Daily picks · 10月11日

首次在听障、视障与普通大学生中检验该链式中介，提示干预需考虑残健差异。

Objective: To investigate the mediating roles of perceived social support and loneliness in the relationship between interpersonal sensitivity and suicidal ideation, and to examine whether these mediating effects differ across college students with and without disabilities (hearing-impaired, visually impaired, and typically developing students). Methods: A total of 360 hearing-impaired college students, 263 visually impaired college students, and 400 typically developing college students were surveyed using the Interpersonal Sensitivity Scale, the Perceived Social Support Scale, the Loneliness Scale, and the Suicidal Ideation Scale. Results: (1) Interpersonal sensitivity positively predicted suicidal ideation among hearing-impaired, visually impaired, and typically developing college students; (2) Perceived social support and loneliness served as sequential mediators in the relationship between interpersonal sensitivity and suicidal ideation...

Chinese Journal of Clinical Psychology ｜ 人际敏感性, 自杀意念, 领悟社会支持与孤独感, 链式中介作用, 残健大学生差异

用潜在剖面识别情绪行为亚组，说明睡眠对游戏成瘾的影响因亚组而异。

Objective: To identify latent profiles of emotional and behavioral problems among adolescents and to further examine whether latent profile membership moderates the relationship between sleep quality and gaming addiction. Methods: The Strengths and Difficulties Questionnaire was employed to assess emotional and behavioral problems in 5,785 adolescents, while the Pittsburgh Sleep Quality Index and the Internet Gaming Disorder Scale-Short Form were used to evaluate sleep quality and gaming addiction levels, respectively. Latent profile analysis was conducted to determine subgroups of emotional and behavioral problems, and hierarchical regression analysis was performed to examine the relationship between sleep quality and gaming addiction across different profiles. Results: Emotional and behavioral problems among adolescents could be classified into a high-risk group (n=1,941, 33.55%),...

Chinese Journal of Clinical Psychology ｜ 青少年情绪行为问题, 潜在剖面分析, 睡眠质量, 游戏成瘾, 调节作用

荟萃分析支持社会与物质使用结果双向级联，为整合干预提供量化证据。

This study tested a cascading model of bidirectional relationships between social environment and substance misuse by analyzing 79 randomized intervention trials involving 13,946 patients. Substance misuse interventions yielded modest improvements in social outcomes (d = 0.15). Social and substance use outcomes were correlated across multiple levels, with intervention-related social improvements preceding substance use improvements and vice versa. Social intervention components demonstrated significant cross-domain effects (d = 0.12), with stronger effects observed for interventions involving close relationships such as family members (d = 0.23). These findings provide support for an integrative understanding of social processes in addiction.

Psychological Bulletin ｜ 社会环境与物质滥用, 双向关系级联模型, 随机干预试验, 跨领域效应, 成瘾社会过程

区分一般与严重攻击并给出分阶段伦理策略，填补团体治疗危机管理的实操空白。

In group therapy, general aggressive behavior can possess therapeutic significance; however, severe aggression may threaten members' safety, disrupt the therapeutic process, and place the group in a state of crisis. This paper categorizes aggression within groups into two types—general aggression and severe aggression—and proposes corresponding intervention strategies for each. For general aggression, the intervention principles emphasize encouraging expression and fostering understanding and acceptance, whereas for severe aggression, a three-stage intervention model may be adopted, comprising pre-incident prevention (e.g., intake screening, group contracts), immediate intervention (e.g., interrupting aggressive behavior, stabilizing group emotions), and post-incident processing (e.g., restoring a sense of safety, rebuilding group norms). Furthermore, this paper also explores interventions for severe aggression...

Chinese Journal of Clinical Psychology ｜ 团体治疗, 攻击行为, 一般攻击与严重攻击, 三阶段干预模式, 团体危机处理

对话UFLI创始主任，揭示阅读科学如何重塑教师准备与早期读写干预。

Dr. Holly Lane is a Professor of Special Education at the University of Florida and the founding Director of the University of Florida Literacy Institute (UFLI). Her work in reading intervention, teacher preparation, and leadership at UFLI has played a significant role in equipping both preservice and practicing teachers with the knowledge and skills needed to provide effective, evidence-based reading instruction. Our conversation with Dr. Lane explored her early career experiences, her perspectives on teacher preparation, the science of reading, and the development and impact of UFLI.

Intervention in School and Clinic ｜ 教师准备, Holly Lane, 佛罗里达大学, Ufli, 雷丁

提供跨学前到高中的同侪调解实践指南，推动包容性课堂中自闭症社交支持。

Autistic students are increasingly included in general education settings with neurotypical peers. Peer-mediated interventions (PMIs) are an evidence-based practice particularly suited to inclusive settings and have been shown to support a variety of skills and behaviors, including social interaction. Despite its effectiveness, this strategy is not widely utilized in inclusive classrooms. This article describes how different types of PMI have been successfully implemented with autistic students to support social interaction across developmental stages, from preschool through high school, and provides recommendations for practitioners using PMI in the school setting, including suggestions for training and supporting peers involved in PMI and considerations for respecting the neurodiversity of autistic students involved in school-based intervention.

