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<td><span style="font-family:Helvetica, sans-serif; font-size:20px;font-weight:bold;">NYU Information for Practice Daily Digest (Unofficial)</span></td>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241309672/" 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;">Private Tutoring, Sleep Time, and Depressive Symptoms Among Adolescent Students in China</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:06</div>
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<p><p>Youth &Society, Ahead of Print. <br>The recent increase in mental health problems and private tutoring (also called shadow education) among adolescents has been widely documented. This study relates involvement in private tutoring to depressive symptoms using data from a nationally representative sample of middle school students (grades 7–9, Mage = 13.90, N = 25,862) in China. Results show that greater involvement in tutoring is associated with increased depressive symptoms, and a decrease in nighttime sleep duration plays a mediating role. Grade-specific subsample analyses further show that the mediating role of sleep reduction becomes more pronounced for students in higher grades. These findings highlight the essential role of private tutoring for adolescent sleep and mental health and its variation across the schooling process.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/0044118X241309672?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241309672/">Private Tutoring, Sleep Time, and Depressive Symptoms Among Adolescent Students in China</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241309356/" 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;">Picking Your Friends is a Risky Business: Psychological Impacts of Social Exclusion and Teammates Selection in a Cyberball Game with Middle School Students</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:06</div>
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<p><p>Youth &Society, Ahead of Print. <br>This study employed the Cyberball paradigm, to investigate the impact of ostracism on need satisfaction in 84 Italian students aged 11 to 14. Believing they were playing with anonymized classmates, participants experienced inclusion or exclusion with partners either chosen by them or assigned randomly. Results revealed that need satisfaction was strongly influenced by inclusion/exclusion, with a noteworthy moderating effect of the team-building processes: in inclusive rounds, choosing teammates increased both the sense of belonging to the group and self-esteem, while in ostracizing rounds, choosing teammates did not exacerbate belongingness-related need threat but led to lower self-esteem reports. This shows that having agency in building one’s own group is a risky proposition: good outcomes become more rewarding, yet exclusion imposes a greater loss of self-esteem.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/0044118X241309356?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241309356/">Picking Your Friends is a Risky Business: Psychological Impacts of Social Exclusion and Teammates Selection in a Cyberball Game with Middle School Students</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241307963/" 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;">Insecure Attachment, Poor Self-Regulation, and Weak Empathy as Developmental Antecedents to Delinquency when Mediated by Antisocial Cognition</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:06</div>
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<p><p>Youth &Society, Ahead of Print. <br>A base model was tested composed of insecure attachment at age 3 years, poor emotional and behavioral self-regulation at age 5 years, and weak empathy at age 9 years predicted delinquency at age 15 years with and without the intervening influence of two dimensions of antisocial cognition: moral neutralization and cognitive impulsivity, both of which were assessed at age 15 years. Participants were 1,699 youth (867 boys, 832 girls) from the Future of Families Child Wellbeing Study (FFCWS). While the base model did not predict delinquency, there was a significant indirect effect when additional mediators, moral neutralization and cognitive impulsivity, intervened between weak empathy and self-reported delinquency. This suggests that the attachment → self-regulation → empathy sequence may be a developmental pathway that moral neutralization and cognitive impulsivity share in common, expanding upon previous research which has shown that these two dimensions of antisocial cognition have divergent developmental origins.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/0044118X241307963?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241307963/">Insecure Attachment, Poor Self-Regulation, and Weak Empathy as Developmental Antecedents to Delinquency when Mediated by Antisocial Cognition</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241306114/" 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;">Peer Pressure and Cyberaggression in Adolescents: The Mediating Effect of Moral Disengagement Strategies</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:06</div>
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<p><p>Youth &Society, Ahead of Print. <br>Studies on cyberbullying recognize that peer group pressure can activate certain moral disengagement mechanisms that promote the perpetration of aggressive behaviors online. The objectives of this research were to analyze the association of peer group pressure with cyberaggression and to test the mediation effect of different moral disengagement strategies. The total sample was 1,487 schoolchildren (48.1% girls; M = 13.46, SD = 1.07) aged 11 to 17, who were surveyed using self-reports. Descriptive and mediation analyses were performed using the PROCESS macro. The results indicated that there was a direct, significant relationship between peer pressure and cyberaggression. The moral disengagement strategies that showed an indirect effect on the relationship between peer pressure and cyberaggression were minimizing of responsibility, distortion of consequences, and dehumanization. Here, we discuss how the cognitive processes originated by peer pressure may be related to the perpetration of immoral behaviors online.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/0044118X241306114?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/0044118x241306114/">Peer Pressure and Cyberaggression in Adolescents: The Mediating Effect of Moral Disengagement Strategies</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241301044/" 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;">Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:06</div>
