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Full-Text Articles in Psychology
The Chivalrous Bystander: The Role Of Gender-Based Beliefs And Empathy On Bystander Behavior And Perceived Barriers To Intervention, Kristen Yule, Jill C. Hoxmeier, Kevin Petranu, John Grych
The Chivalrous Bystander: The Role Of Gender-Based Beliefs And Empathy On Bystander Behavior And Perceived Barriers To Intervention, Kristen Yule, Jill C. Hoxmeier, Kevin Petranu, John Grych
Psychology Faculty Research and Publications
Despite substantial evidence demonstrating a relation between gender-based beliefs and violence against women, there has been little research examining whether sexist attitudes are related to prosocial bystander behavior. Understanding psychosocial influences on bystanders’ behavior could inform bystander training programs on college campuses, and so the current study examined the unique and joint effects of three gender-based attitudes (rape myth acceptance, hostile sexism, and benevolent sexism) and empathy in predicting bystander behavior and perceived barriers to intervention in situations that undergraduates (N = 500; 70% female; Mage = 18.86 years) had experienced in the prior year. Benevolent sexism was …
Brief Report: Does Gender Matter In Intervention For Asd? Examining The Impact Of The Peers® Social Skills Intervention On Social Behavior Among Females With Asd, Alana J. Mcvey, Hillary Schiltz, Angela Haendel, Bridget Kathleen Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Audrey M. Carson, Christina Caiozzo, Elisabeth M. Vogt, Amy V. Van Hecke
Brief Report: Does Gender Matter In Intervention For Asd? Examining The Impact Of The Peers® Social Skills Intervention On Social Behavior Among Females With Asd, Alana J. Mcvey, Hillary Schiltz, Angela Haendel, Bridget Kathleen Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Audrey M. Carson, Christina Caiozzo, Elisabeth M. Vogt, Amy V. Van Hecke
Psychology Faculty Research and Publications
A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N = 177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p = .494), direct interactions (QSQ, p = .762), …
College Students’ Perceptions Of Barriers To Bystander Intervention, Kristen Yule, John H. Grych
College Students’ Perceptions Of Barriers To Bystander Intervention, Kristen Yule, John H. Grych
Psychology Faculty Research and Publications
Sexual violence is a major problem on college campuses and is associated with a range of negative health consequences for victims. Teaching students to intervene as prosocial bystanders has become a common element of sexual assault prevention efforts; although these programs have demonstrated positive effects on participants’ beliefs and knowledge, their impact on actual behavior is weaker. Understanding the factors that inhibit intervening in risky situations may enhance the effectiveness of bystander programs by identifying material that addresses these barriers. A sample of 281 first-year college students indicated whether they had encountered 10 situations that may present elevated risk of …
A Replication And Extension Of The Peers® For Young Adults Social Skills Intervention: Examining Effects On Social Skills And Social Anxiety In Young Adults With Autism Spectrum Disorder, Alana J. Mcvey, Bridget Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Christina L. Casnar, Christina Caiozzo, Elisabeth M. Vogt, Nakia Gordon, Amy V. Van Hecke
A Replication And Extension Of The Peers® For Young Adults Social Skills Intervention: Examining Effects On Social Skills And Social Anxiety In Young Adults With Autism Spectrum Disorder, Alana J. Mcvey, Bridget Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Christina L. Casnar, Christina Caiozzo, Elisabeth M. Vogt, Nakia Gordon, Amy V. Van Hecke
Psychology Faculty Research and Publications
Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N = 56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p = .006 and CPB, p = .005; SRS, p = .004), PEERS® knowledge (TYASSK, p = .001), empathy (EQ, p = .044), direct interactions (QSQ-YA, p = …
Brief Report: Assessment Of Intervention Effects On In Vivo Peer Interactions In Adolescents With Autism Spectrum Disorder (Asd), Bridget Dolan, Amy V. Van Hecke, Audrey M. Carson, Jeffrey S. Karst, Sheryl Jayne Stevens, Kirsten A. Schohl, Stephanie Potts, Jenna Kahne, Nina Linneman, Rheanna Remmel, E. Hummel
Brief Report: Assessment Of Intervention Effects On In Vivo Peer Interactions In Adolescents With Autism Spectrum Disorder (Asd), Bridget Dolan, Amy V. Van Hecke, Audrey M. Carson, Jeffrey S. Karst, Sheryl Jayne Stevens, Kirsten A. Schohl, Stephanie Potts, Jenna Kahne, Nina Linneman, Rheanna Remmel, E. Hummel
