<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Given the potential negative impact reliance on misinformation can have, substantial effort has gone into understanding the factors that influence misinformation belief and propagation. However, despite the rise of social media often being cited as a fundamental driver of misinformation exposure and false beliefs, how people process misinformation on social media platforms has been under-investigated. This is partially due to a lack of adaptable and ecologically valid social media testing paradigms, resulting in an over-reliance on survey software and questionnaire-based measures. To provide researchers with a flexible tool to investigate the processing and sharing of misinformation on social media, this paper presents The Misinformation Game—an easily adaptable, open-source online testing platform that simulates key characteristics of social media. Researchers can customize posts (e.g., headlines, images), source information (e.g., handles, avatars, credibility), and engagement information (e.g., a post’s number of likes and dislikes). The platform allows a range of response options for participants (like, share, dislike, flag) and supports comments. The simulator can also present posts on individual pages or in a scrollable feed, and can provide customized dynamic feedback to participants via changes to their follower count and credibility score, based on how they interact with each post. Notably, no specific programming skills are required to create studies using the simulator. Here, we outline the key features of the simulator and provide a non-technical guide for use by researchers. We also present results from two validation studies. All the source code and instructions are freely available online at https://misinfogame.com.
</p>
<p><a href="https://link.springer.com/article/10.3758/s13428-023-02153-x?error=cookies_not_supported&code=66df12d1-e4a9-4ed7-bf24-ff9f079cb4bc" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s13428-023-02153-x/">The (Mis)Information Game: A social media simulator</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p><span class="a-plus-plus abstract-section id-a-sec1"></p>
<h3 class="a-plus-plus">Abstract</h3>
<p> </span><br />
<span class="a-plus-plus abstract-section id-a-sec2"></p>
<h3 class="a-plus-plus">Objectives</h3>
<p class="a-plus-plus">Pre-exposure prophylaxis (PrEP) provides a salient avenue to address the profound HIV-related health disparities that Black women in the United States face. This systematic review assessed the acceptability of PrEP within this population, and identified barriers and facilitators to its acceptability and uptake.</p>
<p> </span><br />
<span class="a-plus-plus abstract-section id-a-sec3"></p>
<h3 class="a-plus-plus">Methods</h3>
<p class="a-plus-plus">We searched PubMed and Web of Science using 48 search input combinations; this produced 338 unique articles, 16 of which were included in the review.</p>
<p> </span><br />
<span class="a-plus-plus abstract-section id-a-sec4"></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">We analyzed the results using the socio-ecological model (SEM). Findings indicate generally positive attitudes towards PrEP among Black women, although acceptance levels vary widely. Individual-level barriers included inadequate levels of PrEP awareness and knowledge, low HIV-risk perception, and concerns about adherence and side effects; interpersonal-level barriers were the influence of sexual and romantic partners and stigma from family; societal-level barriers included lack of PrEP marketing towards Black women, medical mistrust, cost, and structural violence. The main facilitators at the individual-level were PrEP education and information; at the interpersonal-level, distrust in sexual partners, healthcare provider encouragement, and social support; at the societal-level, PrEP accessibility, and affordability. No community-level barriers or facilitators were identified.</p>
<p> </span><br />
<span class="a-plus-plus abstract-section id-a-sec5"></p>
<h3 class="a-plus-plus">Conclusions</h3>
<p class="a-plus-plus">PrEP should be marketed directly to Black women in the US and campaigns should highlight this medication’s effectiveness, accessibility, affordability, and safety. Medical mistrust must also be addressed to enable Black women to feel comfortable following their healthcare providers’ advice regarding PrEP.</p>
<p> </span></p>
<p><a href="https://link.springer.com/article/10.1007/s40615-023-01729-9?error=cookies_not_supported&code=a352571c-0aef-412f-81d7-646cdcb30d39" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/s40615-023-01729-9/">Barriers and Facilitators to Acceptability and Uptake of Pre-Exposure Prophylaxis (PrEP) Among Black Women in the United States: a Systematic Review</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
TITLE
A mental wellness program for law enforcement
DESCRIPTION
Using a mental health program designed for law enforcement may help remove barriers that often prevent officers from getting the mental health care they need.
The post A mental wellness program for law enforcement appeared first on Counseling Today .
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Research has shown that interpersonal racial discrimination occurs frequently among racially minoritized individuals. Consequently, interracial dynamics are considered to be important considerations for effectively treating social anxiety among racially minoritized individuals. However, research to date has not directly examined the relations between racial discrimination, social anxiety, and interracial anxiety. The current study examined the association between racial discrimination, interracial anxiety and avoidance, and general symptoms of social anxiety. One hundred forty-four individuals who identified with a racially minoritized group completed an online battery of questionnaires on past year discrimination (Landrine et al., 2006), social anxiety (Liebowitz, 1987), and interracial anxiety and avoidance (Plant & Devine, 2003). Average self-reported social anxiety symptom scores for the sample were above clinical cut-off. Among Asian American, Latino/a/x participants, discrimination was associated interracial anxiety. Discrimination was not associated with social anxiety, and this finding was consistent across all racial groups. Further, interracial anxiety and social anxiety measures were only correlated within the Asian American subsample; interracial avoidance and social avoidance were correlated among non-White Latino/a/x. Our findings suggest that racial discrimination is not associated with social anxiety, and that interracial anxiety is not strongly correlated with a general measure of social anxiety symptoms. Therefore, it is important to assess interracial anxiety separately from social anxiety symptoms.</p>
<p><a href="https://link.springer.com/article/10.1007/s10862-023-10070-8?error=cookies_not_supported&code=06c00fbc-d527-46ab-b1ef-3cae1d82b8ad" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10862-023-10070-8/">Impact of Race-based Discrimination on Social Anxiety Symptoms Among People of Color: Comparing Interracial Anxiety and General Social Anxiety</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>While overall youth arrest and incarceration rates have declined over the past decade, young people of color are still surveilled, policed and separated from their families and communities more frequently than their white counterparts. Instead of investing in community resources, this pattern is often accompanied by a shoring up of government systems, programs and placements that further institutionalize, traumatize and isolate young people.</p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/news/we-must-stop-the-school-to-prison-pipeline/">We must stop the school-to-prison pipeline</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Sociological Methods &Research, Ahead of Print. <br />Rating scales are ubiquitous in the social sciences, yet may present practical difficulties when response formats change over time or vary across surveys. To allow researchers to pool rating data across alternative question formats, the article provides a generalization of the ordered logit model that accommodates multiple scale formats in the measurement of a single rating construct. The resulting multiscale ordered logit model shares the interpretation as well as the proportional odds (or parallel lines) assumption with the standard ordered logit model. A further extension to relax the proportional odds assumption in the multiscale context is proposed, and the substitution of the logit with other convenient link functions is equally straightforward. The utility of the model is illustrated from an empirical analysis of the determinants of respondents’ confidence in democratic institutions that combines data from the European Social Survey, the General Social Survey, and the European and World Values Survey series.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00491241231186655?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/00491241231186655/">A Generalized Ordered Logit Model to Accommodate Multiple Rating Scales</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Sociological Methods &Research, Ahead of Print. <br />We combine empirical experimental research on biased argument processing with a computational theory of group deliberation to overcome the micro–macro problem of sociology and to clarify the role of biased processing in debates around energy. We integrate biased processing into the framework of argument communication theory in which agents exchange arguments about a certain topic and adapt opinions accordingly. Our derived mathematical model fits significantly better to the experimentally observed attitude changes than the neutral argument processing assumption made in previous models. Our approach provides new insight into the relationship between biased processing and opinion polarization. Our analysis reveals a sharp qualitative transition from attitude moderation to polarization at the individual level. At the collective level, we find that weak biased processing significantly accelerates group decision processes, whereas strong biased processing leads to a meta-stable conflictual state of bi-polarization that becomes persistent as the bias increases.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00491241231186658?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/00491241231186658/">Biased Processing and Opinion Polarization: Experimental Refinement of Argument CommunicationTheory in the Context of the Energy Debate</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Assessment for Effective Intervention, Ahead of Print. <br />This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from .69 to .82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/15345084231187087?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/15345084231187087/">Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Publication date: Available online 4 August 2023</p>
<p><b>Source:</b> Disability and Health Journal</p>
<p>Author(s): Stephanie Meredith, Sierra Weiss, Harold L. Kleinert, Cameron A. Tyrrell</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S1936657423000869?dgcid=rss_sd_all" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1936657423000869/">The Impact of Implicit and Explicit Bias About Disabilities on Parent Experiences and Information Provided During Prenatal Screening and Testing</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p><iframe class="youtube-player" width="640" height="360" src="https://www.youtube.com/embed/oj7v7kZSAto?version=3&rel=1&showsearch=0&showinfo=1&iv_load_policy=1&fs=1&hl=en-US&autohide=2&wmode=transparent" allowfullscreen="true" style="border:0;" sandbox="allow-scripts allow-same-origin allow-popups allow-presentation"></iframe></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/video/nih-ad-adrd-platforms-workshop-fairness-within-and-across-data-infrastructures-session-1/">NIH AD/ADRD Platforms Workshop: FAIRness Within and Across Data Infrastructures | Session 1</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Assessment for Effective Intervention, Ahead of Print. <br />Teachers critically need classroom management skills. To develop these skills, teachers need high-quality professional development (PD). To support teachers, schools need practical tools for assessing the effects of PD on teachers’ use of classroom management practices. The adapted alternating treatments design (AATD) may be a tool for this purpose. We conducted an initial pilot investigation testing the potential of AATDs to evaluate the effects of PD on teachers’ use of classroom management practices for eight P–12 teachers. We successfully used AATDs to evaluate PD effects in all cases across two phases of PD (online module instruction, online module + peer coaching). Results suggest the potential promise of using AATDs to evaluate the effects of PD on teachers’ use of classroom management practices. Results also showed didactic training alone was often insufficient to increase use of practices, whereas peer coaching was effective in increasing use of at least one practice for all teachers.