Prior work has shown that individuals become more committed to their partners and report higher relationship satisfaction when thoughts of nostalgia were salient. Although mentally revisiting partner-shared memories may be beneficial at reducing stress and increasing affect, other literature has argued that positive traits (e.g., optimism, forgiveness) are connected to heightened resilience and a greater acceptance of domestic abuse. The present research was designed to test the relationship between forgiveness, nostalgia, partner commitment, and intimate partner violence (IPV) attitudes. Nostalgia is positively associated with more forgiveness, partner commitment (Study 1), and IPV attitudes (Study 2).

Introduction: Parents can have a crucial impact on their child’s academic performance and internalizing symptoms. For example, parents who engage in helicopter parenting, are excessively involved and monitor their children, which is associated with mental health problems (Schiffrin et al., 2014). Children's report of maternal helicopter parenting is associated to perfectionist discrepancies, extrinsic motivation to learn, and avoidance to goals in learning which have been related to lower academic performance (Schiffrin et al., 2014). However, there is a lack of research that examines the role of helicopter parenting in college students' academic satisfaction and mental health outcomes. Thus, the overall goal of the current study is to examine the associations between helicopter parenting, academic satisfaction, and internalizing symptoms.

Method: 667 college students from Southern Methodist University and Texas Christian University served as participants for this study. All students participated during Spring of 2019. Students answered surveys about their parents' levels of helicopter parenting, their own mental health, and their academic performance. Measures used in the current analysis include Padilla-Walker & Nelson Helicopter Parenting Scale (Padilla-Walker & Nelson, 2012), Inventory for Depression and Anxiety Symptoms (IDAS; Watson et al., 2007), and College Student Subjective Well-Being Scale (Renshaw & Bolognino, 2016).

Results: A two-way moderated regression examined the effect of academic satisfaction (centered) on depressive symptoms as a function of helicopter parenting (centered) in a sample of college students. The results indicated significant main effects for both academic satisfaction, b= -1.12 (SE = .09), t = - 11.82, p ≤ .001, such that as academic satisfaction increases depressive symptoms decrease, and helicopter parenting, b = 1.88 (SE = .84), t = 2.25, p ≤ .001 such that as helicopter parenting increases depressive symptoms decrease. However, there was not a significant interaction between academic satisfaction and helicopter parenting, b = .13 (SE = .15), t = .83, p = .41.

Another two-way moderated regression examined the effect of academic satisfaction (centered) on college students' well-being as a function of helicopter parenting (centered). The results indicated that there was a significant main effect for academic satisfaction, b= 0.61 (SE = .04), t = 14.01, p ≤ .001. There was no significant main effect for helicopter parenting, b = - 0.35 (SE = .04), t = -0.91, p = 0.36. However, these main effects were qualified by a significant interaction, b = - .17 (SE = .07), t = - 2.35, p = .02. To probe at this interaction further, we conducted simple slope analyses to examine the relationship between academic satisfaction on students' well-being at low, mean, and high levels of helicopter parenting. The results revealed that at low (-1 SD), b = 0.71 (SE = .06), t = 11.83, p ≤ .001, mean, b = .61 (SE = .04), t = 14.01, p ≤ .001, and high (+1 SD), b = .51 (SE = .06), t = 7.88, p ≤ .001, levels of helicopter parenting, higher student academic satisfaction resulted in higher well-being. Overall, these results suggest that academic satisfaction can serve as a protective factor against helicopter parenting for a college students’ emotional well-being.

Discussion: The results of the current study revealed that helicopter parenting is significantly associated with an increase in depressive symptoms in college students. These results are consistent with past research (Wang et al., 2025). However, academic satisfaction appears to be a potential protective factor against helicopter parenting for students’ well-being. It is possible that when students are satisfied with their academic success can potentially protect from the negative impacts from helicopter parenting. It is important to note a potential limitation of the current study such that, the sample is not representative of the broader population but rather the sample of high-income college-aged students. Overall, based on these findings, school psychologists should focus on increasing academic satisfaction by fostering a supportive environment for students, and aiding in aligning students' courses to their preferences and personal strengths in order to counter potential parental pressures.

