Research by Wiley, Robert & Rapp, Brenda (2021). The effects of handwriting experience on literacy learning. Psychological Science, 32(7), 1086–1103. https://doi.org/10.1177/0956797621993111

Written by Robin N. Fatovic M.S.  

With the rise in technology, should kids even focus on handwriting anymore?

Psychology and neuroscience researchers studied this by teaching 42 participants 20 letters of the Arabic alphabet in three different ways. In the typing condition, participants had to find the presented letter or word on the keyboard as quickly as possible. In the writing condition, they copied the presented letter or word onto paper. In the visual condition, they just indicated when the Arabic letter or word appeared among many symbols. The participants engaged in many tasks to recognize, name, write, spell, and read Arabic words over 6 sessions. 

Results? Participants in the writing condition performed best on all tasks related to learning Arabic. They also learned faster than those in the typing and visual conditions. The results show that handwriting also impacted their learning on tasks that they did not receive training on, like spelling and reading. 

Though using electronic devices might be beneficial in school, handwriting is a skill that’s still needed for improved overall learning. Teachers and parents, to aid learning, teach students handwriting! This skill can help their cognitive development in many ways! 

Written by Robin N. Fatovic

Reference: Irwin, M. R., Carrillo, C., Sadeghi, N., Bjurstrom, M. F., Breen, E. C., & Olmstead, R. (2022). Prevention of incident and recurrent major depression in older adults with insomnia. JAMA Psychiatry, 79 (1), 33. https://doi.org/10.1001/jamapsychiatry.2021.3422 

Older adults with recurrent insomnia, or difficulty initiating or maintaining sleep at least 3 days per week, have higher risk for depression. Can treating insomnia prevent future depression?

Half of 290 adults aged 60 and up, with insomnia but no depression or major health events in the past year, participated in 2 months of Cognitive Behavior Therapy (CBT) for insomnia. The other half completed sleep education therapy identifying behavioral and environmental contributors.  

Results? After two years, only 12% of those in the CBT group experienced depression compared to 26% in education therapy. Additionally, they reduced their insomnia symptoms more than those in the education group, even 3 years after the intervention. CBT participants even had an 83% decreased chance of developing depression compared to those in the education group who did not see any sustained improvement in insomnia. 

Sleep is essential! Older adults, do you have difficulty going to or staying asleep? This can affect your concentration, memory, decision-making, and physical functioning. It may be a risk factor for Major Depression. Seek an expert in CBT for the treatment of insomnia and prevention of depression if you are struggling with sleep!

Written by Robin N. Fatovic

Reference: Sharif, M. A., Mogilner, C., & Hershfield, H. E. (2021). Having too little or too much time is linked to lower subjective well-being. Journal of Personality and Social Psychology, 121(4), 933–947. https://doi.org/10.1037/pspp0000391 

We know it’s unhealthy to have no downtime, but what about having too much free time?

Before COVID, marketing behavioral researchers studied the impact of downtime on well-being. They analyzed the American Time Use Survey data of 22,000 people, where they were asked about their leisure activities and life satisfaction. 

Results? Researchers found that the participants who had little downtime reported poor well-being. Well-being increased as leisure time increased, but at a certain point, having too much free-time was associated with poor well-being too. These results applied to those who worked, were unemployed, or were retired. The results stayed the same on weekdays and weekends, where the amount of free time differs. However, these results were only when spending downtime alone. When with others, people felt a better sense of well-being as well as when people believed they were productive, even during their leisure activities. 

Too much free time can lead to feeling stagnant. However, people feel more fulfilled spending time with others or working toward their personal values or goals. Find happiness in doing what gives you a sense of purpose in your free time! 

 

Written by Robin N. Fatovic M.S.

Reference:

Kelley, S. E., Edens, J. F., Mowle, E. N., Penson, B. N., & Rulseh, A. (2018). Dangerous, depraved, and death-worthy: A meta-analysis of the correlates of perceived psychopathy in jury simulation studies. Journal of Clinical Psychology, 75(4), 627–643. https://doi.org/10.1002/jclp.22726 

Psychopathy is defined as someone who is aggressive, manipulative, egocentric, and lacks empathy. Can labeling someone a “psychopath” influence decisions made in the courtroom?

