Influence of Confucianism and Taoism on self-construal and thinking style: an intervention study

Using original texts of Confucian and Taoist primary classics as materials, we conducted an eight-week educational intervention experiment combining classroom teaching and post-class reflection as cultural manipulation. Ninety-four sixth-grade students from three parallel mainstream classes were randomly assigned to three intervention groups, comprising two experimental groups (Confucian and Taoist values interventions) and a control group (natural science intervention). The results suggest that the Confucian intervention had a positive effect on interdependent self and holistic thinking, the Taoist intervention had a positive effect on independent self and holistic thinking, and the natural science intervention promoted analytical thinking.

Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism-individualism

BACKGROUND

Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes.

AIMS

The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism-individualism.

METHODS

The present study used a large-scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism-individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science.

RESULTS

The multi-level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies.

CONCLUSIONS

The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism-individualism when evaluating the role of parents in elementary school students' learning in math and science.

Contrasting one's share of the shared life space: Comparing the roles of metacognition and inhibitory control in the development of theory of mind among Scottish and Japanese children

Cultural comparisons suggest that an understanding of other minds may develop sooner in independent versus interdependent settings, and vice versa for inhibitory control. From a western lens, this pattern might be considered paradoxical, since there is a robust positive relationship between theory of mind (ToM) and inhibitory control in western samples. In independent cultures, an emphasis on one's own mind offers a clear route to 'simulate' other minds, and inhibitory control may be required to set aside one's own perspective to represent the perspective of others. However, in interdependent cultures, social norms are considered the key catalyst for behaviour, and metacognitive reflection and/or suppression of one's own perspective may not be necessary. The cross-cultural generalizability of the western developmental route to ToM is therefore questionable. The current study used an age-matched cross-sectional sample to contrast 56 Japanese and 56 Scottish 3-6-year-old's metacognition, ToM and inhibitory control skills. We replicated the expected cultural patterns for ToM (Scotland > Japan) and inhibitory control (Japan > Scotland). Supporting western developmental enrichment theories, we find that inhibitory control and metacognition predict theory of mind competence in Scotland. However, these variables cannot be used to predict Japanese ToM. This confirms that individualistic mechanisms do not capture the developmental mechanism underlying ToM in Japan, highlighting a bias in our understanding of ToM development. RESEARCH HIGHLIGHTS: We replicate an independent cultural advantage for theory of mind (Scotland > Japan) and interdependent advantage for inhibitory control (Japan > Scotland). From a western lens, this pattern might be considered paradoxical, since there is a robust positive relationship between theory of mind and inhibitory control. Supporting western developmental enrichment theories, we find that the development of inhibitory control mediates the link between metacognition and theory of mind in Scotland. However, this model does not predict Japanese theory of mind, highlighting an individualistic bias in our mechanistic understanding of theory of mind development.

Cultural Bias in Parent Reports: The Role of Socialization Goals When Parents Report on Their Child's Problem Behavior

It has been called into question whether widely used screening instruments for child mental health can provide comparable results across countries and cultures. Socialization goals can influence whether and to what extent a parent considers a behavior to be problematic and thus might influence parental reports on their child's behavior. We tested comparability of parental reports between native German (N = 116) and Turkish origin (N = 77) parents in Germany in an online study using a vignette approach. Parents were asked to rate the perceived problem severity of the same behavior depicted in the vignettes. We expected and found that parents of Turkish origin in Germany rate the externalizing problem behaviour depicted in the vignettes as more problematic compared to native German parents. The effect was fully mediated by parental approval of the socialization goals obedience and collectivism. We also controlled for social desirability responding and an extreme response style.

Children's questions and teachers' responses about COVID-19 in Türkiye and the US

Question-asking is a crucial tool for acquiring information about unseen entities, such as viruses; thus, examining children's questions within the context of COVID-19 is particularly important for understanding children's learning about the coronavirus. The study examined 3-12-year-old children's questions and teachers' responses about the COVID-19 pandemic in Türkiye, a non-Western developing context, and the United States, a Western cultural context. A total of 119 teachers from Türkiye and 95 teachers from the US participated in the study. Teachers completed an online survey consisting of a demographic form and a questionnaire asking them to report three questions about COVID-19 asked by children in their classrooms and their responses to these questions. We analyzed children's questions and teachers' responses for their type and content and examined demographic factors associated with children's questions and teachers' responses. Consistent with the literature, children from Türkiye asked fewer explanation-seeking (i.e., why/how) questions than children from the United States. Children asked questions about viruses and precautions. Teachers responded to children's questions realistically in both countries. The findings have important implications for how children gain knowledge from teachers when discussing health, disease, and virus topics in two countries.

How epidemic information and policy information impact anti-infection behaviors: a cross-cultural study under social influence framing

Three preregistered experiments examined to what extent information about an epidemic situation provided by experts and information about anti-infection policies promoted by governments/media influenced anti-infection behaviors. The above effects were examined among populations from different countries (in Experiments 2 and 3) and across self-construals (in Experiment 3). In three experiments, participants (N =706) were presented with a scenario where experts provided (or did not provide) information about an epidemic situation and governments/media promoted (or did not promote) information about anti-infection policies. After that, participants indicated their willingness to adopt anti-infection behaviors. Results across three experiments showed that both types of information independently increased participants' anti-infection behaviors. In Experiments 2 and 3, we further found that the epidemic information had a larger impact on inducing anti-infection behaviors than the policy information, which was robust and consistent across countries and self-construals. Findings were discussed under the framework of social influence and in terms of practical implications for pandemic situations like the COVID-19.

Developing the mother-child interaction inventory and uncovering mother-child interaction profiles in Türkiye

BACKGROUND

In this study, we aimed to design a mother-report inventory to comprehensively assess mother-child interaction in the 0-3 age range, focusing on maternal and child interaction behavior and mutual attunement.

METHODS

Our research involved three stages, with 1061 mothers and their 0-3-year-old children: 45 in the pilot study, 498 in exploratory factor analysis and latent profile analysis, and 518 in confirmatory factor analysis.

