues affecting the delivery and uptake of interventions and therefore their success. The second set of challenges concerns intervention evaluation and the need to maximise the usefulness of our cumulative evaluation activity in this field. Here, we start by discussing common challenges involved in moving through the pipeline of feasibility, pilot and definitive (often trial-based) evaluations. We then explore issues concerning the actual design and conduct of such studies, before closing with thoughts on the potential value of underused (non-trial) methods of impact evaluation. Throughout the article, we draw on the scientific literature and our collective experience over many years of developing, adapting, evaluating and promoting interventions and other forms of evidence-based practice in this space.

Background: Criminal justice relies on information from witnesses. Retrieval from episodic memory is cognitively demanding; thus, many interview protocols advocate techniques to support episodic retrieval mode, which is essential for obtaining detailed accounts. Currently, interviewers have two empirically validated techniques for triggering and scaffolding conscious remembering: Mental-Reinstatement-of-Context and Sketch-Reinstatement-of-Context. However, where neither is appropriate, there exist few alternatives. We report a potential future addition to the interviewer toolbox, aimed at reinstating context through self-directed verbal cueing, namely the Verbal-Reinstatement-of-Context.

Methods: Using a between-conditions mock witness paradigm, we compared the interviewer-directed Mental-Reinstatement-of-Context technique with self-directed Sketch-Reinstatement-of-Context and Verbal-Reinstatement-of-Context cue techniques. Participants were interviewed 48 h after they had seen a mock robbery. Memory performance was analyzed for correct and erroneous recall, completeness, and accuracy.

Results: Participants who self-generated retrieval cues recalled an average of 26% (Sketch-Reinstatement-of-Context) and 11% (Verbal-Reinstatement-of-Context) more correct information and were more complete and more accurate than those in the Mental-Reinstatement-of-Context condition. Improved recall was not accompanied by increased errors. Mean combined errors were an average of 34% and 22% lower (respectively) in the self-generated cue conditions.

Conclusions: Consistent with prior research, self-generated retrieval cues were more effective than interviewer-initiated cues. Sketch-Reinstatement-of-Context and Verbal-Reinstatementme-of-Context conferred clear advantages, although Sketch-Reinstatement-of-Context was most efficient overall. For witnesses unable or unwilling to sketch, Verbal-Reinstatement-of-Context may be a viable alternative.

Despite decades of research, suicide risk factors predict outcomes at chance levels, and there is a dearth of protective factor and resilience research, which limits the utility of risk-based approaches. Further, suicide prevention interventions primarily consist of individual psychotherapies and treating individuals after suicide-related outcomes occur. Unfortunately, there is a lack of upstream suicide prevention interventions targeting known suicide risk factors and aiming to increase well-being and resilience in the U.S. Thus, we discuss these problems in the field and the U.S. health care system and provide a possible solution. We propose using low-intensity, universal, and upstream prevention interventions, such as Stress Control. Stress Control is a classroom-style, Cognitive Behavior Therapy-based program shown to reduce "risk," stress, anxiety, and depression and boost well-being and resilience as part of a stepped-care model. Although Stress Control's suicide prevention effectiveness has not yet been directly assessed, we discuss how it could be a promising suicide prevention strategy with additional testing. A proposed mechanism for this reduction is building resilience to common risk factors and suicide ideation via evidence-based coping skills, thereby decreasing future suicide risk. We review current limitations and discuss how upstream, scalable, universal prevention interventions can help improve psychological resilience and reduce suicidal thoughts and behaviors, lowering the U.S. suicide rate. Implications and recommendations are discussed.

The purpose of this study was to examine the extent to which criterion-referenced originality scores are related to scores generated through alternative measures of originality (i.e., sample-based scoring and expert-referenced scoring) in mathematical problem-solving tasks. Drawing on data from 520 students enrolled in a public elementary school situated in a culturally diverse metropolitan area of New South Wales, Australia, the criterion-referenced approach was compared psychometrically with sample-based and expert-referenced scoring approaches. Another focus for analysis was on how each scoring system describes the relationship between originality and fluency. The results are important for ongoing debates about creativity and educational assessment, highlighting the implications of scoring methods for the interpretation of students' original mathematical thinking. The study contributes important information for the design of fair and meaningful assessment and scoring practices.

Prior research has offered substantial evidence for letter transposition effect in word reading, yet studies in logographic languages such as Chinese are scarce and have largely focused on adults. This study aimed to determine whether second-grade children show character transposition effect impact in recognizing two-character Chinese words and to examine potential differences between the left and right visual fields corresponding to the two cerebral hemispheres. A lexical decision task was used across two experiments. Experiment 1 tested 56 second graders and manipulated three stimulus types-normal words, Transposed pseudo-words, and Substituted pseudo-words-to verify the presence of the effect. Experiment 2 recruited an independent sample of 97 second graders and applied a lateralized presentation paradigm, presenting stimuli to either the right or left visual field (RVF/LVF), which project to the left and right hemispheres (LH/RH), respectively, to assess hemispheric differences. Experiment 1 revealed a significant character transposition effect among second-grade children. Experiment 2 showed no significant differences in the magnitude of the effect between the two visual fields. These findings provide new developmental evidence for Chinese word reading and important implications for theories of position encoding. Future studies should trace its developmental trajectory across a wider age range and diverse learning contexts.