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<p><p>Journal of Learning Disabilities, Ahead of Print. <br>Youth with attention-deficit/hyperactivity disorder (ADHD) often exhibit impairments in mathematics, but long-term math development into adulthood, particularly in females, is underexplored. We characterized trajectories of math achievement in girls with ADHD and an age- and ethnicity-matched comparison sample from childhood through early adulthood across four waves and examined childhood cognitive predictors (global executive functioning, working memory, processing speed) of trajectories. The ethnically and socioeconomically diverse sample comprised 140 girls with carefully diagnosed ADHD and 88 neurotypicals, ages 6 to 12 years at baseline. Using latent growth curve models, we examined predictors of 16-year math achievement trajectories. In both the ADHD and neurotypical groups, scores declined over time; rates of change did not differ significantly. Yet in the ADHD sample, math difficulties (defined as scores at least 1 SD below the national average) increased notably over time, with many such difficulties emerging after childhood. By adulthood, nearly half of women with ADHD exhibited clear math difficulties. Worse baseline global executive functioning predicted slower math growth over time. Girls with ADHD may benefit from math supports before concerns emerge or worsen after childhood. Additional research on preventive interventions for math difficulties, including investigation of executive functioning, is warranted.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00222194241301044?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241301044/">Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241305352/" 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 Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of Learning Disabilities, Ahead of Print. <br>In 2025, the Individuals with Disabilities Education (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two primary mandates of the law: the obligation of schools to provide a free appropriate public education (FAPE) to eligible students with disabilities and the obligation to place these students in the least restrictive environment (LRE) appropriate to each student’s individual needs. The conflict over LRE can be traced throughout the history of IDEA, in debates referenced as “mainstreaming,” “regular education initiative,” “inclusion,” and “full inclusion.” In this case, we draw on (a) Congressional intent as shown in the writings of a co-sponsor of the law, (b) the language of the law and regulations, (c) special education rulings of the U.S. Supreme Court and other U.S. Courts of Appeals addressing FAPE and LRE, and (d) policy guidance from the U.S. Department of Education. We argue that there is no basis for believing that FAPE and LRE are in conflict. Rather, the FAPE requirement of the IDEA is the primary obligation of school districts, and it sets the parameters for determining the LRE. To believe otherwise represents a fundamental misunderstanding of the law. We describe how for students eligible under the category of learning disabilities, this perceived conflict has been especially challenging. Historically, the IDEA has made a distinction between high-incidence disabilities, those that occur more frequently, and low-incidence disabilities, those that occur less frequently. At some point, these distinctions morphed into a belief that high-incidence disabilities required less-intensive interventions and were more suited to regular class placement than those students with low-incidence disabilities. This distinction is incorrect. For each student identified as eligible for special education services, the determination of LRE should be an individualized decision based on student needs and where those needs can be best met. This discussion is a critical one for students with learning disabilities and all students with disabilities who may require intensive individualized supports, regardless of prior conceptions of low- and high-disability categories.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00222194241305352?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241305352/">The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241301051/" 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;">Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of Learning Disabilities, Ahead of Print. <br>This study focuses on the pervasive issues of cyberbullying and problematic internet use (PIU) among youth, particularly in children with disabilities. To elucidate the role of parents in mitigating these challenges, the study examines the prevalence of three parenting styles (permissive/authoritarian/authoritative), and their correlation with cyberbullying and PIU among children with or without specific learning disorder (SLD) or attention-deficit/hyperactivity disorders (ADHD). The study comprised of 300 participants: 150 children—9 to 12 years old, matched with their 150 parents, divided into two groups—SLD/ADHD and those with typical-development. Comparative analysis revealed that the SLD/ADHD group scored higher in the authoritarian style compared with the typical-development group. Furthermore, authoritative parenting style correlated with lower incidences of cyberbullying and PIU, and foster a more positive parent–child relationship, which in turn contributed to reduced cyberbullying and PIU. These findings underscore the importance of adopting an authoritative parenting style among parents, particularly among parents of children with SLD/ADHD.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00222194241301051?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241301051/">Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241300324/" 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;">Supporting Teachers’ Data-Based Individualization of Early Writing Instruction: An Efficacy Trial</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of Learning Disabilities, Ahead of Print. <br>In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers’ data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group (n = 78). Students either received DBI in early writing (n = 155) from treatment teachers or their usual writing instruction (n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills (d = 1.57) and self-efficacy for writing instruction (d = .94), and treatment students outperformed controls on proximal and distal writing outcomes (ds = .14–.