Mentes Positivas en Acción: Feasibility Study of a Promotor-Delivered Cognitive Behavioral Stress Management Program for Low-Income Spanish-Speaking Latinas.

Purpose: Low-income Latino immigrants lack access to mental health providers. We explored the feasibility of training promotores to deliver a stress management program in community settings. Methods: We trained promotores to deliver an 8-week intervention program comprising evidence-based cognitive-behavioral stress management techniques. Trained promotores then delivered the program to Spanish-speaking Latino immigrants. Results: Promotores (n=10) improved their knowledge significantly after the training (p<0.001) and delivered the program demonstrating excellent fidelity. Participants who received the program (n=50) had significantly improved scores on immigration stress, perceived stress, and depressive symptoms (p<0.001). Conclusion: It is feasible to train Latino promotores to deliver an effective stress management program to low-income Latino immigrants in their communities. Results contribute to a growing literature on the value of such interventions in community settings. If it is found to be effective in future studies, the program could help fill a large need in the Latino community

Estilos intelectuales en alumnos con altas habilidades: un estudio en centros de educación secundaria

El presente estudio examina las diferencias en el estilo intelectual entre grupos de estudiantes con diferentes niveles intelectuales y rendimiento académico, utilizando como criterios las puntuaciones obtenidas en dos tests de inteligencia (el factor "g" de Cattell y STAT de Sternberg, nivel H.) y las puntuaciones dadas por los profesores. El inventario de los estilos intelectuales diseñado por Sternberg y Wagner (1991) se ha usado para medir los estilos intelectuales. Los resultados obtenidos de una muestra de estudiantes de Educación Secundaria, con una media de edad de 16 años establecen la existencia de diferencias significativas entre los grupos mayormente en los estilos. Los estudiantes más capaces, según sus profesores, son más legislativos, judiciales, globales, locales y progresistas que los estudiantes con mejor capacidad intelectual; sin embargo, los estudiantes más capaces, no son más ejecutivos y conservadores que sus compañeros. Estos resultados están en concordancia con los de otros estudios, según los cuales los alumnos de altas habilidades son más creativos, críticos, globales y progresistas que los estudiantes de habilidades medias.The present study examines the differences in thinking styles among groups of subjects with differing intellectual levels and academic performance, using as criteria the scores obtained on two tests of intelligence (the Cattell Factor "g" test and the Sternberg STAT) and grades given by teachers. The inventory of students' intellectual styles, devised by Sternberg and Wagner (1991), was used to measure the thinking styles. The results obtained from a sample of 240 secondary students with an average age of 16 establish the existence of significant differences among the groups —mostly in terms of styles. The more-able students are, according to their teachers, altogether more legislative, judicial, global, and local —as well as more progressive— than students with average ability. However, the more-able students are not seen as more executive nor more conservative than their classmates. These results are, along more general lines, in agreement with the results of other studies which consider the more-able subjects more creative, critical, global, and progressive than the subjects with average abilities

Estilos intelectuales en alumnos con altas habilidades: un estudio en centros de educación secundaria

El presente estudio examina las diferencias en el estilo intelectual entre grupos de estudiantes con diferentes niveles intelectuales y rendimiento académico, utilizando como criterios las puntuaciones obtenidas en dos tests de inteligencia (el factor "g" de Cattell y STAT de Sternberg, nivel H.) y las puntuaciones dadas por los profesores. El inventario de los estilos intelectuales diseñado por Sternberg y Wagner (1991) se ha usado para medir los estilos intelectuales. Los resultados obtenidos de una muestra de estudiantes de Educación Secundaria, con una media de edad de 16 años establecen la existencia de diferencias significativas entre los grupos mayormente en los estilos. Los estudiantes más capaces, según sus profesores, son más legislativos, judiciales, globales, locales y progresistas que los estudiantes con mejor capacidad intelectual; sin embargo, los estudiantes más capaces, no son más ejecutivos y conservadores que sus compañeros. Estos resultados están en concordancia con los de otros estudios, según los cuales los alumnos de altas habilidades son más creativos, críticos, globales y progresistas que los estudiantes de habilidades medias.The present study examines the differences in thinking styles among groups of subjects with differing intellectual levels and academic performance, using as criteria the scores obtained on two tests of intelligence (the Cattell Factor "g" test and the Sternberg STAT) and grades given by teachers. The inventory of students' intellectual styles, devised by Sternberg and Wagner (1991), was used to measure the thinking styles. The results obtained from a sample of 240 secondary students with an average age of 16 establish the existence of significant differences among the groups —mostly in terms of styles. The more-able students are, according to their teachers, altogether more legislative, judicial, global, and local —as well as more progressive— than students with average ability. However, the more-able students are not seen as more executive nor more conservative than their classmates. These results are, along more general lines, in agreement with the results of other studies which consider the more-able subjects more creative, critical, global, and progressive than the subjects with average abilities

Modernization, collectivism, and gender equality predict love experiences in 45 countries

Abstract Recent cross-cultural and neuro-hormonal investigations have suggested that love is a near universal phenomenon that has a biological background. Therefore, the remaining important question is not whether love exists worldwide but which cultural, social, or environmental factors influence experiences and expressions of love. In the present study, we explored whether countries’ modernization indexes are related to love experiences measured by three subscales (passion, intimacy, commitment) of the Triangular Love Scale. Analyzing data from 9474 individuals from 45 countries, we tested for relationships with country-level predictors, namely, modernization proxies (i.e., Human Development Index, World Modernization Index, Gender Inequality Index), collectivism, and average annual temperatures. We found that mean levels of love (especially intimacy) were higher in countries with higher modernization proxies, collectivism, and average annual temperatures. In conclusion, our results grant some support to the hypothesis that modernization processes might influence love experiences

Universality of the triangular theory of love: Adaptation and psychometric properties of the triangular love scale in 25 countries

The Triangular Theory of Love (measured with Sternberg\u27s Triangular Love Scale - STLS) is a prominent theoretical concept in empirical research on love. To expand the culturally homogeneous body of previous psychometric research regarding the STLS, we conducted a large-scale cross-cultural study with the use of this scale. In total, we examined more than 11,000 respondents, but as a result of applied exclusion criteria, the final analyses were based on a sample of 7332 participants from 25 countries (from all inhabited continents). We tested configural invariance, metric invariance, and scalar invariance, all of which confirmed the cultural universality of the theoretical construct of love analyzed in our study. We also observed that levels of love components differ depending on relationship duration, following the dynamics suggested in the Triangular Theory of Love. Supplementary files with all our data, including results on love intensity across different countries along with STLS versions adapted in a few dozen languages, will further enable more extensive research on the Triangular Theory of Love

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field