Past research has shown that hostile schemas and adverse experiences predict the hostile attributional bias. This research proposes that seemingly nonhostile beliefs (implicit theories about the malleability of personality) may also play a role in shaping it. Study 1 meta-analytically summarized 11 original tests of this hypothesis (N = 1,659), and showed that among diverse adolescents aged 13-16 a fixed or entity theory about personality traits predicted greater hostile attributional biases, which mediated an effect on aggressive desires. Study 2 experimentally changed adolescents' implicit theories toward a malleable or incremental view and showed a reduction in hostile intent attributions. Study 3 delivered an incremental theory intervention that reduced hostile intent attributions and aggressive desires over an 8-month period.

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The transition to high school coincides with an increase in the prevalence of depressive symptoms. Could this be due in part to increasing beliefs about the fixedness of personal traits at a time of frequent social setbacks? And could teaching adolescents that people can change help prevent the increase in depressive symptoms? A longitudinal intervention experiment involved three independent samples of students entering high school (N = 599). A brief self-administered reading and writing activity taught an incremental theory of personality—the belief that people’s socially relevant characteristics have the potential to change. The intervention reduced the incidence of clinically significant levels of self-reported depressive symptoms 9 months postintervention by nearly 40% among adolescents assigned to the intervention condition, compared with control participants. Analyses of symptom clusters, measures of self-esteem, and measures of natural language use explored the outcomes that did and did not show treatment effects. Moderation analyses confirmed theoretical expectations. Among adolescents assigned to the control condition, those who endorsed more of an entity theory of personality—believing people cannot change—showed greater increases in depressive symptoms during the year. The effect of this risk factor was eliminated by the intervention.

The COVID-19 pandemic completely changed daily lives and psychotherapy clinical operations. Treatment engagement with serious mental illness (SMI) populations is inherently challenging. COVID-19 may pose more challenges to treatment engagement with SMI populations due to the rapid change to telehealth and exacerbation of symptoms. SMI patients may be less likely to convert to telehealth or stay engaged in treatment compared to non-SMI patients during COVID-19. Nevertheless, treatment engagement via teletherapy is vital to supporting the vulnerable SMI populations during this stressful pandemic. In this study, we compared teletherapy conversion and utilization rates between SMI and general populations in an outpatient psychiatric clinic (n = 816) during COVID-19. We found no differences in telehealth conversion for patients with SMI (52%) and non-SMI (48%), suggesting equivalent adoption of teletherapy among SMI and non-SMI populations. Beyond conversion, we found that the SMI group had a significantly greater number of teletherapy visits compared to non-SMI patients, indicating that SMI group utilized teletherapy regularly after conversion. There were no group differences in new patients beginning therapy via telehealth, which shows that the SMI group was not more deterred to seek help. Our findings inform the feasibility of telehealth for serious mental illness populations during the pandemic.

Grades often decline during the high school transition, creating stress. The present research integrates the biopsychosocial model of challenge and threat with the implicit theories model to understand who shows maladaptive stress responses. A diary study measured declines in grades in the first few months of high school: salivary cortisol (N = 360 students, N = 3,045 observations) and daily stress appraisals (N = 499 students, N = 3,854 observations). Students who reported an entity theory of intelligence (i.e., the belief that intelligence is fixed) showed higher cortisol when grades were declining. Moreover, daily academic stressors showed a different lingering effect on the next day's cortisol for those with different implicit theories. Findings support a process model through which beliefs affect biological stress responses during difficult adolescent transitions.