FINDINGS

The Mother-Child Interaction Inventory emerged as a valid and reliable measurement tool, comprising three distinct scales: 1) Maternal Interaction Behavior Questionnaire with sensitive structuring, hostility, and intrusiveness subscales; 2) Child Interaction Behavior Questionnaire with emotional-behavioral involvement and child characteristics; and 3) Mutual Attunement Questionnaire with reciprocity and problem-solving subscales. Latent profile analysis revealed four mother-child interaction profiles, indicating different characteristics in maternal and child interaction behavior and mutual attunement, categorized as "Excellent interaction quality," "Average interaction quality 1", "Average interaction quality 2," and "Poor interaction quality."

DISCUSSION

The study underscores the significance of maternal and child interaction behavior and mutual attunement in determining the quality of mother-child interaction. The mother-report The Mother-Child Interaction Inventory is a functional measurement tool to evaluate interaction separately and holistically, unveiling mother-child interaction profiles in the Turkish context.

PRACTICE IMPLICATIONS

The practical implications of this research are significant for health professionals, educators, and stakeholders working with children and families. The Mother-Child Interaction Inventory provides a valuable tool for assessing interaction dynamics, offering insights that can be directly applied to improve mother-child interaction.

Infants' use of the index finger for social and non-social purposes during the first two years of life: A cross-cultural study

The emergence of the pointing gesture is a major developmental milestone in human infancy. Pointing fosters preverbal communication and is key for language and theory of mind development. Little is known about its ontogenetic origins and whether its pathway is similar across different cultures. The goal of this study was to examine the theoretical proposal that social pointing is preceded by a non-social use of the index finger and later becomes a social-communicative gesture. Moreover, the study investigated to which extent the emergence of social pointing differs cross-culturally. We assessed non-social index-finger use and social pointing in 647 infants aged 3- to 24 months from 4 different countries (China, Germany, Japan, and Türkiye). Non-social index-finger use and social pointing increased with infants' age, such that social pointing became more dominant than non-social index-finger use with age. Whereas social pointing was reported across countries, its reported frequency differed between cultures with significantly greater social pointing frequency in infants from Türkiye, China, and Germany compared to Japanese infants. Our study supports theoretical proposals of the dominance of non-social index-finger use during early infancy with social pointing becoming more prominent as infants get older. These findings contribute to our understanding of infants' use of their index finger for social and non-social purposes during the first two years of life.

The contributions of grandparents to preadolescent grandchildren's social skills in rural Malaysia

This study aimed to generate localized knowledge by investigating the perceptions and experiences of preadolescent grandchildren and grandparents regarding grandparenting and intergenerational interactions and how these processes were related to the social skills of preadolescents from three ethnic groups in Malaysia. Using a concurrent quantitative-qualitative mixed method research design, Chinese, Malay, and Indian preadolescents (N = 465; ages 9-12 years old; M = 10.27 years; SD = 1.03) from rural areas in Malaysia completed a self-administered quantitative survey; furthermore, 25 grandparents participated in one-on-one interviews. Survey findings showed that preadolescent grandchildren who reported higher grandparental warmth and support had greater social skills, mediated by positive grandparent-grandchildren (GP-GC) relationships. The GP-GC relationship and preadolescent social skills association was stronger for skipped generation compared to three-generation households. Interview findings revealed that grandparents expressed unconditional love and autonomy support in their grandparenting roles by guiding and encouraging their preadolescent grandchildren to make decisions. The GP-GC interactions served as a dynamic force in promoting preadolescents' social skills. By employing a decolonized approach and drawing on the lived experiences of grandparents from three ethnic backgrounds in rural Malaysia, the study provided an understanding of grandparenting practices and their general implications across the three ethnic groups. The interview responses highlighted both commonalities and specificities in grandparenting practices and relationship dynamics shaped by religious, class, and sociocultural dimensions in rural Malaysia.

Filial Piety and the Development of Independence and Interdependence During Emerging Adulthood: A Longitudinal Study of Taiwanese Adolescents

While filial piety has been widely studied in Confucian-influenced societies, little is known about how it may influence the development of emerging adults' independence and interdependence. Using a population-based longitudinal study in Taiwan (N = 3,149; 49.5% females), this study examined the association between filial piety in adolescence (aged 13-15) and independence and interdependence in emerging adulthood (aged 22). Results show that greater adherence to filial piety in adolescence predicts higher independence in emerging adulthood. Additionally, greater adherence to filial piety predicts higher interdependence for females, but not males, when parents hold traditional gender-role attitudes. This study underscores the significance of cultural norms and parental gender-role attitudes in shaping individuals' development during emerging adulthood.

The breadth and specificity of 18-month-old's infant-initiated interactions in naturalistic home settings

Infants actively initiate social interactions aiming to elicit different types of responses from other people. This study aimed to document a variety of communicative interactions initiated by 18-month-old Turkish infants from diverse SES (N = 43) with their caregivers in their natural home settings. The infant-initiated interactions such as use of deictic gestures (e.g., pointing, holdouts), action demonstrations, vocalizations, and non-specific play actions were coded from video recordings and classified into two categories as need-based and non-need-based. Need-based interactions were further classified as a) biological (e.g., feeding); b) socio-emotional (e.g., cuddling), and non-need-based interactions (i.e., communicative intentions) were coded as a) expressive, b) requestive; c) information/help-seeking; d) information-giving. Infant-initiated non-need-based (88%) interactions were more prevalent compared to need-based interactions (12%). Among the non-need-based interactions, 50% aimed at expressing or sharing attention or emotion, 26% aimed at requesting an object or an action, and 12% aimed at seeking information or help. Infant-initiated information-giving events were rare. We further investigated the effects of familial SES and infant sex, finding no effect of either on the number of infant-initiated interactions. These findings suggest that at 18 months, infants actively communicate with their social partners to fulfil their need-based and non-need-based motivations using a wide range of verbal and nonverbal behaviors, regardless of their sex and socio-economic background. This study thoroughly characterizes a wide and detailed range of infant-initiated spontaneous communicative bids in hard-to-access contexts (infants' daily lives at home) and with a traditionally underrepresented non-WEIRD population.

