Beyond the diathesis-stress paradigm: Effect of the environmental sensitivity × pubertal tempo interaction on depressive symptoms.

Based on the Differential Susceptibility Theory, we examined whether the relationship between pubertal maturation and depressive symptoms can be moderated by individual differences in environmental sensitivity. The current article used the three-wave data collected from Japanese adolescents aged from 12 to 15 years (girls = 111, boys = 98). Consequently, a significant Sensitivity × Pubertal Development interaction was observed in 12- to 13-year-old boys, but not girls.

Courtesy stigma of parents of children with Down syndrome: Adaptation process and transcendent stage.

Courtesy stigma, which arises from close connections to people with stigmatized characteristics, negatively affects interpersonal relations. This study aimed to evaluate courtesy stigma and the adaptation process of parents of children with Down syndrome based on semi-structured interviews with 23 Japanese parents. The interview themes were (a) negatively perceived interpersonal experiences and coping strategies; (b) information disclosure and others' responses; and (c) positively perceived interpersonal experiences.

Sensory processing sensitivity and culturally modified resilience education: Differential susceptibility in Japanese adolescents.

This study investigated the efficacy of a culturally modified resilience education program on Japanese adolescents' well-being from a differential susceptibility perspective. First, a culturally modified resilience education intervention was developed by employing the SPARK resilience program and implemented with 407 Japanese high school students in Tokyo (age = 15-16, M = 192, F = 215). To test intervention efficacy, students' level of resilience, self-esteem, self-efficacy, and depression were measured pre-, post-, and three months after intervention.

Highly sensitive adolescent benefits in positive school transitions: Evidence for vantage sensitivity in Japanese high-schoolers.

Some researchers indicate that the transition to high school deflects adolescent developmental trajectories. Others assert that it provides a new possibility for the promotion of adolescents' socioemotional well-being. One critical view missing in such claims is that individual variabilities interact with environmental influences.