American Psychologist最新文献_第5页

Recreating the circle: A collective vision for radical African healing in community. 重建循环：激进的非洲社区愈合的集体愿景。

IF 16.4 1区心理学

American Psychologist Pub Date : 2025-06-23 DOI: 10.1037/amp0001419

Cheryl Grills, Enola Aird, Evan Auguste, Florence Adibu, Sharon Bethea, Tarik Endale, Kristee Haggins, Ruby Mendenhall, Lisa Zakiya Newland, Annelle Primm, Kamesha Spates

引用次数: 0

Integration by Dotun Adegbite Dotun Adegbite的集成

IF 16.4 1区心理学

American Psychologist Pub Date : 2025-06-23 DOI: 10.1037/amp0001514

引用次数: 0

James Reed Averill (1935–2024). 詹姆斯·里德·阿弗里尔（1935-2024）。

IF 16.4 1区心理学

American Psychologist Pub Date : 2025-06-23 DOI: 10.1037/amp0001560

Randolph R. Cornelius

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“And they are still the guardians of these sacred waters …”: Land as a process of reconciliation. “他们仍然是这些圣水的守护者……”：土地作为和解的过程。

IF 16.4 1区心理学

American Psychologist Pub Date : 2025-06-23 DOI: 10.1037/amp0001372

Michelle Johnson-Jennings, Kimberly R. Huyser, Katherine A. Collins, Mary G. Jessome, Traci-lee D. Christianson, Tamara Chavez, Felix J. Lockhart

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Supplemental Material for Atangs to Kuwentos: The Power of Communal Care as Decolonial Mental Health Praxis Among Pilipinx Americans 《从阿唐到库文托斯的补充材料：在菲律宾裔美国人中，作为非殖民化心理健康实践的公共护理的力量》

IF 16.4 1区心理学

American Psychologist Pub Date : 2025-06-09 DOI: 10.1037/amp0001475.supp

引用次数: 0

Supplemental Material for Our Stories of Origins: Decolonial Healing Through Zines and Zine-Making 补充材料我们的起源的故事：通过zine和zine制作非殖民化愈合

IF 16.4 1区心理学

American Psychologist Pub Date : 2025-06-09 DOI: 10.1037/amp0001453.supp

引用次数: 0

Report of the American Psychological Association's Board of Scientific Affairs Task Force on Promotion, Tenure, and Retention of Faculty of Color in Psychology. 美国心理学会科学事务委员会特别工作组关于心理学中有色人种教员的晋升、任期和保留的报告。

IF 12.3 1区心理学

American Psychologist Pub Date : 2025-06-02 DOI: 10.1037/amp0001539

Margarita Azmitia, Michelle Y Martin, Shawn Blue, Jamila Bookwala, Marcus Lee Johnson, Marisol Perez, Andy Pham, Paula Shear

{"title":"Report of the American Psychological Association's Board of Scientific Affairs Task Force on Promotion, Tenure, and Retention of Faculty of Color in Psychology.","authors":"Margarita Azmitia, Michelle Y Martin, Shawn Blue, Jamila Bookwala, Marcus Lee Johnson, Marisol Perez, Andy Pham, Paula Shear","doi":"10.1037/amp0001539","DOIUrl":"https://doi.org/10.1037/amp0001539","url":null,"abstract":"Recruitment, promotion, tenure, and retention of faculty of color remain significant challenges in academia. Despite an increasingly diverse population, the representation of faculty of color in tenure-track and senior faculty positions remains disproportionately low. Structural barriers, including bias in hiring and faculty evaluations, misalignment between academic culture and cultural values, unequal distribution of service labor, and limited access to mentorship and leadership opportunities, continue to hinder the advancement of faculty of color across academic ranks. This report summary from the American Psychological Association's \"Task Force Report on Promotion, Tenure, and Retention of Faculty of Color in Psychology\" examines these systemic issues. It provides actionable recommendations for institutions to foster an equitable academic environment. Key strategies include enhancing recruitment efforts, implementing transparent and equitable tenure and promotion policies, addressing bias in evaluation metrics, and strengthening mentorship and retention initiatives. Additionally, the report emphasizes the importance of recognizing nontraditional scholarship, ensuring fair distribution of service responsibilities, and supporting leadership development for faculty of color. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Racial, ethnic, and cultural expressions of interpersonal psychological theory of suicide (RECEIPTS): An integrated model of structural racism and suicide risk. 自杀的人际心理理论的种族、民族和文化表达：结构性种族主义和自杀风险的综合模型。

IF 12.3 1区心理学

American Psychologist Pub Date : 2025-05-29 DOI: 10.1037/amp0001545

Leslie B Adams, Jasmin R Brooks Stephens, Janel Cubbage, Donte L Bernard

{"title":"Racial, ethnic, and cultural expressions of interpersonal psychological theory of suicide (RECEIPTS): An integrated model of structural racism and suicide risk.","authors":"Leslie B Adams, Jasmin R Brooks Stephens, Janel Cubbage, Donte L Bernard","doi":"10.1037/amp0001545","DOIUrl":"https://doi.org/10.1037/amp0001545","url":null,"abstract":"Suicide risk is a significant public health concern for individuals and communities across the United States, and the rates of suicidality are disproportionately rising for Black Americans. Recent frameworks have articulated the significance of structural racism as a mechanism that may explain the increasing rates of suicide among Black Americans, in part, through its exacerbating effects on salient risk conferring pathways. However, existing scholarship in this area has been developmentally limited in scope and does not specify how structural racism operates as a macrolevel determinant of suicide across the lifespan. To address this gap, we present the Racial, Ethnic, and Cultural Expressions of Interpersonal Psychological Theory of Suicide (RECEIPTS), which highlights how structural racism catalyzes suicide risk for Black Americans. The RECEIPTS model supports and extends tenets of the interpersonal theory of suicide and provides a generalizable and comprehensive framework to understand the complex and intersecting factors that contribute to suicidality among Black Americans across the life course. The RECEIPTS framework highlights structural racism's impact on suicide risk, offering implications for culturally informed prevention, research, and clinical practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144182725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond the evolution versus learning fallacy. 超越了进化与学习的谬误。

IF 12.3 1区心理学

American Psychologist Pub Date : 2025-05-22 DOI: 10.1037/amp0001537

Laith Al-Shawaf

{"title":"Beyond the evolution versus learning fallacy.","authors":"Laith Al-Shawaf","doi":"10.1037/amp0001537","DOIUrl":"https://doi.org/10.1037/amp0001537","url":null,"abstract":"The behavioral sciences have made a great deal of progress over the last century. They remain stymied, however, by the persistence of the fallacious \"evolved vs. learned\" dichotomy, in which researchers and students are encouraged to think of evolution and learning as contrasting, conflicting explanations for behavior. This article shows why the evolved versus learned dichotomy is false, suggests a more accurate replacement in the form of evolved learning mechanisms, and illustrates how a deeper understanding of the relation between evolution and learning improves our understanding of key psychological phenomena and removes barriers to progress in the behavioral sciences. The article does not rely on the generic and often-underspecified claim that many behaviors involve both evolution and learning, but instead offers a fine-grained look at the specific, concrete ways that evolution and learning are best conceptualized as explanatory partners rather than competitors. This analysis suggests that a better understanding of the relation between evolution and learning dissolves the false dichotomy in a concrete and substantive way, clearing a path for greater progress and fewer wasted resources in the behavioral sciences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bystanders and the murder of George Floyd: Analyzing bystander intervention in the course of a police killing. 旁观者与乔治·弗洛伊德谋杀案：分析警察杀人过程中的旁观者干预。

IF 12.3 1区心理学

American Psychologist Pub Date : 2025-05-12 DOI: 10.1037/amp0001531

Mark Levine, Chris Walton, Richard Philpot, Tina Keil

{"title":"Bystanders and the murder of George Floyd: Analyzing bystander intervention in the course of a police killing.","authors":"Mark Levine, Chris Walton, Richard Philpot, Tina Keil","doi":"10.1037/amp0001531","DOIUrl":"https://doi.org/10.1037/amp0001531","url":null,"abstract":"Using a detailed transcription, obtained from body-camera, CCTV, and smartphone footage of the murder of George Floyd, we examine the behavior of bystanders as events unfolded. Analysis reveals 205 direct verbal bystander interventions comprised of five forms (declaratives, assessments, interrogatives, imperatives, insults). We also describe the key physical intervention strategies deployed by the bystanders. We show that bystanders prioritize interventions based on what they \"know\" (rather than asking questions or making demands). We suggest that this is because assessment-based strategies are less likely to be seen as a direct challenge to the power of the police and therefore have more chance of inducing constructive engagement. Although bystanders were ultimately unsuccessful in persuading the police to change course, we identify five moments in the action sequences where the assessment concerns of the bystanders were taken up by the officers-albeit fleetingly. We argue that these bystander interventions create the opportunity for officers to break the pattern of behavior that will lead to murder. It is a failure of the officers and not the bystanders that the police are unable to take those opportunities. We argue that assessment-based interventions have the potential to breach structural and situational power dynamics that usually lead to bystander interventions being overridden or ignored. We conclude by drawing some wider implications for the way bystanders and police officers can be trained to improve the safety of individuals caught up in police arrests. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0