Training in Cultural Competence for Mental Health Care: A Mixed-Methods Study of Students, Faculty, and Practitioners from India and USA.

Although the need to train clinicians to provide effective mental health care to individuals from diverse backgrounds has been recognized worldwide, a bulk of what we know about training in cultural competence (CC) is based on research conducted in the United States. Research on CC in mental health training from different world populations is needed due to the context-dependent nature of CC. Focusing on India and USA, two diverse countries that provide complementary contexts to examine CC, we explored graduate students', practicing clinicians', and faculty members' perspectives regarding CC training they received/provided and future training needs using mixed-methods. The data were collected using focus groups (n = 25 groups total: 15 in India, 11 in USA), and a survey (n = 800: 450 in India, 350 in USA). Our data highlight the salient social identities in these countries, and the corresponding constituents of CC training. Participants in India described a practical emphasis to their CC training (e.g., learning about CC through life experiences and clinical practice experiences) more so than through coursework, whereas participants in USA described varying levels of coursework related to CC along with practice. Participants in both countries considered enormity of CC as a challenge, while those in the US also identified CC training limited to a white, straight, male perspective, hesitancy in engaging with diversity topics, and limited time and competence of the faculty. Strengths of CC training in India and USA are mutually informative in generating recommendations for enhancing the training in both countries.

COVID-19 parent stress in Middle Eastern and North African countries: Relations to family adjustment.

The COVID-19 pandemic has been stressful for individuals worldwide, including parents. Most research investigating stress during the pandemic has focused on single stressors in relation to outcomes and has been conducted in Western countries. Among parents from Middle Eastern and North African (MENA) countries, the present study used latent class analysis to identify specific subgroups of individuals based on combinations of stressful events experienced during the first two waves of the COVID-19 global pandemic. Whether individuals in these classes differed on levels of both adaptive (individual resilience, family cohesion) and maladaptive outcomes (depressive symptoms) was tested. Finally, perceived marital satisfaction was tested as a moderator of relations between class membership and adjustment outcomes. Participants were 545 parents (66.8% women, Mage = 35.79 years) recruited online who indicated presence or absence of experiencing 21 stressors across domains such as a family member contracting COVID, increased caregiving burden, work-related stress, and child adjustment problems. Three latent classes were identified, with one group characterized by work and child adjustment stress, one by child adjustment stress only, and one by low levels of stress across domains. The two higher stress groups reported increased depression. No associations with positive outcomes were found. Martial quality was most important for impacting greater resilience for those individuals experiencing child adjustment stress. This study provides evidence that COVID-related stress had disproportionate impact across parents in MENA countries. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

ADHD, chronotype, and circadian preference in a multi-site sample of college students.

Attention-deficit/hyperactivity disorder and an evening chronotype are both common among college students, and there is growing interest in understanding the possible link between attention-deficit/hyperactivity disorder and circadian function. However, mixed findings have been reported, and many of the existing studies have used small samples that were unable to examine chronotype across attention-deficit/hyperactivity disorder presentations. Participants were 4751 students (73% female; 80% White), aged 18-29 years (M = 19.28, SD = 1.50), from five universities who completed measures assessing attention-deficit/hyperactivity disorder, depressive and anxiety symptoms, as well as the Morningness-Eveningness Questionnaire to assess chronotype (categorical) and circadian preference (dimensional). Participants with either attention-deficit/hyperactivity disorder predominantly inattentive presentation or attention-deficit/hyperactivity disorder combined presentation had higher rates of being an evening type (47.2% and 41.5%, respectively) than participants without elevated attention-deficit/hyperactivity disorder (28.5%), and participants with attention-deficit/hyperactivity disorder predominantly inattentive presentation also had higher rates of being an evening type than participants with attention-deficit/hyperactivity disorder predominantly hyperactive-impulsive presentation (30.7%). Dimensional analyses indicated that attention-deficit/hyperactivity disorder inattentive symptoms were more strongly associated than hyperactive-impulsive symptoms with eveningness preference. Finally, greater eveningness preference strengthened the association between attention-deficit/hyperactivity disorder inattention and depressive symptoms but not anxiety symptoms. This is the largest study to document that college students with elevated attention-deficit/hyperactivity disorder symptoms are more likely to be evening types than other college students, and inattentive symptoms in particular are associated with later circadian preference.

Profiles of adolescents' sadness, anger, and worry regulation: Characterization and relations with psychopathology.

