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<td><span style="font-family:Helvetica, sans-serif; font-size:20px;font-weight:bold;">NYU Information for Practice Daily Digest</span></td>
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<td><a href="https://ifp.nyu.edu/2023/news/what-happens-in-a-sobering-up-centre/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">What happens in a ‘sobering up’ centre?</a>
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<p>Sobering-up centres provide something to eat, a shower, clean clothes and a laundry service. There are beds so people can rest or sleep, usually for up to 24 hours but sometimes longer.<br>
The centre’s health workers are usually alcohol and drug workers, case workers or Aboriginal health workers. Above: The proposed site in Collingwood, Melbourne.</p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/news/what-happens-in-a-sobering-up-centre/">What happens in a ‘sobering up’ centre?</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/open-access-journal-articles/family-and-personal-history-of-cancer-in-the-all-of-us-research-program-for-precision-medicine/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Family and personal history of cancer in the All of Us research program for precision medicine</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 15:12</div>
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<p><p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/open-access-journal-articles/family-and-personal-history-of-cancer-in-the-all-of-us-research-program-for-precision-medicine/">Family and personal history of cancer in the All of Us research program for precision medicine</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11031-023-10006-5/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Autonomy support and prosocial impact facilitate meaningful work: A daily diary study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 15:07</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">This study pays attention to within-person fluctuations in meaningful work and its antecedents and consequences. Considering self- and other-oriented dimensions as crucial pathways to meaningful work, effects of daily perceived autonomy support and prosocial impact on one’s meaningful work were examined. A daily diary study was conducted in which 86 nurses from varied hospitals reported their work experiences for 10 consecutive workdays (860 occasions). Results of multilevel modeling showed that both day-level perceived autonomy support and prosocial impact were positively related to day-level meaningful work, which served as the mediator between them and work engagement. Prosocial orientation strengthened the positive relationship between day-level perceived prosocial impact and day-level meaningful work. However, autonomy orientation negatively moderated the effect of day-level perceived autonomy support on day-level meaningful work, suggesting the necessity to distinguish between assisted and asserted autonomy orientation. Our findings illustrate the transient and dynamic nature of meaningful work and provide empirical evidences linking suggested managerial practices to employees’ meaningful work.</p>
<p><a href="https://link.springer.com/article/10.1007/s11031-023-10006-5?error=cookies_not_supported&code=8049edfc-7e7b-4dd0-bfff-e633e5d8873e" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11031-023-10006-5/">Autonomy support and prosocial impact facilitate meaningful work: A daily diary study</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11031-023-10010-9/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 14:07</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The research presented in this paper examined the relationships between academic procrastination and learning-specific emotions, and how these variables predict one another over time among undergraduate (<em class="a-plus-plus">n</em> = 354) and graduate students (<em class="a-plus-plus">n</em> = 816). Beyond findings showing expected valences of relations between procrastination and positive emotions (enjoyment, hope, and pride) and negative emotions (anger, anxiety, shame, hopelessness, boredom, and guilt), autoregressive cross-lagged panel analyses showed various directional relations between procrastination and emotions over time. More precisely, specific emotions were found to influence procrastination (e.g., undergraduates: anxiety; graduate students: hope), procrastination was found to influence specific emotions (e.g., undergraduates: guilt; graduate students: boredom), and bidirectional relations between procrastination and learning-related emotions were also observed (e.g., graduate students: enjoyment, anxiety, and guilt). Implications for future research on academic procrastination and remedial procrastination interventions for students are discussed.</p>
<p><a href="https://link.springer.com/article/10.1007/s11031-023-10010-9?error=cookies_not_supported&code=64348125-0a00-442c-b4a8-fb73f1160954" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11031-023-10010-9/">Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11031-023-10027-0/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 13:07</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">In contrast to teachers’ positive emotions, such as enjoyment and enthusiasm, teachers’ negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., <em class="a-plus-plus">trait anger</em>) exhaust teachers’ cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers’ anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.</p>
