Notes

Educational institutions and interpersonal invention for worldwide sustainable advancement while witnessed from your to the south.
This 10-year longitudinal study investigated the developmental trajectories of executive functioning (EF) in individuals with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD), compared to typically developing (TD) individuals from childhood into young adulthood.

There were 173 participants at baseline (T1; ASD = 38 (eight with co-occurring ADHD), ADHD = 85, TD = 50;

= 11.7 years,
= 2.1), 168 at 2-year follow-up (T2) and 127 at 10-year follow-up (T3). Participants were assessed with three neuropsychological tests aimed at capturing central components of EF working memory/Letter-Number Sequencing Test (LNS), inhibition/Color-Word Interference Test, Condition 3 (CWIT3), and flexibility/Trail Making Test, Condition 4 (TMT4). Test results were analyzed using linear mixed models (LMM).

At baseline, the TD participants outperformed the ASD and ADHD participants on all three tests. From T1 to T2, the ASD participants had less improvement than the ADHD and TD participants2021 APA, all rights reserved).
Pediatric attention-deficit/hyperactivity disorder (ADHD) has been associated with impairments in executive functioning and academic writing skills. However, our understanding of the extent to which these children's writing difficulties are related to their underdeveloped executive functions-and whether this relation is attributable to specific executive functions-is limited.

A clinically-evaluated and carefully-phenotyped sample of 91 children ages 8-13 (M = 10.60, SD = 1.25; 37 girls) were administered multiple, counterbalanced tests of the three core executive functions (working memory, inhibitory control, set shifting), assessed for ADHD symptoms via multiple-informant reports, and completed standardized, norm-referenced testing of three core writing skills (written expression, spelling, writing fluency).

Bias-corrected, bootstrapped conditional effects modeling indicated that underdeveloped working memory exerted significant direct effects on all three writing skills, as well as indirect effects ong skill difficulties in children with ADHD, while suggesting that their overt behavioral symptoms may be less involved in their writing difficulties than their underlying neurocognitive vulnerabilities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Several theorists (Bandura, 1969; Hackney & Goodyear, 1984; Searles, 1955) suggest parallels between the relationship in supervision and the relationship in therapy. We examined supervisor and therapist trainee ratings of supervisory working alliance (SWA) in 1 week predicting client-rated therapeutic working alliance (TWA) and client-rated therapy session evaluation (TSE) in the following week as well as TWA and TSE ratings in 1 week predicting SWA ratings in the following week. Our data included 663 weeks of therapy nested within 28 trainees nested within 15 supervisors, disaggregated into differences between supervisors, differences within supervisors, and differences within trainees. At the between-supervisor level, when supervisors' trainees rated the SWA higher on average compared with other supervisors' trainees' average SWA ratings, their clients' average TWA rating was higher. In contrast, when supervisors rated the SWA higher on average compared with other supervisors' average SWA ratings, their trainees' clients' average TSE rating was higher but the average TWA rating was lower. At the within-supervisor level, when trainees rated a higher SWA on average compared with other trainees' average SWA ratings with the same supervisor, their clients' average TSE rating was higher. The theoretical prediction of parallel relationships in supervision and therapy was supported, but only for between-supervisor and within-supervisor differences in SWA. We found no evidence that week-to-week changes in SWA or client-rated TWA or TSE reflected parallel relationships. We provide suggestions for further research, including exploring the mechanisms through which supervision relates to the therapy process and outcome. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The fat acceptance movement arose to combat the widespread stigmatization of fatness and fat people through personal liberation and political activism. Support for the movement and its underlying ideology has grown rapidly over the past three decades; however, a self-report measure of fat acceptance with strong psychometric properties has not yet been developed. The current studies aimed to develop the Fat Acceptance Scale (FAS), a measure of fat-accepting beliefs, attitudes, and behaviors that was designed to be appropriate for use with people of all sizes. In Study 1, exploratory factor analysis (n = 266) and confirmatory factor analysis (n = 267) supported a three-factor solution assessing fat activism, health beliefs related to weight, and interpersonal respect for fat individuals. In Study 2 (N = 291), FAS scores predicted reactions to fictitious fat women after controlling for an established measure of antifat attitudes. Data from a subsample of 47 participants indicated moderate-to-high stability of the FAS over 4 weeks. In Study 3 (N = 156), health service psychology doctoral students' FAS scores predicted their reactions to a fictional fat psychotherapy client after controlling for antifat attitudes. Taken together, results provided preliminary evidence for the validity and reliability of FAS scores and suggest that the FAS may be a valuable tool for researchers, clinicians, and advocates interested in fat acceptance. (PsycInfo Database Record (c) 2021 APA, all rights reserved).In 2019-2020, 1,075,496 international students pursued higher education in the United States. Many of these students endure unique experiences of psychological distress that accompanies their shared experience of studying abroad in the United States. Researchers have explored clinical experiences within this diverse group, with some suggesting that international students are at greater risk than students from the United States for dropping out of psychotherapy. This issue is underexplored in the extant psychotherapy literature. Therefore, we used a large, national data set and multilevel analyses to test if international students are more likely than students from the United States to drop out of psychotherapy, defined in this study as failure to attend one's last scheduled session. Data from 65,293 clients (n = 3,970 international students), 2,735 therapists, and 131 university/college counseling centers were included in the analysis. Results revealed that (a) international students are no more likely to drop out than United States domestic students, (b) on average, centers (ICC = 0.045) and therapists (ICC = 0.071) are differentially effective at preventing drop out, and (c) therapist effects on drop out differ for international students. We discuss these findings with respect to therapist and center roles in international students' drop out from treatment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
An effective vaccine against COVID-19 is a desired solution to curb the spread of the disease. However, vaccine hesitancy might hinder high uptake rates and thus undermine efforts to eliminate COVID-19 once an effective vaccine became available. The present contribution addresses this issue by examining two ways of increasing the intention to get vaccinated against COVID-19.