Adaptive emotion regulation (ER) reflects competence in effective emotion expression and emotion coping, both of which are critical to mitigating psychopathology risk. The current study extends past work on adolescent ER in three ways. First, using a functionalist framework, we focused on discrete emotions, examining how adolescents may differentially express and cope with sadness, anger, and worry. Second, we used a person-centered approach to determine whether subgroups of youth report different patterns of managing emotions. Third, to provide indices of validity and replicability, we characterized ER profiles in two independent community samples of adolescents and in relation to psychological adjustment (i.e., depression, anxiety, aggression), concurrently and longitudinally. Sample A comprised 202 youths (Mage = 12.90 years, 52.5% girls) participating at two time points 2 years apart. Sample B comprised 500 adolescents (Mage = 14.06 years, 60.2% girls), 99 of whom participated again 6 months later. Latent profile analyses per sample revealed similar three-profile solutions, such that adolescents were classified into the Expressive Coping (i.e., high regulation coping, low inhibition), Inhibited Coping (i.e., high regulation coping, high inhibition), or Dysregulated Anger (i.e., low anger coping, low anger inhibition) group. Youth in the Dysregulated Anger group reported elevations in depression and, in some instances, anxiety and aggression. Psychological adjustment for the other groups differed by sample. Profile membership did not predict change in symptoms over time. As such, adolescents vary in the extent to which their ER is global versus emotion-specific, in both replicable and, potentially, clinically meaningful ways. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

ADHD and dangerous driving in emerging adults: The moderating role of family climate for road safety.

Dangerous driving accounts for 95% of driving fatalities among emerging adults. Emerging adult drivers exhibiting symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) are at greater risk for motor vehicle crashes and engaging in unsafe driving practices; however, not all individuals with ADHD symptoms exhibit such risk. Several studies have found that drivers' perceptions of their family's values and priorities related to driving practices predict driving outcomes among emerging adults; these factors have not been examined in the context of ADHD symptomology. We examined family climate for road safety as a moderator of ADHD symptoms and dangerous driving behaviors in a sample of college students. A total of 4,392 participants completed surveys measuring self-reported ADHD symptoms, dangerous driving behavior, and family climate for road safety. Results indicated that higher levels of parental feedback weakened the relation between ADHD symptoms and aggressive driving; higher levels of parental monitoring strengthened this relationship. Higher levels of parental monitoring strengthened the association between ADHD symptoms and negative emotion while driving. When participants perceived their parents as having high levels of noncommitment to road safety, the association between ADHD symptoms and self-reported risky driving increased. Higher levels of open communication about unsafe driving attenuated the relation between ADHD and risky driving. Overall, some but not all components of family climate for road safety appear to affect the relation between ADHD symptoms and dangerous driving in the expected direction.

Prospective Associations Between Fears of Negative Evaluation, Fears of Positive Evaluation, and Social Anxiety Symptoms in Adolescence.

Fear of negative evaluation (FNE) and fear of positive evaluation (FPE) are independently associated with social anxiety symptoms in adolescence, though no study has tested these relations longitudinally. The current study examined longitudinal relations between FNE, FPE, and social anxiety symptoms using a multi-informant design, in addition to testing adolescent gender as a moderator. Adolescents (N = 113; Mage = 12.39; Girls = 44.2%) and parents completed measures of FNE, FPE, and two ratings of social anxiety approximately 6 months apart. FNE and FPE demonstrated significant stability over time, but neither predicted change in the other construct. Adolescent and parent-reported FNE, but not FPE, predicted increased social anxiety symptoms. Adolescent report of social anxiety symptoms predicted increased FPE over time, whereas parent report of social anxiety symptoms predicted increased FNE. Contrary to hypothesis, gender did not moderate any of the pathways in the model. Findings provide the first evidence that FNE may function as a risk factor for increased social anxiety in adolescence.

Parental beliefs about positive affect and parental depressive symptoms predicting parents' positive emotion socialisation in India.

Emerging literature examines implications of parental socialisation of positive affect (PA) for children's socio-emotional functioning, though little is known about predictors of parental PA socialisation behaviours in diverse families around the world. Based on the literature that suggests that parental cognitions (Okagaki & Bingham, 2005) and their own mood state contribute to their parenting (Dix & Meunier, 2009), we examined two parent-related factors (parental beliefs regarding PA and depressive symptoms) as predictors of parental responses to their adolescents' PA in an urban middle-class sample of mothers and fathers from India (N = 267; 40.4% mothers). Parents completed measures of their PA-related beliefs, depressive symptomatology, and their responses to adolescents' PA at two-time points, 5 months apart. Parental PA-related beliefs showed low stability and depressive symptoms showed moderate stability across time. There were concurrent bivariate associations between parental PA-related beliefs and their socialisation behaviours, though these relations did not hold in multivariate path analyses across time. Parental depressive symptoms at T1 inversely predicted family savouring at T2 and positively predicted dampening at T2. These findings provide the first line of evidence indicating that parental cognitions and their own mood contribute to their emotion-related parenting behaviours in India.