Psychology researchers reviewed data from 3,000 participants in 10 juror simulation studies to evaluate their perceptions of psychopathic traits in criminal defendants. Results? Participants believed that defendants labeled "psychopathic” were “dangerous” and “evil” and should have harsher and longer sentencing, as well as the death penalty. Lastly, participants reported that they did not believe that psychopaths would benefit from psychological treatment.

 

Psychopathy is not specifically recognized as a mental illness; instead, it is a group of characteristics. Trained forensic psychologists measure psychopathic traits using the research-backed test called the Psychopathy Checklist-Revised. These results show that labeling a person as a “psychopath” can have life-changing impacts in a criminal case. Society should not label anyone a “psychopath” based on certain characteristics. 

Knowing the weight of this word, be careful when labeling others. Labeling someone a “psychopath” or any diagnosis without psychological training and actual testing can have negative consequences for the person and for the justice system as a whole!

 

Written by Robin N. Fatovic M.S.

Reference: Muradoglu, M., Horne, Z., Hammond, M. D., Leslie, S.-J., & Cimpian, A. (2021). Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance. Journal of Educational Psychology. https://doi.org/10.1037/edu0000669 

Imposter syndrome is a common phenomenon, where high achievers doubt their abilities despite their successes, feel like they’re faking it, and focus on their weaknesses. 

Psychology and philosophy researchers surveyed about 5,000 graduate students, postdoctoral fellows, medical residents, and faculty members in different academic fields to assess the degree of imposter syndrome.  

Results?  When participants believed that their field required high intellectual talent, or brilliance, to succeed, they felt more imposter syndrome. This was stronger for women, minorities, and students compared to faculty members, particularly for female minorities in academia. Those who felt stronger imposter symptoms also felt a lower sense of belonging in their career field and lower self-efficacy. 

 

Imposter syndrome is common across people in all stages of their career, but these results show that these feelings are stronger in women and minorities. This is because negative stereotypes about the abilities of these groups in some fields raises doubts and anxieties for these groups. Academic programs should create space for all to feel safe in the learning process. When feeling like an imposter, focus on all your accomplishments and knowledge. You are more than enough!

Written by Robin N. Fatovic M.S.

Reference: Bennett, A. A., Campion, E. D., Keeler, K. R., & Keener, S. K. (2021). Video conference fatigue? exploring changes in fatigue after videoconference meetings during COVID-19. Journal of Applied Psychology, 106(3), 330–344. https://doi.org/10.1037/apl0000906 

COVID-19 sparked rapid changes in our lives. Video conferencing seems here to stay, but many feel “Zoom fatigue” after. What impacts Zoom fatigue?

During the pandemic, business researchers surveyed 55 remote employees in different fields once before and every hour during the workday over 5 workdays. 

Results? 93% reported feeling physically and mentally fatigued after using Zoom. Participants reported feeling fatigued within an hour of a meeting, whereas in-person workday fatigue typically happens at the end of the day. 87% felt fatigued paying extra attention to the camera, especially because their own image distracted them. Timing matters. People felt the least fatigued at 1:30 pm, after lunch. People had the least fatigue when all microphones were muted, and they felt like they belonged in the group. Sharing ideas and seeing everyone led to greater feelings of belonging with the group. 

Employers, consider holding group meetings after lunch and ask all to mute their microphones, yet encourage a sense of belonging—have all share ideas. Viewers, hide your own image and keep your webcam on to connect with others, but take quick breaks (stretch, look away from screen) to relieve Zoom fatigue!

Written by Vanessa Melendez, B.S. 

Reference: Deci, Edward L., Koestner, Richard, & Ryan, Richard M. (1999). A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation. Psychological Bulletin, 125, 6, 627-668. 

 

Motivation drives our decisions. Past research finds that external rewards (like money, food, praise) can control behavior, as rewards motivate. However, external rewards affect intrinsic motivation, that is, liking the activity in itself. Prior studies suggest that External Rewards lower intrinsic motivation. However, researchers wanted to investigate if an external reward like verbal praise can provide an affirmation of competence, and thus enhance intrinsic motivation, while external rewards decrease people’s taking responsibility to regulate themselves.

