American Psychological Research Articles

The capabilities of sports as an option for poverty reduction strategy: Citizen perspective

AbstractWhen implemented strategically, sports can address various socio‐economic challenges and contribute to improving the well‐being of individuals and communities. This study explores the perceptions of citizens on the capabilities of sports in its present state in Ghana as an option for poverty reduction strategy. The researchers combined both qualitative and quantitative approaches, methodologies and techniques in this study. The researchers made use of questionnaires and interviews to gather data for this study. The study implored the integration of data methods by using sequential approach, and the six steps of thematic analysis proposed by Braun and Clarke (2012, Thematic analysis, American Psychological Association) in the data analysis. The research recognised that participation in sports can improve one's health, give one life skills and foster a sense of community togetherness. However, given the weak foundation for sports development in Ghana, the current situation of sports in the country cannot be used as a strategy for reducing poverty.

Development оf Productive Imagination in Younger School-Age Children in The Context of Creative Skills

Productive imagination is one of the components of the creative process. This article examines important issues related to the development of productive imagination in younger school-age children. The authors identify several approaches and directions through which work with a child's imagination occurs at this age. One of them is the concept of creativity by American psychologists of the mid-last century, such as J. Guilford and P. Torrance, which is defined by four parameters (flexibility, originality, elaboration, and productivity). Other approaches to the development of productive imagination in younger school-age children aim to reduce the strength of thinking inertia and foster critical thinking skills. These approaches are associated with a system of exercises for imagination development applied in the TRIZ pedagogy. Within the framework of this article, the authors present experimental data that trace the correlation between the growth of imagination's originality and specific development techniques.

Political Advocacy: Psychology’s Most Underutilized Resource

In 2020, the American Psychological Association undertook the task of examining the deleterious effects of systemic racism on people of color in the United States. This extensive examination led to the passing of three historic resolutions in October 2021, by the APA Council of Representatives, including the resolution, Role of Psychology, and APA in Dismantling Systemic Racism Against People of Color in the United States. In the resolution, there was a focus on education, science, healthcare, work and economic opportunities, criminal and juvenile justice, early childhood development, and government and public policy. These resolutions set a foundation for the field in moving forward. To effectively address systemic racism, there must be dedication and deliberate action to address the policies, structures, and practices that contribute to inequities. The primary focus of this paper is advocacy; specifically, political advocacy for psychologists to address these policies and structures, in achieving the goals of dismantling systemic racism and creating a more equitable society.

Identifying mental health outcomes and evidence-based psychological interventions for supporting pediatric gunshot wound patients: A systematic review and proposed conceptual model

BackgroundAccidental and assault gunshot wounds (GSWs) are the second leading cause of injury in the United States for youth ages 1- to 17-years-old, resulting in significant negative effects on pediatric patients’ mental health functioning. Despite the critical implications of GSWs, there has yet to be a systematic review synthesizing trends in mental health outcomes for pediatric patients; a gap the present review fills. Additionally, this review identifies evidence-based psychological interventions shown to be effective in the treatment of subclinical symptoms of psychological disorders in the general population.MethodsA comprehensive search was conducted using five databases: American Psychological Association (APA) PsycInfo, APA PsycArticles, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resource Information Center (ERIC), and Medical Literature Analysis and Retrieval Systems Online (MEDLINE). Twenty-two articles met inclusion criteria.ResultsFindings suggest pediatric GSW patients are at a significantly elevated risk for mental health disorders when compared to other- (e.g., motor vehicle collision) and non-injured youth. Disorders include post-traumatic stress, disruptive behavior, anxiety, depression, and substance use. Hospital-based violence intervention programs, cultivating supportive relationships with adults in one’s community, and trauma-focused outpatient services were identified as effective interventions for treating subclinical psychological symptoms.ConclusionsDepicted in the proposed conceptual model, the present study delineates a direct association between pediatric GSWs and subsequent onset of mental health disorders. This relation is buffered by evidence-based psychological interventions targeting subclinical symptoms. Results suggest brief psychological interventions can help treat mental health challenges, minimizing risk for significant long-term concerns. Cultural adaptations to enhance the utility and accessibility of interventions for all patients are recommended.