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00222194241300324?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00222194241300324/">Supporting Teachers’ Data-Based Individualization of Early Writing Instruction: An Efficacy Trial</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311159/" 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;">Policy mixes and youth vulnerability in Europe: A qualitative comparative analysis of the NEET rate</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of European Social Policy, Ahead of Print. <br>This article examines the capability of various welfare states to mitigate youth vulnerability, operationalized as a low NEET rate. It aims to complement existing empirical knowledge with a novel set of indicators and Europe-wide configurational comparison of youth welfare regimes. A QCA-based analysis of 26 European countries revealed two routes with different sets of compensatory and social investment policies that lead to the effective mitigation of the NEET rate. The study confirmed that generous social benefits for young unemployed people are a crucial element in every ‘route’ to keep the NEET rate low. Beyond this compensatory measure, successful policy configurations revealed the growing convergence of skills regimes in the pursuit of inclusive education policy design. We also found evidence that in mitigating youth vulnerabilities, housing support to young adults can compensate for active labour market policy measures. These findings have implications for policymakers who must take a holistic approach in devising policies and being mindful of the interplay between different policies. The study also provides insights into contemporary dynamics of the youth welfare regimes by making associations with growth regimes and housing regimes.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/09589287241311159?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311159/">Policy mixes and youth vulnerability in Europe: A qualitative comparative analysis of the NEET rate</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311148/" 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 value of responsibility, certainty, and child rights for supporting state intervention in the family – An empirical study of populations in six european countries</a>
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<p><p>Journal of European Social Policy, Ahead of Print. <br>This article examines the role individuals’ basic values about responsibility, uncertainty and child rights, have on willingness to accept state intervention in a family in a potential child protection situation. A key area within social sciences is how and when it is justified for governments to restrict individual freedom, for example allow authorities to intervene in the private sphere to protect a child from potential harm. In this article data from representative samples of the populations in six countries – Norway, Finland, England, Poland, Romania, and Czechia (total n = 6031) are analysed. Two main explanations are tested, first if individuals’ basic values explain willingness to restrict freedom, and second, if institutional context explains country differences. The results show that individuals who favour parental responsibility, accept uncertainty, and who have high ambitions on child rights, also favour interventions in the family to protect a child. However, sociodemographic variables nuance these findings. Institutional context sheds light on country differences. Our analysis show that people overall are positive to child protection interventions, and our findings accord with results within welfare state- and child protectionsystem research and provide increased knowledge about the relationship and connection between people’s value base and support for welfare policies.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/09589287241311148?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311148/">The value of responsibility, certainty, and child rights for supporting state intervention in the family – An empirical study of populations in six european countries</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311157/" 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;">Towards a theorization of the global community welfare regime: Depicting four ideal types of the community’s role in welfare provision</a>
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<p><p>Journal of European Social Policy, Ahead of Print. <br>This article conceptualizes the community’s role in the provision of welfare by introducing the concept of a community welfare regime that varies globally across time and space. Four global community welfare regime ideal types, effective formal, effective informal, ineffective formal, and ineffective informal, are identified based on the dual dimensions of effectiveness and formality community welfare provision. Using this conceptualization, the article presents a typology that stipulates the interplay between the four theorized types of the community welfare regime and various global welfare regimes (Gough et al., 2004). The conceptualization of the community welfare regime holds the potential for conducting meaningful comparisons between different community welfare regimes within individual countries and across multiple welfare geographies. These comparative analyses can provide policymakers with valuable insights about the (in)effectiveness of community welfare provision, allowing them to develop policies that are firmly grounded in successful practices adopted by communities to effectively support vulnerable members of society and foster improved overall welfare outcomes, and can also serve as an avenue for Global South–North learning.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/09589287241311157?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311157/">Towards a theorization of the global community welfare regime: Depicting four ideal types of the community’s role in welfare provision</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311147/" 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;">Bridging the wealth gap: Simulating universal inheritance in four EU countries</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of European Social Policy, Ahead of Print. <br>The idea of a Universal Inheritance (UI) has been recently gaining weight amongst scholars concerned over increasing wealth inequality. A UI consists of a one-off public payment of an agreed sum to each citizen of young adulthood. In this article, we provide the results of novel simulations to assess the cost and the distributive impact of such policy by testing different parameters for both the benefit amount and its financing. The simulations run on a top-tail adjusted version of the Household Financial Consumption Survey covering four countries: Finland, Germany, Ireland, and Italy. We find that, under some parameters, a UI would significantly reduce inequality and could be realistically financed by taxing the top 1%.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/09589287241311147?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/09589287241311147/">Bridging the wealth gap: Simulating universal inheritance in four EU countries</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241310990/" 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;">Could Maladaptive Daydreaming Delay ADHD Diagnosis Until Adulthood? Clinical Characteristics of Adults With ADHD Based on Diagnosis Age</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of Attention Disorders, Ahead of Print. <br>Introduction:Our study aimed to compare the sociodemographic, diagnostic, clinical, and self-report scale data of adults diagnosed with ADHD in childhood/adolescence versus adulthood and to identify risk factors associated with delayed/missed diagnosis for ADHD.Method:Sociodemographic, clinical, and diagnostic data of 214 adults with ADHD, followed at the Adult Neurodevelopmental Disorders Clinic, Selçuk University, between January 2022 and January 2024, were analyzed. The diagnostic evaluations were made using the Structured Clinical Interview for DSM-5 Clinician Version. Clinical data included age, gender, years of education, alcohol/substance use, diagnosis age, and current medication use for ADHD. Data collected from self-report scales included both ADHD-related measurements and comorbidity-related measurements.Results:The findings revealed that only 34.4% (n = 74) of sample received a formal ADHD diagnosis during childhood/adolescence. Adults diagnosed with ADHD in adulthood were older and had higher education levels, more severe ADHD symptoms, and increased maladaptive daydreaming (MD) scores, compared to those diagnosed in childhood or adolescence. Logistic regression analysis indicated that the severity of MD was associated with being in the group diagnosed with ADHD in adulthood while controlling for other significant parameters from bivariate analyses, such as age, years of education, and current medication use for ADHD. Finally, analyses conducted separately in both groups showed that: (1) increased MD severity was a predictor of higher ADHD symptoms in those diagnosed in adulthood, but not in those diagnosed in childhood/adolescence, and (2) MD severity had a stronger correlation with ADHD symptoms, the number of comorbid psychiatric disorders, and symptoms of excessive mind wandering, depression, and anxiety in those diagnosed in adulthood compared to those diagnosed in childhood/adolescence.Conclusion:MD may delay ADHD diagnosis until adulthood by masking and compensating ADHD symptoms and delay in referral to mental health professionals, and it might also be a predictive symptom for recognizing ADHD in adults who have never been diagnosed; however, longitudinal studies are needed to confirm this.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547241310990?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241310990/">Could Maladaptive Daydreaming Delay ADHD Diagnosis Until Adulthood? Clinical Characteristics of Adults With ADHD Based on Diagnosis Age</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241309526/" 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;">Parents’ Experiences of Raising 7- to 11-Year-Old Children With ADHD and Perception of a Proposed Parenting Program: A Qualitative Study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:05</div>
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<p><p>Journal of Attention Disorders, Ahead of Print. <br>Objective:To examine the experiences of Australian parents raising primary school-aged children with ADHD and gather feedback on a proposed ADHD parenting program.Methods:Reflexive thematic analysis of semi-structured interviews undertaken with 11 Australian parents of 7- to 11-year-old children with ADHD. Interviews were conducted over Webex, audio recorded, transcribed verbatim, and analyzed in NVivo Ltd. software.Results:We identified four themes: (1) “I love my child but their ADHD traits are challenging,” (2) “Compliance, control, and completion,” (3) “It’s hard, burdensome, and exhausting and I can feel like I’m alone,” and (4) “What a welcome relief.”Conclusion:Parents report that although raising neurotypical children is difficult, the presence of childhood ADHD increases the emotional and support burden placed on them. Parents were also very interested in and supportive of the proposed ADHD parenting program. The program aims to enhance parents’ understanding of the neurocognitive implications of ADHD and to foster secure parent-child attachment, attuned parental responsiveness, and age-appropriate development of traits that promote well-being, adaption and recovery in people with ADHD.)</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547241309526?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241309526/">Parents’ Experiences of Raising 7- to 11-Year-Old Children With ADHD and Perception of a Proposed Parenting Program: A Qualitative Study</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241308632/" 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;">Operationalizing In-session Treatment Engagement Strategies and Behaviors for Adolescents With ADHD and Their Parents</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Attention Disorders, Ahead of Print. <br>Objective:Many treatment engagement challenges are documented for adolescents with ADHD. Across contexts, helping professionals (i.e., therapists, prescribers, educators, coaches) might benefit from an engagement strategy toolbox to facilitate work with adolescents with ADHD and their families.Method:The current study describes the development and psychometric testing of the ADHD Engagement Process Code (AEPC), a measure that operationalizes engagement strategies in the context of a blended