Two preregistered online studies were conducted (
= 2,315 participants from the United Kingdom) in which knowledge about and beliefs in herd immunity through vaccination, as well as empathy for those most vulnerable to the virus, were either measured (Study 1) or manipulated (Study 2). As a dependent variable, individuals' self-reported vaccination intention once a vaccine against COVID-19 became available was assessed.

In Study 1 (
= 310), the intention to get vaccinated against COVID-19 was correlated with knowledge about and belief in herd immunity through vaccination (
= .58,
< .001), as well as with empathy for those most vulnerable to the virus (
= .26,
< .001). In Study 2 (
= 2,005), information about herd immunity through vaccination (Cohen's
= .13,
= .003) and empathy (Cohen's
= .22,
< .001) independently promoted vaccination intention.

The motivation to get vaccinated against COVID-19 was related to and could be causally promoted by both mere information about herd immunity through vaccination and by empathy. As such, the present research provides a better understanding of the intention to get vaccinated against COVID-19. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
The motivation to get vaccinated against COVID-19 was related to and could be causally promoted by both mere information about herd immunity through vaccination and by empathy. As such, the present research provides a better understanding of the intention to get vaccinated against COVID-19. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Mindfulness has received attention in smoking cessation research, yet the mechanisms by which mindfulness may promote smoking cessation are not well understood. Mindfulness training may help individuals increase awareness and respond skillfully to processes that contribute to smoking, such as affective states and craving. This study used experience sampling (ES) to test how awareness was related to craving, positive and negative affect and smoking, in the moment, among smokers in treatment for smoking cessation.

Participants (
= 228) were part of a clinical trial evaluating Craving to Quit, a smartphone app for mindfulness training for smoking cessation, compared to an app delivering only ES. All participants were asked to complete 22 days of ES, with up to 6 ES surveys per day, measuring awareness, craving, positive and negative affect and smoking. Data were analyzed using multilevel linear modeling.

Both at the within and between-person level, higher awareness was associated with higher positive affase awareness, such as through mindfulness training, may benefit smokers in treatment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
This study aimed to identify latent classes of adjustment in children confronted with parental cancer, based on profiles of traumatic stress symptoms, health-related quality of life (HRQoL), and satisfaction with life. In addition, correlates of classes were examined.

Families were recruited through social media, health care providers, and cancer support centers. The sample consisted of 175 children (52% girls, aged
= 11.98,
= 3.20, range = 6-20 years) from 92 families, including 90 parents with a current or past cancer diagnosis and 71 healthy parents. Children and parents completed self-report questionnaires at home. A latent profile analysis was conducted to identify classes based on child traumatic stress symptoms, HRQoL, and satisfaction with life.

Four classes were identified, which were labeled (a) average functioning across domains (64%); (b) high stress, below-average HRQoL and life satisfaction (14%); (c) high stress, below-average HRQoL, and average satisfaction (11%); and (d) high functioning across domains (11%).
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