Caring for a person who is living with dementia (PLwD) is challenging and emotionally demanding. Much of this care is provided by unpaid, informal caregivers of a person living with dementia (PLwD) who often lack formal training and dementia care education (Thompson et al., 2007). As a result, caregivers frequently feel incompetent in their caregiving abilities (Merrilees et al., 2018) and desire more training about how to manage dementia symptoms effectively (Jorge et al., 2021). Thus, enhancing caregiver education and self-efficacy is critical, as caregiver self-efficacy predicts both mental health and overall well-being (Gallagher et al., 2011). However, informal caregivers often have limited access to structured educational support. To examine this issue, caregivers learned about the behavioral and psychological symptoms of dementia (BPSD) through one of two instructional approaches: a learning intervention or a restudy condition. The learning intervention implemented structured retrieval practice, in which caregivers completed self-paced practice tests followed by detailed corrective feedback. The restudy condition simulated a more passive learning experience, similar to reading information from online sources. Caregivers’ self-efficacy was assessed before and after the learning session using the family caregiver self-efficacy for managing dementia scale (Fortinsky, Kercher, & Burant, 2002). Self-efficacy scores were compared across conditions to determine whether structured retrieval practice enhanced caregivers’ confidence and competence more effectively than restudy. Performance results are consistent with our prediction that structured retrieval practice enhances learning; however, participants from both conditions report higher self-efficacy from pre to post-test. Therefore, caregivers’ self-efficacy assessments thus far are not sensitive to content in the study nor the learning condition they were in. Future work could assess ways to improve sensitivity to such self-efficacy measures.

As social media increasingly serves as a primary source of news, questions arise regarding
how digital exposure to crime-related content affects public views and emotions. The current
study examines how reliance on social media for news may influence perceptions of the
severity of crimes and concerns for community safety. Dallas-Fort Worth community members
(N = 40) completed measures assessing perceptions of crime severity, community safety, social
media use frequency, social media behaviors, preferred sources of news, and demographic
characteristics. We anticipate that more frequent social media usage as a news source and
higher use of audiovisual (rather than text-based) news sources will correlate positively with
more severe perceptions of crime and community safety concerns. These results will provide
insight into how media and the way it is delivered shape how people may feel about crime and
safety in their local communities. This insight can also encourage more mindful media
engagement and help communities think critically about how crime is represented in the
news.

Existential isolation, or feeling that others cannot fully understand one’s subjective experiences, has been linked to psychological distress in general populations, yet little research has examined its implications for sexual and gender minority individuals. LGBTQ+ people may be particularly vulnerable to EI because identity-related stigma and minority stress can create barriers to feeling understood by others. The present project examined whether existential isolation is associated with mental health and well-being among LGBTQ+ persons. Participants included 1,000 lesbian, gay, bisexual, and transgender adults recruited through Prolific. Participants completed well-validated measures assessing existential isolation, loneliness, depression, suicidal ideation, meaning in life, and LGBTQ+ stigma. Preliminary analyses indicate that greater existential isolation is associated with lower meaning in life and higher levels of depression and suicidal ideation. Importantly, these associations remained significant when controlling for loneliness. Mediation analyses demonstrated that internalized LGBTQ+ stigma is associated with greater existential isolation, which in turn predicts poorer psychological outcomes.

