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Cultural adaptations to social emotional learning programs: A systematic review.
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| Pengarang | : | Li, A., Miller, F. G., & Williams, S. C. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 108-120 |
| Abstrak | : | Social–emotional learning (SEL) programs offer critical opportunities to promote the development of students’ social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Cultural adaptations to evidence-based interventions and practices in psychology.
| Pengarang | : | Heidelburg, K., Leverett, P. M., Berte, J., Viriyasatien, C., Haslem, D., & Hutcherson, R. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 101-107 |
| Abstrak | : | Culture permeates all school psychology theory, research, training, and practice areas and is integral to culturally responsive psychological service delivery. This introduction to the special issue overviews culture and conceptualizes how culture is defined and evolved in psychology. The authors discuss frameworks and recommendations for cultural adaptations to evidence-based interventions and some limitations to culturally adapting evidence-based interventions. The collection of manuscripts in this special issue aims to advance the scholarship regarding intentional cultural adaptations to evidence-based interventions to promote equitable student outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Verbal Behavior and the Future of Social Science
| Pengarang | : | Boyd, R. L., & Markowitz, D. M. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 411-433 |
| Abstrak | : | Natural language processing (NLP)—previously the domain of a select few language and computer scientists—is undergoing an unprecedented surge in popularity across disciplines. The ubiquity of language data, alongside extremely rapid methodological innovations, has magnetized the field, attracting researchers with the promise of measuring, forecasting, and understanding the most central questions in business, psychology, biology, sociology, the humanities, and beyond. The power of language analysis to reveal insights into human thought, feeling, and behavior has become a core interest emerging from recent technological advances, which are being probed to unearth deeply embedded truths about the human condition. However, NLP research has reached a critical juncture, sitting at the cusp of societal transformation in many aspects of daily life. The details of how NLP research develops over the next 3–5 years will define this transformation. In this emerging, near-infinite space of NLP-driven research, we provide a critical frame of reference for how, when, and why these technologies should evolve in a particularly transdisciplinary manner. Specifically, we discuss (a) the urgency of pairing existing and emerging NLP research with existing scientific knowledge, theory, and principles from the behavioral sciences; (b) the coevolution of NLP technologies; and (c) the practical implications and ethical consequences of expanding language analysis using broader psychosocial theories of the human condition. While our discussion focuses principally on using language as a window in the individual mind, this topic holds substantial implications for other disciplines and lines of inquiry, including the dynamics of social interaction and beyond. |
Broadening the evidentiary basis for clinical practice guidelines: Recommendations from qualitative psychotherapy researchers.
| Pengarang | : | Levitt, H. M., Hamburger, A., Hill, C. E., McLeod, J., Pascual-Leone, A., Timulak, L., Buchholz, M. B., Frommer, J., Fuertes, J., Iwakabe, S., Martínez, C., Morrill, Z., Knox, S., Langer, P., Muran, J. C., Weie Oddli, H., ?ihá?ek, T., Tomicic, A., & Tuval-Mashiach, R. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 389-410 |
| Abstrak | : | To improve the provision of psychotherapy, many countries have now established clinical practice guidelines for the treatment of specific disorders and mental health concerns. These guidelines have typically been based on evidence from meta-analyses of randomized clinical trials with minimal consideration of findings from qualitative research designs. This said, there has been growing interest in incorporating qualitative research in guideline development processes from both stakeholders and guideline development bodies. In this international collaboration, 19 qualitative psychotherapy researchers from 10 countries articulated the benefits of including qualitative findings within the guideline development process and generated recommendations for guideline developers. The underlying question of this report was “Why and how should qualitative research be used in efforts to develop guidance for psychotherapy practice?” The advantages of reviewing qualitative findings included the ability to identify treatment patterns at the level of in-session dynamics, cultural contexts, interpersonal relationships, and internal experiences, thereby creating guidance that is responsive to clients’ needs in the moment-to-moment therapy process. Recommendations are offered at the systemic level (e.g., guideline formation processes, methods of education, research funding priorities). Also, methodological advice is offered for guideline developers when selecting to incorporate qualitative research in the implementation of an expanded guideline development process. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
The Psychology of Sexual and Gender Diversity in the 21st Century: Social Technologies and Stories of Authenticity
| Pengarang | : | Hammack, P. L., & Manago, A. M. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 375-388 |