behavioral/motivational interviewing treatment for adolescent ADHD (Supporting Teens’ Autonomy Daily; STAND). The AEPC also operationalizes in-session parent and adolescent engagement-related behaviors. Behavior counts and global codes were coded for 840 audio-recorded STAND sessions delivered by 21 therapists to 121 adolescents. Subsets of tapes were double coded using the AEPC’s parent, adolescent, and therapist coding systems to assess kappa for line-by-line verbalizations and intraclass correlations for session-level behavior counts and global scores. Construct validity was assessed. We explored low frequency and low variability codes and examined correlations between codes.Results:AEPC codes possessed good to excellent inter-rater reliability and strong discriminant validity. Three low frequency codes and one low variability global were identified indicating opportunities for AEPC refinement.Conclusions:The AEPC is publicly available (https://osf.io/kshfy/) and offers a library of adolescent-specific codes for those interested in measuring provider, parent, or adolescent engagement behaviors in relevant populations or contexts.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547241308632?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241308632/">Operationalizing In-session Treatment Engagement Strategies and Behaviors for Adolescents With ADHD and Their Parents</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241307680/" 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;">Echocardiographic Evaluation of the Effect of Long-Term Methylphenidate Use on Cardiovascular Functions</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Attention Disorders, Ahead of Print. <br>Objective:ADHD is one of the most common neurodevelopmental disorders, seen in children and adolescents, and is often treated with various pharmacological agents, especially methylphenidate. There are differing opinions in the literature regarding the cardiovascular safety of long-term methylphenidate use. Studies suggest that the drug may increase the risk of hypertension, myocardial infarction, ventricular arrhythmia, sudden cardiac death, cardiomyopathy, heart failure (HF), pulmonary hypertension, and stroke. This study aimed to compare the clinical and echocardiographic characteristics of patients diagnosed with ADHD who have been using long-acting methylphenidate for an extended period with age-gender matched healthy volunteers.Materials and Methods:A total of 70 patients diagnosed with ADHD, who had been using long-acting methylphenidate for 2 years or more, and 51 healthy volunteers, who were referred to our clinic, were included in our study. Patients were evaluated with basic and advanced techniques such as Motion Mode (M-mode), two-dimensional (2D), Doppler, and 2D-Speckle Tracking (STE) using transthoracic echocardiography. All other data were evaluated instantly after the processing with the strain images analysis program.Results:Statistically significant differences were observed between the case and control groups in terms of body mass index (BMI) and systolic blood pressure (SBP), with BMI negatively correlated and SBP positively correlated with methylphenidate use duration. There was no significant difference between the groups in apical four-chamber, three-chamber, two-chamber, and global longitudinal strain (GLS) values obtained by 2D-STE technique indicating early deterioration. The Left Ventricular (LV) lateral E′ value, which indicates diastolic dysfunction, was lower in the drug group, but still within normal limits. The lateral LV E′, Right Ventricular (RV) E′, and RV A′ values showed a significant negative correlation with the duration of drug use and remained within normal limits. Other parameters evaluating systolic/diastolic function such as E/E′, left ventricular ejection fraction (LVEF), myocardial performance index (MPI), and tricuspid/mitral annular plane systolic excursion (TAPSE/MAPSE) did not differ significantly between the groups and were within normal limits. Valve structures and regurgitations were also not significantly different between the two groups.Conclusion:Considering all parameters, we conclude that long-term use of long-acting methylphenidate does not cause cardiovascular dysfunction in late adolescent and early adult individuals. The observed differences in the E′ lateral value between the case and control groups, as well as the slight correlation of lateral LV E′, RV E′, and RV A′ values with the duration of use, do not directly indicate cardiac dysfunction.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547241307680?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10870547241307680/">Echocardiographic Evaluation of the Effect of Long-Term Methylphenidate Use on Cardiovascular Functions</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241311447/" 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;">On Being Black and Out of the Closet: Exploring Moderators of Black Queer Sexual Orientation Disclosure</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Black Psychology, Ahead of Print. <br>Engagement and perceived community belonging has vast benefits on the well-being of Black queer adults (i.e., identifying as both Black and a sexual or gender minority). However, little is known about the intersectional experiences of Black queer individuals concerning engagement and belonging in marginalized communities. The present study investigated the association of community engagement and sexual orientation disclosure, alongside the moderating roles of identity salience (racial salience and queer salience) and perceived community belonging (racial belonging and queer belonging), with a national sample of 1026 Black queer adults from the Social Justice Sexuality Project. Regression analyses found community engagement was associated with increased sexual orientation disclosure for Black queer adults who reported average-to-high perceived racial community belonging. Prominent levels of racial community engagement were associated with less sexual orientation disclosure for Black queer adults with varying perceived queer community belonging. These findings highlight the necessity of examining the role of perceived community belonging and identity salience with Black queer adults’ sexual orientation disclosure. Research, policy, and practice implications are further discussed.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00957984241311447?