Psychometric properties of the children's emotion management scales within a psychiatric sample.

The Children's Emotion Management Scales (CEMS) are widely used measures of children's emotion regulation strategies in response to three specific emotions: sadness, anger, and worry. Original factor analyses suggested a three-factor subscale structure for each emotion: inhibition, dysregulation, and coping (Zeman et al., 2001, 2002, 2010). However, this factor structure had not been reexamined since it was originally developed, including within a racially diverse psychiatric sample. The present study attempted to address this gap for the Anger Management Scale and Sadness Management Scale separately, as well as testing the overarching structure of these two in combination. Participants included 302 children (ages 8-12; 70.4% boys; 55.72% African American; 39.3% White) from inpatient and outpatient centers and their primary caregivers. The three-factor structure replicated well with the Anger Management Scale and Sadness Management Scale separately in our sample. A bifactor model that included both higher order emotion factors (i.e., Anger and Sadness) and higher order strategy factors (i.e., Coping, Dysregulation, and Inhibition) best represented the overarching structure of the CEMS. Results from latent correlations and structural regressions showed that some of these factors were related to child-reported depressive symptoms and parent-reported disruptive behaviors, supporting the validity of the bifactor model conceptualization of scores on the CEMS. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Resilience in mothers during the COVID-19 pandemic.

The coronavirus disease (COVID-19) pandemic has brought immense psychological pressure and disruptions to daily life for all individuals, and particularly children, parents, and families. Despite these difficulties, parents are able to show resilience through adaptive coping and positive parenting behaviors. Although there is robust research on resilience in children, very little research has tested predictors of parental resilience. The present study presents descriptive information about mothers' pandemic-related stressors and positive changes and then tests whether prepandemic maternal well-being and child effortful control predicted mothers' resilient parental outcomes (positive behavior and coping) through the mediators of maternal self-compassion, adherence to family routines, and child coping. The sample comprised 95 mothers (95.38% European American, 3.2% African American, and 1.1% Asian American) with a mean age of 38.21 years (SD = 5.71 years, Range = 25.72-51.60 years) and education ranging from a high school to an advanced degree (M = 16.26 years, SD = 2.28 years, Range = 12-21 years). Results revealed that prepandemic maternal well-being predicted adaptive coping both directly and indirectly through self-compassion. Children's effortful control predicted maternal adaptive coping indirectly through children's own adaptive coping, and predicted mothers' positive parenting behaviors directly. Posthoc models revealed adherence to routines to be a correlate and outcome, rather than predictor, of positive parenting and bidirectional relations between parent and child coping. This study provides evidence for parent, child, and family-level factors related to parental resilience during the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Indirect effect of family climate on adolescent depression through emotion regulatory processes.

Adolescent depression is a serious public health concern, warranting examination of its development. A negative family emotional climate (NFEC) is one risk factor for the development of depressive symptoms. The specific emotion regulatory processes linking NFEC and depression, however, remain unclear. Cognitive reappraisal, a strategy that entails shifting one's thoughts about an emotion eliciting situation before the emotion is generated, expressive suppression, an emotion regulation strategy where individuals push down their expressions of an emotion after it is generated, and emotional inertia, the process of remaining in a given emotional state for a longer period compared to other individuals, were tested as potential emotion processes through which NFEC might be indirectly related to depressive symptoms. Adolescents (N = 92; ages 11-18; 62% girls, 80% White) participated in a multimethod two-time-point study (∼6 months apart). NFEC was measured at Time 1; cognitive reappraisal, expressive suppression, emotional inertia, and depressive symptoms, at Time 2. Emotional inertia scores for negative affect (NA) and positive affect (PA) were obtained through continuous coding of affect during 2 parent-child interactions. Codes were analyzed second-by-second, and multilevel logistic regression was used to extract each participant's emotional inertia score. NFEC was directly related to depressive symptoms. NFEC was also indirectly related to depressive symptoms via cognitive reappraisal and expressive suppression (for girls, not boys) but not emotional inertia (for either NA or PA). Results suggest that both emotion regulation and the family emotional climate should be considered as targets for intervention. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

A Multi-Method, Multi-Informant Test of Maternal Emotion Socialization in Relation to Adolescent Fears of Social Evaluation.