Psychology Faculty Research and Publications
This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well …
Strengths, Narrative, And Resilience: Restorying Resilience Research, Sherry L. Hamby, Victoria Banyard, John H. Grych
Strengths, Narrative, And Resilience: Restorying Resilience Research, Sherry L. Hamby, Victoria Banyard, John H. Grych
Psychology Faculty Research and Publications
Objective: To envision a path toward a more strengths-based approach to violence research, prevention, and intervention—a path that focuses on thriving and resilience. Key Points: Both the content and the process of research need to change if we are to transform our efforts to understand and overcome adversity. Greater focus on strengths and the achievement of well-being despite adversity is 1 important avenue; focusing on the narrative and the power of story is another important path. However, merely shifting the focus of traditional research and scholarly efforts is not enough. At another level of analysis, the field needs communication across …
Seven Reasons To Invest In Well-Being, Kathryn H. Howell, John K. Coffey, Gregory M. Fosco, Kristen Kracke, Katherine S. Nelson, Emily F. Rothman, John Grych
Seven Reasons To Invest In Well-Being, Kathryn H. Howell, John K. Coffey, Gregory M. Fosco, Kristen Kracke, Katherine S. Nelson, Emily F. Rothman, John Grych
Psychology Faculty Research and Publications
Objective: This commentary reviews current conceptualizations of well-being, examines explanations for the lack of attention to well-being research, and provides justification for investing research time and funding into well-being studies. Opportunities for integrating factors related to well-being into prevention and intervention programs are also outlined. Key Points: Well-being may motivate people toward success, improve health and longevity, strengthen relationships, and boost the economy. Well-being can be enhanced in easy and inexpensive ways by incorporating facets of well-being into already-existing individual and systems-level intervention or prevention programs. Implications: Future research into this important construct should focus on objective means to assess …
Parent And Family Outcomes Of Peers: A Social Skills Intervention For Adolescents With Autism Spectrum Disorder, Jeffrey S. Karst, Amy V. Van Hecke, Audrey M. Carson, Sheryl Jayne Stevens, Kirsten A. Schohl, Bridget Dolan
Parent And Family Outcomes Of Peers: A Social Skills Intervention For Adolescents With Autism Spectrum Disorder, Jeffrey S. Karst, Amy V. Van Hecke, Audrey M. Carson, Sheryl Jayne Stevens, Kirsten A. Schohl, Bridget Dolan
Psychology Faculty Research and Publications
Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents …
Measuring The Plasticity Of Social Approach: A Randomized Controlled Trial Of The Effects Of The Peers Intervention On Eeg Asymmetry In Adolescents With Autism Spectrum Disorders, Amy V. Van Hecke, Sheryl Jayne Stevens, Audrey M. Carson, Jeffrey S. Karst, Bridget Dolan, Kirsten A. Schohl, Ryan J. Mckindles, Rheanna Remmel, Scott Brockman
Measuring The Plasticity Of Social Approach: A Randomized Controlled Trial Of The Effects Of The Peers Intervention On Eeg Asymmetry In Adolescents With Autism Spectrum Disorders, Amy V. Van Hecke, Sheryl Jayne Stevens, Audrey M. Carson, Jeffrey S. Karst, Bridget Dolan, Kirsten A. Schohl, Ryan J. Mckindles, Rheanna Remmel, Scott Brockman
Psychology Faculty Research and Publications
This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with …
Positive And Negative Sources Of Emotional Arousal Enhance Long-Term Word-List Retention When Induced As Long As 30 Min After Learning, Kristy A. Nielson, Mark R. Powless
Positive And Negative Sources Of Emotional Arousal Enhance Long-Term Word-List Retention When Induced As Long As 30 Min After Learning, Kristy A. Nielson, Mark R. Powless
Psychology Faculty Research and Publications
The consolidation of newly formed memories occurs slowly, allowing memories to be altered by experience for some time after their formation. Various treatments, including arousal, can modulate memory consolidation when given soon after learning, but the degree of time-dependency of these treatments in humans has not been studied. Thus, 212 participants learned a word list, which was followed by either a positively or negatively valenced arousing video clip (i.e., comedy or surgery, respectively) after delays of 0, 10, 30 or 45 min. Arousal of either valence induced up to 30 min after learning, but not after 45 min, significantly enhanced …