An extended emotion-eliciting film clips set (EGEFILM): assessment of emotion ratings for 104 film clips in a Turkish sample

The primary aim of this study was to test emotion-elicitation levels of widely used film clips in a Turkish sample and to expand existing databases by adding several new film clips with the capacity to elicit a wide range of emotions, including a rarely studied emotion category, i.e., calmness. For this purpose, we conducted a comprehensive review of prior studies and collected a large number of new suggestions from a Turkish sample to select film clips for eight emotion categories: amusement, tenderness, calmness, anger, sadness, disgust, fear, and neutrality. Furthermore, we aimed to assess emotion-eliciting levels of short video clips, mostly taken by amateur video footage. In total, 104 film clips were tested online by rating several affective dimensions. Self-reported emotional experience was assessed in terms of intensity, discreteness, valence, and arousal. It was found that at least one of the existing film clips, most of the new film clips, and the short video clips were successful at eliciting medium to high levels of target emotions. However, we also observed overlaps between certain emotions (e.g., tenderness-sadness, anger-sadness-disgust, or fear-anxiety). The current results are mostly in line with previous databases, suggesting that film clips are efficient at eliciting a wide range of emotions where cultural background might play a role in the elicitation of certain emotions (e.g., amusement, anger, etc.). We hope that this extended emotion-eliciting film clips set (EGEFILM) will provide a rich resource for future emotion research both in Turkey and the international area.

The differential influence of self-construal on the effect of self-efficacy on the help-seeking process: A quasi-experimental online study among people with untreated depressive symptoms

BACKGROUND

Despite available professional healthcare, people often delay or avoid help-seeking. Understanding the underlying reasons is crucial and research has explored the role of self-efficacy in this context. Additionally, studies have highlighted the significance of culturally influenced self-construals in individuals' health behaviour. There seems to be a relationship between self-efficacy and self-construal. The aim of the study is to explore the influence of self-efficacy on help-seeking, considering self-construal as a moderator. Differential experiences of self-efficacy and varying associations among help-seeking variables based on self-construal are posited.

METHODS

A quasi-experimental online study is conducted with a baseline assessment, including self-efficacy interventions, and follow-ups at three and six months. Self-construal groups are compared, i.e., independent vs. interdependent individuals. A series of multi-group path analyses are conducted to examine potential variations in the interventional effects and among the help-seeking variables respective of help-seeking instance, i.e. professional mental health care or informal care. Self-construal functions as the global moderator.

RESULTS

The study included N = 1'368 participants, 65.6 % identifying as female and an average age of 42.38 (SD = 15.22). More independent compared to more interdependent individuals were older, more frequently identified as male, had higher socioeconomic status, fewer depressive symptoms, and greater self-efficacy. Multi-group path analyses for professional mental health care (CFI = 0.992, RMSEA = 0.018, SRMR = 0.004) and informal help (CFI = 0.999, RMSEA = 0.004, SRMR = 0.006) demonstrated excellent model fits. The analysis for informal help was interpretable, as the unconstrained model had a significantly better fit than the constrained model. There were varying associations among help-seeking variables based on self-construals. The intervention effect was differential, with independent participants benefiting significantly (β = 0.203), while the effect was non-significant for interdependent participants.

DISCUSSION

The study's findings, strengths, and limitations are discussed in relation to current research. Results indicate differential experiences of self-efficacy interventions based on individuals' self-construal. Moreover, varying associations among help-seeking variables suggest self-construal-based differences in their interrelationships. These findings highlight the importance of considering self-construal in health related research.

Evidence-Based Assessment for Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects individuals from all life stages, genders, and races/ethnicities. Accurate assessment of ADHD across different populations is essential as undiagnosed ADHD is associated with numerous costly negative public health outcomes and is complicated by high comorbidity and developmental change in symptoms over time. Predictive analysis suggests that best-practice evidence-based assessment of ADHD should include both ADHD-specific and broadband rating scales from multiple informants with consideration of IQ, academic achievement, and executive function when there are concerns about learning. For children under age 12, parent and teacher ratings should be averaged. For adolescents and adults, informant reports should be prioritized when self- and other-report are inconsistent. Future research should provide more stringent evaluation of the sensitivity of measures to treatment response and developmental change over time as well as further validate measures on historically understudied populations (i.e., adults, women, and racial/ethnic minorities).

Associations of maternal postpartum depressive and anxiety symptoms with 4-month infant and mother self- and interactive contingency of gaze, affect, and touch

Maternal depression and anxiety are associated with infant and mother self- and interactive difficulties. Although maternal depression and anxiety usually co-occur, studies taking this comorbidity into account are few. Despite some literature, we lack a detailed understanding of how maternal depressive and anxiety symptoms may be associated with patterns of mother-infant interaction. We examined associations of maternal postpartum depressive and anxiety symptoms with infant and mother self- and interactive patterns by conducting multi-level time-series models in a sample of 56 Turkish mothers and their 4-month infants. Time-series models assessed the temporal dynamics of interaction via infant and mother self- and interactive contingency. Videotaped face-to-face interaction was coded on a 1s time base for infant and mother gaze and facial affect, infant vocal affect, and mother touch. Results indicated that mothers with high depressive symptoms were vulnerable to infants looking away, reacting with negative touch; their infants remained affectively midrange, metaphorically distancing themselves from mothers' affect. Mothers with high anxiety symptoms were vulnerable to infants becoming facially dampened and mothers reacted with negative facial affect. Altered infant and mother self-contingency patterns were largely opposite for maternal depressive and anxiety symptoms. These patterns describe foundational processes by which maternal postpartum mood is transmitted to the infant and which may affect infant development.

Personality traits and perception of parenting: The comparative twin study from Germany and Serbia

This study examines the aetiology of the relationship between personality traits and perceived parenting in light of cross-cultural differences. The sample consisted of 188 Serbian and 394 German twin pairs. Personality traits were measured using the NEO-personality inventory. A Blocks Environmental Questionnaire (BEQ) was applied to measure two dimensions of perceived parenting: support and organisation. Genetic factors account for 63-79% of the variance for BEQ dimensions in both samples, while around 50-60% of the variance in Big Five personality scores could be attributed to genetic factors. The exception was Neuroticism in the Serbian sample, where the genetic effect was somewhat smaller. The results indicated similar etiological pathways of the relationship between personality traits and perceived parenting, with some cultural differences related to Neuroticism and Extraversion. Negative Neuroticism-Support and positive Extraversion-Organisation environmental relationships were stronger in the Serbian sample. Genetic overlaps were more significant in the German sample, except for the relationship of Organisation with Conscientiousness and Extraversion. This indicates that the relationship between personality and perceived parenting is largely genetically mediated, but that the environmental effect may play an important role in individual adaptation to the family setting.

