Results 191 to 200 of about 93,578 (257)

Gold‐standard evidence and best practice guidance for menstrual cycle‐informed clinical care: An overview for clinicians

open access: yesBritish Journal of Clinical Psychology, EarlyView.
Abstract Objectives To synthesize current evidence and provide clinically actionable recommendations for integrating menstrual cycle‐related processes—particularly hormone sensitivity, Premenstrual Dysphoric Disorder (PMDD) and Premenstrual Exacerbation (PME)—into psychological assessment, formulation and treatment.
Ellen R. Lambert   +2 more
wiley   +1 more source

Imagery rescripting for generalized anxiety disorder: A case series

open access: yesBritish Journal of Clinical Psychology, EarlyView.
Abstract Introduction This is the first clinical pilot to explore the feasibility, acceptability and preliminary efficacy of imagery rescripting in individuals with a diagnosis of generalized anxiety disorder (GAD). Methods Participants with GAD (N = 18) attended assessment and 10 weekly sessions of imagery rescripting with a psychologist in person or ...
L. Stavropoulos   +6 more
wiley   +1 more source

The new first listener: Daydreaming styles and self‐compassion predict adolescent disclosure to AI, differently in ADHD

open access: yesBritish Journal of Clinical Psychology, EarlyView.
Abstract Objective AI chatbots are increasingly becoming a first common point of mental health disclosure for adolescents, suggesting a potential ‘Step 0’ within stepped‐care pathways prior access to professional help. This study examined how daydreaming styles and self‐compassion relate to adolescents' disclosure of inner thoughts to an AI ‘listener’,
Hui Yun Li, Ho Nam Cheung
wiley   +1 more source

Prompt‐based emotional scaffolding in generative AI: Effects on self‐regulated learning and socio‐emotional outcomes

open access: yesBritish Journal of Educational Technology, EarlyView.
Abstract While generative AI (GenAI) tools are emerging as educational resources, general‐purpose applications like ChatGPT are not explicitly designed to support the metacognitive and socio‐emotional dimensions of learning, often failing to address students' emotional states or promote independent thinking. In response, this study introduces a CVT‐SRL
Elena‐Alexandra Diordiev   +2 more
wiley   +1 more source

GenAI‐based metacognitive prompting in collaborative inquiry: A comparison across diverse preconception groups

open access: yesBritish Journal of Educational Technology, EarlyView.
Abstract Generative AI (GenAI) is increasingly integrated into collaborative inquiry to provide metacognitive prompting that scaffolds socially shared regulation of learning (SSRL). Understanding how such GenAI‐based metacognitive prompting is taken up through student–GenAI interactions is therefore critical. However, although learner–GenAI interaction
Mengke Wang   +5 more
wiley   +1 more source

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