This study tested a model that links stress, social support, problem‐focused coping, and well‐being. First, it looks at how high support significantly moderated the association between stress and ...well‐being. Next, the students' problem‐focused coping was seen as mediating this moderated association. Finally, a 3‐way interaction of stress, social support, and avoidant coping revealed that only frequent use of avoidant coping accelerated the association between stress and well‐being in a negative way at both low and high support.
The author examined the conditions (i.e., social support and dysfunctional coping) under which perceived stress predicted psychological well‐being in 459 college students. Hierarchical regression ...analyses indicated a significant 2‐way interaction (Perceived Stress × Social Support) and a significant 3‐way interaction (Perceived Stress × Social Support × Dysfunctional Coping) predicting well‐being. Low social support deteriorated the association between stress and well‐being. Only the frequent use of dysfunctional coping exacerbated the association between stress and well‐being across high and low social support. Implications for counseling college students are discussed.
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•GS-9620 has no direct antiviral activity against HBV.•Type I IFN induced by GS-9620 durably suppresses HBV without reducing cccDNA levels.•GS-9620-induced cytokines enhance HBV ...antigen presentation.•Established HBV infection does not modulate innate immune sensing or signaling.
GS-9620, an oral agonist of toll-like receptor 7 (TLR7), is in clinical development for the treatment of chronic hepatitis B (CHB). GS-9620 was previously shown to induce prolonged suppression of serum viral DNA and antigens in the woodchuck and chimpanzee models of CHB. Herein, we investigated the molecular mechanisms that contribute to the antiviral response to GS-9620 using in vitro models of hepatitis B virus (HBV) infection.
Cryopreserved primary human hepatocytes (PHH) and differentiated HepaRG (dHepaRG) cells were infected with HBV and treated with GS-9620, conditioned media from human peripheral blood mononuclear cells treated with GS-9620 (GS-9620 conditioned media GS-9620-CM), or other innate immune stimuli. The antiviral and transcriptional response to these agents was determined.
GS-9620 had no antiviral activity in HBV-infected PHH, consistent with low level TLR7 mRNA expression in human hepatocytes. In contrast, GS-9620-CM induced prolonged reduction of HBV DNA, RNA, and antigen levels in PHH and dHepaRG cells via a type I interferon (IFN)-dependent mechanism. GS-9620-CM did not reduce covalently closed circular DNA (cccDNA) levels in either cell type. Transcriptional profiling demonstrated that GS-9620-CM strongly induced various HBV restriction factors – although not APOBEC3A or the Smc5/6 complex – and indicated that established HBV infection does not modulate innate immune sensing or signaling in cryopreserved PHH. GS-9620-CM also induced expression of immunoproteasome subunits and enhanced presentation of an immunodominant viral peptide in HBV-infected PHH.
Type I IFN induced by GS-9620 durably suppressed HBV in human hepatocytes without reducing cccDNA levels. Moreover, HBV antigen presentation was enhanced, suggesting additional components of the TLR7-induced immune response played a role in the antiviral response to GS-9620 in animal models of CHB.
GS-9620 is a drug currently being tested in clinical trials for the treatment of chronic hepatitis B virus (HBV) infection. GS-9620 has previously been shown to suppress HBV in various animal models, but the underlying antiviral mechanisms were not completely understood. In this study, we determined that GS-9620 does not directly activate antiviral pathways in human liver cells, but can induce prolonged suppression of HBV via induction of an antiviral cytokine called interferon. However, interferon did not destroy the HBV genome, suggesting that other parts of the immune response (e.g. activation of immune cells that kill infected cells) also play an important role in the antiviral response to GS-9620.
Ethnic minority students' perceptions of racism may be associated with a host of secondary emotional, interpersonal, and academic difficulties that can nevertheless be the chief reason these students ...seek treatment at a counseling center. This study examined archival data from the Presenting Problems Checklist completed by 1555 African American clients seen at the counseling centers of 7 predominantly White Midwestern universities. Findings of ordinal correlations (Kendall's tau-b) suggested that, for both men and women, perceived racial discrimination was associated with a broad range of co-occurring presenting problems, including academic (e.g., performance anxiety, adjustment to university), interpersonal (dating concerns), psychological/emotional (perfectionism, depression, suicide risk), and existential concerns (confusion in beliefs/values, spiritual/religious concerns). Separate analyses conducted for men and women suggested some sex differences; for example, irritability/anger had the strongest correlation with perceived discrimination for men, whereas for women the strongest correlation was for procrastination. Awareness of the full range of likely sequelae of racial discrimination could improve psychologists' assessment and intervention efforts and lead to a better understanding of how perceived racism affects students' functioning in multiple areas.