| Abstrak | : | The 21st century has seen shifts in social and scientific understandings of gender and sexuality in the United States. From the legitimization of same-sex marriage to the heightened visibility of transgender identities, nonbinary gender, and forms of intimate diversity such as asexuality, kink, and polyamory, core cultural and scientific assumptions about gender and sexuality have been challenged. This article situates these changes in the historical context of 21st century social technologies, which challenge traditional sources of authority about information and provide enhanced opportunities for individuals to experience authenticity in gender and sexuality. We frame authenticity as a master cultural narrative in the United States characterized by feeling a heightened sense of self-authorship and alignment between inner experience and embodiment of gender and sexuality. Five narratives now circulate in the United States, four of which support sexual and gender diversity: (a) gender as self-constructed; (b) sexuality as plural, playful, flexible, and fluid; (c) sexuality and monogamy as cultural compulsions; and (d) intersectionality as central to the experience of sexuality and gender. A fifth narrative seeking to legitimize hierarchies (e.g., patriarchy) is hostile to sexual and gender diversity but remains anchored in a metanarrative of authenticity and has benefitted equally from the affordances of social technologies. This historical moment provides researchers and practitioners with the opportunity to more intentionally ground their work in lived experience, challenge normative thinking about sexuality and gender, practice affirmation, center the phenomenon of diversity over discrete identity categories in an ever-exclusionary acronym (lesbian, gay, bisexual, transgender, queer/questioning, and more identities [LGBTQ+]), and embrace fluid and nonlinear narratives of social change. |
Social and Emotional Competency Development From Fourth to 12th Grade: Relations to Parental Education and Gender
| Pengarang | : | Rimm-Kaufman, S. E., Soland, J., & Kuhfeld, M. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 359-374 |
| Abstrak | : | Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs). This article uses data from six cohorts of approximately 16,000 students each (51% male, 73% Latinx, 11% White, 10% Black, 24% with parents who did not complete high school) in Grades 4–12. Two questions are addressed. First, how much growth occurs in growth mindset, self-efficacy, self-management, and social awareness from Grades 4 to 12? Second, do initial status and growth look different by parental educational attainment and gender? Using accelerated longitudinal design growth models, findings show distinct growth trends among the four SECs with growth mindset increasing, self-management mostly decreasing, and self-efficacy and social awareness decreasing and then increasing. The subgroup analyses show gaps between groups but patterns of growth that are more similar than different. Further, subgroup membership accounts for very little variation in growth or declines. Instead, initial levels of competencies predict growth. Also, variation within groups is greater than variation between groups. The findings have practical implications for educators and psychologists striving to improve SECs. If schools use student-report approaches, predicting steady and consistent positive growth in SECs is unrealistic. Instead, U-shaped patterns for some SECs appear to be normative with notable declines in the sixth grade, requiring new supports. |
The Constructive and Destructive Power of Social Norms in the Presence of Authoritative Influence
| Pengarang | : | Kitamura, S., & Yamada, K. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 345-358 |
| Abstrak | : | A randomized survey experiment (N = 2,868) was conducted at the onset of the COVID-19 pandemic to examine the effects of information provision on individuals’ cooperation with stay-home activities. Employing a 2 × 2 factorial design, the study examined the influence of social comparison and a powerful messenger. Using an online sample of approximately 3,000 Japanese respondents, it was found that participants demonstrated greater cooperation with stay-home activities when they perceived that they had spent a relatively long time outside the home compared with prevailing social norms in the previous week. Conversely, individuals who spent a relatively short time outside the home exhibited the opposite effect. However, these results were observed solely in conjunction with the influence of a powerful messenger. The study also explored heterogeneous responses based on personality traits. In conclusion, the results highlight the challenges of changing behavior through informational interventions, emphasizing the role of both the characteristics of the sender and recipient of the information. |
The Role of Negative Affect in Shaping Populist Support: Converging Field Evidence From Across the Globe
| Pengarang | : | Ward, G., Schwartz, H. A., Giorgi, S., Menges, J. I., & Matz, S. C. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 323-344 |
| Abstrak | : | Support for populism has grown substantially during the past 2 decades, a development that has coincided with a marked increase in the experience of negative affect around the world. We use a multimodal, multimethod empirical approach, with data from a diverse set of geographical and political contexts, to investigate the extent to which the rising electoral demand for populism can be explained by negative affect. We demonstrate that negative affect—measured via (a) self-reported emotions in surveys as well as (b) automated text analyses of Twitter data—predicts individual-level populist attitudes in two global surveys (Studies 1a and 1b), longitudinal changes in populist party vote shares at general elections in Europe (Study 2), district-level Brexit voting in the 2016 U.K. referendum (Study 3), and county-level vote shares for Donald Trump in the 2016 and 2020 U.S. presidential elections (Studies 4a and 4b). We find that negative emotions—such as fear and anger as well as more often overlooked low-arousal negative emotions like depression and sadness—are predictive of populist beliefs as well as voting and election results at scale. |
Evidence-based care for suicidality as an ethical and professional imperative: How to decrease suicidal suffering and save lives.