Growth of preference for solitude in urban and rural Chinese adolescents

Introduction

As individuals enter adolescence, their preference for solitude (PFS) increases with age, which may be a result of balancing the need for social affiliation and the need for autonomy and independence. These needs are shaped by the social-cultural contexts, and thus the growth rate of PFS may differ across social-cultural contexts.This study examined to what extent the developmental trajectory of PFS differed between urban and rural Chinese adolescents.

Methods

Adolescents in urban (n = 326,168 boys, Mage =12.00 years, SD = 0.61) and rural (n = 449, 198 boys, Mage =11.82 years, SD = 0.58) regions in China reported their PFS and shyness each year from Grade 6 to Grade 8. Longitudinal measurement invariance of PFS was established between the urban and rural samples. Location and gender differences in the intercept and the slope of PFS were examined using a latent growth model, while controlling for shyness at each time point.

Results

The analyses revealed that adolescents in both urban and rural regions showed an increasing trajectory of PFS. Although urban and rural adolescents did not differ in the initial level of PFS at Grade 6, urban adolescents' PFS increased faster than that of the rural adolescents. The urban-rural difference in the slope of PFS remained significant after controlling for the associations between the intercept and the slope of PFS and shyness at each time point. In addition, in the rural region, boys showed a faster increase of PFS than girls, yet gender differences in the initial level of PFS and the developmental trajectory in the urban region were nonsignificant.

Discussion

The findings reveal a normative increasing trend of PFS during early adolescence and faster increase for urban than rural adolescents. To promote adolescents' psychological well-being, parents, teachers and practitioners need to help adolescents establish a good balance between social interaction and solitude. When deciding what is a good balance, it is important to consider the social-cultural context.

Parenting Styles and Practices in Enhancing Self-Determination of Children With Intellectual and Developmental Disabilities

Parenting styles and practices are crucial in promoting the self-determination of children. The purpose of the current study was to investigate the role of parenting styles and practices in enhancing the self-determination of children with/without intellectual and developmental disabilities (IDD). The present study was carried out with a sample of 243 parents of children with/without IDD in Türkiye (Turkey). The results indicated that an authoritative parenting style and autonomy-supportive parenting practices positively affect the degree of child self-determination, whereas permissive and overprotective parenting practices may limit child opportunities in fostering self-determination. The study results also showed that urbanization, higher income, and higher education level of parents positively impacted the degree of child self-determination. Parents of typically developing children reported higher levels of overall self-determination for their typically developing children when compared with children with intellectual disability and autism spectrum disorder. On the other hand, parents of children with mild disabilities reported a higher level of self-determination than both children with moderate and severe disabilities. The results were discussed within the cultural context of the current sample.

The association between parenting styles, maternal self-efficacy, and social and emotional adjustment among Arab preschool children

Parenting styles and parental self-efficacy are major factors that affect the overall adjustment of children. The current study examined parenting styles and maternal self-efficacy and their association with social-emotional adjustment among Arab preschool children living in Israel. Parenting Styles Questionnaire, Maternal Self-Efficacy Questionnaire, and Adjustment Questionnaire were administered to 420 Arabic-speaking mothers of 3- to 4-year-old children. After employing multiple regression analyses, the results indicated that parenting styles and the overall adjustment of children were significantly correlated. More precisely, a significant association between authoritative parenting style and higher levels of social-emotional adjustment among preschool children was found. Furthermore, maternal self-efficacy was significantly correlated to the overall adjustment of children. In this regard, higher maternal self-efficacy is associated with increased social-emotional adjustment among preschool children. The findings of our study show the applicability of these constructs found relevant across numerous cultures in a unique sample of Arab children living in Israel. Lastly, this study supports intervention programs that promote authoritative parenting style and parental self-efficacy in Arab communities.

The role of socio-cultural background and child age for parental regulation strategies and children's self-regulation: A comparison between Germany, Chile, and El Salvador

This study compared parental regulation strategies and children's self-regulation in three different countries (Germany, Chile, El Salvador). N = 300 primary caregivers of 1- to 3-year-olds filled out a parental questionnaire (IMpulse-MAnagement in the caregiver-child dyad, IMMA; Pauen et al., 2019) assessing (a) socio-demographic variables, (b) parental ideas and goals regarding children's self-regulation skills, (c) children's self-regulation strategies in dealing with internal challenges or demands, and (d) caregiver's regulation strategies. Age-group comparisons revealed that (1) children increased compliance and verbal negotiation with their caregivers as they grow older, and (2) parents adapted their regulation strategies to the age of the child. Country-group comparisons further indicated substantial similarities and differences between countries with respect to (3) how parents expected children to deal with requests and prohibitions, as well as with their own needs, feelings, and impulses, (4) how children responded to goal-frustration and parental demands, and (5) which regulatory strategies parents used to support their offspring. These exploratory findings are discussed in the light of current models on cultural learning, parent-child interactions, and child self-regulation development.

The relation between aggression and theory of mind in children: A meta-analysis

Previous findings on the association between theory of mind (ToM) and aggression in children are mixed. The social skills deficit view regarded ToM as a single-edged sword and proposed that a lack of ToM can lead to aggression, while the double-edged sword view proposed that children with advanced ToM can still show much aggression because children can also leverage ToM to harm others. To resolve the dispute between the two views, we conducted a meta-analysis combining cross-sectional and longitudinal findings from 53 studies including a total of 11,579 children aged between 2 and 15 years. The overall negative correlation between ToM and aggression was small but significant (r = -0.08). The negative correlation was robust, with the magnitude of the correlation being similar across physical versus relational aggression, proactive versus reactive aggression, cognitive versus affective ToM, preschoolers versus school-aged children, different aggression measurements, and different levels of societal individualism. Moreover, the negative correlation was found regardless of whether ToM and aggression were measured concurrently or at different time points, but the correlation was the largest when ToM was measured before aggression. Whether the aggression was bullying or not also moderated the association, with ToM only being negatively related to non-bullying aggression but not bullying. Together, these findings suggest that ToM is a single-edged sword to decrease general aggression and that aggression might also give rise to lower ToM capacity during development. RESEARCH HIGHLIGHTS: This study systemically reviewed the existing mixed findings on the association between aggression and ToM during childhood using a meta-analysis. There was a negative correlation between ToM and aggression in children aged between 2 and 15 years. The negative correlation between aggression and ToM was stronger when ToM was measured first, followed by aggression, than vice versa. There was a negative correlation between non-bullying aggression and ToM, whereas there was no correlation between bullying and ToM.