<p><a href="https://link.springer.com/article/10.1007/s11031-023-10027-0?error=cookies_not_supported&code=563fe22f-c1e1-48c3-a815-8b91b5f86041" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11031-023-10027-0/">Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s13428-023-02153-x/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">The (Mis)Information Game: A social media simulator</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 13:03</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Given the potential negative impact reliance on misinformation can have, substantial effort has gone into understanding the factors that influence misinformation belief and propagation. However, despite the rise of social media often being cited as a fundamental driver of misinformation exposure and false beliefs, how people process misinformation on social media platforms has been under-investigated. This is partially due to a lack of adaptable and ecologically valid social media testing paradigms, resulting in an over-reliance on survey software and questionnaire-based measures. To provide researchers with a flexible tool to investigate the processing and sharing of misinformation on social media, this paper presents The Misinformation Game—an easily adaptable, open-source online testing platform that simulates key characteristics of social media. Researchers can customize posts (e.g., headlines, images), source information (e.g., handles, avatars, credibility), and engagement information (e.g., a post’s number of likes and dislikes). The platform allows a range of response options for participants (like, share, dislike, flag) and supports comments. The simulator can also present posts on individual pages or in a scrollable feed, and can provide customized dynamic feedback to participants via changes to their follower count and credibility score, based on how they interact with each post. Notably, no specific programming skills are required to create studies using the simulator. Here, we outline the key features of the simulator and provide a non-technical guide for use by researchers. We also present results from two validation studies. All the source code and instructions are freely available online at https://misinfogame.com.
</p>
<p><a href="https://link.springer.com/article/10.3758/s13428-023-02153-x?error=cookies_not_supported&code=66df12d1-e4a9-4ed7-bf24-ff9f079cb4bc" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s13428-023-02153-x/">The (Mis)Information Game: A social media simulator</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/open-access-journal-articles/who-should-be-first-how-and-when-ai-human-order-influences-procedural-justice-in-a-multistage-decision-making-process/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Who should be first? How and when AI-human order influences procedural justice in a multistage decision-making process</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 12:44</div>
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<p><p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/open-access-journal-articles/who-should-be-first-how-and-when-ai-human-order-influences-procedural-justice-in-a-multistage-decision-making-process/">Who should be first? How and when AI-human order influences procedural justice in a multistage decision-making process</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2023/open-access-journal-articles/a-longitudinal-investigation-of-the-effects-of-the-covid-19-pandemic-on-2slgbtq-youth-experiencing-homelessness/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">A longitudinal investigation of the effects of the COVID-19 pandemic on 2SLGBTQ+ youth experiencing homelessness</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 12:42</div>
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<p><p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/open-access-journal-articles/a-longitudinal-investigation-of-the-effects-of-the-covid-19-pandemic-on-2slgbtq-youth-experiencing-homelessness/">A longitudinal investigation of the effects of the COVID-19 pandemic on 2SLGBTQ+ youth experiencing homelessness</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2023/grey-literature/what-happens-when-federal-disability-benefits-stop-2/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">What Happens When Federal Disability Benefits Stop?</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 12:29</div>
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<p><p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/grey-literature/what-happens-when-federal-disability-benefits-stop-2/">What Happens When Federal Disability Benefits Stop?</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/s40615-023-01729-9/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Barriers and Facilitators to Acceptability and Uptake of Pre-Exposure Prophylaxis (PrEP) Among Black Women in the United States: a Systematic Review</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 12:27</div>
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<p><span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Abstract</h3>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Objectives</h3>
<p class="a-plus-plus">Pre-exposure prophylaxis (PrEP) provides a salient avenue to address the profound HIV-related health disparities that Black women in the United States face. This systematic review assessed the acceptability of PrEP within this population, and identified barriers and facilitators to its acceptability and uptake.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Methods</h3>
<p class="a-plus-plus">We searched PubMed and Web of Science using 48 search input combinations; this produced 338 unique articles, 16 of which were included in the review.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">We analyzed the results using the socio-ecological model (SEM). Findings indicate generally positive attitudes towards PrEP among Black women, although acceptance levels vary widely. Individual-level barriers included inadequate levels of PrEP awareness and knowledge, low HIV-risk perception, and concerns about adherence and side effects; interpersonal-level barriers were the influence of sexual and romantic partners and stigma from family; societal-level barriers included lack of PrEP marketing towards Black women, medical mistrust, cost, and structural violence. The main facilitators at the individual-level were PrEP education and information; at the interpersonal-level, distrust in sexual partners, healthcare provider encouragement, and social support; at the societal-level, PrEP accessibility, and affordability. No community-level barriers or facilitators were identified.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec5"></span></p>