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/15345084231190285?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/15345084231190285/">The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>In 2019, I was in high gear. I had two young children, a busy social life, a book tour and a novel in progress. I spent my days racing between airports, juggling to-do lists and child care. Yes, I felt tired, but I come from a family of high-energy women. I was proud to be keeping the sacred flame of Productivity burning.</p>
<p><strong>Then I got covid.</strong></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/news/long-covid-has-derailed-my-life-make-no-mistake-it-could-yours-too/">Long covid has derailed my life. Make no mistake: It could yours, too.</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Both schools and caregivers play an important role in supporting children’s mental health, but there are few mechanisms for caregivers and school-based mental health providers to work collaboratively to address children’s needs. Closures of schools during the first wave of the COVID-19 pandemic left gaps in mental health support services to children and increased the burden on caregivers to ensure their children’s well-being. In this study, investigators explored the feasibility and acceptability of a motivational interviewing-based program in which school-based mental health providers were trained to connect directly to caregivers to assist them in supporting key aspects of their children’s well-being, including sleep, coping, and academic behavior. Results indicated a high degree of satisfaction with the program and a perception that it was helpful to caregivers and children. However, major challenges in recruitment of providers, as well as qualitative interviews with those providers who participated, indicated that the feasibility of implementing such a program is limited without significant additional implementation infrastructure. Findings suggest that structured support of caregivers, accessed through their children’s schools, has high potential for improving child outcomes and family well-being. Future research should explore what implementation infrastructure is needed for schools to effectively offer these types of supports.</p>
<p><a href="https://link.springer.com/article/10.1007/s12310-023-09593-y?error=cookies_not_supported&code=089c7a2f-61fe-4c27-8efc-868e18f822fe" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12310-023-09593-y/">Building School-Based Capacity to Support Parenting: Challenges and Lessons Learned</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences of school-based mental health interventions are often under-recognised and under-reported. This study sought to capture non-positive pupil experiences of a popular mindfulness-informed curriculum. Some pupils across all schools in the study described non-positive experiences, including having troubling thoughts and emotions, and not finding the programme effective. Contexts surrounding these experiences are explored and linked to existing literature, and subsequent recommendations for improvements are made, including the importance of having clear programme structure, definitions and aims, acknowledging and accommodating fidelity issues as best as possible, and better highlighting the potential for non-positive experiences and how they may be reduced.
</p>
<p><a href="https://link.springer.com/article/10.1007/s12310-023-09591-0?error=cookies_not_supported&code=05072868-5fc8-464d-b5b3-9b6e7ff31647" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12310-023-09591-0/">Non-Positive Experiences Encountered by Pupils During Participation in a Mindfulness-Informed School-Based Intervention</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Teaching of Psychology, Ahead of Print. <br />Background: This study examined students’ perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.’s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00986283231191110?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/00986283231191110/">Active Student Responding and Student Perceptions: A Replication and Extension</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
<p>Teaching of Psychology, Ahead of Print. <br />BackgroundCommunity-engaged pedagogy has the potential to benefit both students and the community.ObjectiveThe purpose of this project was to design a new undergraduate psychology course according to recommended community-engaged practices and to explore learning outcomes associated with it. The Canine Learning and Behavior (CLB) course, taught by faculty and community co-educators, offered undergraduate psychology students the opportunity to train shelter dogs and write shelter-specific grant applications.MethodLearning outcomes were assessed via course grades and self-evaluation questions for students enrolled in the CLB (n = 21) and in a comparably challenging Sensation and Perception (SnP, n = 47) course, taught within the same semesters by the same faculty instructor.ResultsIn comparison to participation in the SnP course, participation in the CLB course was associated with higher content comprehension, confidence in and familiarity with relevant skills (i.e., dog training and grant writing), as well as awareness of and sense of responsibility to the needs of the community.ConclusionThe employment of community-engaged pedagogy can benefit various stakeholders, including students, the community, and in this specific case, shelter dogs.Teaching ImplicationsThis proof-of-concept study may encourage psychology educators to integrate community-engaged pedagogy into their curriculum.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00986283231191748?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/00986283231191748/">Community-Engaged Pedagogy in the Psychology Classroom: Shelter Dogs go to College</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
Went to a restaurant in LA today and when I got the check I noticed that it was a bit higher than it should be. Then I noticed this 18% service charge. So… We, as customers, need to help pay for their servers instead of the owners paying their servers a living wage. And on top of that they have suggested tip. I called bs on...
It isn’t hidden. They tell you upfront there is an 18% charge, however they rely on people ignoring that or psychologically not caring and only looking at the item price.
higher wages for the servers... by the customers. Fnbs (lemmy.world)
Went to a restaurant in LA today and when I got the check I noticed that it was a bit higher than it should be. Then I noticed this 18% service charge. So… We, as customers, need to help pay for their servers instead of the owners paying their servers a living wage. And on top of that they have suggested tip. I called bs on...