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder often diagnosed in childhood with symptom presentation extending well into adulthood. Despite extensive empirical support acknowledging the lifelong presence of this disorder, ADHD in adulthood is sometimes perceived as less legitimate than childhood presentations, leading to interpretations that trivialize its academic and functional impact. In college or higher education environments, peer perceptions may shape the extent to which ADHD is regarded as a legitimate and enduring disability, potentially affecting one’s disability identity and willingness to seek accommodations or academic support. The present study utilizes a quasi-experimental design comparing (expected N= 100) undergraduate TCU students with and without ADHD to examine how perceived peer attitudes and knowledge toward ADHD relate to students’ feelings about their diagnosis, perceived stigma, and willingness to seek accommodations. In this study, students with ADHD complete self-report measures assessing perceived disability visibility and stigma on campus, while students without ADHD complete ADHD knowledge scales, evaluated behavioral vignettes to assess recognition of ADHD-related impairment, and reported attitudes toward accommodations and medication. We expect that lower ADHD knowledge will be associated with more negative interpretations of ADHD-related behaviors. We further predict that students with ADHD will report experiences consistent with perceived stigma in higher education settings compared to students without ADHD. These findings will help inform future efforts to improve peer understanding of ADHD and create collegiate academic environments where students feel comfortable seeking accommodations and support.

Adverse Childhood Experiences (ACEs) have been empirically linked to a range of negative mental health outcomes, including increased risk for attention-deficit/hyperactivity disorder (ADHD). However, further research is needed to better understand how parental warmth and support can serve as a protective factor against ADHD symptom presentation after a child faces trauma. This study investigates the protective impact of parental warmth and support on ACEs and ADHD risk. Using a cross-sectional, observational design, participants (expected N=100) in this study will complete self-report questionnaires assessing demographics, ACE exposure, parental warmth/support, ADHD symptoms, and ADHD diagnostic history. Responses will be analyzed quantitatively to examine two research questions: (1) whether ACE exposure predicts ADHD symptoms and diagnosis, and (2) whether parental warmth/support buffers this relationship. We predict that ACE exposure will predict ADHD symptoms and diagnosis and that parental warmth/support will buffer this relationship. By identifying protective factors that reduce ADHD risk following trauma exposure, this research has important clinical implications. As findings may provide evidence-based guidance for clinicians, educators, and caregivers supporting children who have experienced adversity, promoting resilient developmental trajectories despite early trauma exposure.

Emotional intelligence (EI) is a critical trait in law enforcement due to the association it has to resilience, stress management, as well as effective job performance. Prior research suggests that early influences of parental attachment can affect a person's emotional development, although there is a lack of research exploring whether attachment anxiety predicts EI among law enforcement officers. Attachment anxiety refers to an attachment style or pattern that is rooted within fear of abandonment and a strong desire for emotional intimacy. This study examined whether parental attachment anxiety predicts emotional intelligence within a sample of law enforcement officers. It was predicted that anxious attachment would strongly predict an individual's EI within this population because of how integral parental attachment experiences shape how someone manages, understands, and experiences their emotions. The participants included in this study consisted of 108 law enforcement officers across rank, years in service, gender, and age. This sample of law enforcement officers were asked to complete a survey via Qualtrics, which was distributed via email with a link, which personnel within the workplace with little to no seniority to counteract any potential for coercion due to the nature of law enforcement hierarchical system. Descriptive statistics were calculated for demographic variables, a correlation analysis was performed to examine the relationship between emotional intelligence as well as parental attachment anxiety, and a simple linear regression was then used to explore whether attachment anxiety served as a significant predictor of emotional intelligence. The results indicated a significant, negative correlation between attachment anxiety and total EI scores, which suggests that higher attachment anxiety was associated with lower emotional intelligence in officers. The results suggest that anxious attachment could be associated with a lower total emotional intelligence score among law enforcement officers. These results may help to guide future research on the predictions that early parental attachment patterns have on emotional intelligence later in life, thus influencing trauma-informed policing strategies and future changes to training programs to aid in this.

As global populations age, equitable representation of older adults in digital technologies has become a psychological and ethical concern. AI increasingly shapes perceptions of social roles, yet may reinforce ageist stereotypes through biased training data (Stypińska, 2022). Developmental psychology emphasizes that aging involves growth and adaptability rather than decline (Donizzetti et al., 2024), yet technologies often position youth as the default. This study investigates how popular AI systems portray age across common social identities (e.g., leader, doctor, genius).
Five AI tools were examined: three text-based (ChatGPT, Gemini, Snapchat My AI) and two image-generating (Meta AI, Leonardo AI). Consistent prompts were provided across tools, with follow-up questions asked when age was not volunteered. Responses were coded into five categories: Child (0–12), Teen (13–17), Young Adult (18–35), Middle-Aged Adult (36–59), and Older Adult (60+). Across 36 responses, most individuals were categorized as young adults (33%) or middle-aged adults (36%). Only one response (3%) depicted an older adult alone, and five (14%) included older adults solely as secondary family figures. No AI tool portrayed older adults as leaders, doctors, or geniuses. Additionally, 69% of responses required follow-up questioning to determine age, suggesting AI tools rarely volunteer this information.
These findings indicate that generative AI defaults to younger and middle-aged adults, rarely representing older individuals in roles of competence or authority. This reflects and potentially reinforces societal ageism. Future research should examine interventions to diversify AI training data and explore how age-related bias shapes user perceptions of aging.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by restricted and repetitive patterns of behaviors, interests, and activities and differences in reciprocal social communication abilities (APA, 2013; CDC, 2023). Research has indicated that children’s autistic symptoms have been associated with increases in parenting stress and coparenting conflict (Chan & Leung, 2020). Autistic children’s externalizing behaviors have a significant impact on the relationship satisfaction of parents (Sim et al., 2016). Mothers and fathers of autistic children reported higher severity of their marital conflicts compared to parents of non-autistic children (Hartley et al., 2017). Past research has indicated that power dynamics of couples have been associated with lower levels of martial satisfaction (Lennon et al., 2012). However, there is no existing research on the impact of autistic children’s symptoms on power dynamics of parents with autistic children. Thus, the overall goal of the current study was to examine the associations between autism symptom severity and parent relationship quality in parents of autistic children. An additional aim of the study was to examine whether differences in relationship quality between mothers and fathers occur.
Participants included 111 parents of autistic children who completed a Zoom study examining couple interactions. Couples answered a series of questionnaires related to relationship satisfaction, couple conflict, and power dynamics. The current study used the Social Responsiveness Scale (SRS; Constantino, 2021), Couples Satisfaction Index (CSI; Funk & Rogge, 2007), Conflict and Problem-Solving scale (CPS; Kerig, 1996), and Relationship Power Inventory (RPI; Farrell et al., 2015).
A series of linear regression models were conducted to examine whether autism symptom severity predicts relationship quality in parents of autistic children (i.e., power dynamics, relationship satisfaction, and couple conflict). Separate models were conducted for each parent. There was a significant positive association between autism symptom severity and father’s perceived power (b = .03, SE = .01, t = 2.84, p < .005). All other results for mothers and fathers were non-significant (ps ≥.066).
The significant finding of autism symptom severity predicting father’s perceived power may indicate that fathers may feel responsible for being the head of the household. Thus, they may feel a sense of power related to being responsible for their child. Non-significant results for mothers may be due to their perceived role as being primary caregiver. Mothers may not experience a change in their relationship quality since they spend more time with their autistic child and thus enduring varying levels of autism symptom severity. Strengths of this study include responses from both mothers and fathers and participant diversity in geographic location, age, and ethnicity. A limitation to this study is the use of self-reported measures which could lead to response bias. In the future, researchers should examine whether a third variable may confer or buffer the researched associations. In addition, future researchers should use observational measures rather than self-reported measures to reduce response bias. Results of the current study suggest that fathers may benefit from tailored interventions aimed at power dynamics between partners. In addition, although couples counseling is important, mothers of autistic children may not necessarily need the additional support.