<h3 class="a-plus-plus">Conclusions</h3>
<p class="a-plus-plus">PrEP should be marketed directly to Black women in the US and campaigns should highlight this medication’s effectiveness, accessibility, affordability, and safety. Medical mistrust must also be addressed to enable Black women to feel comfortable following their healthcare providers’ advice regarding PrEP.</p>
<p> </p>
<p><a href="https://link.springer.com/article/10.1007/s40615-023-01729-9?error=cookies_not_supported&code=a352571c-0aef-412f-81d7-646cdcb30d39" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/s40615-023-01729-9/">Barriers and Facilitators to Acceptability and Uptake of Pre-Exposure Prophylaxis (PrEP) Among Black Women in the United States: a Systematic Review</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10862-023-10070-8/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Impact of Race-based Discrimination on Social Anxiety Symptoms Among People of Color: Comparing Interracial Anxiety and General Social Anxiety</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 12:08</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Research has shown that interpersonal racial discrimination occurs frequently among racially minoritized individuals. Consequently, interracial dynamics are considered to be important considerations for effectively treating social anxiety among racially minoritized individuals. However, research to date has not directly examined the relations between racial discrimination, social anxiety, and interracial anxiety. The current study examined the association between racial discrimination, interracial anxiety and avoidance, and general symptoms of social anxiety. One hundred forty-four individuals who identified with a racially minoritized group completed an online battery of questionnaires on past year discrimination (Landrine et al., 2006), social anxiety (Liebowitz, 1987), and interracial anxiety and avoidance (Plant & Devine, 2003). Average self-reported social anxiety symptom scores for the sample were above clinical cut-off. Among Asian American, Latino/a/x participants, discrimination was associated interracial anxiety. Discrimination was not associated with social anxiety, and this finding was consistent across all racial groups. Further, interracial anxiety and social anxiety measures were only correlated within the Asian American subsample; interracial avoidance and social avoidance were correlated among non-White Latino/a/x. Our findings suggest that racial discrimination is not associated with social anxiety, and that interracial anxiety is not strongly correlated with a general measure of social anxiety symptoms. Therefore, it is important to assess interracial anxiety separately from social anxiety symptoms.</p>
<p><a href="https://link.springer.com/article/10.1007/s10862-023-10070-8?error=cookies_not_supported&code=6e318369-fa33-4ef3-8479-280d96ae84c4" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10862-023-10070-8/">Impact of Race-based Discrimination on Social Anxiety Symptoms Among People of Color: Comparing Interracial Anxiety and General Social Anxiety</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/monographs-edited-collections/recovering-identity-criminalized-womens-fight-for-dignity-and-freedom-2/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Recovering Identity: Criminalized Women’s Fight for Dignity and Freedom</a>
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<p><p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/monographs-edited-collections/recovering-identity-criminalized-womens-fight-for-dignity-and-freedom-2/">Recovering Identity: Criminalized Women’s Fight for Dignity and Freedom</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/15248399231180592/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">The More Things Change, the More They Stay the Same: HIV/AIDS Myths and Misinformation in the Rural United States</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 11:46</div>
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<p>Health Promotion Practice, Ahead of Print. <br>Approaches to HIV/AIDS prevention and treatment have made significant advances since the beginning of the epidemic. However, HIV myths and misinformation continue to persist, stymieing efforts to end the epidemic in the United States, particularly in rural areas. The present study’s purpose was to identify prevalent myths and misinformation about HIV/AIDS in the rural United States. Rural HIV/AIDS health care providers (n = 69) were asked via an audience response system (ARS) to provide responses to questions about HIV/AIDS myths and misinformation in their respective communities. Responses were analyzed qualitatively using thematic coding. Responses were grouped into four thematic categories: risk beliefs, consequences of infection, populations affected, and service delivery. Many responses were consistent with myths and misinformation from the start of the HIV epidemic. Study findings support the need for sustained fundamental HIV/AIDS education and stigma reduction efforts in rural areas.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/15248399231180592?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/15248399231180592/">The More Things Change, the More They Stay the Same: HIV/AIDS Myths and Misinformation in the Rural United States</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/podcasts/robert-shea-on-the-federal-governments-progress-in-using-evidence-to-improve-programs-and-policies/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Robert Shea on the Federal Government’s Progress in Using Evidence to Improve Programs and Policies</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 10:32</div>
