Mental health hygiene during a health crisis: Exploring factors associated with media-induced secondary trauma in relation to the COVID-19 pandemic.

Aims: Given the risk of developing vicarious trauma through news media has increased during the pandemic, we explored risk factors associated with media induced secondary trauma, and its behavioral and psychological implications. Methods: An international study (N = 1066), with a diverse sample, was administered in July 2020. We used standardized and validated questionnaires to measure news consumption, media-related trauma, compliance, and paranoia. Results: Greater frequency of news consumption, accessing news via social media and WHO, and believing in conspiracy theories increased likelihood of developing media-induced secondary trauma. News related trauma was associated with greater compliance with safety measures and increased paranoid ideation. Media-trauma however exhibited a greater association with paranoia than compliance. Conclusion: Findings highlight the need to facilitate a collaborative intervention, with public, media houses, health safety officials, and social scientists to have a deeper understanding of potential psychological costs of news consumption patterns.

Just wrong? Or just WEIRD? Investigating the prevalence of moral dumbfounding in non-Western samples.

Moral dumbfounding occurs when people maintain a moral judgment even though they cannot provide a reason for this judgment. Dumbfounded responding may include admitting to not having reasons, or the use of unsupported declarations ("It's just wrong") as justification for a judgment. Published evidence for dumbfounding has drawn exclusively on samples of WEIRD backgrounds (Western, educated, industrialized, rich, and democratic), and it remains unclear to what extent the phenomenon is generalizable to other populations. Furthermore, the theoretical implications of moral dumbfounding have been disputed in recent years. In three studies we apply a standardized moral dumbfounding task, and show evidence for moral dumbfounding in a Chinese sample (Study 1, N = 165), an Indian sample (Study 2, N = 181), and a mixed sample primarily (but not exclusively) from North Africa and the Middle East (MENA region, Study 3, N = 264). These findings are consistent with a categorization theories of moral judgment.

Multinational evaluation of the measurement invariance of the Level of Personality Functioning Scale-brief form 2.0: Comparison of student and community samples across seven countries.

The Diagnostic and Statistical Manual of Mental Disorders-fifth Edition's (DSM-5) Level of Personality Functioning Scale (LPFS) was introduced as a dimensional rating of impairments in self- and interpersonal functioning, and the LPFS-Brief Form (LPFS-BF) was the first published corresponding self-report. The updated LPFS-BF 2.0 has been translated into several languages and international research supports many of the instrument's psychometric properties; however, its measurement invariance has only been evaluated across a few countries. This study expands previous studies as an introductory step in a global evaluation of the LPFS-BF 2.0s measurement invariance. Archival data (N = 5,618, 57% female) from seven countries (Canada, Chile, Denmark, Germany, Italy, United Arab Emirates, United States of America) were used for this study. Participants were recruited from both community (n = 4,677) and student (n = 941) populations. After confirming adequate model fit separately in the community and student samples, we evaluated a series of increasingly stringent model comparisons to test three aspects of measurement invariance (configural, metric, scalar) and then examined latent mean differences across countries. Full scalar invariance was supported in the community sample and partial scalar invariance was supported in the student sample. Evaluation of latent mean differences revealed multiple significant differences. Overall, the LPFS-BF 2.0 appears to assess self- and interpersonal functioning impairment similarly across the included countries. Findings are discussed through the lenses of the cultures from which participants were recruited, as well as in the context of alternative explanations. Limitations, plans for future research, and implications for both research and clinical practice are offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Exploring challenges and support structures of mothers with children with Autism Spectrum Disorder in the United Arab Emirates.

BACKGROUND: Mothers with children with ASD, often being primary caregivers, experience high levels of parenting stress and hold essential information about their children's wellbeing. There is however lack of information about their experiences in the UAE. AIMS: The study aims to explore challenges and support structures of mothers with children with ASD in the UAE. METHODS AND PROCEDURES: 17 expat mothers (Age range = 33-58 years) with a child with ASD were interviewed about their experiences with diagnoses, therapeutic interventions, support networks, and the pandemic. OUTCOMES AND RESULTS: Thematic analysis showed that initially most mothers struggled with accessing information to seek correct diagnoses, admission in mainstream international schools with typically developing children, and finding appropriate therapeutic services. Several mothers narrated experiences of not receiving optimum support from their partners, feeling rejected from extended family members, and facing hardships during the pandemic. Majority however appeared to be extremely satisfied with support groups where they felt heard and exchanged experience-based information crucial for children's wellbeing. CONCLUSIONS AND IMPLICATIONS: Findings highlight the need for the government to facilitate centralized channels of information for expat parents with children with developmental disabilities, formalizing more support groups for mothers in the UAE, and increasing knowledge about autism to decrease biases.

Religious factors affecting death anxiety in older adults practicing Hinduism.

The aim of the study was to examine the influence of religion on death anxiety in older adults (N = 105) practicing Hinduism and visiting the Kumbh pilgrimage. Standardized questionnaires and brief interviews were administered in participants' native language. Pilgrims with higher religiosity had lower death anxiety compared to pilgrims with lower religiosity. Greater belief in the cycle of rebirth, an increased presence of meaning in life, and less continued search of meaning in life were significantly associated with lower death anxiety. The findings provide support for incorporating religious and spiritual awareness for older adults in community health settings.

Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion.

We know that stochastic feedback impairs children's associative stimulus-response (S-R) learning (Crone et al., 2004a; Eppinger et al., 2009), but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171) learned a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL, and RLLR, which needed to be deduced from feedback because no directional cues were given. One group of children experienced consistent feedback only (deterministic feedback, 100% correct). In this condition, green feedback on the screen indicated that the children had been right when they were right, and red feedback indicated that the children had been wrong when they were wrong. Another group of children experienced inconsistent feedback (stochastic feedback, 85% correct, 15% false), where in some trials, green feedback on the screen could signal that children were right when in fact they were wrong, and red feedback could indicate that they were wrong when in fact they had been right. Independently of age, children's sequence learning in the stochastic condition was initially much lower than in the deterministic condition, but increased gradually and improved with practice. Responses toward positive vs. negative feedback varied with age. Children were increasingly able to understand that they could have been wrong when feedback indicated they were right (self-reflection), but they remained unable to understand that they could have been right when feedback indicated they were wrong (self-assertion).