Negative Emotional Expressions Research Articles

Finding common features in multilingual fake news: a quantitative clustering approach

Abstract Since the Internet is a breeding ground for unconfirmed fake news, its automatic detection and clustering studies have become crucial. Most current studies focus on English texts, and the common features of multilingual fake news are not sufficiently studied. Therefore, this article uses English, Russian, and Chinese as examples and focuses on identifying the common quantitative features of fake news in different languages at the word, sentence, readability, and sentiment levels. These features are then utilized in principal component analysis, K-means clustering, hierarchical clustering, and two-step clustering experiments, which achieved satisfactory results. The common features we proposed play a greater role in achieving automatic cross-lingual clustering than the features proposed in previous studies. Simultaneously, we discovered a trend toward linguistic simplification and economy in fake news. Furthermore, fake news is easier to understand and uses negative emotional expressions in ways that real news does not. Our research provides new reference features for fake news detection tasks and facilitates research into their linguistic characteristics.

Interaction dynamics of social support expressions predict future support-seeking behaviors in online support groups

Maintaining the sustainability of online support groups (OSGs) presents a significant challenge. Integrating the literature on interaction dynamics and supportive communication, this study investigated how interaction dynamics in supportive communication foster long-term support-seeking behaviors that are crucial to sustaining continuous support exchanges in OSGs. Using a large-scale dataset of 48,868 posts and 468,243 comments over ten years from an OSG, this study examined how reciprocity and compensation of emotional and informational support, signaled by emotional expressions and analytical expressions, predicted a poster's future support-seeking behaviors in the OSG. Results showed that a poster's future support-seeking behaviors were positively associated with receiving (a) reciprocity of analytical expressions and (b) compensation of negative emotional expressions with positive emotional expressions in their past posts. However, reciprocity of negative emotional expressions was negatively associated with a poster's future support-seeking behaviors. This study emphasizes social support as an ongoing interactive process and its importance in motivating support-seeking behaviors and fostering a thriving OSG.

The Relationship between Emotional Recognition and Psychopathic Trait

The ability to recognize and understand emotions plays a fundamental role in human social interaction and is essential for effective communication and interpersonal relationships. Psychopathy, a personality disorder characterized by persistent antisocial behavior and impaired empathy, holds significant relevance in understanding criminal behavior, societal impact, and the implications of psychopathic traits on social functioning. In the intricate interplay between psychopathic traits and emotion recognition, prior research has highlighted the profound role of emotional processing in an individual's social functioning and development, alongside the considerable impact of psychopathic traits on these facets of life. To develop further into this complex relationship, this paper synthesizes existing research findings while elucidating current research gaps. These studies collectively revealed the diminished accuracy and efficiency in the emotional processing capabilities of high psychopathic individuals, as well as the emergence of atypical automatic emotional responses and subjective selection of emotional information in their interactions with emotional stimuli. Additionally, this review emphasizes the critical role played by primary psychopathic traits in shaping abnormal attention patterns, particularly the tendency of highly psychopathic individuals to divert their attention away from crucial emotion-carrying cues, such as the eyes of facial stimuli, especially when confronted with negative emotional expressions. The present review also recognizes certain limitations, mainly arising from sample size, self-report assessments, and the lack of comparison between clinical and nonclinical populations with high psychopathic traits. To address these constraints and further enrich people’s comprehension, future research should focus on conducting longitudinal studies within high-risk populations.

The role of maternal emotional expressivity in maternal marital satisfaction and adolescents' depressive symptoms among Chinese families: Moderated by family socioeconomic status

The present study aims to investigate the complex interplay among three family factors: maternal marital satisfaction, maternal emotional expressivity, and family socioeconomic status, and their impact on adolescent depression in Chinese families. A total of 542 Chinese adolescents and their mothers from diverse socioeconomic backgrounds completed the survey. The data revealed that higher maternal marital satisfaction correlated with more positive emotional expressivity and less negative emotional expressivity. Both types of maternal emotional expressivity were associated with depressive symptoms in adolescents. Moreover, both maternal positive and negative emotional expressivity mediated the relationship between maternal marital satisfaction and adolescents’ depressive symptoms. Notably, the mediating role of maternal negative expressivity was only evident when the family’s socioeconomic status was moderate to high. These findings underscore the important role played by maternal emotional expressivity and family socioeconomic status in the dyadic processes between the marital relationship of mothers and the emotional well-being of adolescents in Chinese families. The present study also indicates potential targets for parenting interventions aimed at promoting the mental health of adolescents.

양육스트레스를 겪는 어머니의 부정적 정서 감소를 위한 통합적 접근 상담에 관한 사례연구

Objectives This study was conducted to examine a case of using an integrated counseling theory to reduce the negative emotions of mothers experiencing parenting stress.
 Methods One participant experiencing parenting stress underwent nine counseling sessions over two months and one follow-up session six months later. The counseling was conducted using person-centered and cognitive-behavioral counseling techniques. The counselor maintained a person-centered and cognitive-behavioral attitude, utilized coaching and advice in the areas related to parenting methods.
 Results The participant reported difficulties with emotional regulation when her child behaved differently from what she considered as common sense, as well as difficulties in raising two children alone due to her husband's busy work schedule. Positive changes were observed regarding these issues after the counseling sessions. Upon examining the changes in pre- and post-counseling assessments on the reduction of parenting stress, it was found that the scores of the parenting stress inventory significantly decreased from previously elevated levels to within the normal range. Positive changes were also observed in the expression of negative emotions and the presence of irrational thoughts, as assessed through sentence completion tests.
 Conclusions The participant reported that there was no aggression towards her children even after the end of the counseling period until the follow-up session, indicating a significant positive change. Additionally, she reported trying new things for herself, which suggests that the intervention had a positive impact on her life beyond just reducing negative emotions related to parenting stress.

Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes.

Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children's negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently.

Dear Leader!: A Look at (In)directness in Online Complaints in China

The rise of e-government services has led to an increase in citizens interacting with the government online. However, not much about the nature of citizen complaints on such administrative platforms is known. The few previous studies have shown that due to politeness considerations, Chinese communication is often indirect in power-asymmetrical settings. This study examines citizen complaint posts on an online e-service platform in China, exploring the linguistic directness and politeness of those posts. Using a qualitative method, 300 citizen complaint posts were analyzed, with the findings revealing that: a) traditional markers of politeness were not extensively used in the opening and closing of complaint posts despite their inherently face-threatening nature; b) citizens communicated directly with the government, expressing a high level of directness in complaint posts; c) despite finding (b), complaint components were not in general perceived as impolite. The paper argues that Chinese communication is not always indirect, particularly in online situations where there is a power imbalance. In such cases, citizens sporadically use traditional politeness markers such as politeness strategies, specific types of speech act components, and avoidance of expressions of negative emotions. Interestingly, the study found that citizens focused more on avoiding Component B (i.e. dissatisfaction/disapproval) in complaints and formalizing complaint components, rather than relying on traditional politeness strategies to express politeness. In this online administrative context, direct citizen-to-government (C2G) communication is transaction-oriented and instrumental in nature. This paper provides some insight into Chinese pragmatics and practical guidelines for citizens to make successful and efficient complaints in an online administrative context.

Etch the Emotional Life: Mother-Child Emotion Socialization from Age 3 to 6 Years.

Emotion socialization is conceptualized as a relational process, yet children's role in socializing parents' emotions is rarely considered. This study explored longitudinal patterns of mother-child emotion socialization from early to middle childhood. Participants were 349 children (51% boys, 49% girls) and their mothers from the southeastern United States. Children were 79.4% White, 12% Black or African American, and 8.3% multi-racial or other; 6.3% were Hispanic/Latino. Mother-child dyads completed an etch-a-sketch task when children were 3, 4, and 6 years old. At each time, mothers' and children's expression, coaching, and dismissing of positive and negative emotions were observed. Hierarchical Linear Modeling analyses identified developmental trajectories and within-dyad associations of emotion coaching and dismissing with emotion expression. Over time, expression of positive emotions decreased and expression of negative emotions showed no change for both mothers and children. Mothers decreased in coaching children's positive emotions and showed no change in coaching children's negative emotions. Children increased in coaching mothers' positive emotions and showed no change in coaching mothers' negative emotions over time. Both mothers and children decreased in dismissing emotions over time. Within dyads, mothers' increases in coaching and in dismissing related to children's increased expression. Children's increases in coaching related to mothers' increased expression. Findings highlight complexity and dynamics of emotion socialization processes over time.

