OBJECTIVE:Previous research has revealed that individuals with ADHD exhibit difficulties in social functioning including obtaining and maintaining quality friendships. Cognitive disengagement syndrome (CDS) symptoms and internalizing symptoms frequently co-occur with ADHD symptoms and negatively influence social functioning, yet relatively little is known about how these symptoms uniquely relate to friendship features. METHODS:The present study sought to examine associations among these variables in a large, multi-site sample of emerging adults. Participants (N = 4,756; 18-29 years; 72.7% female; 79.8% White) enrolled in five universities in the United States completed measures of ADHD, CDS, internalizing symptoms, and friendship features. RESULTS:Moderated conditional effects modeling revealed that internalizing symptoms accounted for significant variance in the association between ADHD symptoms and friendship features in all models. CDS symptoms were a significant moderator of the association between ADHD symptoms and friendship features (both positive and negative) such that there was a weaker association between ADHD symptoms and friendship impairment at higher levels of CDS symptoms. CONCLUSION:Our findings suggest that CDS symptoms may buffer the association between ADHD and friendship features. Future research should continue to explore the associations among ADHD, CDS, and internalizing symptoms and their impact on friendship functioning.

Among Mexican families during the early wave of the COVID-19 pandemic, this study tested how parental factors such as parental work-related economic stress, marital satisfaction, anxiety, depression, and resilience were associated with youth routine adherence (e.g., maintaining regular bedtimes, mealtimes, and physical activities) and social support seeking via peer interactions through phone calls, texts, and social media. Parent gender was tested as a moderator of relations. Participants were 2,369 Mexican caregivers (89.2% women, Mage = 34.21) with wide socioeconomic backgrounds, who completed online surveys of family functioning during the early waves of the COVID-19 pandemic. Findings indicated variability in adherence to family routines and social support seeking during COVID-19. Less parental depression and greater parental resilience related to children's routine adherence and both work-related economic stress and lower marital satisfaction were indirectly related to routine adherence via lower depressive symptoms. Less depression, but greater anxiety, was associated with more youth social support seeking in models without marital satisfaction. Again, work-related economic stress was indirectly related to social support seeking via both depression and anxiety. Effects were generally small and parent gender did not moderate any relations. Parents may be gatekeepers for strategies designed to help children cope with stress, and parenting variables-most notably parental depression and broader stressors in the work and marital domains-appear to relate to how youth coped with stress in Mexico during the early waves of the COVID-19 pandemic. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Previous research suggests that college students with attention-deficit/hyperactivity disorder (ADHD) symptoms are at risk for experiencing ruminative thinking. Although research has shown that stimulant medications reduce ADHD symptoms, no research has looked at whether stimulant medication moderates the association between ADHD symptoms and rumination. Given this gap in the literature, the current study examined whether stimulant medication status moderates the association between ADHD symptoms and rumination. Participants ( N = 4,751) were undergraduate psychology students from six universities (70.0% female; M age = 19.08; SD age = 1.36) who participated in a larger study. College students completed questionnaires related to ADHD symptoms and rumination and indicated whether they were currently taking a stimulant medication. Results of the moderation model indicated a significant main effect for ADHD inattentive symptoms (β = 5.20, p < .05, 95% CI [4.43, 5.98]) and a significant interaction effect between ADHD inattentive symptoms and stimulant medication in relation to rumination (β = −2.41, p < .05, 95% CI [−4.51, −.30]). Examination of conditional effects revealed significant simple slopes for students both on and off medication but a stronger association for those off (β = 5.20, p < .05, 95% CI [4.43, 5.98]) versus on (β = 2.80, p < .05, 95% CI [.78, 4.81]) stimulant medication. Stimulant medication status did not moderate the association between ADHD hyperactive/impulsive symptoms and rumination. Future research should continue to explore the potential benefits of stimulant medication for reducing the association between ADHD inattention symptoms and rumination.

OBJECTIVE:Determine if retrospectively-reported caregiver emotion socialization (ES) from adolescence moderates the relation of current distress (stress, anxiety, depressive symptoms) to caregiver emotional support seeking during the college transition. PARTICIPANTS:Students (n = 520) at a public Midwestern university returning to in-person learning during the 2021-2022 academic year. METHOD:Using a cross-sectional design and previously validated questionnaires, participants self-reported current distress, attachment to caregivers, and caregiver emotional support seeking, and retrospectively reported caregiver negative emotion socialization from adolescence. RESULTS:Supportive ES did not moderate the relation between distress and support seeking, but did have a positive main effect on support seeking over and above attachment. Only at very high levels of non-supportive ES, stress was inversely related to support seeking. At moderate to low levels of non-supportive ES, anxiety was positively related to support seeking. CONCLUSIONS:We provide suggestions to facilitate emotional support seeking while transitioning to college during particularly challenging times.