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241311447/">On Being Black and Out of the Closet: Exploring Moderators of Black Queer Sexual Orientation Disclosure</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241308791/" 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;">“Flipping the Sexual Script”: A Systematic Review of Black Girls’ and Women’s Responses to and Experiences With Sexual Stereotypes</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Black Psychology, Ahead of Print. <br>The prevalence of gender and race-based sexual stereotypes contributes to the sexual health disparities that young Black girls and women in the US experience. This systematic review examined young Black girls’ and women’s experiences of sexual stereotypes and its impact on their sexual behaviors. A qualitative evidence synthesis of 26 studies using a meta-ethnographic synthesis approach was utilized. Black Feminist Thought (BFT) was applied as a conceptual framework to center Black girls’ and women’s experiences. The review generated several constructs that highlighted the impact of stereotypes on sexual decision-making and behaviors: reclaiming versus rejecting stereotypes; loss of control; confront and challenge; health professional distrust and intergenerational trauma; and internalized misogynoir. A line of argument synthesis was also generated, which highlighted how this demographic sought sexual autonomy away from race-based sexual stereotypes: this was coined flipping the sexual script. The findings highlight the need for policy changes concerning sexual health and education in the US, to include policies specifically tailored to Black girls and women.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00957984241308791?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241308791/">“Flipping the Sexual Script”: A Systematic Review of Black Girls’ and Women’s Responses to and Experiences With Sexual Stereotypes</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241309166/" 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 Relationship Between the Imposter Phenomenon and Mental Health in Black Graduate Students: Examining Moderating Effects of Perceived Social Support</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Black Psychology, Ahead of Print. <br>Research has established a positive relationship between the impostor phenomenon and poor mental health outcomes among Black graduate students. However, the literature is scarce on psychosocial factors that could moderate this relationship. The present study investigated Black graduate students’ (N = 200) experiences of impostorism and whether perceived social support moderated the relationship between impostor phenomenon and symptoms of depression or anxiety. The findings suggested perceived social support moderated the relationship between impostor feelings and both anxiety and depression. The findings suggested that, for the imposter phenomenon-anxiety relation, family social support weakened the association. For the imposter phenomenon-depression relation, total social support, family social support, and significant other social support weakened the association. These findings have important implications for both educational and clinical practice. For graduate programs, they must be aware of the effects imposter syndrome has on Black students and offer supportive environments to these students. For mental health professionals, the findings of this study should inform their work with Black graduate students, specifically intervention decisions to strengthen social support and sense of community.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00957984241309166?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241309166/">The Relationship Between the Imposter Phenomenon and Mental Health in Black Graduate Students: Examining Moderating Effects of Perceived Social Support</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241309237/" 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;">End of the Year: 50th Anniversary Reflections</a>
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<p><p>Journal of Black Psychology, Ahead of Print. </p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00957984241309237?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00957984241309237/">End of the Year: 50th Anniversary Reflections</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/1476718x241293879/" 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;">Across domains: An integrated approach to assessing parenting practices for early childhood development in Ethiopia</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Early Childhood Research, Ahead of Print. <br>While there is an increasing global call for integrated approaches to early childhood development (ECD) policy-making and implementation, parenting practices are not consistently measured against comprehensive ECD indicators. This study on parenting for ECD in Ethiopia was guided by the Nurturing Care Framework (NCF) to capture parenting practices within and across five essential caregiving domains: nutrition, health, safety and security, early learning and responsive caregiving. It used a mixed-methods design to analyse parenting practices of young children across five population settings in Ethiopia (i.e. urban, rural, pastoralist, internally displaced populations and refugee settings). The findings show that across these settings, parenting practices often fell short of what was needed for children’s healthy growth and development; especially with regards to nutrition, safety and security, and health. The parenting practices were mostly due to a lack of access, lack of knowledge or information and financial constraints. Children experienced unmet needs across multiple domains. Children were the least likely to receive adequate nurturing care if they lived in rural households, lived in a home where caregivers and household heads had not completed primary education, and/or where caregivers had a lower sense of self-efficacy.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/1476718X241293879?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/1476718x241293879/">Across domains: An integrated approach to assessing parenting practices for early childhood development in Ethiopia</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00221465241302507/" 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;">Into the Unknown: Anticipatory Stressors in the Stress Process Paradigm</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:04</div>