128 previous studies confirmed that extrinsic tangible rewards, were seen as controlling and undermined free-choice intrinsic motivation, more for children than college students. However, verbal rewards, such as positive feedback, enhanced both free choice and intrinsic motivation more for college students, than children.  

Whether in work, family, or school, intrinsic motivation can bring benefits to the entire environment.  Limit external rewards. Instead, when seeing good work, affirm competencies: “You nailed it!” But be specific, like “Your speaking up shows leadership.” For children: Be specific in praise but permit fun play upon completing tasks to give the child some control.

Written by Vanessa Melendez, B.S.

Reference: Methorst, J., Rehdanz, K., Mueller, T., Hansjürgens, B., Bonn, A., & Böhning-Gaese, K. (2021). The importance of species diversity for human well-being in Europe. Ecological Economics, 181, 106917. 

In what kind of environment will we humans best thrive? Wall street, Main Street, Suburbia, or Farm?  

German researchers sought to answer this question by investigating the relationship between a region’s species diversity and human well-being by using a measure of life satisfaction and happiness. They compared a region’s species richness (i.e., having different mammals, fauna, birds, and trees), its environmental climate, and other geographical characteristics (vegetation water, recreational areas, different terrains) to self-report data from more than 26,000 citizens from 26 European countries. 

Results showed that species diversity, specifically bird species richness, was most positively related to life satisfaction across Europe even more than family income.  

How to increase bird diversity?  Plant varied native plants and trees to replace grass. Most exotic, non-native plants require poisonous pesticides and fertilizers. But native plants need much less fertilizer and less water. Everyone! Plant varied native trees and plants that will attract wildlife, including insects which birds need to thrive. Turn your yards and community grounds into diverse green spaces. For happiness get out into nature. Take time to savor birds’ beauty in nature, hear their melodious songs, and notice their antics.  

Written by Krishna Patel B.S.

Reference: 

Griffiths, S., Castle, D., Cunningham, M., Murray, S.B., Bastian, B., Barlow F.K. (2018). How does exposure to thinspiration and fitspiration relate to symptom severity among individuals with eating disorders? Evaluation of a proposed model. Body Image, 27, 187-195. https://doi.org/10.1016/j.bodyim.2018.10.002

 

Have you watched the news and media idolizing thinspiration (i.e., people who are excessively thin) and fitspiration (i.e., people excessively fit)?  How does exposure to thinspiration and fitspiration affect symptom severity within high-risk clinical populations?

Australian researchers had over 200 people, mostly women, who self-reported having eating disorders (47% reported anorexia—excessive thinness) complete questionnaires on media use, exposure to media idolizing fitness and thinness, and having symptoms of eating disorders.  

Results? the more time the participants viewed social media posts with lean and fit individuals, the more frequently they compared themselves with social media posts and the greater symptom severity they had.  When participants looked at social media images, they were more motivated to seek and maintain a very low body weight.  Even though participants were more exposed to fitspiration, those with more thinspiration exposure experienced greater symptom severity.  

Don’t mindlessly scroll through social media and treat images you see as normal or ideal.  Examine what thoughts come up when viewing social medias. Keep in mind, how you can be manipulated.  Instead, focus on what you think is important. Value your own work and play goals. 

Written by Vanessa Melendez, B.S.

Reference: Golubickis, M., Tan, L. B. G., Falben, J. K., & Macrae, C. N. (2016). The observing self: Diminishing egocentrism through brief mindfulness meditation. European Journal of Social Psychology, 46(4), 521–527. 

Remember an embarrassing experience. Did you think about what other people noticed and thought?  “The Spotlight Effect” is the experience of feeling others are observing and judging your actions; thus, being very self-conscious.  A common occurrence.

To assess if mindfulness (purposely focusing on the present moment without evaluation) triggers a third-person, calmer perspective instead of a critical first-person emotional perspective, researchers recruited 160 undergraduates.  They compared a 5-minute Mindfulness Meditation group (told to focus just on your breathing) to a control group (told to immerse yourself, focus on each thought, feeling, and the scene) and another control group with no instructions. Researchers presented all groups with a situation highly likely to elicit self-consciousness. Then, asked what they remembered.