Effectively diagnosing African Americans' self-esteem has posed an unresolved challenge. To address this assessment issue, we conducted exploratory factor analysis and Rasch analysis to assess the ...psychometric characteristics of the Rosenberg Self-Esteem Scale (RSES, Rosenberg, 1965) for African American college students. The dimensional structure of the RSES was first identified with the first subsample (i.e., calibration subsample) and then held up under cross-validation with a second subsample (i.e., validation subsample). Exploratory factor analysis and Rasch analysis both supported unidimensionality of the measure, with that finding replicated for a random split of the sample. Response scale use was generally appropriate, items were endorsed at a high level reflecting high levels of self-esteem, and person separation and reliability of person separation were adequate, and reflected results similar to those found in prior research. However, as some categories were infrequently used, we also collapsed scale points and found a slight improvement in scale and item indices. No differential item functioning was found by sex or having received professional assistance versus not; there were no mean score differences by age group, marital status, or year in college. Two items were seen as problematic. Implications for theory and research on multicultural mental health are discussed.
Increasing trainees' multicultural counseling competence (MCC) has been a hot topic in counseling. Scholars have identified predictors (e.g., race/ethnicity, color-blindness) of MCC, and educators ...provide multicultural training for trainees. Using a sample of 370 psychology trainees, this study examined whether multicultural training (a) moderated racial/ethnic differences on MCC and (b) changed the relationship between color-blindness and MCC. Results indicated a significant interaction effect of race/ethnicity (i.e., White vs. ethnic minority) and multicultural training on multicultural awareness, but not on multicultural knowledge. Specifically, at lower levels of training, racial/ethnic minority trainees had significantly higher multicultural awareness than their White counterparts; at higher levels of training, no significant difference was found. Described differently, more training significantly enhanced Whites' multicultural awareness, but did not enhance racial/ethnic minority trainees' awareness. Additionally, there was a significant interaction effect of color-blindness and multicultural training on multicultural knowledge, but not on multicultural awareness. The association between color-blindness and multicultural knowledge was stronger at higher levels of multicultural training than at lower levels of training. Alternatively, the effect of training on enhancing knowledge was stronger for those with lower color-blindness than for those with higher color-blindness. (Contains 4 figures, 2 tables, and 3 footnotes.)
Although the United States offers some of the most advanced psychological services in the world, not everyone in the country shares these services equally, resulting in health disparities. Health ...disparities persist when assessments do not appropriately measure different populations' mental health problems. To address this assessment issue, we conducted principal axis factoring, confirmatory factor analysis, and Rasch analyses to assess the psychometric characteristics of the Brief Symptom Inventory-18 (BSI-18) to evaluate whether the BSI is culturally appropriate for assessing African American students' psychological distress. The dimensional structure of the BSI was first identified and held up under cross-validation with a second sample and a white sample. The measure was unidimensional among African American and white students. Our results suggested BSI in our samples presented characteristics such as low person separation, stability across samples, and little differential item functioning. Most African American and white students identified themselves on the low end of the categories in a 0-4 rating scale, indicating their low endorsement of the items on the BSI. Rasch analyses were completed with the original scale but also collapsing the scale to three points, with some increase in separation and reliability for the collapsed scale. As anticipated, differences in mean BSI scores were found for mental health-related variables. Implications for theory and research on multicultural health scales are discussed as are effects of item skewness on analyses.
Public Significance Statement
This study conducted principal axis factoring, confirmatory factor analysis, and Rasch analyses to assess the measurement characteristics of the Brief Symptom Inventory-18 (BSI-18) to evaluate whether the BSI is appropriate for assessing African American students' psychological distress. Our results suggested the BSI in our samples presented characteristics similar to those of a white student sample and that there were relatively low levels of overall distress in these samples.
In the spirit of the mission of social justice in counseling, this study examined perceived racism as a moderator on the association between self‐concept (i.e., self‐esteem, shyness) and distress ...among African Americans. The authors examined whether perceived racism changed the relationship between self‐esteem/shyness and psychological distress by investigating a sample of 394 African Americans. With a moderation analysis, the authors found significant interaction effects of Self‐Esteem × Perceived Racism and Shyness × Perceived Racism on distress.
Based on biculturalism theory (LaFromboise, Coleman, & Gerton, 1993), the present study examined the direct effect of perceived bicultural competence (PBC) on depressive symptoms, and PBC as a ...potential coping resource to moderate the association between minority stress and depressive symptoms. Participants were 167 Asian American, African American, and Latino/a American students at a predominantly White Midwest university. Results from a hierarchical regression analysis suggested that (a) minority stress was positively associated with depressive symptoms after controlling for perceived general stress, (b) PBC was negatively associated with depressive symptoms after controlling for perceived general stress and minority stress, and (c) the interaction between minority stress and PBC was significant in predicting depressive symptoms. Results from a simple effect analysis supported the hypothesis that a higher level of PBC buffers the association between minority stress and depressive symptoms. Furthermore, post hoc exploratory analyses of the components of PBC suggested that 2 components, Social Groundedness and Cultural Knowledge, may be especially important coping resources.
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