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<p><p>Journal of Health and Social Behavior, Ahead of Print. <br>A growing literature examines anticipatory stressors or the worries people have about the future that may or may never occur. Drawing on data collected as part of two national surveys (N = 3,834), this study formalizes a scale of anticipatory stress tapping into future-oriented worries about economic security, traumatic events, and discrimination. Results indicate that both personal and vicarious stress exposure predict greater anticipatory stress and, replicating past work, that such worries are concentrated among historically marginalized groups. Anticipatory stressors explain an appreciable amount of the variation in distress, and suggestive of their insidious effects, these associations persist after adjustment for other sources of adversity. Whereas mastery and self-esteem buffer mental health, the protective effects of social support are compromised at higher levels of anticipatory stress. Findings signal the importance of incorporating anticipatory stressors into the stress process to more sufficiently capture how the social world imprints on mental health.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00221465241302507?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00221465241302507/">Into the Unknown: Anticipatory Stressors in the Stress Process Paradigm</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00221465241300303/" 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 Unequal Loop: Socioeconomic Status and the Dynamic Bidirectional Relationship between Physical and Mental Health</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
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<p><p>Journal of Health and Social Behavior, Ahead of Print. <br>This study draws on longitudinal data from the Health and Retirement Study (2008–2020) to investigate the dynamic bidirectional relationship between physical and mental health, focusing on socioeconomic disparities. Dynamic panel models reveal significant bidirectional associations between measures of physical and mental health for both positive and negative health indicators, but the magnitude varies by education and wealth. Specifically, the interconnection between indicators of negative physical and mental health (i.e., functional limitations and depression symptoms) is stronger among the socioeconomically disadvantaged, whereas the relationship between indicators of positive physical and mental health (i.e., physical activity and positive affect) is stronger at higher levels of wealth (although not education). By disentangling the bidirectional association between physical and mental health, these results imply an important process of the reproduction and perpetuation of health inequalities.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00221465241300303?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/00221465241300303/">The Unequal Loop: Socioeconomic Status and the Dynamic Bidirectional Relationship between Physical and Mental Health</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241307015/" 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 Is in Charge? Partner-Sexual Objectification, Personal Power, and Relationship Satisfaction in Heterosexual Women</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
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<p><p>Psychology of Women Quarterly, Ahead of Print. <br>Exploring the impact of sexual objectification within romantic relationships is an emerging field of study. Previous work has typically associated sexual objectification by a romantic partner with adverse outcomes for both the individual and the relationship. Our research sought to build upon and advance this emerging body of literature by investigating the link between partner-sexual objectification and women’s personal power. Personal power, defined as the perceived influence over a partner, is crucial for the quality of romantic relationships. Study 1 (N = 284) was an experimental study aimed at determining whether partner-sexual objectification affected women’s sense of personal power. In Study 2 (N = 187), we tested theoretical assertions regarding the links among partner-sexual objectification, personal power, and relationship satisfaction using a cross-sectional design. Both studies were conducted in Italy. In Study 1, we found that participants who recounted experiences of partner-sexual objectification reported reduced personal power. This main finding was replicated in Study 2. Additionally, in the latter study, we found that partner-sexual objectification was directly associated with participants’ decreased satisfaction in the relationship, and this link was mediated by their diminished personal power. The theoretical implications of our results are further discussed.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/03616843241307015?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241307015/">Who Is in Charge? Partner-Sexual Objectification, Personal Power, and Relationship Satisfaction in Heterosexual Women</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241304770/" 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 Survivors’ Decisions to Re-Engage With the Criminal Legal System in Cold Case Sexual Assault Investigations</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Psychology of Women Quarterly, Ahead of Print. <br>Large stockpiles of unsubmitted sexual assault kits have been discovered across the United States and are disproportionately concentrated in predominantly Black communities. Recent testing of stockpiled sexual assault kits and reopening sexual assault “cold cases” for reinvestigation and prosecution created a second opportunity for justice through the criminal legal system for some sexual assault survivors. This study explored survivors’ decision-making regarding re-engagement with the criminal legal system. Researchers conducted qualitative semi-structured interviews with 32 sexual assault survivors who chose to participate in the reinvestigation and prosecution of their case following a victim notification. Most participants were Black or African American women (88%). Motivations for re-engagement included a desire to prevent future harm, seek personal justice, and find closure. Concerns about re-engagement included fears about safety and the potential emotional toll of the reinvestigation and prosecution. These findings hold implications for how jurisdictions conduct victim notifications and the need for confidential, community-based advocacy to help survivors navigate the decision to re-engage. Police jurisdictions should prioritize testing both current and previously unsubmitted sexual assault kits and ensure that survivors are empowered to make informed decisions regarding their re-engagement in the legal process.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/03616843241304770?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241304770/">Exploring Survivors’ Decisions to Re-Engage With the Criminal Legal System in Cold Case Sexual Assault Investigations</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10615806-2024-2331835/" 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;">How public commuting stress promotes employee turnover intention: an examination through the lens of the transactional theory of stress</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