The current mixed-method study in India and the United States assessed understanding of what evidence-based practice in psychology (EBPP) is, how EBPP training and implementation occurs, and perceived barriers and needs related to EBPP training. Graduate students (India, n = 282; United States, n = 214), faculty (India, n = 24; United States, n = 67), and practitioners (India, n = 24; United States, n = 49) were surveyed, and focus groups with students (India, n = 31; United States, n = 12), faculty (India, n = 10, United States, n = 9), and practitioners (India, n = 28; United States, n = 17) were held. Individuals across countries and across the professional continuum were only somewhat aware of EBPP, largely equating it to just using empirically supported treatments. In both the United States and India, EBPP training was largely infused across the curriculum, though a sizable percentage of participants did report only limited exposure to EBPP training. Participants perceived themselves as engaging in EBPP. The biggest barriers to EBPP training (largely shared across countries) were hesitancy about EBPP, investing the time in training, and being wedded to a single school of thought. Indian participants also noted a limitation in primarily relying on data from Western countries. EBPP training needs identified included desire for greater flexibility within EBPP, receiving more theoretical foundation in EBPP, and more applied EBPP training. Results demonstrated advances in EBPP training in the past 15 years since the release of American Psychological Association's task force report but also provide areas for growth in training, specifically surrounding balancing research evidence with clients' cultural context as well as ways to promote lifelong EBPP learning.

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; M age = 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.

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.

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).

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.

Parents' responses to youth positive affect (PA) have been dichotomized as enhancing and dampening. This dichotomy may not fit with cultural scripts about emotion in communities where a balance between positive and negative emotions is preferred. To assess parents' PA socialization in a culturally relevant manner for urban, middle-class families in India, we developed a new measure of parental goals about happiness and adapted the Responses to Adolescent Happy Affect Scale (RAHAS). We tested the psychometric properties of these measures and assessed relations among parental socialization goals and behaviors across 5 months. Our sample included 377 adolescent (84.4% girls; Mage = 14.47) and parent (63.9% mothers) dyads, primarily Hindu, in Bengaluru, India. Two parental goals factors emerged: "Balancing and Controlling" and "Maximizing and Sharing" happiness. Three factors emerged for the adapted RAHAS. Two factors were the same as the original RAHAS: (a) "Enhancing" strategies to upregulate PA and (b) "Dampening" strategies to downregulate PA. A third factor emerged: (c) "Balancing" strategies, which were culturally salient for families in India and aimed for moderation. Among socialization behaviors, "Enhancing" and "Dampening" were inversely related, while "Balancing" related positively to each. Balancing and Controlling goals were only correlated to "Balancing" behaviors. Maximizing and Sharing goals were correlated positively with "Enhancing" and inversely with "Dampening." Longitudinally, Maximizing and Sharing and Balancing and Controlling goals were related to a significant increase and marginal decrease in "Dampening," respectively. Challenging the dichotomy, our findings highlight the relevance of balancing to theories of PA socialization.

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).

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).

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. Re-sults 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.

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).

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).

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.

The ways in which parents socialize positive emotions have important implications for youth wellbeing, though little is known about parental goals and responses to adolescents’ happiness in culturally diverse families. Using an open-ended qualitative methodology, we explored parent and adolescent views about situations leading to happiness, responses and justifications to the expression of happiness, and what parents would like to teach their children about happiness in a sample of 209 parent (56.3% fathers; Mage = 42.79 years) and adolescent (85.2% girls, Mage = 14.95 years) dyads in Bengaluru, India. When prompted to identify adolescents’ recent experiences of happiness, both parents and adolescents primarily described academic and extracurricular achievements, followed by special events and receipt of tangible items, social interactions, and overcoming difficult situations. The two most common parent responses to adolescents’ happiness were responding with appreciation or encouragement of the achievement and providing further instruction or advice, with fewer responses focusing on enhancing/maintaining the emotional state of happiness itself. A substantial proportion of participating parents reported that their child should focus on task improvement when feeling happy, followed by affect maintenance (i.e., the child should “be happy”), or express their emotion with restraint. The findings contribute to developing a culturally-informed understanding of socialization of happiness in diverse families.