Conducting Fieldwork with San and Hadza (Post-)Hunter-Gatherer Communities in Africa: Regulatory and Ethical Issues

In this paper, we address some of the challenges and opportunities of conducting international research in psychology. We examine issues that arise from working in contexts that differ substantially from those in which most psychological research is still conducted. We take our experiences with Tanzanian and Namibian (post-)hunter-gatherers as a starting point for discussing regulatory and ethical issues. We have experienced a highly structured and regulated approach to research in Tanzania and a much less regulated situation in Namibia. We compare both and discuss conflicts that arise from differing demands of national regulations (or lack thereof) and funders or home institutions in the Global North. We focus on the special point of establishing informed consent. While the people we have worked with are not only often illiterate, they also have a very different background of experiences, which means that the translation of consent procedures is not sufficient, and other considerations need to come into play. We discuss cultural characteristics of hunter-gatherer groups, particularly norms related to individual autonomy, that convince us that our participants have the ability to consent nevertheless and compare this with the situation in other groups that we have worked with (for example, Indian farmers). However, we also reflect on ethical choices that become relevant in a digitalized world, particularly when working with children. We argue that an understanding of cultural models and norms is necessary to design and conduct meaningful psychological research and enable us to interpret findings correctly. We suggest to include communities that researchers work with into the research process wherever possible, to aim for long-term commitment and to cultivate an ethical stance regarding research, already in students that become involved in research projects.

Autonomy-relatedness Patterns and their Association with Academic and Psychological Adjustment among Chinese Adolescents

Establishing autonomy and maintaining relatedness with parents are two of the most crucial goals for adolescents and meeting these goals can be critical for academic and psychological adjustment. A two-dimensional framework was proposed for exploring the integrative synthesis of autonomy and relatedness, but its cultural applicability was limited. To better account for the situations associated with non-Western cultural context, this study extended the prior framework to three dimensions (volition, functional independence, and relatedness) and utilized latent profile analysis to explore the configurations and their concurrent and longitudinal (one year later) associations with adjustment (academic engagement, academic buoyancy, depressive symptoms, and externalizing problems). The study collected data from 3992 Chinese adolescents (51.33% girls, M_age = 15.41, SD = 0.55). Latent profile analyses identified five profiles: High, High Functional Independence, Moderate, Low Functional Independence, and Extremely Low Functional Independence. The High profile was the robust optimal pattern for academic and psychological adjustment, while the Low Functional Independence and Extremely Low Functional Independence were risk patterns over time. The High Functional Independence profile was only conducive to academic areas but not to psychological areas. Findings demonstrated the necessity of the three-dimensional framework in this field.

Culture in Physical Activity: The Contribution of Basic Psychological Needs and Goal Orientation

Numerous variables affect motivation in physical activity (PA) with culture being an understudied variable. Self-determination theory's basic psychological needs (BPN) includes a combination of autonomy, competence, and relatedness in PA; however, cultural definitions pit autonomy and relatedness against each other. Thus, this study aims to investigate the moderating role of culture on relationships between BPN, goal orientations (ego, task) for PA, and PA behavior. A survey was implemented to 168 participants (109 females, 59 males; 92 Turks, 76 Americans) investigating students' self-construal type, their basic psychological needs in exercise (BPNES), PA levels (Godin Leisure-Time Exercise Questionnaire/GLTEQ), and goal orientation types (Task and Ego Orientation in Sport Questionnaire/TEOSQ). Turks (n = 92) and Americans (n = 76) demonstrated distinct cultural differences in terms of the study variables. American students were more autonomous, task-oriented, and physically active than Turkish students. Results from the multi-group path analysis showed that there was a moderating role of culture between predictors (i.e., BPN Autonomy, BPN Relatedness, BPN Competence, Ego Orientation, and Task Orientation) and Physical Activity. Such that, the paths from predictors (i.e., BPNT Autonomy, BPNT Relatedness, BPNT Competence, Ego Orientation, and Task Orientation) to PA was not significant in Turkish cultural context. Results suggest that culturally tailored approaches to PA interventions are critical in supporting motivation for physical activity and further research is needed to explore different culturally relevant motivational drivers for PA among adults.

Mothers’ ethnotheories of sibling relationships:A qualitative study in Turkey

In this article, Turkish mothers’ perspectives on sibling relationships are described and analyzed on the basis of 15 qualitative interviews. It is surprising that sibling relationships have received little attention in cultural psychological or sociological research for decades, while other social relationships—such as parent–child relationships, (marital) partner relationships, peer relationships, or hierarchical relationships (e.g., superior–subordinate)—were often studied. The two main goals of the present study are first, to examine Turkish mothers’ ethnotheories of sibling relationships between their own offspring and second, to analyze these parental ethnotheories through the lenses of the cultural psychological and sociological concepts of collectivism/individualism and interdependent/independent self-concepts. The interview data for this empirical study was derived from a larger project which focuses on parental ethnotheories more broadly. Problem-centered interview method was used. Eleven of the interviews took place via a digital platform due to the COVID-19 pandemic, while four of the interviews were conducted face-to-face just before pandemic’s onset. The Turkish mothers interviewed were from Istanbul and Sinop, a small Turkish city on the coast of the Black Sea. The data was interpreted using the documentary method and relational hermeneutical analysis. The article examines and discusses three topics of sibling relationships, namely hierarchical/equal sibling roles based on birth order, solidarity/sharing, and conflict. We show that all of the mothers interviewed place a high value on connectedness between siblings. With regard to the hierarchical or egalitarian distribution of roles, some of the interviewees differ.