Does Age Buffer or Exacerbate the Impact of Sadness and Anger on Romantic Relationships?

Expressions of sadness and anger during a romantic relationship conflict can have distinct impacts on partners’ feelings of closeness and perceptions of conflict resolution. For example, previous research with younger couples suggests that expressions of sadness can help partners feel closer to one another, while expressions of anger tend to harm closeness and short-term conflict resolution. However, research has not considered whether older couples differ in their responses to sadness and anger expression during conflict, despite different theories of aging which suggest that older adults may be better or worse at regulating negative emotion in their relationships than younger adults. The current study (N = 280 dating and married couples, 30-88 years old) tested whether age buffers or exacerbates the effects of observed emotional expression (sadness or anger) on partners’ perceptions of closeness and conflict resolution. Contrary to the pre-registered hypotheses derived from theories of aging and emotion, no significant age differences in partners’ responses to sadness or anger expressions emerged. Expressions of sadness were also not significantly related to perceptions of closeness or conflict resolution. However, consistent with previous research, expressions of anger negatively related to both partners’ perceptions of closeness and conflict resolution. The present findings extend previous research by testing whether expressions of sadness and anger have distinct impacts at multiple stages of the lifespan. Additionally, the non-significant age differences contribute to a growing literature which identifies contexts where age differences in responses to negative emotional expression may be less likely to emerge.

Maternal autistic traits and anxiety in children with typical development in Chinese families: a moderated mediation model of mothers' negative emotional expressions and child gender.

Prior studies have focused on the effects of maternal autistic traits on children with autism, but little attention has been paid to the effects of maternal autistic traits on typically developing children, while the mechanisms of the effects are not clear. Given that, a moderated mediation model was conducted to examine the association between maternal autistic traits and typically developing children's anxiety and the underlying mechanisms. Participants were 648 mother-child dyads in which these children had no autistic siblings. Mothers reported their autistic traits and negative emotional expressions in the family and children's anxiety. The results indicated that children's anxiety was predicted by maternal autistic traits. Mediating analysis revealed that mothers' negative emotional expressions partially mediated the association between their autistic traits and children's anxiety. The findings also indicated that child gender moderated the relationship between maternal emotional expressions and children's anxiety. Specifically, anxiety in girls was more strongly predicted by negative emotional expressions from their mothers than in boys. These results have important theoretical and practical implications for reducing the adverse effect of maternal autistic traits on children's anxiety, especially for girls. The present study also reveals that maternal negative emotional expression is an important mechanism. Causal conclusions cannot be drawn based on cross-sectional research design, so it is necessary to conduct longitudinal studies in the future.

Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression

As the core adult figures in the classroom, teachers guide children’s emotion socialization. We examined if teachers’ supportive and unsupportive responses to children’s emotions moderate the link between children’s maladaptive emotion regulation strategy use and aggression. Three hundred and ninety-eight 4th and 5th grade students (49% girls) and 22 classroom teachers participated in the study. Student report was used to assess maladaptive emotion regulation strategy use and perceptions about teacher’s supportive and unsupportive responses to student expression of intense or negative emotions. Teachers rated students’ aggression. We found that supportive teacher responses to student emotional expression moderated the positive association between student maladaptive emotion regulation strategy use and aggression. When students perceived high levels of supportive teacher responses to their emotional expression (i.e., 1 standard deviation above the mean), there appeared to be no association between maladaptive strategy use and aggression. Our findings indicate that supportive teacher responses to student emotional expression might play a protective role against aggression, especially for children who display ineffective emotion regulation skills. We discuss implications for teacher practices of supporting and responding to students’ emotion regulation, school psychologists’ teacher support through direct and indirect services, and school-wide discipline practices and classroom management. Impact Statement We found that supportive teacher responses to student emotional expression moderated the positive association between student maladaptive emotion regulation strategy use and aggression. Supportive teacher responses to student emotional expression might play a protective role against aggression, especially for children who display ineffective emotion regulation skills. Promoting children’s social and emotional development should involve plans to provide systematic support for teachers to develop knowledge of how to scaffold development of their students’ healthy emotion regulation.

Teachers’ Beliefs : Kompetensi Emosional dan Sosialisasi Emosi pada Anak Usia Dini

Teachers' beliefs about emotions can provide an overview of how teachers support the development of emotional competence in early childhood positively. This study aimed to investigate preschool teachers’ beliefs about emotional competence and emotion socialization. A sample of 194 preschool teachers from 22 Kindergartens completed the Teachers' Emotion Beliefs Scale (TEBS) and open questionnaires. The data were analyzed using descriptive statistical techniques and thematic analysis. The research results showed that 67% of teachers had developmentally appropriate beliefs, while 33% of teachers had beliefs that were not appropriate to children's emotional development. The developmentally appropriate belief explains the importance of the teacher's role in facilitating children's emotional competence. On the other hand, unappropriateness is explained by teachers' beliefs regarding children's expressions of negative emotions (such as sadness and anger), which according to teachers, young children do not need to express these emotions. Furthermore, the results of the open-ended questionnaire showed several teacher limitations regarding conceptual understanding of children's emotional competence, as well as in using appropriate strategies for emotional socialization (especially in helping children manage negative emotions). The way teachers socialize emotions is based on their beliefs regarding children's emotional competence.

Acceptability Study of Emotional Expressions of In-Vehicle Virtual Assistant

Abstract We analyzed the differences in drivers’ preferences for emotional expressions from an in-vehicle virtual assistant based on data collected from 823 respondents in five countries categorized into three different cultural settings: collectivism (Korea, China and Brazil), individualism (USA) and a mixture of both (Russia). To quantify the degree of acceptance, we used a 5-point Likert scale (1 = strongly disagree; 5 = strongly agree) on four emotion types categorized based on Thayer’s two-dimensional emotion model. Analysis revealed that respondents in all five countries preferred emotion type 1 (pleased, happy, excited) and emotion type 4 (calm, peaceful, relaxed), that is, positive emotions under Thayer’s two-dimensional emotion model expressions, and they showed low acceptance for emotion type 2 (nervous, angry, annoying) and emotion type 3 (sad, bored, sleepy), negative emotional expressions. In a cross-cultural comparative analysis, Brazil and China ranked highest in both positive emotion types (1 and 4), and Korea ranked highest in negative emotion types.

The effect of negative emotion processing on spatial navigation: an experimental study using virtual reality.

Finding one's way in unfamiliar environments is an essential ability. When navigating, people are overwhelmed with an enormous amount of information. However, some information might be more relevant than others. Despite the mounting knowledge about the mechanisms underlying orientational skills, and the notable effects of facial emotions on human behavior, little is known about emotions' effects on spatial navigation. Hereby, this study aimed to explore how exposure to others' negative emotional facial expressions affects wayfinding performances. Moreover, gender differences that characterize both processes were considered. Fifty-five participants (31 females) entered twice in three realistic virtual reality environments: the first time, to encode a route to find an object and then to recall the learned path to reach the same object again. In between the two explorations of the virtual environment, participants were asked to undergo a gender categorization task during which they were exposed to sixty faces showing either neutral, fearful, or angry expressions. Results showed a significant interaction between emotions, time, and gender. In particular, the exposition to fearful faces, but not angry and neutral ones, decreased males' wayfinding performances (i.e., travel times and distance travelled), while females' performances were unaffected. Possible explanations for such gender and emotional dissimilarities are discussed.

When crying turns to hitting: Examining maternal responses to negative affect

Physical aggression in toddlerhood is empirically linked to anger and often conceptualized as a byproduct of frustration and related negative affect. Further, parenting is the major environmental construct implicated in the development of aggressive behaviors. Given parents’ role as “external regulators,” parents’ responses to their toddlers’ negative affect may serve to escalate or de-escalate their toddlers’ affective experience, thereby impacting the likelihood of subsequent aggression. In the present study, we examined whether parents’ negative affect, harsh, soothing, and distracting responses to their toddlers’ negative affect mediated the relation between toddlers’ negative affect and their aggressive behavior in brief conflict episodes. During a laboratory visit, a community sample of 69 mother-toddler dyads was observed in a structured interaction task. We found that child negative affect is associated with subsequent aggressive behavior by way of maternal harsh responses to negative affect. Negative emotional expression, soothing, and distraction neither facilitated or hindered children’s escalation from negative affect to aggression. Our findings support a dyadic intervention in which patterns of coercive parent-child interactions are targets for prevention and intervention of toddler aggression.

Examining the relation between emotional experiences and emotional expressions in competitive tennis matches.

Emotions consist of different components such as the emotional experience, physiological reactions, action tendencies, or emotional expressions. Assessing the relation of these components may help to better understand the role of emotions in sport competitions. Based on the component process model of emotions, the goal of the present study was to assess the relation between emotional experiences and emotional expressions. Twenty tennis players (7 female) with an average age of 23.10 (SD = 4.88) were taped during competitive tennis matches. Thereafter, in individual meetings, after having watched themselves on the footage at pre-selected points, the players had to indicate whether, immediately after the end of a rally, they had a positive or a negative emotional experience and, in case they had one, rate its intensity. Moreover, based on their observable behavior, the players were also asked to state whether they could recognize a positive or a negative emotional expression and, in case they recognized one, rate its intensity. The occurrence of emotional expressions was additionally rated by two external coders. Using multilevel models, separate analyses were conducted for positive emotions after won points and negative emotions after lost points. For both positive and negative emotions, the results indicated a positive correlation between emotional experiences and emotional expressions. Moreover, the intensity of emotional experiences could predict the occurrence of an emotional expression rated by both the players or external coders. These insights into the relation between emotional experiences and emotional expressions may help players to more effectively regulate their emotions.

Public Message Analysis Based on LDA-BERT-BiLSTM -- Taking the “Leadership Message Board” of People’s Daily Website as an Example

Abstract [Objective/Significance] This article explores the theme of elderly care and its emotional trend, providing a scientific basis for formulating and optimizing elderly care policies, thereby improving the quality of elderly care services and promoting the harmonious and stable development of society. [Method/Process] This study uses the message data related to pension issues in the “leadership message board” platform of People’s Daily Online as the research object, the LDA model to extract relevant topics, and the BERT-BiLSTM model to analyze the emotional trend changes of each subject. [Result/Conclusion] The research results show that the theme of pension covers 16 sub-subjects, such as “environmental noise problem of pension,” “pension community construction planning,” and “retirement pension policy treatment.” The classification accuracy of the BERT-BiLSTM model is 0.89, and the F1 value is 0.86, which shows its superiority in sentiment evolution analysis. The expression of negative emotions in pension theme messages is generally higher than that of neutral and positive feelings, and the elderly group’s emotional attitude shows significant differences under different themes of raising older people.

The Effectiveness of Emotion Focused Group Therapy (EFT) on Rumination and Emotional Expression in Patients with Multiple Sclerosis

Aim: Multiple sclerosis is a progressive neurological disease. This disease has many negative and positive effects on the physical and mental health of patients. The aim of this research was to investigate the effectiveness of emotion focused group therapy (EFT) on emotional expression and rumination in patients with multiple sclerosis in Shiraz. Method: The statistical population of this research includes all patients with M. S. In the city of Shiraz in 1401, their diagnosis was confirmed by a neurologist based on McDonald's 2017 criteria. After identifying patients with MS. 30 people who met the criteria for entering the research were selected purposefully and randomly and in equal numbers were placed in an experimental group and a control group. The experimental group underwent emotion focused group therapy sessions during 8 sessions of 90 minutes. During this period, the control group remained waiting without receiving any intervention. The main data of this research was obtained using Nolenhoeksma and Maro (1991) rumination questionnaires and King and Emmons (1962) emotional expressiveness questionnaires. Descriptive statistics and inferential statistics (variance analysis with repeated measurements) were used in data analysis. Findings: Data analysis showed that after the implementation of the intervention, there was a significant difference between the control and experimental groups in both variables of emotional expression and rumination (P<0.05). A significant difference was observed in emotional expression components (positive emotion expression, sincerity expression and negative emotion expression) and rumination components (rumination responses and distracting responses) between patients with multiple sclerosis in the experimental and control groups (05 /0>P). Conclusion: The use of emotion-oriented therapy is a suitable intervention to improve emotional expression and rumination in multiple sclerosis patients and can be used to improve psychological status and better cope with the disease.

Family psychoeducation and supportive casework intervention on expressed emotion and care burden among caregivers of individuals with schizophrenia

Abstract: Schizophrenia, a persistent mental illness, profoundly impacts the caregiving process. Augmenting understanding of the illness and offering supportive interventions empower caregivers to adeptly manage schizophrenia and tackle psychosocial challenges, thereby fostering improvements in the recovery process. The study aimed to evaluate the impact of a psychoeducational and supportive intervention program on caregivers’ knowledge of schizophrenia and their ability to manage associated challenges. Employing a single-case study design, a caregiver dealing with chronic schizophrenia was selected from the inpatient department of LGB Regional Institute of Mental Health, Tezpur. Assessment tools included the Knowledge about Schizophrenia Interview (KASI), Mayer-Gross Social History Pro forma, the Zarit Burden Interview, and the Family Questionnaire. Pretest scores also indicated elevated levels of expressed emotions (EEs) within the family (critical comments score of 29 and emotional over-involvement scores of 33), exceeding the cut-off thresholds for high EE. Following the intervention, there was a notable reduction in critical comments (posttest score of 21) and emotional over-involvement (posttest score of 28), indicating a decrease in negative emotional expressions within the family. Moreover, there was a significant reduction in caregiver burden postintervention (posttest score of 39), suggesting improved coping mechanisms and reduced stress levels among caregivers. Moreover, there was a significant reduction in caregiver burden postintervention, suggesting enhanced coping mechanisms and reduced stress levels among caregivers. These findings underscore the effectiveness of family psychoeducational and supportive casework interventions in augmenting knowledge, managing EEs, and alleviating caregiver burden associated with schizophrenia.

Language adaptations of mental health interventions: User interaction comparisons with an AI-enabled conversational agent (Wysa) in English and Spanish.

In recent times, digital mental health interventions (DMHIs) have been proven to be efficacious; however, most are available only for English speakers, leaving limited options for non-English languages like Spanish. Research shows that mental health services in one's dominant language show better outcomes. Conversational agents (CAs) offer promise in supporting mental health in non-English populations. This study compared a culturally adapted version of an artificial intelligence (AI)-led mental health app, called Wysa, in Spanish and English. To compare user engagement patterns on Wysa-Spanish and Wysa-English and to understand expressions of distress and preferred language in both versions of Wysa. We adopted a cross-sectional retrospective exploratory design with mixed methods, analyzing users from 10 Spanish-speaking countries between 1 February and 1 August 2022. A quantitative sample A (n = 2767) was used for descriptive statistics, including user engagement metrics with a Wilcoxon test. A subset qualitative sample B (n = 338) was examined for word count differences based on valence, and a content analysis was conducted to examine idioms of distress. Compared to Wysa-English, Wysa-Spanish had more sessions (P < .001, d = 0.18) and a greater volume of disclosure of distress. In Wysa-Spanish, the average length of a conversation was significantly longer than in Wysa-English (P < .001, d = 0.44). Users preferred interventions with free text responses ("Thought recording") in Spanish (P < .01, d = 0.41), and Spanish messages were significantly longer (P < .01, d = 0.24). Wysa-Spanish saw more frequent expressions of negative emotions and feelings of self-harm and suicide. Given the high engagement within the Spanish version of Wysa, the findings demonstrate the need for culturally adapted DMHIs among non-English populations, emphasizing the importance of considering linguistic and cultural differences in the development of DMHIs to improve accessibility for diverse populations.