Meaning in life (MIL) is recognized as a protective factor for adolescent mental health, being associated with reduced risks of depression, suicidal ideation, and non-suicidal self-injury. This study examined associations between attachment styles and MIL, with hopelessness and emotion dysregulation as potential mediators. Participants were 2067 Spanish adolescents (51.9% male, 48.1% female; M age = 14.62, SD = 1.80) who completed validated measures of attachment, emotion dysregulation, hopelessness, and MIL. Structural equation modeling indicated that secure attachment was associated with higher MIL both directly and indirectly through lower levels of hopelessness and emotion dysregulation. Disorganized attachment was not directly associated with MIL but was indirectly associated with MIL through these vulnerabilities. Hopelessness emerged as the strongest mediator, while emotion dysregulation was associated with satisfaction and meaning only. Findings highlight psychological vulnerabilities as pathways linking attachment to MIL, with implications for clinical and preventive strategies.

With the growing adoption of artificial intelligence (AI) in organizational performance management, AI feedback has increasingly supplemented or replaced leader-delivered evaluations. While prior research has addressed issues of fairness and accuracy in AI assessments, relatively little is known about how employees emotionally and behaviorally respond to negative performance feedback (NPF) from different sources. Building on Affective Events Theory, this study investigates how leader versus AI elicits distinct emotions, shame and anger, and how these emotions subsequently influence employees' job crafting. Two studies were conducted to test the proposed model. Study 1 employed a scenario-based experiment to compare employees' emotional reactions. Results indicate that leader NPF evokes greater shame, whereas AI NPF induces stronger anger. Study 2 used survey data from nine enterprises in China to further test the underlying mechanisms. Results show that shame and anger mediate the effects of leader and AI NPF on promotion-oriented and prevention-oriented job crafting, respectively. Moreover, leader trust weakens the relationship between leader NPF and shame, while algorithm aversion strengthens the relationship between AI negative feedback and anger. This study advances understanding of the emotional mechanisms underlying employees' responses to negative feedback and offers practical insights for designing effective human-AI feedback systems in organizations.

PACS1 Syndrome is an ultra-rare neurodevelopmental disorder characterized by intellectual disability, behavioral disturbances, and multisystem involvement. While clinical knowledge is growing, its impact on quality of life (QoL) has not been systematically evaluated, and it is critical to understand the lived experience and psychosocial well-being of these individuals beyond strictly medical outcomes. This study aimed to assess QoL in individuals aged 4-21 years with PACS1 Syndrome using the validated KidsLife scale, proxy-reported by primary caregivers, given the intellectual disabilities and communicative limitations of this population. Twenty-one participants from Spain and other countries were recruited through the Spanish PACS1 Association, and 39 questionnaires from mothers and fathers were analyzed. The KidsLife scale provides standardized scores across eight QoL domains and a global QoL index (QoLI). The mean QoLI was 48.1 ± 28.3, slightly below the median for individuals with intellectual disability, but higher than other neurodevelopmental disorders such as Cornelia de Lange Syndrome. The findings revealed a pattern: while domains related to social inclusion, rights, and physical and material well-being were relatively preserved, reflecting adequate care and access to resources, the most significant compromises were observed in autonomy-related domains, specifically self-determination, interpersonal relationships, and personal development. Most individuals showed a high degree of dependency, and those with greater dependency exhibited lower QoL scores. This situation led more than half of families to reduce their working hours, with caregiving responsibilities disproportionately falling on mothers. Although no statistically significant differences were found between parental ratings, mothers tended to report higher QoL. These findings reflect the substantial functional impact of PACS1 Syndrome and emphasize the need for multidisciplinary support to improve autonomy, social participation, and overall well-being.

With the rapid pace of economic development and intensifying social competition, adolescent depression has emerged as an escalating global public health concern. The present study investigated the relationship between family functioning and adolescent depression, with particular attention being paid to the parallel and serial mediating roles of academic stress and emotion regulation strategies. A total of 437 adolescents from Anhui Province were surveyed using the Chinese versions of the Family Assessment Device, the Academic Stress Scale, the Emotion Regulation Questionnaire, and the Center for Epidemiologic Studies Depression Scale (CES-D). The results revealed that (1) the prevalence of depression was 27.7%, with 31.2% of participants experiencing moderate to high levels of academic stress; (2) family functioning was identified as a key predictor of adolescent depression; and (3) academic stress and expressive suppression sequentially mediated the relationship between family functioning and depression, while academic stress and cognitive reappraisal functioned as parallel mediators. In conclusion, healthy family functioning plays a crucial role in reducing adolescent depression, both directly and through the mediating effects of academic stress and emotion regulation strategies. These findings highlight the importance of family support and the adoption of adaptive coping mechanisms in promoting adolescent mental health.

There is a lack of consensus on the role of structured nature experiences (SNEs) in mental, emotional, and social health (MESH) competencies across youth summer camp participants. This systematic review synthesized research on the relationship between SNEs and MESH competencies in camps since the emergence of positive youth development. Following a Google Scholar search, 21 articles were reviewed and synthesized. The findings revealed that SNEs consistently support growth in MESH competencies, particularly through experiential learning and nature immersion. The mental health domain was the most prominent MESH domain studied in the reviewed literature. Interrelated themes are discussed within each domain. While some improvements show short-term gains, lasting improvements were also observed, especially among youth with social or behavioral challenges. This review identifies SNEs as intentional and evidence-based mechanisms for advancing MESH outcomes among youth in the summer camp setting.