Parenting Culture(s): Ideal-Parent Beliefs Across 37 Countries

What is it to be “an ideal parent”? Does the answer differ across countries and social classes? To answer these questions in a way that minimizes bias and ethnocentrism, we used open-ended questions to explore ideal-parent beliefs among 8,357 mothers and 3,517 fathers from 37 countries. Leximancer Semantic Network Analysis was utilized to first determine parenting culture zones (i.e., countries with shared ideal-parent beliefs) and then extract the predominant themes and concepts in each culture zone. The results yielded specific types of ideal-parent beliefs in five parenting culture zones: being “responsible and children/family-focused” for Asian parents, being “responsible and proper demeanor-focused” for African parents, and being “loving and responsible” for Hispanic-Italian parents. Although the most important themes and concepts were the same in the final two zones—being “loving and patient,” there were subtle differences: English-speaking, European Union, and Russian parents emphasized “being caring,” while French-speaking parents valued “listening” or being “present.” Ideal-parent beliefs also differed by education levels within culture zones, but no general pattern was discerned across culture zones. These findings suggest that the country in which parents were born cannot fully explain their differences in ideal-parent beliefs and that differences arising from social class or education level cannot be dismissed. Future research should consider how these differences affect the validity of the measurements in question and how they can be incorporated into parenting intervention research within and across cultures.

Mental health promotion among resettled Bhutanese adults in Massachusetts: Results of a peer-led family-centred Social and Emotional Well-being (SEW) intervention study

Family-centred interventions addressing sociocultural and emotional stressors promise to prevent mental health problems among refugees in the United States. Peer-led strategies are highly valued, as they engage communities and promote the sustainability of interventions. We assessed the effects of a peer-led family-centred Social and Emotional Well-being (SEW) intervention on preventive (coping, social networking and conflict resolution) and mental health outcomes (stress, anxiety and depression) among resettled Bhutanese adults in Massachusetts. We conducted a SEW intervention with a pre-intervention versus post-intervention (7-day) and follow-up (3-month) evaluation among 103 adults (50 families). The SEW is a culturally tailored 5-weekly session program that included health education, problem-solving and mind-body exercises to increase knowledge and skills regarding stress management and conflict resolution. We measured anxiety and depression using the Hopkins Symptom Checklist-25 and stress using Cohen Perceived Stress scales. Health-promoting behaviours were measured using validated scales. We used paired t-tests for continuous and McNemar tests for categorical variables. Mean scores significantly decreased from pre-intervention to post-intervention and follow-up for stress by 15% and 13.9%, anxiety by 20.9% and 25.1% and depression by 18.7% and 20.4% (all p's < 0.01). Mean scores increased from pre-intervention to post-intervention and follow-up for coping by 10% and 17.2%, and for community networking by 28% and 36.8% (all p's < 0.01). Generalised estimating equations showed a significant reduction in stress, anxiety, depression and improved coping, self-efficacy, family and community networking scored from baseline to follow-ups (all p's < 0.01). Our peer-led family-centred SEW intervention was associated with improved preventive and mental health outcomes among Bhutanese adults.

Maternal Ideas About Child Competence in Two Cultural Groups of the Indian Society

This article examines the differences and similarities in the conception of child competence held by mothers of the Adivasi 1 and non-Adivasi cultural groups of Indian society. Two hundred mothers,100 from each group, who had a school-going child between 7 and 8 years of age (range = 6.5 – 8.5 years), served as respondents. The Adivasi mothers belonged to the Kharwar group, whereas the non-Adivasi mothers were all Hindus and belonged to Yadav and Bania caste groups. Respondents from both groups lived in the same villages. A mother’s conception of ‘competence’ was assessed by asking each mother to imagine a child of 7–8 years who she thought was ‘doing well’ and then point out the domains in which the child was ‘doing well’. It was found that mothers of both groups considered physical and social domains significant to the same degree. The non–Adivasi mothers, more than the Adivasi mothers, used cognitive competence to conceptualise competence, while the Adivasi mothers emphasised, emotional and self-related domains for defining competence. Certain important differences within the sub-domains of each of the five main domains between the two groups were also found. Differences in defining child competence between Adivasi and non-Adivasi mothers are understood in terms of parental ethno-theories and eco-cultural approach.

Future Directions on BIPOC Youth Mental Health: The Importance of Cultural Rituals in the COVID-19 Pandemic

Culture plays an important role in the development of mental health, especially during childhood and adolescence. However, less is known about how participation in cultural rituals is related to the wellbeing of youth who are Black, Indigenous, and People of Color (BIPOC), and part of the Global Majority. This is crucial amid the COVID-19 pandemic, a global event that has disproportionally affected BIPOC youth and disrupted participation in rituals. The goal of this paper is to promote advances in clinical child and adolescent psychology focused on rituals. We begin by defining culture and rituals and examining their role on development. We illustrate these issues with the Lunar New Year in China, Maya rituals in México, Ramadan in Turkey, and Black graduations and Latinx funerals in the United States. We discuss how the pandemic has affected participation in these rituals and their potential impact on BIPOC children and adolescents' mental health. We propose future directions and recommendations for research.

Examining children's questions and parents' responses about COVID-19 pandemic in Turkey

COVID-19 pandemic has had a significant impact on both adults' and children's everyday lives. Conversations about biological processes such as viruses, illness, and health have started to occur more frequently in daily interactions. Although there are many guidelines for parents about how to talk to their children about the coronavirus, only a few studies have examined what children are curious about the coronavirus and how they make sense of the changes in their everyday lives. This study addresses this need by examining children's questions and parents' responses about the COVID-19 Pandemic in the Turkish sociocultural context. Using an online survey, we asked 184 parents of 3- to 12-year-olds to report their children's questions about coronavirus and their answers to these questions. We analyzed children's questions and parents' responses using qualitative and quantitative analyses (Menendez et al., 2021). Children's questions were mainly about the nature of the virus (34%), followed by lifestyle changes (20%). Older children were more likely to ask about school/work and less likely to ask about lifestyle changes than younger children. Parents responded to children's questions by providing realistic explanations (48%) and reassurance (20%). Only 18% of children's questions were explanation-seeking "why" and "how" questions. Parents were more likely to provide explanations if children's questions were explanation-seeking. Family activities such as playing games and cooking were the most common coping strategies reported by parents (69.2%). The findings have important implications for children's learning about the coronavirus and how adults can support children's learning and help them develop coping strategies in different sociocultural contexts.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12144-022-03331-4.

The intersections of migration, app-based gig work, and career development: implications for career practice and research

The incidence of app-based gig work is expanding rapidly in developed global north countries. Many app-based gig workers are migrants from developing global south countries searching for a better life in their resettlement countries. App-based gig work, however, is insecure, irregular and potentially precarious. Access to decent work is vital for migrants' integration after resettlement and also their career development. In the context of the decent work agenda, this article explores the intersections of migration, app-based gig work, and southern migrants' career development in the global north and considers the implications for career practice and research.

Transforming Perspectives Through Virtual Exchange: A US-Egypt Partnership Part 2

Collaborative online international learning programs, such as virtual exchange, that utilize telecollaborative activities have been integrated into more classrooms within the higher education setting. These programs provide students exposure to international cultures, perspectives, and ideas is no longer considered "value added", but a prerequisite to entering many workforces. These programmatic objectives compliment Mezirow's Transformative Learning Theory, that substantiates two major elements of transformative learning are critical reflection and dialectical discourse. This study presents the second half of a qualitative inquiry into the prominent themes that arose during a virtual exchange that was conducted in March 2021 between students in the United States (US) enrolled in a global public health course and Egyptian microbiology students. This study sought to expand upon the Transformative Learning Theory through inductive analysis procedures to offer a modernized adaptation of the theoretical framework within international learning environments. Student responses enrolled in an undergraduate global public health course were collected and analyzed by two coders using inductive/open coding to identify salient codes. These codes were then summarized into categories and subsequently defined. Resulting themes include Connectedness, Openness, Acquisition of Knowledge and Skills, Communication, Cultural Identity, Anticipation of Options for New Roles, Relationships, and Actions, and Absence of Change. Several themes have corresponding categories and subcategories. Adult learning environments such as the modern college classroom have changed with the introduction and reliance upon online learning domains, as well as the diversification of higher education student demographics, accentuating the need to inductively analyze student learning processes and outcomes. In doing so, our findings provide a modernized adaptation of the Transformative Learning Theory that allows for adult learning theorists, researchers, and scholars to integrate tenets of transformative learning more appropriately. As such, this provides an opportunity for educators to coalesce the identified mechanisms (e.g., openness, cultural background, anticipation of roles and relationships) to bolster student's willingness and ability to engage in transformative critical reflections. By capitalizing on students' innate characteristics, such as open-mindedness predispositions and cultural background, educators are able to augment transformative learning strategies through tailored assignments and course activities.

Basic Personal Values and Parental Burnout: A Brief Report

Recent evidence has shown that Western parents are five times more vulnerable to developing parental burnout than parents in other parts of the world. It has also been found that this augmented susceptibility is explained by the group tendency of individualism cultural value that prevails in Western societies. Still, whether this relation observed at the group mean level across countries can be generalized to the association of personal value with parental burnout across individuals has not yet been explored. In order to address this question, the current study collected a sample of 643 Polish parents and assessed their report of value priorities and parental burnout. The results demonstrated that individual-level values indeed predict susceptibility to parental burnout. Specifically, parents are more susceptible to parental burnout when prioritizing values that emphasize power and achievement, whereas prioritizing benevolence protects parents from parental burnout. Associations between parents' gender, personal values, and parental burnout were also examined. Consistent with previous studies, fathers reported fewer parental burnout symptoms compared to mothers. However, gender differences in parental burnout were not mediated by personal values, nor did parents' gender moderate the effect of personal values on burnout. In sum, together with previous results obtained at the society level, our finding points out the role of values in predicting parental burnout. A possible future direction of research was discussed: examining the affective mechanism (e.g. parental regulation of emotions) underlying the relationship between personal values and parental burnout.

SUPPLEMENTARY INFORMATION

 The online version contains supplementary material available at 10.1007/s42761-022-00103-y.

Perceived discrimination and psychological well-being among immigrants living in Greece: Separation as mediator and interdependence as moderator

The present study was based on the rejection-identification model regarding migrants acculturation. Personal perceived discrimination, acculturation attitudes, self-construal, and psychological well-being were examined simultaneously in Albanian and Indian immigrants residing in Greece (N = 233). It was hypothesized that perceived discrimination would be related negatively to immigrants’ psychological well-being, both directly and indirectly. A positive relationship was expected between perceived discrimination and separation and a negative relationship between discrimination and integration, or assimilation. It was, also, expected a positive relationship of perceived discrimination to interdependent self-construal and a negative relationship to independent self-construal. Furthermore, it was examined the mediating role of separation in the association of perceived discrimination with psychological well-being and the moderating role of interdependent self-construal in the association of perceived discrimination with psychological well-being. According to the results, perceived discrimination was positively related to separation and negatively to integration, but was related neither to independent nor to interdependent self-construal. Perceived discrimination was, also, positively related to depression directly and indirectly. Fewer depressive symptoms were reported by those immigrants who face discrimination but also select separation. Immigrants with high levels of interdependence, also, do seem to be protected from depression and anxiety. The interpretation of these findings signifies that, when immigrants who perceive discrimination choose separation from the host country, they may reduce their depression feelings, by fitting into relationships with in-group members. Interdependence and the perception of immigrants self as a social unit, also, may act protectively for their psychological well-being, enhancing the identification with the in-group, as well.

Low-Income Turkish Mothers' Conceptions and Experiences of Family Life

The current qualitative study explores women's conceptions of the normative family and their day-to-day family lives. To that aim, we conducted five focus group interviews in two low-income neighborhoods of Istanbul. The sample included 43 women (42 biological mothers and a grandmother) who had at least one child between ages 3 and 8 in their care. Participants were 35.64 years old on average (SD = 4.74) and were all married. Women had approximately two children (SD = 0.72) whose mean age was 7.92 years old (SD = 3.11). Each focus group was semi-structured, lasted for 1-1.5 h, and included 5-12 participants. Thematic analysis of the focus group interview data, moderator memos, and observer's notes revealed five defining features of healthy family functioning: cohesion, healthy child, parenting, conflict, control, and family organization. Overall, women prioritized motherhood over their other social identities and idealized the happy family, which contradicted their actual lived experiences in the family system. We discuss how women's depictions of all family processes revolved around cultural constructs of gender, socio-economic status, and independence/interdependence. The findings of this study shed light on future interventions for low-income women and their families in Turkey.