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<td><a href="https://ifp.nyu.edu/2023/news/inside-a-brooklyn-housing-complex-where-a-third-of-tenants-face-eviction/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Inside a Brooklyn housing complex, where a third of tenants face eviction</a>
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<p>The owner of the sprawling Flatbush Gardens apartment complex has filed to evict more than a third of the nearly 2,500 households there since the start of 2022, fueling a rise in removals in the neighborhood that outpaces any other section of Brooklyn.</p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/news/inside-a-brooklyn-housing-complex-where-a-third-of-tenants-face-eviction/">Inside a Brooklyn housing complex, where a third of tenants face eviction</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/news/we-must-stop-the-school-to-prison-pipeline/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">We must stop the school-to-prison pipeline</a>
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<p>While overall youth arrest and incarceration rates have declined over the past decade, young people of color are still surveilled, policed and separated from their families and communities more frequently than their white counterparts. Instead of investing in community resources, this pattern is often accompanied by a shoring up of government systems, programs and placements that further institutionalize, traumatize and isolate young people.</p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/news/we-must-stop-the-school-to-prison-pipeline/">We must stop the school-to-prison pipeline</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11199-023-01391-9/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Counter-Stereotypical Career-Related Media Content and Adolescents’ Professional Sexism: A Longitudinal Study of Woman Boss Television Series and Social Media Posts</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 10:07</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Woman boss series and woman boss posts on social media that portray women in stereotypically male professions have attracted scholarly attention. The positive effects of this content on adolescents over time are unclear. This study helped fill this gap by examining the within-person reciprocal relations between exposure to woman boss series and posts and adolescents’ beliefs about the male vs. female division of professional tasks according to traditional gender stereotypes (which was labeled as professional sexism). We examined the mediating role of the perceived utility of such content and the moderating roles of hypergender identity and knowing women in counter-stereotypical professions offline. A total of 1,286 late adolescents (<em class="a-plus-plus">M</em><sub class="a-plus-plus">age</sub> = 18.33, <em class="a-plus-plus">SD</em> = 0.64) participated in a three-wave longitudinal study with a four-month time interval. The findings indicated positive but inconsistent within-person associations between professional sexism and the perceived utility of woman boss series. The results supported the moderating role of knowing women in atypical professions; that is, the perceived utility of woman boss posts on social media in Wave 2 related to professional sexism in Wave 3. The direction of the association changed when considering the extent to which adolescents knew women in atypical professions. Implications for how parents, teachers, and academic school counselors may talk with adolescents about women who are portrayed in atypical occupations in TV series and on social media are discussed.</p>
<p><a href="https://link.springer.com/article/10.1007/s11199-023-01391-9?error=cookies_not_supported&code=ce18109c-91af-49a9-b767-f64a850b75a8" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s11199-023-01391-9/">Counter-Stereotypical Career-Related Media Content and Adolescents’ Professional Sexism: A Longitudinal Study of Woman Boss Television Series and Social Media Posts</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10464964231183456/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Faultlines, Familiarity, Communication: Predictors and Moderators of Team Success in Escape Rooms</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 09:56</div>
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<p>Small Group Research, Ahead of Print. <br>We contribute to faultline research by identifying familiarity and cross-subgroup communication as potential moderators in the relationship between diversity faultline and team performance. We employ a novel experimental design utilizing escape rooms as a noninterventional social laboratory, enabling us to capture real-time interactions among 40 teams engaged in problem-solving activities. We find that team familiarity has a negative influence and a suppression effect on success. Faultline affects team success negatively when faultline-induced subgroups do not communicate enough with each other. Our work contributes to a better understanding of complex processes and interdependencies that lead to team success or failure.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10464964231183456?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/10464964231183456/">Faultlines, Familiarity, Communication: Predictors and Moderators of Team Success in Escape Rooms</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/guidelines-plus/mental-health-language-guide/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Mental Health Language Guide</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 09:23</div>
