Subjects: Psychology >> Other Disciplines of Psychology submitted time 2023-10-07
Abstract： Existing studies on the relationship between school connectedness and depression have produced inconsistent results. To clarify the extent to which school connectedness is associated with depression, and whether these associations differed according to the study or sample characteristics, a three-level meta-analysis of 87 included studies (206 effect sizes) was conducted. The results showed that there was a significant negative correlation between school connectedness and depression but only to a medium extent(r = –0.39, df = 205, p < 0.001). Additionally, the relationship between school connectedness and depression was found to be moderated by the percentage of female students, mean age of participants, measurement of depression, and data characteristics. No significant moderating effects were found for the measurement of school connectedness, culture, or publication year. School connectedness is a protective factor for depression. Interventions targeting depression should be aware of school connectedness.
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2023-08-22
Abstract： None quantitative comparisons of reliability for assessment tools for OCD so far. The selection of appropriate scales may be difficult for clinicians. Therefore, this study systematically reviewed the OCD scales used in the child and adolescent populations over a 30-year period to evaluate the reliability coefficients. The results of the meta-analysis indicated that the overall reliability of current OCD assessment instruments in children and adolescents is good. Of all the OCD scales for children and adolescents, the Children’s Florida Obsessive Compulsive Inventory had the lowest internal consistency coefficient and the Padua Inventory had the highest internal consistency coefficient. It is recommended that our primary and secondary school mental health practitioners use the Obsessive Belief Questionnaire-Child Version to assess obsessive-compulsive thinking and the Padua Inventory or the Obsessive-Compulsive Symptoms Questionnaire of Adolescent to assess obsessive-compulsive behavior.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2022-07-06
Abstract：精神生活共同富裕是扎实推进共同富裕道路上不容忽视的部分。心理健康是精神生活共同富裕中的重要一环。社会心理服务可以通过提高心理健康水平在推进共同富裕进程中发挥作用。健康的心理状态能够帮助人民应对共同富裕发展进程中不可避免的相对剥夺感，促进社会主义和谐社会的建设，帮助积累共同富裕发展所需的健康人力资本，促进心理公平感。未来应不断完善学校心理健康教育和社会心理服务体系。推动形成积极向上的社会心态，为实现新时代共同富裕注入心理力量。
Peer Review Status:Awaiting Review
Subjects: Psychology >> Experimental Psychology Subjects: Psychology >> Developmental Psychology submitted time 2021-05-29
Abstract： [Objective] Cultivating the next generation of sound emotional, cognitive and socio-behavioral development is fundamental to human civilization, and the impact of early experiences cannot be ignored from the point of view of probabilistic epigenesis. This study aims to investigate the causal relationship between early experiences and later behavioral development based on a novel experimental model termed the “human-rat interaction paradigm” (HRIP). [Methods] Thirty-six one-month-old male Sprague-Dawley rats were selected as subjects. Based on the HRIP, three groups (Positive early experiences (PEE) / Negative early experiences (NEE) / Control) were intervened for 3 weeks, and the effects of the manipulation of early experiences on behavioral development were tested through a battery of behavioral paradigms. [Results] The results showed that: 1) During the emotional behavior tests, compared with the other two groups, the PEE group was more active in the open arm of the O-maze, more active in the center area of the open field, ate faster in the new and familiar environment, and had less hesitation to adapt to and utilize the new learning device. 2) During the learning behavior tests, the PEE group showed most rule-breaking exploratory behavior in the integrated-learning maze; while the majority of the NEE group learned to open the gate during the early stage of procedural learning, the firmness of their long-term memory was the lowest during the new object recognition task; the control group was overall passive during the whole series of learning behavior tests. 3) During the social behavior tests, the PEE group showed the most interests towards the toy rat, while the NEE group showed the most aversion towards the toy rat. At the same time, while all groups preferred a real rat to a toy rat, only the intervention groups (both PEE and NEE) showed clear preference in interacting with a real stranger rat to a real familiar rat. Moreover, during the empathy and pro-social behavioral tests, when there were no food rewards, all three groups of rats generally would open the gate to rescue the entrapped rat, and after multiple trials their latency to rescue became shorter and shorter; however, when there were food rewards to be shared with the entrapped rat, both the PEE and NEE groups were less likely to open the gate, and after multiple trials, their latency to rescue became longer and longer. When the entrapped rat was unable to reach the food reward without the subject’s active sharing, the NEE group showed much more frequent behavior of feeding interruption and vigilant sniffing, possibly for fear of losing the food to the entrapped rat. 4) During the social competition tests, when there were no food rewards in the tube test, the control group had the highest success rate; when there were food rewards to be competed for, the PEE group had the highest success rate. At the same time, the degree of social rank differentiation was smallest in the control group and largest in the PEE group. The NEE group showed clear differentiation between the high-rank individual and the middle/low-ranked individual. The success rate of the NEE group was overall the lowest during the inter-group social competition tests. [Conclusions] We arrived at the following conclusions: 1) On the long run, the early experience intervention based on the HRIP will have sustained and stable effects on the behavioral development. 2) Rich early experiences can improve the sensitivity to learning and social rules. Lack of early experiences can passivate learning and social behavior. 3) Positive early experience can promote the individual to have more interests in exploring "objects", produce more rule-breaking exploratory behavior and maintain the stability of goal behavior; in contrast, negative early experience can cause excessive arousal of negative emotions, inhibit exploration and interfere with the maintenance of goal behavior."
Peer Review Status:Awaiting Review
Subjects: Psychology >> Physiological Psychology Subjects: Biology >> Zoology submitted time 2021-05-15
Abstract： Rats are widely used in experimental research in biology, medicine, and psychology, and many studies need the measurement of rats’ emotional states. Ultrasonic vocalizations (USVs) of rats are means to express and transmit emotions: among them FM-50 kHz USVs are for positive emotions such as pleasure, flat-50 kHz USVs are for social communication, and 22 kHz USVs are for negative emotions such as anxiety and disgust. Collecting and analyzing the USVs of rats provides researchers a possible way to quantify the emotional states of rats during experimental manipulations. This paper discusses the emotional meaning of USVs in rats and provides suggestions for measuring and analyzing USVs in rats.
Peer Review Status:Awaiting Review
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