Fears of negative and positive social evaluation are considered potential transdiagnostic mechanisms underpinning multiple internalizing disorders and impairments in adolescence. Although emotion socialization processes have been associated with adolescents' internalizing symptoms, the socialization of distinct fears of social evaluation has not been studied. Thus, the goal of the current study was to test whether mother's emotion expression, direct messages, responses to emotions, and parenting behaviors interact with adolescents' gender and temperamental shyness in relation to fears of negative and positive evaluation. A community sample of 107 adolescents ages 11 to 14 (M = 12.39; Girls = 45.8%) and their mothers completed survey measures of emotion socialization, temperament, and fears of social evaluation, in addition to participating in a speech preparation task used to code observed behaviors. For shy adolescents, adolescent-reported maternal cautious messages about social evaluation were associated with greater fears of positive evaluation, while encouraging messages were linked to less fears of positive evaluation. Further, maternal self-reported warmth was associated with fewer fears of negative and positive for shy adolescents, while supportive responses to emotions were linked to higher fears of positive evaluation for boys. Among girls, maternal ratings of encouraging messages were associated with higher fears of social evaluation, while cautious messages were linked to lower fears of negative evaluation. These findings are the first to consider several features of emotion socialization in relation to two distinct valences of adolescents' socio-evaluative fear, and highlight the importance of assessing emotion socialization behaviors via multiple informants and methods.

Parents' Beliefs, Depressive Symptoms, and Emotion Regulation Uniquely Relate to Parental Responses to Adolescent Positive Affect.

Parents' socialization of positive affect is relevant during adolescence, given that parents play a key role in the development of youth emotional competency. The current study hypothesized that parent characteristics (emotion regulation, belief that positive emotions are costly, and depressive symptoms) would be uniquely related to both dampening and enhancing responses to youth positive affect. Parents (n = 373) of adolescents (youth ages 10-17 years) were recruited through Amazon Mechanical Turk. Parents reported on their own regulation of both positive and negative emotions, depressive symptoms, beliefs about youth emotions, and responses to adolescent expressions of positive affect. The final structural regression model partially supported the hypothesis with respect to parental dampening responses. Depressive symptoms, over-controlled emotion regulation, and beliefs about positive emotions each uniquely related to dampening. Only the coping emotion regulation strategies factor was uniquely associated with parents' enhancing responses. These findings support existing theories of parental emotion socialization, though the final model in this sample provides more insight into parental dampening than parental enhancing responses to positive affect. The finding that emotion regulation strategies (over-controlled and coping) were differentially related to parental responses to youth positive affect suggests a connection between parents' regulation of their own emotions and responses to their offspring's emotion expressions.

La socialización del afecto positivo de los padres es de interés durante la adolescencia, dado que los padres desempeñan un papel clave en el desarrollo de la competencia emocional de los jóvenes. En el presente estudio se planteó la hipótesis de que las características de los padres (la regulación emocional, la creencia de que las emociones positivas son perjudiciales, y los síntomas depresivos) estarían particularmente relacionadas tanto con respuestas atenuadoras como intensificadoras al afecto positivo de los jóvenes. Se convocó a padres (n = 373) de adolescentes (edades de los jóvenes: entre 10 y 17 años) mediante Amazon Mechanical Turk. Los padres informaron sobre su propia regulación de emociones positivas y negativas, síntomas depresivos, creencias acerca de las emociones de los jóvenes y respuestas a las expresiones de afecto positivo de los adolescentes. El modelo de regresión estructural final respaldó parcialmente la hipótesis con respecto a las respuestas de atenuación de los padres. Los síntomas depresivos, la regulación emocional sobrecontrolada y las creencias acerca de las emociones positivas se relacionan cada una particularmente con la atenuación. Solo el factor de afrontamiento de las estrategias de regulación emocional estuvo asociado particularmente con las respuestas intensificadoras de los padres. Estos resultados respaldan las teorías actuales de socialización emocional de los padres, aunque el modelo final de esta muestra profundiza más en las respuestas de atenuación parental que en las de intensificación parental al afecto positivo. El hallazgo de que las estrategias de regulación emocional (sobrecontroladas y de afrontamiento) se relacionaron de manera diferente con las respuestas de los padres al afecto positivo de los jóvenes indica una conexión entre la regulación de los padres de sus propias emociones y las respuestas a las expresiones emocionales de sus hijos.

