Priming the self as an agent influences causal, spatial, and temporal events: implications for animacy, cultural differences, and clinical settings.

People intentionally engage in goal-directed actions-i.e., set goals, create plans, and execute volitional control, which are fundamental for our understanding of ourselves, others, and events. In three experiments we created a novel sentence unscrambling task that was used to prime the self-as-agent (i.e., sentences that contain the pronoun "I"), the self-as-patient (i.e., sentences that contain the pronoun "me"), or no prime (i.e., sentences that contain proper names only), and tested whether that priming would influence the interpretation of causal, spatial, and temporal events. Results demonstrated that the self-as-agent primed participants were more likely to attribute causal influence to a kayaker in a river (Study 1), to assign spatial directionality consistent with an agent moving through space (Study 2), and to assign temporal directionality consistent with an agent moving through time (Study 3). Taken together, these three studies demonstrate that situated conceptualizations of the self as an agent can be a springboard for relevant empirical and theoretical contributions to a broad range of ideas and approaches-from theories of agency to embodied cognition, from language systems to metaphoric representation frameworks, with some potentials even in the clinical and mental health field. Along these lines, implications for animacy, cultural differences, and clinical settings are discussed.

Empowering Children Through School Re-Entry Activities After the COVID-19 Pandemic.

The isolation related to the COVID-19 pandemic is causing both physical and mental health concerns for children worldwide. When the pandemic is over, schools and kindergartens represent a crucial context that can play an important role in promoting young people's well-being. This paper presents a school re-entry program aimed at creating an arena where children can process emotions, rediscover interpersonal connections, and develop an awareness of effective coping strategies. For all kindergarten, primary and middle school students, suggestions for evaluating the effectiveness of the program based on its educational and psycho-social components are given. School is an ideal setting to deliver these activities to children as it represents return to their daily routine. Schools also provide equal access to resources and reach children belonging to at-risk socio-economic categories and cultural minorities. Two printable activity packs are provided as additional materials for teachers who want to recreate or adapt the presented activities for their own contexts.

Letting Oneself Go Isn't Enough: Cognitively Oriented Expressive Writing Reduces Preadolescent Peer Problems.

Peer problems are a stressor for many early adolescents, and simple cost-effective tools for managing peer stress are needed. Expressive writing (EW) may be one such tool. With a sample of middle school children aged 12-14 years (n = 119; 53% males), this research evaluates whether cognitively oriented expressive writing (CEW), which focuses more on psychological self-distancing, improves personal well-being better than traditional EW, which focuses more on emotional disclosure. CEW-compared with EW-slightly enhanced long-term social adjustment for the entire sample, and increased positive affect for those early adolescents that reported more peer problems at baseline. These findings suggest that structured writing instructions with early adolescents may be key to improvements.

[Comorbility between anxiety and depression in patients with carcinoid tumors]. / Comorbilità di ansia e depressione nei pazienti con tumori carcinoidi.

BACKGROUND: People who have malignant cancer are plagued with a variety of symptoms that often severely limit their lives. In the case of carcinoid tumors, symptoms of anxiety and depression are two manifestations often associated with disturbances produced by the tumor itself and the chemicals that the tumor secretes. The aim of this study was to compare the incidence of these symptoms for gastro-entero-pancreatic (GEP) tumors and non-gastro-entero-pancreatic (non-GEP). METHODS: Patients with GEP and patients with non-GEP completed the Hospital Anxiety and Depression Scale (HADS). HADS and all of its subscales were analyzed. RESULTS: Patients with GEP tended to have higher average total scores on the HADS-D than those with non-GEP (p<0.08), and items in which the difference between GEP and non-GEP were statistically significant were anhedonia (p<0.05), a reduced ability to laugh and have fun (p<0.05), and the feeling of hopelessness (p<0.05). No significant differences emerged, however, in HADS-T and HADS-A scores. CONCLUSIONS: On the basis of these findings, patients with GEP are affected more than patients with non-GEP with increased levels of depressive and anxiety symptoms. What is difficult to determine, however, is whether these symptoms are related to hormone overproduction, or whether they are related to tumor-related emotional distress.

West vs. West like East vs. West? A comparison between Italian and US American context sensitivity and Fear of Isolation.

Easterners tend to process information more holistically than Westerners. Kim and Markman (J Exp Soc Psychol 42(3):350-364, 2006) suggest that these differences are rooted in higher chronic levels of Fear of Isolation (FOI) for those cultures that process information more holistically. The goal of this study was to determine if these differences and their suggested cause could be found with two different Western cultures. Testing Italian (IT) and US American (US) adults, we found that IT participants processed information more holistically and had a higher chronic level of FOI than US participants; furthermore, the manipulation of FOI affected context sensitivity more for IT than for US participants. The results demonstrate that IT participants were more similar to previous research with Eastern populations than with Western populations (Kim and Markman in J Exp Soc Psychol 42(3):350-364, 2006) and indicate a within-Western culture difference for reasoning styles and support the hypothesis that this difference is due to different chronic levels of FOI.