Social Support From Friends Among Unaccompanied Young Refugees

Abstract. Background: Social support is an important resource and source of self-esteem and belongingness for all children and youths. Yet, for unaccompanied asylum-seeking and refugee minors, who leave their home countries without a caretaking adult, extra-familial social, supportive networks in exile may be crucial for their well-being. We propose that their origin in collectivist cultures involves resources for re-establishing social networks in countries of resettlement. Aim: The overall aim of this study is to examine if cultural factors such as values and self-construals are associated with variations in perceived social support from friends among unaccompanied young refugees. We propose a model in which related self-construals mediate the association between collectivist values and perceived friend support. Method: We collected cross-sectional self-report questionnaire data from 611 unaccompanied young refugees (84.5% male; Mage = 18.49 years,  SD = 2.57 years) who had been granted residence in Norway. Results: Structural equation analyses revealed that higher levels of collectivist values were associated with stronger related self-construals, which, in turn, were positively associated with stronger perceived support from friends. However, related self-construals only acted as a partial mediator. Limitations: The generalizability of our findings to other groups of immigrant children and youth and/or to unaccompanied refugees in other countries is unknown and should be examined in future studies. Conclusion: Our results contribute new theoretical knowledge about how the development of social supportive relationships in the diaspora is embedded in cross-cultural contexts. Maintaining aspects of one’s heritage culture can promote resilient outcomes among unaccompanied young refugees.

Adaptation of the Fears of Compassion Scale into Turkish: a reliability and validity study

BACKGROUND

The concept of fear of compassion draws the interest of researchers in both clinical and scientific fields. The Fears of Compassion Scale (FCS) was developed in order to examine the fear of compassion for others, compassion from others and compassion for one's self. This study aims to adapt the FCS into the Turkish language. The Satisfaction with Life Scale and the Self-Compassion Scale were used to assess the criterion-related validity of the FCS.

PARTICIPANTS AND PROCEDURE

In order to determine the construct validity of the scale, validity and reliability studies and factor analysis were carried out on 681 participants (Mage = 32.00, SD = 10.15; 64% female and 36% male).

RESULTS

The results of the confirmatory factor analysis yielded the expected 3-factor solution (the fear of compassion for others, the fear of compassion from others and the fear of self-compassion), which consists of 35 items. The internal consistency validity coefficient of the whole scale was .92. Moreover, there were significant negative relationships between the Fears of Compassion Scale, the Satisfaction with Life Scale and Self-Compassion Scale, which are similar to those of the original scale.

CONCLUSIONS

These significant findings reveal the Turkish adaptation of the FCS to be a valid and reliable measurement tool.

Cross-cultural differences in academic self-efficacy and its sources across socialization contexts

This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization contexts for German students with diverse immigrant backgrounds. We measured all four sources of academic self-efficacy in three socialization contexts for students of former Soviet Union and Turkish descent as well as without an immigrant background, assuming that we would find differences between these groups. Participants were 1217 seventh-grade students in Germany. Multigroup structural equation analyses with latent variables revealed the differential importance of socialization contexts for the relation between academic self-efficacy and its sources across groups. For students of former Soviet Union and Turkish descent, verbal or social persuasion is the strongest contributing factor for academic self-efficacy, whereas for students without an immigrant background, it is mastery experience. In the school context, significant relationships between sources of self-efficacy and academic self-efficacy could only be observed for students without an immigrant background. The results both support and refine Bandura’s social cognitive theory by showing that self-related constructs function differently in students with culturally diverse immigrant backgrounds.

Social capital, social support and perceived stress in college students: The role of resilience and life satisfaction

The study examined whether online and offline social capital and offline social support are associated with less perceived stress in 403 undergraduate Greek college students through the mediating role of resilience and life satisfaction. Gender differences were also explored. A path analysis explored the relationships among the study variables and multi-group analysis explored gender differences. Perceived stress was predicted indirectly by offline social support and offline bonding social capital through resilience and life satisfaction and directly by online bonding. However, offline bonding was associated with reduced resilience and life satisfaction, whereas social support was associated with increased levels of both. Interestingly, whereas offline bonding was associated with reduced perceived stress through resilience for women, for men it occurred through life satisfaction, and it was primarily resilience for women and life satisfaction for men that predicted reduced perceived stress. It was concluded that different personal ties/relationships are associated with perceived stress through diversified pathways and the pathways are different for men and women. Offline social support between closely tied persons is positively associated and offline bonding is negatively associated with the inner resources for a person to cope with stress, whereas online bonding is beneficial in directly decreasing stress.

"I don't believe I'm going to recover from anything." Understanding recovery amongst people with severe mental illness attending community health services in Spain

PURPOSE

The concept of recovery has become the backbone of mental health services and professional practices. However, research aimed at analysing the conceptualisation of recovery of people diagnosed with severe mental illness (SMI) has an obvious Anglo-Saxon bias. Our objective was to analyse what a sample of 51 users of mental health services diagnosed with SMI in Spain understand by recovery.

METHOD

The participants were interviewed in depth about their concept of recovery, and their responses were thematically analysed by three observers.

RESULTS

Four categories of definitions of the concept of recovery were found in the analysis: Socio-Behavioural, Biomedical, Resistance, and Wellbeing-Growth. Inter-rater reliability scores ranged from 0.7 to 0.84 according to Krippendorff's alpha. While the Biomedical category essentially corresponded to the idea of clinical recovery, the Wellbeing-Growth category reproduced the concept of personal recovery (PR) that is dominant in the literature. The most frequent categories were Socio-Behavioural and Biomedical. Assimilation of the PR concept by participants was quite limited. The markedly relational character of the most frequent categories challenges the individualistic core of the classic definition of PR.

CONCLUSIONS

We advocate the need to make alternative recovery concepts and narratives visible to the mental health services' users and practitioners.IMPLICATIONS FOR REHABILITATIONThe concept of personal recovery is not common amongst mental health services' users as recovery is mainly understood in social and biomedical terms.Different conceptualizations of recovery can coexist in participants.Mental health services should consider alternative narratives to personal recovery.Mental health services should provide resources for creating community and sense of belonging as first strategies for promoting recovery.