A longitudinal examination of the relation between academic stress and anxiety symptoms among adolescents in India: The role of physiological hyperarousal and social acceptance.

Academic stress is a critical aspect of adolescent experience around the world, but particularly in countries with dense populations that lead to highly competitive college admissions. With a population of over one billion people, the competition for higher education in India is significantly high. Although research has shown that academic pressures are associated with anxiety in adolescents, this work is primarily cross-sectional. The current study examined academic stress and anxiety symptoms over time and assessed physiological hyperarousal as a mediator and social acceptance as a moderator of this relation in a sample of adolescents from India (N = 282, 13-18 years, 84% female). Adolescents completed measures of academic stress, physiological hyperarousal, social acceptance and anxiety symptoms at two-time points, 5 months apart. Findings demonstrate direct effects of academic stress on changes in symptoms of generalised anxiety and panic, as well as indirect effects through physiological hyperarousal. Social acceptance did not moderate the relation, although it uniquely predicted changes in panic disorder symptoms over time. The findings of this study contribute to the scientific understanding of a potential mechanism through which academic stress leads to anxiety among adolescents in India.

Transactional relations between maternal anxiety and toddler anxiety risk through toddler-solicited comforting behavior.

INTRODUCTION: Transactional developmental and anxiety theories suggest that mothers and toddlers may influence each other's anxiety development across early childhood. Further, toddlers' successful solicitations of comfort during uncertain, yet manageable, situations, may be a behavioral mechanism by which mothers and toddlers impact each other over time. To test these ideas, the current study employed a longitudinal design to investigate bidirectional relations between maternal anxiety and toddler anxiety risk (observed inhibited temperament and mother-perceived anxiety, analyzed separately), through the mediating role of toddler-solicited maternal comforting behavior, across toddlerhood. METHODS: Mothers (n = 174; 93.6% European American) and their toddlers (42.4% female; 83.7% European American) participated in laboratory assessments at child ages 1, 2, and 3 years. Mothers self-reported anxiety symptoms. Toddler anxiety risk was observed in the laboratory as inhibited temperament and reported by mothers. Solicited comforting interactions were observed across standardized laboratory tasks. RESULTS: Direct and indirect bidirectional effects were tested simultaneously in two longitudinal path models. Toddler anxiety risk, but not maternal anxiety, predicted solicited comforting behavior, and solicited comforting behavior predicted maternal anxiety. No convincing evidence for parent-directed effects on toddler anxiety risk emerged. CONCLUSION: Results support continued emphasis on child-elicited effects in child and parent anxiety development in early childhood.

Barkley Deficits in Executive Functioning Scale (BDEFS): Validation in a Large Multisite College Sample.

Despite the importance of daily life executive functioning (EF) for college students' success, few measures exist that have been validated in college students specifically. This study examined the factor structure of the Barkley Deficits in Executive Functioning Scale (BDEFS) in college students. Participants were 1,311 students (ages 18-28 years, 65% female) from five universities in the United States. Additionally, the study examined invariance across sex, age, and attention-deficit/hyperactivity disorder symptoms. Exploratory structural equation modeling provided strong support for the BDEFS five-factor structure though some items had high cross-loadings on multiple factors. Findings generally supported invariance across sex and age; however, loadings, thresholds, and factor means differed based on attention-deficit/hyperactivity disorder symptoms. Stronger support for invariance across sex emerged for a reduced item version that eliminated cross-loading items. Overall, findings provide support for the validity and utility of the BDEFS in college students.

Disentangling the effects of attentional difficulties on fears of social evaluation and social anxiety symptoms: Unique interactions with sluggish cognitive tempo.

Although fears of negative and positive social evaluation are hallmark cognitive features of social anxiety, attentional difficulties may exacerbate the relation between fears of social evaluation and social anxiety. Thus, the goal of the current study was to test whether two different types of self-reported attentional difficulties, specifically sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) inattention symptoms, moderate the relation between fears of social evaluation and social anxiety. Participants (N = 4756; Mage = 19.28 years; 72.7% female) enrolled in five universities across the United States completed self-report measures of fears of negative and positive evaluation and psychopathology symptoms. Results indicated a significant two-way interaction of fear of negative evaluation and SCT in relation to social anxiety symptoms, as well as a significant two-way interaction of fear of positive evaluation and SCT in relation to social anxiety symptoms. In both instances, the associations between fears of negative and positive evaluation in relation to social anxiety became increasingly stronger at higher levels of SCT. Conversely, the interactions between fears of negative and positive evaluation with ADHD inattentive symptoms were non-significant. These results are the first to report that self-reported SCT, but not ADHD inattentive symptoms, exacerbate the relation between fears of social evaluation and social anxiety, and suggest that attentional difficulties characteristic of SCT may prolong engagement in fears.