The Use of Non-Person-First Language in Consecutive General Ophthalmology Referrals

To investigate the prevalence of non-person-first language (PFL) in consecutive general ophthalmology referrals to a single tertiary ophthalmology clinic. Retrospective cross-sectional study. Participants included Ophthalmology patients seen for their initial visit to a single tertiary ophthalmology clinic from July 2018 to December 2022. Ten randomly selected referrals from each day were screened for non-PFL as per the American Medical Association and American Psychological Association guidelines. Non-PFL was further categorized into general, diabetes, stigma, obesity, or ageism subcategories. The Chi-square test was used to evaluate associations between non-PFL use and referring provider gender and specialty, length of referral, and patient age and gender. A total of 2625 referrals were included in the study and 136 (5.2%) used non-PFL, such as referring to a person with diabetes as a "diabetic". Error types included Diabetes (38.2%), Stigma (30.9%), General (23.5%), Disability (8.8%), and Obesity (4.4%). Year of referral was predictive of non-PFL (P = .0016), with most occurring in 2020 (9.5%). Non-PFL was significantly more likely to occur in long length referrals compared to medium and short length referrals (16.2% vs. 5.1% vs. 3.5%, P < .001). Referring provider specialty was also predictive of non-PFL (P < .001) with most received by Family Medicine (8.3%), Optometry (4.4%), Emergency Medicine (0.62%), Ophthalmology (4.2%), Others (2.9%). Patient gender (P = .5563), patient age (P = .3466), and referring provider gender (P = .9057) were not predictive of non-PFL. Non-PFL use was most prevalent in 2020, with the most common referral sources being Family Medicine and Optometry. The highest proportions of non-PFL errors made were diabetes and stigma errors. Increased use of PFL in physician-physician communication can decrease intersectional stigma and promote inclusive patient care for ophthalmology patients.

Gift and ghost authorship and the use of authorship guidelines in psychology journals: A cross-sectional survey

More than 800 (co-)authors participated in a large-scale cross-sectional survey on inappropriate attribution of authorship and the use of explicit authorship guidelines in psychological science (response rate 29.6%, predominantly from Europe and North America). Almost half of the respondents had been involved in a study where someone was added as an author who did not contribute substantially (gift authorship) at least a few times. Being involved in a study where someone was not listed as an author when they contributed substantially (ghost authorship) was experienced considerably less frequently. In approximately half of the respondents’ research settings, the use of explicit authorship guidelines is actively encouraged, leading to more frequent discussion of authorship in earlier stages, as well as to the perception of authorship decisions as fairer. Encouraging the use of explicit authorship guidelines is a simple yet effective intervention. Importantly, the American Psychological Association’s (APA) authorship guidelines are considerably more lenient than the widely used criteria of the Committee on Publication Ethics and the International Committee of Medical Journal Editors.

Examining where to go: pediatric psychology trainees' perception of their graduate training in culture and diversity.

Culture and diversity-related training is critical to the development of competent pediatric psychologists. Evaluation of training efforts have been conducted at the program level, yet evaluation of trainee experiences in culture and diversity-related training remains unassessed. This trainee-led study was the first formal assessment of pediatric psychology trainee experiences of culture and diversity-related training and the impact of training on their own cultural humility. Study overview and a survey link was distributed across 2 listservs associated with the American Psychological Association (Division 53, Division 54) and sent directly to directors of graduate, internship, and fellowship training programs with a request to share with trainees. Surveys assessing integration of cultural training and trainee cultural humility were completed. Trainees also provided qualitative feedback regarding their multicultural training and development. Pediatric psychology trainees (N = 90) reported inconsistent integration of culture and diversity topics into their training. Of the 34 training areas assessed, 10 were perceived as thoroughly integrated into formal training by at least half of the respondents. Trainees often sought independent cultural training outside of their programs, and no relationship was detected between perceived integration of cultural training and trainee cultural competence. Results indicate room for improvement regarding integration of cultural training and a need to better understand driving forces behind trainees independently seeking training outside of their formal training programs. Moreover, understanding the aspects of training that are most contributory to trainee development is needed given that no relationship between training and development emerged in the current study.

The American Psychological Association and antisemitism: Toward equity, diversity, and inclusion.

[Correction Notice: An Erratum for this article was reported online in American Psychologist on Jul 15 2024 (see record 2025-04658-001). In the article, three sentences and a reference were redacted related to proceedings against a university concerning its psychology program because appropriate context was not provided in the article. All versions of this article have been corrected.] This article calls for the American Psychological Association (APA) to proactively include the elimination of antisemitism or prejudice against Jewish people in its current mission to disassemble all forms of racism from its organization as well as society. In this article, Jews (estimated as 2.4% of the population) are defined as a people with a common identity, ethnicity, and religion as they experience prejudice; their intersection in Jewish identity; the history and characteristics of antisemitism and its current manifestation in public life, academic institutions, and psychology. Despite Jews having made major contributions to the development of psychology as a profession, historically through the first half of the 20th century, Jews were systematically discriminated against within the discipline of psychology through quotas for acceptance into graduate training, discriminatory employment practices in university psychology departments, and most egregiously through the espousing of "scientific racism" including eugenics by prominent leaders in the APA. We describe how historically leaders in the APA engaged in overt and covert antisemitism while the APA continues to do little or nothing to combat it. We then offer suggestions for the mitigation and elimination of this form of bias, discrimination, and hate as it once again escalates in society. We recommend that the APA engages in research about antisemitism, its predictors, consequences, and power; evaluates the efficacy of intervention programs; encourages contact with various multicultural minoritized groups; and disseminates knowledge to educate about the psychological effects of antisemitism. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

On English Reading Teaching in Junior High School Based on ARCS Learning Motivation Model

In the cultivation of the four basic skills of listening, speaking, reading, and writing in language learning, reading is a more comprehensive reflection of the language application process. However, there are still many problems in the current stage of English reading teaching, which affects the effectiveness of English reading teaching and the improvement of students’ reading ability. Strong reading motivation is a key factor in promoting students to actively learn reading. Professor Keller, a renowned American psychologist, proposed the “ARCS Learning Motivation Model” in 1983, which starts with four elements: Attention, Relevance, Confidence, and Satisfaction, and designs corresponding motivational strategies based on the characteristics of students’ learning motivation and teaching content. This study aims to stimulate students’ reading motivation as a breakthrough point, apply the ARCS learning motivation model to English reading teaching in junior high school, and explore whether English reading teaching based on this model can improve students’ reading motivation and thus improve their reading ability and grades. This research selected two classes in the first grade of a middle school as experimental subjects. The experimental class adopted a reading teaching method based on the ARCS learning motivation model, while the control class adopted traditional reading teaching methods. Through a one-month teaching experiment, the researchers collected and analyzed data from students, including questionnaires, tests, and interviews. Based on the analysis of the research results, this research confirms the effectiveness of middle school English reading teaching based on the ARCS learning motivation model in enhancing students’ reading motivation, improving reading ability, and improving reading performance. This provides useful insights for English reading teaching in junior high school and also serves as a reference for future research in related fields.

Shifting Moods and Shifting Discourses: Hopelessness at the Intersection of American Catholicism and Psychology

ABSTRACT: In his 1971 book, Out of the Depths , William Collins, CSS, recounts his long struggle with anxiety and depression. For Collins, as for other American Catholics in the twentieth century, the experience of hopelessness was influenced by religious and medical discourses that shifted in relation to each other over time. Early in the century Catholic ideas of hope were expressed in the precise categories of neo-Scholasticism. By the end of the century there were multiple Catholic approaches to hope. The same time period saw the integration of psychiatry and psychology into mainstream American culture. As these disciplines were defining themselves and striving for recognition from the scientific and medical establishments, the categories used for mental illness were also changing. From nervous problems and neurasthenia early in the century to schizophrenia, anxiety, and then depression, the vocabulary of emotional and mental problems changed as ideas about their nature and causes developed. Collins's narrative of alternating hopelessness and hope gives insight into how his experience was shaped by his suffering, the social expectations he had internalized, and the institutional frameworks he was navigating. It also gives broader insight into how American Catholics viewed emotional problems in the middle of the twentieth century.

Beyond the dyad: Broadening the APA supervision guidelines to include group supervision.