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<td><a href="https://ifp.nyu.edu/2023/open-access-journal-articles/caring-for-whole-families-relationships-between-providers-and-families-during-infancy-and-toddlerhood/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Caring for Whole Families: Relationships Between Providers and Families During Infancy and Toddlerhood</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 09:22</div>
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<td><a href="https://ifp.nyu.edu/2023/grey-literature/same-sex-married-couples-less-likely-to-be-same-age-race-ethnicity/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Same-Sex Married Couples Less Likely to Be Same Age, Race, Ethnicity</a>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10862-023-10072-6/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Associations Among Experiential Avoidance, Positive Affect, and Reward Responsivity</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 09:08</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Experiential Avoidance has been conceptualized as an unwillingness to sustain engagement with unwanted negatively valenced internal states and has been strongly associated with a range of psychological symptoms. However, it remains unclear whether and how experiential avoidance may be associated with the experience of positive affect/anhedonia. Anhedonia has been associated with impairments in reward system functioning (e.g., anticipatory and consummatory reward responsivity). Initial research suggests that experiential avoidance may diminish hedonic responses to experienced rewards, perhaps leading to global decrements in positive affect. This study investigated associations between experiential avoidance, positive affect, anhedonia, and reward responsiveness using a baseline questionnaire packet and a one-week experience sampling paradigm. 157 undergraduate students completed baseline questionnaires assessing trait experiential avoidance, depression, anxiety, positive affect (PA), negative affect (NA), and anhedonic symptoms. Participants then completed experience sampling questionnaires assessing anticipatory (RRA) and consummatory (RRC) reward responsivity, NA, PA, and state experiential avoidance. Trait experiential avoidance predicted increased levels of NA, decreased levels of PA, and decreased RRA and RRC across the week. Increases in state experiential avoidance were associated with increases in NA as well as decreases in PA and RRC throughout the week. Findings demonstrate significant associations between experiential avoidance and both NA and PA, supporting experiential avoidance as a potential construct of clinical significance for disorders marked by low PA. Results also generally support a relationship between experiential avoidance and reward responsivity, specifically with RRC. Future research is needed to examine the mechanisms through which these associations occur.</p>
<p><a href="https://link.springer.com/article/10.1007/s10862-023-10072-6?error=cookies_not_supported&code=d1024f9a-1973-4957-90da-de6d36b3ea60" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10862-023-10072-6/">Associations Among Experiential Avoidance, Positive Affect, and Reward Responsivity</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/s0272735823000612/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Delusions and the dilemmas of life: A systematic review and meta-analyses of the global literature on the prevalence of delusional themes in clinical groups</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 09:02</div>
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<p>Publication date: August 2023</p>
<p><b>Source:</b> Clinical Psychology Review, Volume 104</p>
<p>Author(s): Sophie Collin, Georgina Rowse, Anton P. Martinez, Richard P. Bentall</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S0272735823000612?dgcid=rss_sd_all" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/s0272735823000612/">Delusions and the dilemmas of life: A systematic review and meta-analyses of the global literature on the prevalence of delusional themes in clinical groups</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1936657423000882/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Home-based Oral Health Program for Adults with Intellectual Disabilities: An Intervention Study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 08:52</div>
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<p>Publication date: Available online 6 August 2023</p>
<p><b>Source:</b> Disability and Health Journal</p>
<p>Author(s): Blanca Lorena Rojo, Sarah Brown, Hannah Barnes, Jacqui Allen, Anna Miles</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S1936657423000882?dgcid=rss_sd_all" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1936657423000882/">Home-based Oral Health Program for Adults with Intellectual Disabilities: An Intervention Study</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1936657423000869/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">The Impact of Implicit and Explicit Bias About Disabilities on Parent Experiences and Information Provided During Prenatal Screening and Testing</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 08:52</div>
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<p>Publication date: Available online 4 August 2023</p>
<p><b>Source:</b> Disability and Health Journal</p>
<p>Author(s): Stephanie Meredith, Sierra Weiss, Harold L. Kleinert, Cameron A. Tyrrell</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S1936657423000869?dgcid=rss_sd_all" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1936657423000869/">The Impact of Implicit and Explicit Bias About Disabilities on Parent Experiences and Information Provided During Prenatal Screening and Testing</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/15345084231190285/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 08:52</div>
