Department Of Psychology Research Articles

Acceptance and Commitment Therapy is feasible for people with acquired brain injury: A process evaluation of the BrainACT treatment

Objective To evaluate the feasibility of Acceptance and Commitment Therapy for people with acquired brain injury. Design A process evaluation of the BrainACT treatment was conducted alongside a randomised controlled trial. Setting Psychology departments of hospitals and rehabilitation centres. Subjects Tweny-seven participants with acquired brain injury and 11 therapists. Intervention BrainACT is an Acceptance and Commitment Therapy adapted for the needs and possible cognitive deficits of people with acquired brain injury, provided in eight one-hour face-to-face or video-conference sessions. Measurements The attendance and compliance rates, engagement, satisfaction, and perceived barriers and facilitators for delivery in clinical practice were investigated using semi-structured interviews with participants and therapists and therapy logs. Results 212 of the 216 sessions in total were attended and 534 of the 715 protocol elements across participants and sessions were delivered. Participants were motivated and engaged. Participants and therapists were satisfied with the intervention and participants reported to have implemented skills in their daily routines acquired during therapy. Key strengths are the structure provided with the bus of life metaphor, the experiential nature of the intervention, and the materials and homework. Participants and therapists often preferred face-to-face sessions, however, when needed video-conferencing is a good alternative. Conclusion BrainACT is a feasible intervention for people with anxiety and depressive symptoms following acquired brain injury. However, when the content of the intervention is too extensive, we recommend adding two extra sessions.

Navigating the Effectiveness of Authentic Reading Materials Toward ESP University Students’ Reading Proficiency

The field of ESP teaching has undergone a revolutionary transformation with the integration of ICT tools and other authentic materials. These resources have proven to be invaluable to learners as they enable real-life interactions with native speakers. Various studies have explored the challenges faced by teachers and learners in ESP teaching situations. Therefore, this paper aims to describe the effectiveness of reading authentic materials toward the reading proficiency of psychology department students. The study was conducted at the Psychology Department of Universitas Wijaya Putra. The students participated in 14 meetings, during which the experimental group was exposed to authentic reading materials and the control cluster received streamlined materials, a pre-test and post-test of the reading comprehension test were given to the students. The marks obtained were analyzed using SPPS and the students were given a set of tasks that included 50 multiple-choice questions and 10 essay questions. The research results revealed that the mean deviation score for the experimental group was 80, while it was 65 for the control group. Consequently. This provides evidence supporting the acceptance of the hypothesis, indicating an improvement in student performance after receiving the treatment. Specifically, the results revealed that exposure to authentic materials improved the reading proficiency of psychology department students

Need Analysis Course Design: ESP Textbook Evaluation in The Psychology Faculty

This study aims to describe the 'need analysis' of English for Psychology courses and evaluate the ESP textbook from the point of view of the textbook users at the Faculty of Psychology. A need analysis survey in learning ESP and ESP textbook evaluation was conducted and then analyzed quantitively. The data sources of this research were students of the Faculty of Psychology who were taken by purposive sampling, which amounted to 20 people already in the 4th, 6th, and 8th semesters, the head of the Psychology department, and three lecturers in the Psychology Faculty. The data collection used was a questionnaire and documentation. The data is in the form of questionnaire results and interviews. Documentation technique is used in collecting data, while analysis technique is used in analyzing data, namely reduction, data display, and drawing conclusions and verification. The study results show that language skill materials are crucial for future Psychology students.
 Regarding speaking skills, students primarily require resources for conversing with current issues that are up-to-date. Regarding the students' need to access psychology journals and textbooks, writing and skills in composing scientific articles, reports, and lab documents are essential. However, the study reveals dissatisfaction among Psychology students with the current ESP textbook, particularly in appearance, visuals, design, layout, and writing materials. Despite some elements meeting their needs, such as layout, content, exercises, and speaking resources, improvements are needed in certain areas. Consequently, it is recommended that the ESP textbook be enhanced to better cater to these requirements, and future researchers undertaking similar studies should consider this focus on English for Specific Purposes (ESP).

Richard L. Miller (1945-2023).

Memorializes Richard L. Miller (1945-2023). In the 1990s, Rick began a 24-year tenure at the University of Nebraska at Kearney. As department chair, Rick led the University of Nebraska at Kearney Psychology Department to the system-wide University of Nebraska Outstanding Teaching Department Award. In 2014, Rick moved to Texas A&M University-Kingsville, where he served as department chair. At Texas A&M University-Kingsville, he was recognized for teaching, mentorship, and scholarship, including the A&M Piper Professor Teaching Award. He served in many leadership roles, including the presidencies of the Society for the Teaching of Psychology (APA Division 2) and the Rocky Mountain Psychological Association. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Relationship between Baseline Physical Activity and Generalized Anxiety Disorder and Major Depressive Disorder Treatment Outcomes.

Generalized anxiety disorder and major depressive disorder often benefit from medication and psychotherapy. Our aim was to determine whether a correlation exists between patient baseline physical activity and response to treatment. This was a retrospective study that included adult patients with anxiety and depression who received outpatient care for their conditions by providers in the Department of Psychiatry and Psychology of the Mayo Clinic in Jacksonville, Florida. Statistical analyses were used to analyze whether Rapid Assessment of Physical Activity scores as a measure of baseline exercise correlated to changes in Patient Health Questionnaire-9 (PHQ-9) scores or Generalized Anxiety Disorder-7-item scale (GAD-7) scores during treatment for anxiety or depression. Factors including age, sex, smoking status, and caffeine intake also were analyzed. When comparing change in GAD-7 or PHQ-9 scores from baseline to follow-up during treatment for anxiety or depression, there was no significant difference based on Rapid Assessment of Physical Activity scores. Caffeine intake had a direct correlation with PHQ-9 scores from baseline to 12 to 24 weeks but no correlation with GAD-7 scores. Overall, the amount of physical activity a patient participates in before anxiety or depression treatment does not appear to affect improvement outcomes. Caffeine intake may improve depression severity scores; however, further research is needed to assess whether this could be a part of future treatment plans.

Psi Chi/APA Edwin B. Newman Graduate Research Award.

The Psi Chi/APA Edwin B. Newman Graduate Research Award is given jointly by APA and Psi Chi for the best paper published or presented by a graduate student at the APA or Psi Chi convention or at any regional or state psychological association meeting held between January 1 and December 31 of the previous calendar year. For purposes of the award, research is broadly defined to include all forms of empirical psychology, such as experiments, correlational studies, historical studies, case histories, and evaluation studies. The Edwin B. Newman Graduate Research Award was established in 1979. The award was established to recognize researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). It was named for Edwin B. Newman, the first national president of Psi Chi (1929) and one of its founders. He was a prolific researcher and a long-time chair of the Department of Psychology at Harvard University. Newman was a member of APA's Board of Directors, served as recording secretary of the board from 1962 to 1967 and was parliamentarian for the APA Council of Representatives for many years. He served both Psi Chi and APA in a distinguished manner for half a century. The Psi Chi/APA Edwin B. Newman Graduate Research Award is given jointly by APA and Psi Chi. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Statement Of Retraction: Emotional Intelligence And Empathy: Predictors Of Counselors’ General Health

We, the editors and publishers, decided to retract the article entitled "Emotional Intelligence And Empathy: Predictors Of Counselors' General Health" with authors Peter Worlanyo Abomah (Department Of Psychology, Methodist University College, Ghana), Gladstone Agbakpe (Department Of Psychology, Methodist University College, Ghana), Cynthia Naa Lamiley Quaye (Department Of Psychology, Methodist University College, Ghana). We published the article in Volume 4 Issue 1 2023 (https://ejournal.uinsaid.ac.id/index.php/ajpc/article/view/7478). The authors were proven to have committed violations in the form of multiple submissions (https://scientific-publishing.webshop.elsevier.com/research-process/paper-retraction-meaning-and-main-reasons/). This article was also published in the International Journal of Natural Sciences: Current and Future Research Trends Volume 20 Issue 1 page 1-17 (https://ijnscfrtjournal.isrra.org/index.php/Natural_Sciences_Journal/article/view/1200). The authors have been informed about the retraction of the article. The retracted articles will remain online, but they will be digitally watermarked on each page as ‘Retracted’.

6th Biennial Building Healthy Academic Communities National Summit: Abstracts from the Poster Winners

This Spring, the National Consortium for Building Health Academic Communities, in collaboration with the University of North Carolina Wilmington, hosted the sixth Biennial National Summit – Riding the Waves of Wellbeing. Attendees participated in a variety of workshops, breakout sessions, and wellness activities. Keynote speakers included Chris and Nik Nikic, authors of 1% Better: Reaching My Full Potential and How You Can Too. Plenary presentations were provided by Abdul El-Sayed, MD, Harry A. and Margaret D. Towsley Foundation Policymaker in Residence, University of Michigan; Sheri Shaw, Assistant Dean for Student Success, University of North Carolina Wilmington; David Feldman, PhD, McCarthy Professor, Department of Psychology, Santa Clara University; and Bernadette Melnyk, PhD, APRN-CNP, FAANP, FNAP, FAAN, The Ohio State University. In addition to these outstanding activities and presentations, the Biennial National Summit also included a judged poster session. BHAC is pleased to present the abstracts from the winning posters.

Using Debriefing as a Tool to Enhance the Educational Value of Undergraduate Research Participation

Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.

Invited Symposium 1: Traumatic Brain Injury: Highlighting the Contributions of Dr. Harvey S. Levin Ph.D., ABPP-CN, FACSM 1946 - 2022

Invited Symposium 1: Traumatic Brain Injury: Highlighting the Contributions of Dr. Harvey S. Levin Ph.D., ABPP-CN, FACSM 1946 - 2022

Acute psychosis as the presenting manifestation of lupus: case reports

Introduction: Systemic lupus erythematosus (SLE) is an autoimmune disorder that affects multiple organs with a wide range of clinical manifestations. Neuropsychiatric manifestation (NPSLE) is present among 28–40% of the SLE patients. Psychosis is rarely the only initial symptom of lupus, as neuropsychiatric lupus is often associated with systemic activity. We present two cases of young ladies presenting with acute psychosis as the predominant symptom and further diagnosed with SLE disease. Case reports: Case 1 A 20-year-old female, unmarried, presented to the Psychology Department with acute behavioral abnormality associated with staring, insomnia and, aggressive behavior, hearing voices for the last 3 days. No other psychiatric or neurological symptoms; she was taking 20 mg oral prednisolone prescribed according to a history of fatigue, low-grade fever, loss of appetite, pain in almost all joints, and myalgia for the last 1 month. There was no sign of focal neurological deficit or meningeal irritation. Examination of other systems did not find any clinical abnormality except for the presence of photosensitivity. A psychiatric consultation was ordered. Laboratory tests: white blood cells 3200 cell/mm3 (range=4000–11 000) with normal differentiation, hemoglobin 9.2 mg/dl (range=12.5–16), platelet 90 000/dl (range=150 000–400 000), C-reactive protein (CRP) 65 mg/l (n≤6), and erythrocyte sedimentation rate (ESR) 100 mm/h(range=0–20). anti-nuclear antibody (ANA) profile which was positive in 1:320 dilution, homogenous type, along with anti-ds-DNA positive (+), decreased C3 and C4. The diagnosis of SLE was done according to the European League Against Rheumatism/American College of Rheumatology Classification Criteria (EULAR/ACR Criteria). Case2 A 37-year-old married female with 3 children presented to the Psychology Department with disorientation, staring, hearing voices, seeing images of people who want to hurt her, refusing to respond to people, and insomnia for the last 10 days. She had complained of fatigue and low-grade fever for last month. A psychiatric consultation was ordered, and the patient was managed with an injection of haloperidol 5 mg BD. Laboratory tests: white blood cells 7300 cells/mm3 (range=4000–11 000) with normal differentiation, hemoglobin 8.7 mg/dl (range=12.5–16), platelet 90 000/dl (range=150 000–400 000), reticulocyte:1.4, CRP 7 mg/l (n≤6), and ESR 50mm/h (range=0–20). The ANA profile was positive in 1:320 dilution, homogenous type, along with the anti-ds-DNA negative (−), decreased C3, and normal C4. Brain magnetic resonance imaging (MRI) showed a high white matter signal around the lateral ventricles and in the semi-oval centers. Mild dilation of the lateral ventricles and slight elevation of the left insular and medial temporal lobe signal. Conclusion: Our case reports showed that organic disorders should be considered while evaluating acute psychosis, especially autoimmune disorders. The presence of laboratory features like anemia, elevated ESR, and elevated CRP should be taken with utmost importance.

Role of Mothers’ Expressed Emotions in Psychopathology and Social-Emotional Competence in Adolescents

Objective: To study the role of mothers’ expressed emotions in psychopathology and social-emotional competence in adolescents. Study Design: Cross sectional study. Place and Duration of Study: Department of Psychology, University of Gujrat, Gujrat Pakistan, from Jul 2020 to Aug 2021 Methodology: Five hundred mothers and their five hundred adolescents were approached to measure the role of mothers’expressed emotions in psychopathology and social-emotional competence in adolescents. For this purpose, parental Expressed Emotions Scale-1 was used, and to assess the psychopathology and social-emotional competence in adolescents, Social Anxiety Scale-2 and Social-Emotional Competence Scale-3 were used. Results: Artificial neural network (ANN) analysis was used to identify the mothers' expressed emotions as predictors of social anxiety and social-emotional competence in adolescents. Results showed incorrect predictions was for training data (60%) and for testing data (28%), which signify the current results that around 72% of right decision about mothers’ expressed emotions as a predictor of social anxiety and social-emotional competence in adolescents. Conclusion: In the teenage period, youth face an increasing number of psychological, social, and developmental challenges. Mothers are the first teachers of their children. When they fail to support them and display ways of negatively expressing emotions, it leads to overall mental health issues, in which social anxiety is the most common challenge.

COVID-19, people with disabilities, and the Italian government recovery: investigating the impact and promoting psychological resources to prevent future emergencies.

Given its profound and transversal impact, the COVID-19 pandemic in 2020 marked a deep point of division in how people make sense of the world and their lives. The consequences of this event were remarkable, especially for populations already facing vulnerability, exclusion, and discrimination. In Italy, over 3 million people (5.2% of the entire population) have a disability due to health issues or severe limitations that prevent them from performing daily activities. Although the COVID-19 health emergency aggravated and amplified these problems, research and studies investigating the incidence of psychological distress and the role of psychological resources for people with disabilities in the aftermath of the pandemic are still to be implemented. For these reasons, the Department of Psychology conducted a study on behalf of the Italian Government to assess the impacts of the COVID-19 pandemic on the social, psychological, and economic wellbeing of Italians with disabilities. The aim was to assess the consequences of the pandemic on this population, especially the impacts related to the lockdowns and preventive measures, and to evaluate the protective role that could be played by psychological resources such as resilience, future orientation, and career adaptability in a Life Design perspective. With the collaboration of local, regional, and national associations for people with disability, an anonymous, online self-report questionnaire was distributed to 403 persons with disabilities in Italy. Results showed a strong relationship between the levels of psychological resources and life satisfaction during the COVID-19 pandemic. In line with studies in international literature regarding the effects of the COVID-19 pandemic on people with disabilities, this research highlights the extension of this period's impacts on this population's psychological wellbeing. Moreover, this study amplifies the urgent call for action and research in promoting Life Design psychological resources, given their positive and protective role in preserving and increasing people's wellbeing.

Changes in Patient Discourse: A Qualitative Study Based on the Treatment Experience of Chinese Patients with Somatization Symptoms.

This qualitative study examines the characteristics exhibited by Chinese patients with somatization symptoms during their treatment process, focusing on changes in illness interpretation and language use. A semi-structured in-depth interview was conducted with 10 patients receiving treatment in a clinical psychology department of a general hospital who reported somatic symptoms as their main complaint. The interview data were recorded and transcribed, and analyzed using interpretive phenomenological analysis. Two core themes emerged from the analysis: avoidance at the utterance level; and at the semantic level, power and contestation. Patients with somatization symptoms exhibit avoidance behaviors, and their experience of illness and the therapeutic process impact their discourse. Professionals should pay attention to patients' own interpretations, cultural background and acceptance of the illness.

A Study on the Effect of Yoga Nidra on frustration

The study aims to determine how Yog Nidra affects frustration. Forty girls from Dev Sanskriti Vishwa Vidhyalaya in Haridwar, Uttarakhand, took part in this study. They range in age from 17 to 19. The experimental group had twenty girls, while the control group had twenty. The subjects' level of frustration was measured using a test that was created by respected professor Govind Tiwari and department head Dr. N. S. Chauhan of the psychology department at Agra University. The data analysis shows that the null hypothesis was disproved at the significance level of 0.01 and that Yoga-Nidra significantly reduced the level of Frustration.

Does a Sleep Workshop Reduce Student Stress?

Increasing mental illness among college students continues to be a critical issue. College life is often a time of great transition, contributing to and exacerbating students’ rising stress, anxiety, and other mental health struggles. Poor sleep habits may develop during college, and poor sleep quality can amplify stress. To explore how institutions might help students struggling with stress, we conducted this study to examine whether a sleep-focused workshop would reduce stress levels in students at a Pacific Northwest community college. We generated an online pre- and post-workshop survey consisting of the Beck Anxiety Inventory, the Perceived Stress Scale (PSS), and the Sleep Quality Scale, which was distributed to participants before and after a sleep workshop presented by the college’s psychology department. It was hypothesized that (1) poor sleep quality correlates to higher student stress levels, and (2) that the sleep workshop intervention would reduce stress levels. Sleep quality and stress were found to be moderately negatively correlated be-fore the workshop, r(57) = -.482, p < .001, and after the workshop, r(40)= -.500, p < .001. Additionally, there was a statistically significant decrease in stress after the workshop (M = 26.50, SD = 7.91) compared to before the workshop (M = 28.77, SD = 7.41), t(56) = 29.33, p < .001. These results provide more insight into the utility of sleep workshops for students and whether they can help students manage stress and im-prove their sleep quality, potentially improving student mental health by lowering stress and improving quality of life and education overall.

Perceived Psychological Preparedness of the New Tertiary Curriculum Graduates in Taking the Professional Board Examination

This study was conducted to explore the perceived psychological preparedness of the selected graduates from the psychology department of the University of Cebu-Main Campus. It described the participants` preparedness in taking the psychometrician board examination. The way the participants adapt to the challenges experienced while reviewing, the experiences encountered by the participants through the factors, and the different coping strategies used to enhance and prepare for the upcoming board examination. The study utilized the qualitative method. There were sixteen (16) participants in this study, and they were selected through non-probability sampling, specifically purposive sampling. In data collection, an interview with a semi-structured interview guide has been used. In analyzing the qualitative data, thematic analysis by Boyatzis is being used. Codes, categories, and finding common themes were identified from the transcript of in-depth interviews. Eleven (11) emergent themes were created based on the participant's responses, which were classified under three (3) primary themes that provided answers to the sub-problems in this research. The emergent themes were extracted from the significant critical statements of the key participants. The description provided by the participants on their preparedness for taking the professional board examination, Factors that Influenced the Participants` Preparedness, has four (4) emergent themes categorized as: On Motivation; On Academic Factors; On Individual Factors; On Environmental Factors. For the challenges faced by the graduate participants about preparedness, the overarching theme is Challenges experienced by the Participants. The preparation has five (5) emergent themes: Lack of Academic Preparation, the Impact on Overall Health, High Expectations, Poor Study Habits, And Self-Confidence. The ways or strategies the participants used to cope with the difficulties faced in the examination preparation, the overarching theme is Participants’ Cope with the Challenges Met has two (2) emergent themes identified: By Ways of Addressing Challenges; By Seeking Social Support. The findings and recommendations derived from the study were used to improve the preparedness of the new tertiary curriculum graduates in taking the professional board examination.

Correction to Amir et al. (2023).

Reports an error in "Computational signatures of inequity aversion in children across seven societies" by Dorsa Amir, David Melnikoff, Felix Warneken, Peter R. Blake, John Corbit, Tara C. Callaghan, Oumar Barry, Aleah Bowie, Lauren Kleutsch, Karen L. Kramer, Elizabeth Ross, Hurnan Vongsachang, Richard Wrangham and Katherine McAuliffe (Journal of Experimental Psychology: General, Advanced Online Publication, May 08, 2023, np). In the original article, there were affiliation errors for the first and 14th authors. The affiliations for Dorsa Amir are Department of Psychology, University of California, Berkeley; and Department of Psychology, Boston College. The affiliation for Katherine McAuliffe is Department of Psychology, Boston College. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2023-69306-001). Inequity aversion is an important factor in fairness behavior. Previous work suggests that children show more cross-cultural variation in their willingness to reject allocations that would give them more rewards than their partner-advantageous inequity-as opposed to allocations that would give them less than their partner-disadvantageous inequity. However, as past work has relied solely on children's decisions to accept or reject these offers, the algorithms underlying this pattern of variation remain unclear. Here, we explore the computational signatures of inequity aversion by applying a computational model of decision-making to data from children (N = 807) who played the Inequity Game across seven societies. Specifically, we used drift-diffusion models to formally distinguish evaluative processing (i.e., the computation of the subjective value of accepting or rejecting inequity) from alternative factors such as decision speed and response strategies. Our results suggest that variation in the development of inequity aversion across societies is best accounted for by variation in the drift rate-the direction and strength of the evaluative preference. Our findings underscore the utility of looking beyond decision data to better understand behavioral diversity. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Edison J. Trickett (1941-2022).

This article memorializes Edison J. Trickett (1941-2022), a leading theorist in community psychology. After joining the psychology faculty at Yale (1969-1977) and the Yale Psychoeducational Clinic, Ed became a faculty member at the University of Maryland, College Park, where he taught until 2000 and directed doctoral training in clinical/community psychology (1980-1985). He next went to the Department of Psychology at the University of Illinois at Chicago (2000-2015). Never one to fully retire, he continued teaching at the University of Miami (2015-2019). Ed devoted his career to the appreciation and understanding of context, social ecology, and human diversity in community psychology's theory, methods, and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Региональная специфика пcихологического благополучия студентов выпускных курсов факультета психологии

The relevance of studying the specifics of the psychological well-being among psychology students is due to the need to prevent their professional burnout and improve the image of the psychology profession. The purpose of the study was to identify differences in the general level and specific indicators of psychological well-being and happiness of final-year students of the psychology department of the capital and regional universities. Ryff's theory of psychological well-being, the provisions of cognitive, positive and personality-oriented approaches were used; in addition to Ryff's multidimensional model of psychological well-being, the M.W. Fordyce scale of happiness and the S. Lyubomirsky & N. Lepper scale of subjective happiness were used. The sample consisted of 200 full-time graduate students from the Faculty of Psychology at two regional universities and a Moscow university. It was shown that the groups differ significantly in eight parameters of psychological well-being and happiness: life goals; self-acceptance; competence; general level of psychological well-being; degree of happiness; time “on the rise”; time of feeling unhappy; level of subjective happiness. The paper concludes that psychology students from a capital university are significantly happier than their peers from regional universities. Methods of autopsychocorrection of negative cognitions are proposed to improve psychological well-being of students. The practical significance lies in the possibilities of using the obtained results to improve course programs as part of the curriculum of the main professional educational program (Psychology), training courses and educational work with students.