OBJECTIVE The postpartum period is a vulnerable time for sexual health, yet the relationship between biopsychosocial factors and sexual function over time remains unclear. Our aim was to identify trajectories of postpartum sexual function in first-time mothers (N = 646) and examine associations with biopsychosocial factors. METHODS Biopsychosocial factors were assessed at delivery and 3 months postpartum. Sexual function was assessed during pregnancy, 3, 6, and 12 months postpartum using the Female Sexual Function Index. Latent class growth analysis was conducted to identify distinct sexual function trajectories. Multinomial logistic regressions examined associations between biopsychosocial factors and membership in the trajectories. RESULTS Three trajectories were identified 52% of women reported minimal sexual function problems at 3 months postpartum and improved the least over time, 35% of women reported moderate sexual function problems at 3 months and improved the most over time, and 13% of women reported marked sexual function problems at 3 months and improved somewhat over time. Biomedical factors were not significantly related to trajectory membership. Higher sexual distress at 3 months postpartum was associated with increased odds of being in the moderate and marked sexual function problems subgroups, whereas higher sexual function in pregnancy was associated with decreased odds of being in these subgroups. Lower depressive symptoms and higher relationship satisfaction was associated with reduced odds of being in the marked problems subgroup. CONCLUSIONS Improvement in sexual function postpartum is heterogeneous. Psychosocial, but not biomedical factors were significantly associated with the trajectories. This information may be integrated into psychoeducation, and for informing earlier assessment and intervention practices. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Purpose-guided trial design (PGTD) is a novel heuristic framework for planning randomized controlled trials of health-related behavioral interventions. Its use helps to ensure that the study design and the control or comparison group are compatible with the primary purpose of the trial. When used in conjunction with the recently developed pragmatic model for comparator selection in health-related behavioral trials (Freedland et al., 2019), the PGTD framework can help to resolve uncertainties, disagreements, and controversies about the comparators that are used in behavioral randomized controlled trials. For example, PGTD can help to answer questions about whether, when, and how to control for attention in behavioral trials. The PGTD framework can be used to evaluate published trials, but it is primarily intended for use as a behavioral trial planning tool. (PsycInfo Database Record (c) 2020 APA, all rights reserved).OBJECTIVE Hodgkin and non-Hodgkin lymphoma patients are at high risk of experiencing anxiety because the clinical processes and therapies they undergo produce strong adverse effects. In this review we discuss the prevalence of anxiety among these patients and examine the methods used for data collection, intervention frequency, types of instruments used to recognize anxiety, and data collection purposes, both in Hodgkin and non-Hodgkin lymphoma survivors and patients being treated or diagnosed with these diseases.  https://www.selleckchem.com/products/h-cys-trt-oh.html  METHODS This systematic review and meta-analysis of the literature was carried out using the following sources PubMed, Scopus, LILACS, and PsycINFO. RESULTS The meta-analysis sample was n = 2,138 and the overall prevalence of anxiety was 19% (95% CI [12%, 25%]). According to the Egger test, there were no publication biases and no studies were eliminated after the sensitivity analysis. The I2 for the heterogeneity analysis was 92.6%. CONCLUSIONS Hodgkin and non-Hodgkin lymphoma patients are vulnerable to suffering anxiety. It is important to focus on the psychological effect of anxiety during remission or current cancer treatments because they can affect patient outcomes. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Gratitude is a human strength that is beneficial for psychosocial adjustment and academic adjustment. This study aimed to examine the (a) heterogeneity and gender differences in the developmental trajectories of gratitude to obtain a more nuanced understanding of the development of gratitude in children, and (b) relations between these trajectories and psychosocial adjustment, as well as academic adjustment outcomes among Chinese elementary schoolchildren to elucidate the specific benefits of gratitude for children. A sample of 715 children (45.6% girls; Mage = 8.96 years, SD = 0.76 at Time 1) from 2 Chinese elementary schools completed a packet of measures on 6 occasions across 3 years, using 6-month intervals. Latent Class Growth Modeling revealed 4 heterogeneous developmental trajectory classes of gratitude High-Increasing, Moderate High-Decreasing, Moderate Low-Increasing, and Low-Stable. Girls were less likely than boys to fall into the Moderate Low-Increasing class or Low-Stable class in reference to the High-Increasing class. Children in the High-Increasing class and Low-Stable class showed the best and the worst psychosocial adjustment and academic adjustment, respectively. The results suggested that gratitude interventions may require adaptations for specific groups, with the Low-Stable class and Moderate High-Decreasing class needing particular attention. Meanwhile, educators aiming to increase elementary schoolchildren's psychosocial adjustment and academic adjustment should consider implementing assessment and intervention programs to promote gratitude early in the school years as well as throughout the elementary school years to prevent trajectories of negative developmental patterns. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Does spatial language contribute to the growth of preschool children's spatial skills? Four-year-old children (N = 50) were randomly assigned to a play-only (n = 24) or a spatial-language and play condition (n = 26). Their mental rotation and spatial vocabulary were assessed at baseline and several days after 5 play sessions. Children in the spatial-language condition scored higher at posttest on a mental rotation task than those in the play-only condition. The amount and diversity of experimenter spatial language during the play sessions accounted for a significant amount of the variance on children's posttest mental rotation. Significant gains in mental rotation were replicated in a second study (N = 34) with a broader range of play activities and with children enrolled in Head Start. These results show that the facilitative effects of spatial language on spatial cognition are not restricted to the context in which the spatial language is provided. In particular, 4-year-old children's experience with spatial language during play can transfer to promote their mental rotation.