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This study assesses whether combining information about diseases and sequelae supports learning about disease risks and influences related health behavior (vaccination).

To test whether extending knowledge about the risks of primary diseases (e.g., influenza) with causally linked secondary diseases (sequelae such as sepsis) can decrease vaccine hesitancy in older adults, who are especially vulnerable to primary and secondary diseases.

In a preregistered longitudinal online experiment, 585 German participants > 60 years of age were randomly assigned to a 3 (time before and after leaflet presentation, 3-month follow-up; within) × 3 (educational leaflet type sepsis leaflet, traditional vaccination leaflet, and control leaflet; between) mixed-measurements design. The assessed outcomes were knowledge about influenza, pneumococci, and sepsis; risk perceptions; and immediate and long-term vaccination intention and behavior for pneumococcal and influenza vaccinations.

The sepsis leaflet immediately increased (PsycInfo Database Record (c) 2021 APA, all rights reserved).This article pleads for a history of emotional experiences that allows for the understanding of complex emotional phenomena in the past that are not easily accommodated within the history of emotions framework. Following the avenues opened by the anthropology of experience, the article considers different ways in which the history of emotional experiences should allow transhistorical and cross-cultural comparisons. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Women who have experienced childhood maltreatment are at increased risk for experiencing mental health problems. When these occur during pregnancy, they are associated with birth complications and worse developmental outcomes for children. Emotion dysregulation (ED) may be an important, and potentially modifiable, mechanism that links women's maltreatment experiences with their mental health. However, there is limited information about the emotion regulation skills of pregnant women to guide treatment. The current study examines the unique effects of childhood threat (physical, sexual, and emotional abuse and exposure to violence) and deprivation (physical and emotional neglect and separation from primary caregivers) experiences on pregnant women's ED, posttraumatic stress and negative emotional symptoms, and social support.

Two hundred forty-three women were recruited from an urban prenatal care clinic, the majority of whom identified as Latinx (80%) and low-income (90%). The mean age of the women was 27

The association between parental mental health difficulties and poor child outcomes is well documented. Few studies have investigated the intergenerational effects of trauma in immigrant populations. This study examined the relationships among parental trauma, parenting difficulty, duration of planned family separation, and child externalizing behavior in an archival dataset of West African voluntary and forced immigrants in New York City. We hypothesized that parenting difficulty would mediate the association between parental posttraumatic stress and child externalizing behavior and that this association would be stronger for parent-child dyads that had undergone lengthier separations during migration.

Ninety-one parents reported on their posttraumatic stress symptoms using the Harvard Trauma Questionnaire (HTQ) and on the behavioral health of one child between the ages of 5 and 12 years using the externalizing items of the Child Behavior Checklist (CBCL Externalizing). A 4-item self-report scale assesse) 2021 APA, all rights reserved).

The present study compares the effectiveness of a standardized peer-to-peer role play (RP) and a virtual client-trainer (VC-T) in training graduate-level students in the development of interviewing and clinical skills related to working with the military population. The study examines each training modality in six areas (a) self-efficacy, (b) initial engagement, (c) recognizing and responding to symptoms of posttraumatic stress disorder, (d) recognizing and responding to symptoms of suicide, (e) military cultural competence, and (f) overall competence.

A quasi-experimental nonequivalent groups study design was used. The sample comprised students enrolled in a graduate-level program (RP = 61; VC-T = 75). learn more Participants completed pretest measures, attended training, and completed posttest measures.

Broadly, the findings revealed that RP and the VC-T are equally effective in increasing trainees' self-efficacy, recognition and response to posttraumatic stress disorder symptoms, recognition and response to suiround and online students. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Objective Internalizing and externalizing problems are prevalent in disaster-exposed children but few studies have investigated these problems in relation to parental factors. This study examined how parental worry and family-based disaster education related to children's internalizing and externalizing problems during the outbreak of COVID-19 in China. Method Parents reported parental worry, family-based disaster education and their children's (5-8-year-old young elementary schoolchildren [n = 245] and 245 9-13-year-old early adolescents [n = 245]) internalizing and externalizing problems. Results Data analysis showed that (a) across ages, parental worry related to children's internalizing and externalizing problems significantly and positively; (b) the significant and negative relationships between family-based disaster education and internalizing and externalizing problems were only supported in young elementary schoolchildren; and (c) high level of parent worry attenuated the negative link between family-based disaster education and young elementary schoolchildren's internalizing problems. Conclusion This study expands our knowledge about relationships between parental worry and children's disaster-related well-being, and highlights the importance of adapting family-based disaster education to different ages. Data suggest that parents of young elementary schoolchildren and early adolescents both should avoid showing excessive worry in front of their children during the pandemic to help reduce their children's internalizing and externalizing problems. Effective family-based disaster education can mitigate young elementary schoolchildren's emotional distress and behavioral problems, the effect of which may be maximized if parents can avoid being overly worried. Parents of early adolescents should support their children in acquiring pandemic-related information independently and encourage them to seek support outside the family. (PsycInfo Database Record (c) 2021 APA, all rights reserved).