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<p><p>Volume 38, Issue 1, January 2025, Page 102-114<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/10615806.2024.2331835?ai=w4&mi=79r7c4&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10615806-2024-2331835/">How public commuting stress promotes employee turnover intention: an examination through the lens of the transactional theory of stress</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241304765/" 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;">“I am All My Identities at Once”: A Qualitative Examination of the Connection of Gender and Sexuality with Trans and Nonbinary Adults</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Psychology of Women Quarterly, Ahead of Print. <br>We examined how 12 transgender and nonbinary (TNB) adults experienced their gender and sexuality. Participants were recruited from four cities in the Midwestern United States. Semistructured qualitative interviews were used to explore two main research questions: (1) How do TNB individuals experience their gender, sexuality, and gender–sexuality connections? (2) How have TNB individuals experienced shifts in their sexuality over time and in connection with shifts in their gender? Using reflexive thematic analysis, we identified three major themes and 10 subthemes in the data. The three major themes included (a) language and terminology are helpful in the development of sexual and gender identities; (b) changes in gender identity correspond with changes in sexual experiences; and (c) identity and self-concept coevolve around gender and sexuality. Study findings suggest that sexuality is inextricably linked with gender and is a critical aspect of well-being for TNB people. Participants also described the dynamic coconstruction of their sexuality and gender, including how their experience of sexuality evolved over time and how affirming sexual experiences in turn opened avenues for gender affirmation and deeper self-understanding. Clinical implications include integrating sexuality discussion into gender exploration work in therapy and increasing therapist competency to hold such discussions with TNB clients.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/03616843241304765?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241304765/">“I am All My Identities at Once”: A Qualitative Examination of the Connection of Gender and Sexuality with Trans and Nonbinary Adults</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10615806-2024-2366031/" 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;">Measuring emotion dysregulation in daily life: an experience sampling study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
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<p><p>Volume 38, Issue 1, January 2025, Page 17-35<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/10615806.2024.2366031?ai=w4&mi=79r7c4&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10615806-2024-2366031/">Measuring emotion dysregulation in daily life: an experience sampling study</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241286811/" 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;">Narratives of Success and Failure of Past Collective Action Influence Intentions to Engage in Future Action: The Case of the 2017 Women’s March</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
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<p><p>Psychology of Women Quarterly, Ahead of Print. <br>The 2017 Women’s March was estimated to be the largest single-day protest in recorded history. Yet, whether the March was a success or a failure was debated in national media. How does framing of past collective action as success or failure influence group members’ subsequent motivation to engage in collective action? Three studies (n = 1,497) examined the impact of success and failure framing of the 2017 Women’s March on women’s intentions to engage in collective action for gender equality and its psychological antecedents. Success framing increased efficacy beliefs, hope, and action intentions. Failure ascribed to external factors increased conventional action intentions, and it also increased radical action intentions among high movement identifiers. We did not find evidence for the hypothesized demobilizing effects of internally ascribed failure. In sum, this research provides evidence for mobilizing effects of past success, but not for demobilizing effects of past failure. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/03616843241286811</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/03616843241286811?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/03616843241286811/">Narratives of Success and Failure of Past Collective Action Influence Intentions to Engage in Future Action: The Case of the 2017 Women’s March</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10615806-2024-2373448/" 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;">Hearing laughter: a prescription for anxiety relief</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 7th 2025, 15:03</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Volume 38, Issue 1, January 2025, Page 90-101<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/10615806.2024.2373448?ai=w4&mi=79r7c4&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2025/journal-article-abstracts/10615806-2024-2373448/">Hearing laughter: a prescription for anxiety relief</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<p><strong>Forwarded by:<br />
Michael Reeder LCPC<br />
Baltimore, MD</strong></p>
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