Intervention in School and Clinic ｜ 自闭症学生, 社交互动, 包容性教室, 同侪干预, 跨发展

系统综述揭示EBD学生中学后教育障碍与促进因素，指向支持体系缺口。

Despite decades of federal mandates, students with emotional and behavioral disorders (EBD) continue to experience stark disparities in postschool outcomes: struggling to gain employment, to access postsecondary education, and with community integration. The purpose of this systematic review was to examine the existing research regarding the barriers and facilitators influencing postsecondary outcomes for individuals with an EBD special education label. Using a Mixed Methods Research Synthesis (MMRS) approach, 13 empirical studies (published 1998–2025) from three major database searches were analyzed and thematically coded. Findings included three overarching categories of challenges: personal barriers (e.g., academic/life skill deficits, negative self-perception, mental health needs), family-related barriers (e.g., low expectations, resource scarcity), and school-related barriers (e.g., restrictive educational settings, low educator expectations, lack of postsecondary support utilization). Key facilitators included participation in employment during high school years, strong family support, and positive school staff relationships. These consistent findings highlight the compounding effects of personal skill deficits and systemic barriers like exclusion and low expectations. The review underscores the critical need for comprehensive, interventional research focused on self-determination, life skills training, and systemic reforms to ensure successful transition for this vulnerable population.

Journal of Emotional and Behavioral Disorders ｜ 障碍, 中学后, 学生情绪, 情绪行为, 行为障碍

将认知行为方法用于司法青年就业社交技能，直接关联再犯率降低。

Employment retention decreases recidivism and improves long-term outcomes for justice-involved youth. Teaching appropriate employment-related social skills can help justice-involved youth obtain and maintain employment. This article presents two lessons on taking responsibility from an employment curriculum that teaches foundational workplace skills designed for justice-involved youth and transition-age youth with disabilities. These lessons demonstrate how to use cognitive behavioral tenets to support youth self-regulation through teaching employment-related social skills. The two-lesson example can be implemented across educational contexts. Meaningful effects have been found for youth who have received the curriculum, and the curriculum has been rated well on social validity metrics by teachers and youth. Mastery of these skills may improve maintained employment for justice-involved youth and also youth with disabilities.

Intervention in School and Clinic ｜ Cognitive Behavioral Therapy ｜ 青年, 参与司法, 就业, 技能, 认知行为

给出逐步减少屏幕并强化非数字游戏的策略，回应自闭症儿童屏幕使用争议。

Frequent electronic device use can interfere with play, social interaction, communication, and self-regulation in children with autism spectrum disorder (ASD). Structured, evidence-based strategies that gradually reduce device access while reinforcing engagement in non-digital play can support skill development and minimize behavioral dysregulation. This article presents a practical approach for parents, educators, and clinicians, emphasizing scheduled and faded device access combined with reinforcement for alternative play activities. A composite vignette illustrates implementation of these strategies in a school-age child, highlighting how systematic screen-use reduction can be paired with drawing, construction, and imaginative play. Guidance includes visual schedules, reinforcement strategies, and environmental supports to facilitate predictable transitions from electronic devices to non-digital play. By translating research into actionable steps, this article demonstrates that structured, individualized interventions can reduce electronic device dependence while promoting social, communicative, and regulatory skills in children with ASD.

Intervention in School and Clinic ｜ 游戏, 策略, 儿童自闭症, 设备, 电子

借布迪厄资本理论剖析治疗言论与心理健康危机的社会关联，超越个体归因。

Critics both inside and beyond the academy have denounced the growing spread of “therapy speak” and self-diagnosis, especially over online platforms. This discourse has been connected in unclear ways to a widely perceived mental health crisis in different ways. For some, this talk is an accurate index of worsening mental health, while others contend this vocabulary is an engine driving it. This article turns to the sociologist Pierre Bourdieu’s ideas about the multiple forms of capital to make social, cultural, and historical sense of this phenomenon. Building on Bourdieu’s reflexive approach to sociology, a redefined understanding of “psychological capital” is proposed. This is contrasted with the existing definition as well as social science theories of human, social, cultural, and symbolic capital. Psychological capital is more than a set of traits or social-cognitive skills an individual possesses. It is a form of acquired knowledge about self and others as well as a way of relating to them. Psychological capital can be readily exchanged for other goods in contemporary culture, bestowing considerable value. The article outlines some of the reasons individuals invest in their psychological capital at this historical juncture, as well as describing some of the personal and social costs of accumulating this form of wealth as self-worth.

Theory & Psychology ｜ 心理资本, 心理健康, 健康危机, 社会, 嗯