Group supervision is an extensively used format across many training agencies, yet it has been largely disregarded in theory and research within the supervision literature. In fact, the Guidelines for Clinical Supervision in Health Service Psychology (American Psychological Association, 2015a) mentions group supervision only one time, despite the fact that supervision within a group context includes competencies and considerations that are both unique and essential to the effective and ethical practice of group supervision. Because supervision conducted with multiple supervisees is multilayered and-as a result-more complex, group supervisors need to develop special skills that go beyond the supervision dyad. This article looks to the literature on supervision-both individual and group modalities-and on group psychotherapy to highlight the practices and processes that set group supervision apart. Building upon the seven supervision competencies outlined by the American Psychological Association (Supervisor Competence; Diversity; Supervisory Relationship; Professionalism; Assessment/Evaluation/Feedback; Professional Competence Problems; and Ethical, Legal and Regulatory Considerations), which currently concentrate exclusively on individual supervision, we extend each area to include distinct features of group supervision. We include recommendations for supervisor training and for the application of effective group supervision practices, as well as ideas on how best to approach the formal adoption of group supervision guidelines for psychotherapists. Our hope is that, either in a revision of the Guidelines for Clinical Supervision in Health Service Psychology or in a freestanding supplement to the Guidelines, guidance for group supervision will be more explicitly included. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.

Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence Against Educators and School Personnel administered two national, multi-informant, cross-sectional surveys. Time 1 data were collected in 2020-2021 from 14,966 respondents; participants reflected on their experiences of violence and aggression before COVID-19 and during COVID-19 restrictions in this survey. One year later, in 2022, 11,814 respondents completed the Time 2 survey after COVID-19 restrictions ended. Participants included teachers, school psychologists, social workers, counselors, staff members, and administrators from all 50 states and Puerto Rico. Rates of violence and aggression directed against educators by students, parents, colleagues, and administrators were substantial before COVID-19, were lower during COVID-19 restrictions, and returned to prepandemic levels or higher after COVID-19 restrictions. After COVID-19 restrictions, 22%-80% of respondents reported verbal or threatening aggression, and 2%-56% of respondents reported physical violence at least once during the year, varying by stakeholder role and aggressor. Rates of intentions to quit the profession ranged from 21% to 43% during COVID-19 restrictions (2020-2021) and from 23% to 57% after COVID-19 restrictions (2021-2022), varying by stakeholder role. Participants across roles reported substantial rates of anxiety and stress, especially during and after COVID-19 restrictions, and identified specific training needs. Implications for theory, research, training, and policy are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test

The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (Psychologie in Erziehung und Unterricht, 62, 106, 2015) and Luttenberger et al. (Psychology Research and Behavior Management, 11, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (n = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (The American psychologist, 60, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.

Analyzing the Errors in Citation and Referencing in American Psychological Association (APA) Style Seventh Edition

Analyzing the Errors in Citation and Referencing in American Psychological Association (APA) Style Seventh Edition

Enhancing Instructor and Student Experiences: A Guide to Successful Capstone Research Courses

Introduction Providing a quality undergraduate research capstone is a meaningful high-impact practice to facilitate American Psychological Association learning goals, and help students learn skills critical for both graduate school and future careers. Statement of the Problem The demands of such courses are often time-consuming and stressful, especially for instructors without teaching assistants. The goal of the current manuscript is to provide guidance and resources for faculty teaching undergraduate research experience (UREs) courses. Literature Review Previous research suggests that faculty workload and burnout are recurring sources of stress, and faculty often struggle to implement UREs effectively. However, these experiences provide experiential learning, and increase student engagement and motivation. Teaching Implications In a three-credit course with strict deadlines and flexible scheduling, guiding student-led projects becomes less daunting. Required attendance, deduction-only participation points, and other policies ease grading loads while reinforcing course objectives. Conclusion Student feedback, performance, and positive instructor experiences suggest that this structure helps overcome logistical barriers and create positive outcomes. Course resources are provided in open materials.

Transference interpretation and psychotherapy outcome: a systematic review of a no-consensus relationship.

Despite its well-established importance in psychoanalytic theory, there is a scarcity of empirical evidence on the relationship between a therapist's transference interpretation (TI) and therapeutic outcome. The current scientific literature shows no consensus on the existence and nature of such an association. Therefore, the present study aimed to systematically review the literature on the link between TI and outcomes in psychodynamic psychotherapies. The American Psychological Association PsycInfo, MEDLINE, and the Web of Science Core Collection were selected as the primary databases for the literature search. Studies were included if they measured the frequency/ concentration of TI in psychodynamic psychotherapy [e.g., transference focused psychotherapy (TFP), supportive-expressive therapy] or compared a treatment group (e.g., high in TI and TFP) with a control group (e.g., low in TI supportive therapy) in an adult population with psychiatric symptoms. Out of 825 retrieved abstracts, 25 articles (21 studies) were included in the final synthesis. 13 out of 21 (62%) studies showed a significant improvement in at least one therapy outcome measure following the use of TI. The present systematic review also revealed high heterogeneity across studies in terms of TI measurement, outcome assessment (e.g., psychiatric symptoms, dynamic change, interpersonal functioning, therapeutic alliance), study design (e.g., experimental, quasi-experimental, naturalistic), patient population (e.g., anxiety disorders, personality disorders), and types of treatment (e.g., TFP, supportive-expressive therapy), preventing researchers from asserting solid conclusions. The results strongly highlight the urgent need for highquality research to understand which types of patients, how, and when TIs could be effective throughout the therapy process.

