The objective of the present study was to map amateur athletes' positions on forgiving an aggressor in sport under various circumstances. One hundred and twenty-eight participants judged forgiveness in 32 scenarios built from combinations of five factors (moral disengagement, intention, consequence, apology, and incentive). Following a cluster analysis, ANOVAs, and chi-squared tests, a three-cluster solution was found "Mainly Forgive, with Non-Additive Integration," "Seldom Forgive, with Additive Integration," and "Moderately Forgive, with Additive Integration." The clusters' composition was related to the members' sex and type of sport. Cluster 1 contained 19% of the women and 32% of the athletes from collision sports. Cluster 2 contained 72% of the men, 53% of the athletes from non-contact sports, and 43% of the athletes from contact sports. Cluster 3 contained 54% of the women, and 58% of the athletes from collision sports.Self-concept differentiation (SCD) is a sign of fragmentation of the self rather than specialization of role identities for its robust relationship with psychological adjustment. However, little is known about the mechanisms underlying the relationship between SCD and psychological adjustment. The aim of this study was to examine the mediating role of self-consistency and congruence (SCC) in the association between SCD and psychological adjustment (psychological well-being, depression, and anxiety), and the moderating role of age in the relationship between SCD and SCC. This moderated mediation model was examined among 158 Chinese retirees (mean age = 71.12, SD = 9.13), who completed measurements regarding SCD, SCC, psychological well-being, anxiety, and depression. The results showed that SCC partially mediated the links between SCD and the indices of psychological adjustment. Furthermore, age moderated this mediation effect, which was found in mean and high-age participants, but not in low-age ones. Our findings indicate that, at different age stages, the internal mechanisms of SCD affecting psychological adaptation are not the same, and a low differentiated or highly integrated self can serve as an adaptive resource to maintain high subjective well-being of the elderly and protect them from anxiety and depression.Formative intervention methodologies, such as the Change Laboratory (CL), are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers' health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists' initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified (1) promoting dialogues and exchange of experiences, (2) creating environments for continuous learning and permanent discussion (seminars and post-graduate courses and the use of communication technologies), (3) creating spaces for experimentation and the practical application of concepts (case studies and participation in interventions), and (4) the use of the double stimulation method during training programs.Loneliness has been reframed from a 'social problem of old age' into a major public health problem.  https://www.selleckchem.com/  This transformation has been generated by findings from observational studies of a relationship between loneliness and a range of negative health outcomes including dementia. From a public health perspective, key to evaluating the relationship between loneliness and dementia is examining how studies define and measure loneliness, the exposure variable, and dementia the outcome. If we are not consistently measuring these then building a body of evidence for the negative health outcomes of loneliness is problematic. Three key criteria had to meet for studies to be included in our analysis. To test the proposition that loneliness is a cause of dementia we only included longitudinal studies. For inclusion studies had to measure loneliness at baseline, have samples free of dementia and assess dementia at follow up (specified as a minimum of 12 months). We identified 11 papers published between 2000 and 2018 that meetionship between loneliness and dementia is inconclusive largely because of methodological limitations of existing studies. If we wish to develop this evidence base, then using a consistent set of loneliness and dementia outcome measures in major longitudinal studies would be of benefit.The mental health of young people is a growing public health concern. With socio-emotional difficulties in youth often resulting in psychiatric disorders later in life and most with mental health conditions rather stabilizing in time, it is essential to support healthy socio-emotional development. With a comprehensive definition of mental health, since emotion regulation (ER) plays a critical role in prevention, it becomes imperative to better understand how children effectively manage their emotions from an early age. Determining effective use of ER skills relies on adequate measurements. Typical methods of data collection in children present consistent shortcomings. This review addresses research findings considering the suitability of the late positive potential measured through electroencephalogram as a neural indicator of ER in children and youth. There is growing evidence, as reported in this review, that indicates that the late positive potential may be a reliable neural indicator of children's cognitive reappraisal abilities more specifically. Results generally suggest that the late positive potential amplitudes are sensitive to directed reappraisal in children. However, given the scant research, questions remain regarding developmental trends, methodology, interindividual variability, reappraisal of various stimuli, and how the late positive potential may relate to more traditional measures of ER. Directions for future research are provided, which are expected to address unanswered research questions and fill literature gaps. Taken together, the findings reviewed indicate that the late positive potential is generally sensitive to directed cognitive reappraisal in children and that there is promise of establishing this neural marker as an indicator of ER.