School Does Not Kill Creativity

Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.

Creativity in an Affective Context

Everyday life often requires considerable creativity in dealing with challenging circumstances. This implies that creativity regularly operates in an affective context, however, this “C” of creativity is rarely addressed in contemporary research. In this brief review article, we address some important milestones in this nascent field of research. Starting with early accounts on emotional creativity, we discuss seminal research intertwining creativity and mood states, and finally introduce two recent developments in this field: reappraisal inventiveness as the capacity to generate manifold cognitive reappraisals for aversive situations, and malevolent creativity as creative ideation intentionally used to damage others. We discuss the conceptual origins of reappraisal inventiveness and malevolent creativity and provide an extensive review of past behavioral and neuroscientific findings regarding these differently motivated instances of affective creativity. Additionally, novel pilot findings and prospects on both lines of research will be provided, which may help to advance investigations into more real-world applications of creative cognition.

Assimilation and Accommodation

This research provides a systematic overview of psychological areas using assimilation and accommodation to explain development and adaptation processes from 1998 to 2018. We primarily aimed to identify the main psychological research areas connected to assimilation and accommodation. We used assimilation and accommodation as keywords to extract data from SpringerLink, PsycINFO, and PsycARTICLES. Of 500 articles, 473 were included in the analysis. Ten categories were identified to allow systematization along with different research areas and development trajectories. The meanings of these terms were analyzed in terms of scientific impact, their connection to Piaget and Baldwin, application, and research methods. Our analysis has distilled the most driving and scientifically relevant approaches to assimilation and accommodation within psychological research, with the work of Baldwin and Piaget influencing practically all views. Thus, we have identified a common understanding of assimilation and accommodation, although the direction of the adaptation process should be made explicit in the future. Based on our analyses, we were able to identify white spots on the research map that should be focused on in future work: the need to better understand the interdependence and synchronicity of both processes, the connection to affects and emotions, and the potential co-research with artificial intelligence.

Social Representations and Emotions

A number of authors consider that exploring the interconnections between social representations and emotions is essential. However, both empirical and theoretical contributions have focused on specific aspects of these concepts and thus offer a narrow view of their articulation. Moreover, these are published in different languages, making it difficult to provide an overview of the current knowledge on the subject. Consequently, this article adopts a broader approach through a literature review articulating social representations and emotions. This is based on a search of various databases, conducted between March and April 2020 and using the terms “social representation” and “emotion” (or affect, mood, or feeling) in their singular and plural forms, both in French and in English. As a result, 41 references explicitly mentioned both terms and were published in English, French, Portuguese, and Spanish were collected. This brought to light two lines of inquiry that structure this field of research: the first focuses on the role of emotions in the emergence, dynamics, and functioning of social representations, while the second explores how social representations determine emotions or emotional processes. These perspectives will be discussed from both a theoretical and methodological standpoint with the aim of highlighting new avenues for research.

Psychological Science Into Practice During the COVID-19 Pandemic

The public health outbreak of the COVID-19 virus has hit all aspects of life as we know it. We found ourselves trying to solve several concurrent crises that have afflicted us. The European Federation of Psychologists’ Associations (EFPA) launched the Psychologists’ Support Hub to share resources among its members and beyond and promote the continuing adoption of psychological science to battle the pandemic. In the greater context of evidence-based practice (EBP), the best available evidence is what we turn to for help in our decision-making on how best to address different challenges. However, there are challenges in implementing EBP when the science is limited, and we are still expected to be effective and efficient as professionals. The article outlines the need for EBP during the pandemic. Three vignettes display how that can be done while identifying obstacles and recommending ways forward in the future. The first one relates to the development of e-mental health services in Belgium following the March 2020 lockdown. The second describes addressing the needs of older adults in Croatia when it was hit by two crises simultaneously – the March 2020 lockdown and a destructive earthquake. The third looks at how targeted community-based interventions in Norway directed at social change can positively impact times of crisis. Overall, the pandemic presents a unique opportunity for professional growth for researchers, trainers, practitioners, and policymakers alike. EFPA can play a pivotal role in EBP adoption.

Loneliness and Social Isolation During the COVID-19 Pandemic

The outbreak of the global COVID-19 pandemic has drastically altered people’s lives. Loneliness and social isolation were publicly discussed as possible psychological consequences of the measures taken to slow the virus spread. These public discussions have sparked a surge in empirical studies on loneliness and social isolation. In this study, we first provide a systematic review synthesizing recent literature on the prevalence and correlates of loneliness and social isolation during the early phase of the COVID-19 pandemic ( k = 53 studies). We found that most quantitative studies included in the systematic review were cross-sectional. The few longitudinal studies mainly reported increases in loneliness, especially when the pre-pandemic measurement occasions were months or years before the COVID-19 pandemic. Studies with pre-pandemic measures weeks or days before the pandemic reported relatively stable or even decreasing loneliness trends. Second, we enrich the systematic review with an empirical investigation on daily changes in the perceived quality and quantity of social relationships during the pandemic compared to before the pandemic ( N = 4,823). This empirical investigation showed that, on average, the quality of social relationships was perceived worse during the pandemic than before. This perception got slightly stronger over the first 2 weeks of the pandemic but stagnated thereafter. Regarding the quantity of social relationships, participants reported on average that they had fewer social interactions at the beginning of the study than before the pandemic. This perceived reduction in the quantity of social interactions linearly decreased over time.

Age Differences in COVID-19 Preventive Behavior

Age is a critical risk factor for severe COVID-19. This is mirrored by older people showing preventive health behaviors more frequently. However, collective action across all age groups is necessary to reduce transmission. Therefore, this study assessed whether age differences are moderated by policy changes and whether policies further moderate the relationship between psychological determinants of behavior (risk perceptions and trust), age, and preventive behaviors. Risk perceptions, trust in institutions, self-reported frequency of preventive behaviors (mask-wearing, avoiding social gatherings), and demographics (e.g., age) were collected within the COVID-19 Snapshot Monitoring (COSMO), a German serial cross-sectional survey. A total of 19,069 participants across 20 measurement points were included (online sample, quota-representative for Age × Gender and federal state in Germany; mid-April to the end of November 2020). Regression analyses showed that age differences in avoiding social gatherings and mask-wearing remained stable under different health policies but were further moderated by psychological variables. The introduction of stricter policies alone was not related to higher adoption rates of preventive behaviors, but it mitigated the effects of age and risk perceptions. Moreover, under mandatory policies, the correlation between trust in institutions and behaviors was amplified. The present research made a strong case for quality, targeted health, and risk communication. Without mandatory policies, the importance of preventive behaviors must be well understood to achieve high adherence – especially in young people who are threatened by the disease less directly.

The Impact of COVID-19 on the Majority Population, Ethno-Racial Minorities, and Immigrants

The COVID-19 pandemic constitutes an unprecedented threat for individuals and societies, revealing stark inequalities in preparedness, exposure, and consequences. The present systematic literature review complements extant knowledge on disasters and pandemic diseases with programmatic research on the COVID-19 pandemic. Building upon an integrative definition of threat, we merge intra-personal threat regulation with group dynamics and inter-group relations. Via streamlined methods of knowledge synthesis, we first map out a broad taxonomy of threats, as appraised by the majority population and ethno-racial and immigrant minorities. Second, we delve into research linking threat appraisals with either conflict or prosociality within and across group boundaries. To conclude, we propose some guidelines for researchers to involve ethno-racial and immigrant minorities actively and for societies to cope cohesively with the impact of COVID-19.