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<p>Assessment for Effective Intervention, Ahead of Print. <br>Teachers critically need classroom management skills. To develop these skills, teachers need high-quality professional development (PD). To support teachers, schools need practical tools for assessing the effects of PD on teachers’ use of classroom management practices. The adapted alternating treatments design (AATD) may be a tool for this purpose. We conducted an initial pilot investigation testing the potential of AATDs to evaluate the effects of PD on teachers’ use of classroom management practices for eight P–12 teachers. We successfully used AATDs to evaluate PD effects in all cases across two phases of PD (online module instruction, online module + peer coaching). Results suggest the potential promise of using AATDs to evaluate the effects of PD on teachers’ use of classroom management practices. Results also showed didactic training alone was often insufficient to increase use of practices, whereas peer coaching was effective in increasing use of at least one practice for all teachers.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/15345084231190285?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/15345084231190285/">The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/video/nih-ad-adrd-platforms-workshop-fairness-within-and-across-data-infrastructures-session-1/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">NIH AD/ADRD Platforms Workshop: FAIRness Within and Across Data Infrastructures | Session 1</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 08:51</div>
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<p></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/video/nih-ad-adrd-platforms-workshop-fairness-within-and-across-data-infrastructures-session-1/">NIH AD/ADRD Platforms Workshop: FAIRness Within and Across Data Infrastructures | Session 1</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/news/long-covid-has-derailed-my-life-make-no-mistake-it-could-yours-too/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Long covid has derailed my life. Make no mistake: It could yours, too.</a>
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<p>In 2019, I was in high gear. I had two young children, a busy social life, a book tour and a novel in progress. I spent my days racing between airports, juggling to-do lists and child care. Yes, I felt tired, but I come from a family of high-energy women. I was proud to be keeping the sacred flame of Productivity burning.</p>
<p><strong>Then I got covid.</strong></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/news/long-covid-has-derailed-my-life-make-no-mistake-it-could-yours-too/">Long covid has derailed my life. Make no mistake: It could yours, too.</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12310-023-09593-y/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Building School-Based Capacity to Support Parenting: Challenges and Lessons Learned</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 07:08</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Both schools and caregivers play an important role in supporting children’s mental health, but there are few mechanisms for caregivers and school-based mental health providers to work collaboratively to address children’s needs. Closures of schools during the first wave of the COVID-19 pandemic left gaps in mental health support services to children and increased the burden on caregivers to ensure their children’s well-being. In this study, investigators explored the feasibility and acceptability of a motivational interviewing-based program in which school-based mental health providers were trained to connect directly to caregivers to assist them in supporting key aspects of their children’s well-being, including sleep, coping, and academic behavior. Results indicated a high degree of satisfaction with the program and a perception that it was helpful to caregivers and children. However, major challenges in recruitment of providers, as well as qualitative interviews with those providers who participated, indicated that the feasibility of implementing such a program is limited without significant additional implementation infrastructure. Findings suggest that structured support of caregivers, accessed through their children’s schools, has high potential for improving child outcomes and family well-being. Future research should explore what implementation infrastructure is needed for schools to effectively offer these types of supports.</p>
<p><a href="https://link.springer.com/article/10.1007/s12310-023-09593-y?error=cookies_not_supported&code=089c7a2f-61fe-4c27-8efc-868e18f822fe" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12310-023-09593-y/">Building School-Based Capacity to Support Parenting: Challenges and Lessons Learned</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1040260823000357/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Exploring the place attachments of older migrants in Aotearoa: A life course history approach</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Aug 14th 2023, 07:07</div>
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<p>Publication date: September 2023</p>
<p><b>Source:</b> Advances in Life Course Research, Volume 57</p>
<p>Author(s): Vanessa Sieng, Ágnes Szabó</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S1040260823000357?dgcid=rss_sd_all" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s1040260823000357/">Exploring the place attachments of older migrants in Aotearoa: A life course history approach</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<p><strong>Forwarded by:<br />
Michael Reeder LCPC<br />
Baltimore, MD</strong></p>
<p> </p>
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