Results? Compared to the control groups, fewer mindfulness meditation participants used a first-person perspective to analyze the situation. Instead, they had a non-judgmental viewpoint based in curiosity and openness rather than in being self-critical and spotlighting themselves. 

Mistakes are unnoticed, more than you think. Next time you feel self-conscious or notice a stain on your shirt. Stop. Focus on your breathing.  Remember, other people are likely focusing on themselves and won’t notice!

Written by Vanessa Melendez, B.S.

Reference: Lally, P., van Jaarsveld, C. H., Potts, H. W., & Wardle, J. (2009). How are habits formed: Modelling Habit Formation in the real world.  European Journal of Social Psychology, 40(6), 998–1009. 

Want to form a new healthy habit?  How long will it take? Prior research shows performing the same behavior at a specific time and place, gradually forms the habit until the behavior occurs consistently, daily, without struggle. 

To explore the habit creation process, United Kingdom researchers asked participants to set a goal and select a healthy new eating, drinking, or exercise behavior to engage in each day at the same time for 80 days. On the study website participants daily logged whether they engaged in the new habit. They answered questions assessing habit strength.

Results? The habit process showed participants gradually, more consistently engaging in their reported habit. Only 4 did not establish a new habit. The average time to form a daily habit was 66 days, ranging from 18 to 254 days—no matter whether it was eating, drinking, or exercise. 

Keep in mind, people take different amounts of time to develop habits. Keep your goal in mind. Try being consistent while establishing a new habit: this is key! Realize it takes two months on average to form a new habit! Don’t give up!! Set your eye on your goal!

Written by Vanessa Melendez, B.S.

Reference: Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. (2018). Beyond the 30-million-Word Gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710. 

 

What can parents do to enhance their child’s language development, a key to school success? Prior research has established higher socioeconomic status relates to greater verbal ability in children. 

Brain and cognitive scientists studied language development and brain activation. They measured back and forth conversation as related to brain area activation for 36 children, ages 4 to 6 years.  At-home, parents recorded two full days of their parent/child conversations. The children completed a standardized test measuring their verbal and non-verbal skills. Then children underwent brain mapping imaging (fMRI) while passively listening to short stories. 

Results?  Children who had more back and forth conversational turns with their parents, exhibited greater frontal brain activity (in Broca’s area) and tested higher in language skills. Exchanging conversation developed greater language ability than socioeconomic status or number of words heard. 

Parents!  Talk with your baby, not only at your baby. Encourage babies, your children to respond and carry on a back and forth conversation. Ask questions, their opinion, answer questions. Tell them what, when, where, and why you are doing what you are. Share your thoughts, songs, your plans. Converse with your child, stimulate their brains!

Written by Vanessa Melendez, B.S.

Reference:  Meissner, C. A., Redlich, A. D., Michael, S. W., Evans, J. R., Camilletti, C. R., Bhatt, S., & Brandon, S. (2014). Accusatorial and information-gathering interrogation methods and their effects on true and false confessions: A Meta-Analytic Review. Journal of Experimental Criminology, 10(4), 459–486. 

How can the military and law enforcement best interrogate to elicit true confessions? Which interrogation method more likely leads people to false confessions:  Accusatory: Threat, pain, sleep deprivation? Or Information gathering: establishing rapport and common goals, encouraging sharing information? 

A meta-analysis reviewed 12 experimental and 4 observational studies comparing methods, where the “truth” was known. Results?  Both accusatory and information gathering interrogations elicited information, but information-gathering led to more true confessions, less false confessions. The accusatory method increased both true and false confessions. And resulted in more misleading or already known information.

Law enforcement, military, and other institutions! Science points to kind information-gathering methods as most effective in obtaining useful confessions from guilty suspects while protecting the innocent. Avoid threats and torture. 

Parents! Refrain from yelling, angry accusations, threats of punishment. Instead, quietly take your child aside, sit down, saying, “We are family. Let’s be honest so we can trust each other.” 

Leaders! