Richflood4596

(PsycInfo Database Record (c) 2020 APA, all rights reserved).

The results highlighted cultural socialization as a tool that ethnic/racial minority families use to help their children navigate ethnic/racial diversity and numeric marginalization in social settings. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Navigating pathways of higher education means uncovering hidden "rules" about how to be successful in university systems that privilege dominant ways of knowing. To unpack these rules, universities have attempted a range of approaches from enrolling students in semester-long courses focused on the transition to college to more cost-effective psychological interventions that use stories to highlight pathways for navigating the transition. These cost-effective approaches are of increased interest to universities and effective in promoting student outcomes. Yet, their effects have mostly been examined in predominantly White institutions leaving open the question of how to tailor these interventions in less-resourced institutions serving a more diverse student body. We examined the effect of making these hidden resources known in concrete ways and of contextualizing these resources with student stories through a scalable online video-based assignment.

Across 2 large-scale experiments at a minority serving institution, participants watched either resource videos only or resource videos coupled with students' stories.

Compared to a no-treatment control group, we found that first-generation-to-college students benefited from receiving both types of resource information. Continuing-generation-to-college students benefited the most when resources were coupled with student stories.

We speculate that first-generation students at minority serving institutions have concrete concerns that need to be addressed alongside identity and social belonging needs. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

We speculate that first-generation students at minority serving institutions have concrete concerns that need to be addressed alongside identity and social belonging needs. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Studying clinical course after alcohol use disorder (AUD) treatment is central to understanding longer-term recovery. This study's two main objectives were to (a) replicate a recent study that identified heterogeneity in patterns of remission from/relapse to heavy drinking during the first year after outpatient treatment in an independent data set and (b) extend these recent findings by testing associations between patterns of remission/relapse and long-term alcohol-related and functioning outcomes.

Latent profile analyses were conducted using data from Project MATCH (N = 952; M age = 38.9; 72.3% female) and COMBINE (N = 1,383; M age = 44.4; 69.1% male). Transitions between heavy and nonheavy drinking within consecutive 2-week periods over a 1-year posttreatment period were characterized for each participant. From this, latent profiles were identified based on participants' initial 2-week heavy drinking status, the number of observed transitions between 2-week periods of relapse and remission, and the average duration of observed remission/relapse episodes.

In both MATCH and COMBINE, we identified six profiles (a) "continuous remission," 25.3% of COMBINE sample/25.3% of MATCH sample; (b) "transition to remission," 19.6%/9.6%; (c) "few long transitions," 15.9%/33.7%; (d) "many short transitions," 13.2%/13.6%; (e) "transition to relapse," 7.2%/7.1%; and (f) "continuous relapse," 18.8%/10.5%. Profiles 1 and 2 had the best long-term outcomes, Profiles 5 and 6 had the worst, and Profiles 3 and 4 fell between these groups.

That many individuals can remit from heavy drinking following one or more relapses to heavy drinking may be of direct interest to individuals in recovery from AUD. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

That many individuals can remit from heavy drinking following one or more relapses to heavy drinking may be of direct interest to individuals in recovery from AUD. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Young women are at increased risk for eating disorders during adolescence (age range = 16-19), and there is the need for effective, sustainable prevention programs delivered during this critical window of development. The Body Project is a dissonance-based program that reduces key risk factors for disordered eating. Few studies have evaluated the program or the participant experience when peer-delivered at the high school level. The objective of this study was to evaluate using mixed-methods the Body Project program when peer-delivered among high school women.

Three studies were conducted among young women in high school in the United States (a) an open trial evaluation of a peer-delivered Body Project program (n = 112), (b) a pilot randomized controlled trial (RCT) comparing the Body Project with assessment-only control (n = 74), and (c) a qualitative investigation of participants' experiences (n = 131).

Open trial participants reported significant reductions in eating disorder risk factors and improveoung women. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Web-based relationship interventions have been shown to improve relationship functioning for low-income couples, with gains maintained up through 12 months (Doss et al., 2020; Roddy et al., 2020). However, little is known about mechanisms of improvements and maintenance for these programs.

A sample of 742 low-income couples (Mage = 33; 55% non-Hispanic White; 52% married; Mdn annual household income = $27,000) were randomly assigned to the OurRelationship (OR) program, the ePREP program, or a waitlist control group. Couples were repeatedly assessed over 6 months on two relationship outcomes (satisfaction and breakup potential) and five relationship mechanisms (positive and negative communication, relationship problem intensity and confidence, and emotional support) with self-report measures.

Intervention couples, compared with the control couples, experienced significantly greater improvements in all mechanisms by the end of the program (Mean |d| = 0.58). Those with greater improvements in mechanisms alder relationship functioning. Moreover, findings on mechanisms of maintenance highlighted the importance of including an emphasis on communication and emotional support to better maintain program gains. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Early psychosocial deprivation is associated with increased risk for psychopathology, yet few studies have examined outcomes in adolescents.

At baseline (M age 22 months), 136 children from Bucharest, Romania, living in large institutions, were randomized into foster care (FCG) or to care as usual (CAUG). Caregivers completed psychiatric interviews regarding their children (52 FCG; 51 CAUG) at age 16 years (M = 16.67 years; SD = 0.78) to assess past year diagnoses and symptom counts. In addition, never-institutionalized community comparison children (n = 47) were included.

Ever-institutionalized children had higher rates of meeting criteria for any psychiatric disorder and higher symptom counts of internalizing, externalizing, attention-deficit/hyperactivity, and substance use disorders compared to never-institutionalized children (ps < .05). Using intent-to-treat analyses, we found that children in the CAUG had more than twice the rate of psychiatric disorders than children in the FCG (OR = 2.48, 95 associated with significant risks for psychopathology. Moreover, we provide causal evidence for the long-lasting positive effect of foster care in reducing the risk of psychopathology in adolescence, especially among those in stable placements. These results provide strong evidence that early and stable placements into quality foster care may mitigate risk for psychopathology following severe early psychosocial deprivation. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Implementation of evidence-based treatments in funded trials is often supported by expert case consultation for clinicians; this may be financially and logistically difficult in clinical practice. Might less costly implementation support produce acceptable treatment fidelity and clinical outcomes?

To find out, we trained 42 community clinicians from four community clinics in Modular Approach to Therapy for Children (MATCH), then randomly assigned them to receive multiple lower-cost implementation supports (LC) or expert MATCH consultation plus lower-cost supports (CLC). Clinically referred youths (N = 200; ages 7-15 years, M = 10.73; 53.5% male; 32.5% White, 27.5% Black, 24.0% Latinx, 1.0% Asian, 13.5% multiracial, 1.5% other) were randomly assigned to LC (n = 101) or CLC (n = 99) clinicians, and groups were compared on MATCH adherence and competence, as well as on multiple clinical outcomes using standardized measures (e.g., Child Behavior Checklist, Youth Self-Report) and idiographic problem ratings (ToRecord (c) 2020 APA, all rights reserved).

Gender minority youth (i.e., children/adolescents whose gender identity and/or expression is inconsistent with their birth-assigned sex) experience elevated rates of emotional and behavioral problems relative to cisgender youth (who identify with their birth-assigned sex), which are not intrinsic to gender identity but attributable to unique minority stressors. Although empirically supported treatments have proven effective in treating these mental health concerns generally, randomized controlled trials have not examined effects for gender minority youth.

To address this gap, we pooled data from clinically referred youth (N = 432; M(SD)age = 10.6(2.2); 55.1% White) assigned to empirically supported treatment conditions across four previous randomized controlled trials of modular psychotherapy. A proxy indicator of gender identity (i.e., youth's wish to be the opposite sex) was used to classify gender minority (n = 64) and cisgender (n = 368) youth. Youth- and caregiver-reported pretreatment internalizing ents may effectively address many mental health problems for gender minority youth, they also underscore the need for treatment enhancements that improve acceptability and outcomes. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Computational models, in conjunction with (neuro)cognitive tests, are increasingly used to understand the cognitive characteristics of participants with attention-deficit/hyperactivity disorder (ADHD). We reviewed 50 studies from a broad range of cognitive tests for ADHD to synthesize findings and to summarize the new insights provided by three commonly applied computational models (i.e., diffusion decision models, absolute accumulator models, ex-Gaussian distribution models). Four areas are discussed to improve the utility of (neuro)cognitive testing for ADHD (a) the requirements for appropriate application of the computational models; (b) the consideration of sample characteristics and neurophysiological measures; (c) the integration of findings from cognitive psychology into the literature of cognitive testing to reconcile mixed evidence; and (d) future directions for the study of ADHD endophenotypes. We illustrate how computational models refine our understanding of cognitive concepts (slow processing speed, inhibition failures) presumed to characterize ADHD.