A nuanced view of the extent to which samples from narrow populations are scientifically problematic.

Psychologists have a traditional concern with participant samples from narrow populations and deleterious effects on researchers' ability to generalize findings. Recently, both individuals and authoritative organizations, such as the American Psychological Association, have merged this external validity concern with diversity and inclusion concerns. The American Psychological Association directive for researchers to include diverse samples seems obviously well-taken as it purports to mitigate these problems at once; it simultaneously increases external validity and promotes diversity and inclusion. However, we show that there are complications. These include problems with internal and external validity conceptualizations; that sometimes generalization failures can support, rather than detract from, external validity; the crucial role auxiliary assumptions play in impacting internal and external validity; Lakatosian degenerative science and its problematic application; and distinguishing between merely including diverse groups in research samples versus analyzing for group differences. These complications imply a nuanced perspective of whether samples from narrow populations are undesirable. That a sample is from a narrow population might, or might not, preclude strong support or disconfirmation for the theory, including its ability to generalize. Our nuanced perspective militates against the current trend of journal directives to require diverse samples. Sample suitability for particular researcher goals should be judged on a case-by-case basis that takes into account that sometimes samples from narrow populations can nevertheless engender impressive scientific progress and sometimes not. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Truth and reconciliation for whom? Transitional justice for Indigenous peoples in American psychology.

In October 2021, the American Psychological Association apologized to people of color in the United States for its role in systemic racism. Spurred by a national racial reckoning, Indigenous Peoples have been regularly incorporated into initiatives redressing America's legacy of racism. Although Indigenous Peoples have been racialized during the formation of the United States, this process is intertwined with colonization-the systematic dispossession and exploitation of Indigenous communities by Europeans. We first examine how the American Psychological Association (APA) has been complicit in colonialism by failing to oppose government policies that disenfranchise Indigenous communities, which it recently recognized in a separate apology to First Peoples in the United States in February 2023 (American Psychological Association, APA Indigenous Apology Work Group [APA IAWG], 2023). Second, we explore methods for APA to reconcile historical and contemporary wrongs inflicted on Indigenous Peoples through transitional justice, an approach to addressing human rights violations that seeks justice and opportunities for healing (United Nations, 2008). In particular, we consider the implications that Truth and Reconciliation Commissions have for Indigenous Peoples. Third, we provide recommendations for APA to repair relations with Indigenous Peoples in education, research, and practice. We specifically interrogate what possibilities for truth, reconciliation, and healing exist vis-à-vis transitional justice in psychology. We conclude with the potential that APA has to advance meaningful structural reforms while cautioning against superficial efforts towards reconciliation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Richard M. Suinn (1933-2024).

Richard M. Suinn, an eminent psychologist known for his work in cognitive behavioral therapy (CBT), sports psychology, ethnic minority issues, and professional association leadership, passed away on January 5, 2024, in Fort Collins, Colorado, at the age of 90 years. Suinn was born on May 8, 1933, in Hawai'i. Suinn was an expert in anxiety management and developed the widely used Mathematics Anxiety Rating Scale. He was the first psychologist appointed team psychologist to a U.S. Olympic team, applying his CBT expertise to five Olympic teams. Suinn developed the Suinn-Lew Asian Self-Identity Acculturation Scale, the most widely used measure of Asian American acculturation. He served as a president of the American Psychological Association (APA) where he opened the door for APA presidents of color, and the Association of Behavioral and Cognitive Therapies (ABCT) and a member of the Board of Directors of APA, the American Psychological Foundation, American Board of Professional Psychology, Association for the Advancement of Psychology, ABCT, and the Asian American Psychological Association (AAPA). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Discover how Intro to Psych lessons can help you lead

The American Psychological Association estimates more than 1 million students take Introduction to Psychology annually. Psych 101 syllabi expose college students to dozens of lessons spanning the broad field of psychology.