Factor structure of the family climate for road safety scale in emerging adults in the United States.

The Family Climate for Road Safety Scale (FCRSS) was developed to measure parenting behaviors specific to the driving context. The original validation study found a scale structure composed of seven factors. However, this structure has not been consistently replicated. Two- and six-factor structures have also been identified. Further, this measure has not been validated in the U.S. and has not been subjected to measurement invariance testing to determine the factor structure's suitability across sex. Additionally, its ability to predict the driving style of emerging adults with varied driving experience has not been directly examined. The current study utilized exploratory and confirmatory factor analytic procedures to identify the factor structure of the FCRSS in a sample of emerging adults in the U.S. The sample consisted of 4392 students recruited from six universities. The sample was predominantly female (68.8 %), and was 83.5 % White, 6.1 % Black or African American, 5.1 % Asian American, 4.6 % biracial or multiracial, 0.4 % American Indian or Alaskan Native, and 0.2 % Pacific Islander or Hawaiian. Results indicated that a five-factor model of the FCRSS provided the best fit to the data compared to one-, two-, six-, and seven-factor models. The five factors identified for the model were: Noncommitment, Monitoring, Feedback, Communication, and Modeling. Further, invariance testing revealed that the five-factor model fit equally well for males and females. Some factors of the FCRSS predicted driving outcomes and driving styles in the expected directions. These findings have implications for family/parenting-based driving interventions for adolescents and young adults.

Fear of positive evaluation and social anxiety: A systematic review of trait-based findings.

BACKGROUND: Although fear of negative evaluation (FNE) has long been recognized as a core cognitive bias in social anxiety, fear of positive evaluation (FPE) has received considerable attention over the past several years. The literature would benefit from a synthesis of the current state of the research in order to contribute to our understanding of FPE. METHODS: A systematic review of the literature was conducted in order to address several questions: (a) Is self-reported FPE distinct from self-reported FNE? (b) Is self-reported FPE related to social anxiety symptomatology? and (c) Is self-reported FPE uniquely related to social anxiety symptomatology when accounting for self-reported FNE? Inclusion criteria included studies published in English, testing FPE and FNE with trait-based measures, and testing social anxiety with either self-report or diagnostic interviews. RESULTS: There were 33 studies identified in this review that provided convincing empirical support for each of these questions across community and clinical samples of adolescents, undergraduates, and adults. LIMITATIONS: The systematic review did not have access to null results, present meta-analytic results, or include studies that evaluated FPE or social anxiety with experimental designs. CONCLUSIONS: The findings from the systematic review support updated theoritical models of social anxiety and highlight the importance of assessing and treating FPE in clinical interventions.

Sluggish cognitive tempo and ADHD symptoms in relation to task-unrelated thought: Examining unique links with mind-wandering and rumination.

Recent theoretical and empirical evidence highlights associations between attention-deficit/hyperactivity disorder (ADHD) symptoms and task-unrelated thought, including mind-wandering and rumination. However, it has been hypothesized that sluggish cognitive tempo (SCT), characterized by daydreaming and staring behaviors, may uniquely relate to task-unrelated thought. The purpose of the present study was to test whether SCT symptoms are associated with greater mind-wandering and rumination, and whether this association remains when controlling for ADHD and internalizing symptoms. Participants (N = 4679; 18-29 years; 69% female; 80.9% White) enrolled in six universities in the United States completed measures of SCT, ADHD symptoms, internalizing symptoms, and rumination, as well as two scales used to assess mind-wandering. Although ADHD symptoms were correlated with greater self-reported mind-wandering and rumination, relations with mind-wandering on the daydreaming frequency scale, reflective rumination, and brooding rumination were attenuated when controlling for SCT and internalizing symptoms. Above and beyond other psychopathology dimensions, SCT symptoms were uniquely associated with greater self-reported mind-wandering and both reflective and brooding rumination. Additionally, SCT symptoms were more strongly associated than other psychopathology dimensions with the mind-wandering measure of daydreaming frequency. Results provide the first empirical support for unique and robust associations between SCT symptoms and task-unrelated thought, while suggesting that the link between ADHD and mind-wandering may be less robust than previously suggested.