| Pengarang | : | Jobes, D. A., & Barnett, J. E. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 311-322 |
| Abstrak | : | Suicide is a major public and mental health problem in the United States and around the world. According to recent survey research, there were 16,600,000 American adults and adolescents in 2022 who reported having serious thoughts of suicide (Substance Abuse and Mental Health Services Administration, 2023), which underscores a profound need for effective clinical care for people who are suicidal. Yet there is evidence that clinical providers may avoid patients who are suicidal (out of fear and perceived concerns about malpractice liability) and that too many rely on interventions (i.e., inpatient hospitalization and medications) that have little to no evidence for decreasing suicidal ideation and behavior (and may even increase risk). Fortunately, there is an emerging and robust evidence-based clinical literature on suicide-related assessment, acute clinical stabilization, and the actual treatment of suicide risk through psychological interventions supported by replicated randomized controlled trials. Considering the pervasiveness of suicidality, the life versus death implications, and the availability of proven approaches, it is argued that providers should embrace evidence-based practices for suicidal risk as their best possible risk management strategy. Such an embrace is entirely consistent with expert recommendations as well as professional and ethical standards. Finally, a call to action is made with a series of specific recommendations to help psychologists (and other disciplines) use evidence-based, suicide-specific, approaches to help decrease suicide-related suffering and deaths. It is argued that doing so has now become both an ethical and professional imperative. Given the challenge of this issue, it is also simply the right thing to do. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Five decades of research on psychological treatments of depression: A historical and meta-analytic overview.
| Pengarang | : | Cuijpers, P., Harrer, M., Miguel, C., Ciharova, M., & Karyotaki, E. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 80 (No. 3) |
| Halaman | : | 297-310 |
| Abstrak | : | Since the 1970s, hundreds of randomized trials have examined the effects of psychotherapies for depression, and this number is increasing every year. In this study, we report outcomes from a living systematic review of these studies. We use Poisson regression analyses to examine if the proportions of studies have changed over time across the characteristics of the participants, therapies, and studies. We also present a meta-analysis of the effects across the major types, formats, targets, and age groups. We included 562 randomized controlled trials (669 comparisons; 66,361 patients). Most trials are conducted in adults and the relative proportion of trials in children and adolescents, as well as in older patients is significantly decreasing. The effects in children and adolescents are also significantly smaller than in adults (p = .007). Cognitive behavior therapy (CBT) is by far the best examined type of therapy (52%), but not necessarily more effective than other therapies. Over time, the proportion of studies examining several other types of therapy is significantly decreased compared to CBT. The quality of trials has increased over time, but still, a majority do not meet basic quality criteria, not even in recent years. The effects found in studies with low risk of bias are significantly smaller than in other studies (b = −0.21; SE = 0.05; p < .001). Most trials are conducted in the United States, but the proportion of studies in other parts of the world is rapidly increasing. The evidence that psychotherapies are effective is strong and growing every year. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |