Little is known about how residents of rapidly growing cities are impacted by the loss of natural environments. Large cities are expanding at an exponential rate, reducing the presence of, and access to, natural environments for urban dwellers. Many benefits to human health regarding the presence of natural environments near where people live and work are known, but impacts of the loss of natural environments for urban dwellers are unknown. The purpose of this qualitative investigation was to understand residents' experiences regarding the loss of natural environments and related impacts. Attention restoration theory and place attachment were the theoretical lenses used to examine this problem. Data were collected via in-depth interviews from a purposive sample of 20 San Antonio residents. Using interpretative phenomenological analysis procedures, 7 themes emerged: (a) environment (b) health (c) safety (d) finance (e) community and culture (e) factors related to deprivation of nature, and (f) recommendations for improvements. Residents expressed concerns for their health, mental health, the environment, wildlife, byproducts of urbanization, social well-being, personal safety, and finances. Other possible key factors related to the process of deprivation of nature included experiencing a loss of freedom, associated with emotional impacts similar to sadness. Residents of San Antonio, city planners, and policy makers could benefit from understanding these impacts on residents. Data from this study may contribute to possible implications for social change and new knowledge and insights in the areas of health, mental health, social responsibility, urban planning, land conservation, and environmental psychology.

Many older adults (aged 55 and older) need training to acquire computer knowledge and skills. Using computers and the Internet could provide access to vital resources for improving older adults' health and maintaining their connections with family and society. This study examined 2 psychological constructs--computer anxiety and computer self-efficacy--that have been shown to impact a person's successful use of computers and related technology. Guided by Bandura's self-efficacy theory, which emphasizes the importance of adult learners being motivated and taking charge of their learning, this study examined the impact of a computer knowledge and skills workshop on older adults' computer anxiety and computer self-efficacy. A concurrent, mixed-methods design was used to collect and analyze survey data and interview transcripts from a convenience sample of African American older adults (N = 11). Mobile technology (i.e., tablet PCs and portable hotspots) was used to access the Internet and e-mail. Data analyses included thematic coding of the interview notes and descriptive statistics to present the survey results. The themes that emerged from the interview data were learning opportunities, positive attitudes, and user-friendly tools and equipment for reducing computer anxiety and constructive attitude changes and learning environments for improving computer self-efficacy. The descriptive statistics indicated favorable changes for computer anxiety with scores averaging a decrease of -26.5% and computer self-efficacy with scores averaging an increase of 62.1%. This study illustrated the feasibility of a low-cost approach for establishing a mobile computer laboratory to help older persons become proficient in their use of computers, the Internet, and related technology.

The aim of this phenomenological qualitative study was to capture and understand the essence of the lived experiences of individuals after participating in equine facilitated psychotherapy (EFP). In that the experiences of participants after exposure to EFP have not previously been examined, this study adds to the literature on this innovative therapy. Theoretical viewpoints on animal assisted therapy and solution-focused brief therapy (SFBT) were explored, as well as how the SFBT methodology compares to techniques used in EFP. Using interviews, the study involved capturing participants' experiences by collecting their descriptions of their involvement with EFP, identifying the specific experiences they noted, ascertaining what the participants did with these experiences, and discerning themes or patterns in the interview data. A purposive sample of 10 adults who had participated in EFP participated in interviews, the data from which were analyzed by hand coding. Analysis showed improved quality of life with improvements in overall well-being and in participants' relationships. The findings of this research study may lead to additional research in this area and may promote the establishment of consistent techniques in EFP, proper credentialing of those who use EFP, and applicable regulatory standards. By exploring the lived experiences of individuals who have participated in EFP, providers may be able to delve more deeply into the curative factors that may be at work with this type of therapy.

Deaf individuals typically have access to 2 types of therapeutic services: interpretive (with an interpreter) and noninterpretive (with a sign-fluent therapist). Previous research indicates that the presence of an interpreter may hinder development of working alliance and attachment. There is a lack of empirical evidence assessing the effect of working alliance and attachment based on whether or not therapy incorporates an interpreter. The working alliance theory and the attachment theory were the theoretical foundations for this study. This study examined the difference between the strength of working alliance and attachment to the therapist given the presence or absence of an interpreter in therapy for Deaf individuals (N = 39) utilizing the Working Alliance Inventory and the Client Attachment to Therapist Scale. A multivariate analysis of variance was utilized to examine the differences between interpretive and noninterpretive services. The results indicated that individuals who received noninterpretive services had stronger working alliance and attachment with their therapist, which suggests that the type of therapy services Deaf individuals receive should strongly be considered. Accordingly, an increase of sign-fluent therapists would promote social change by providing more appropriate services that would remove barriers that hinder working alliance and attachment to the therapist.

Research has shown that individuals' willingness to believe a disclosure of childhood sexual abuse (CSA) is related to just-world beliefs, ambivalent sexism, and defensive attribution. However, researchers do not know whether these variables relate to posts made in response to online articles describing CSA. Negative or disbelieving posts may impact not only the author, but also readers who view these comments via hindrance of disclosures, increased self-blame, and avoidance of help seeking. In this quantitative study, just-world, ambivalent sexism, and defensive attribution theories provided the theoretical basis used to determine whether just-world beliefs, ambivalent sexism, and defensive attribution influenced comments made in response to an online article about CSA disclosure. Eight-hundred twenty participants read the article where the author discloses she was sexually abused as a child. Response comments were coded negative, neutral, or positive. Participants also completed demographic questions, the Global Belief in a Just World Scale, the Ambivalent Sexism Inventory, and questions regarding their similarity to the offender and victim. Multinomial logistic regression analysis showed relationships between negative posts and hostile sexism, perceived similarity to the perpetrator, frequent involvement in online discourse, and, to a lesser extent, belief in a just world. Parenthood and perceived similarity to the author increased one's odds of posting positively. Responses of CSA survivors resulted in unexpected findings. Study findings may be used to challenge stereotypes and vitriol often used to silence survivors in public discourse, for thought challenging in psychotherapeutic settings, and for future public education and research to increase support for CSA survivors.

Students at the graduate level undergo higher levels of stress compared to their peers, and this stress is known to affect academic performance. Most of the research is focused on the negative aspect of stress. Positive psychology aspects, such as eustress and flow, are related to success in some activities; however, it is unknown whether these correlate with academic performance. Several stress-related theories-Yerkes-Dodson curve, cybernetics, conservation of resources, and choking under pressure-guided this quantitative study of the effects of eustress, flow, and cognitive test anxiety (CTA) on a psychomotor practical examination for physical therapy students. A sample of 192 physical therapy graduate students across 3 campuses and 5 programs participated. Immediately following a standard psychomotor practical examination, and prior to any performance feedback, participants' levels of eustress, flow, and CTA were measured. All 3 variables had statistically significant bivariate correlations with exam score, and in the expected direction. In a standard multiple regression flow was the only statistically significant predictor; exam scores increased as flow increased. A follow-up analysis revealed that flow mediated (a) the positive relationship between eustress and exam score, and (b) the negative relationship between CTA and exam score, mitigating CTA's negative effect. Results suggest positive social change interventions focused on enhancing positive psychological states could improve academic performance and clinical training, leading to better clinical practice performance and outcomes for patients.

Systematic manipulations of the order in which questions are presented in hypothetical discounting tasks have shown that individual responses vary as a result of these manipulations. For example, Robles and Vargas (2007, 2008) and Robles, Vargas, and Bejarano (2009) demonstrated that individual discounting rates systematically change if questions are presented in a random, ascending, or descending order. The purpose of this study was to examine if specific sequential manipulations affected individual k values when using the Kirby, Petry, and Bickel (1999) 27-item Monetary Choice Questionnaire (MCQ). In a single session, participants (undergraduate students, N = 80), answered two MCQs. One of the MCQs was the standard Kirby et al. (1999) MCQ and the other was the MCQ with the question sequence altered systematically. Within-subject results suggest that individual k values are consistent when comparing k values from the two MCQs completed by each individual. In most cases, individual k values between MCQs did not vary substantially. Additionally, there was a statistically significant correlation between both MCQ administrations for each group. Results from this study indicate that k values obtained using the MCQ are reliable when question sequence is altered.

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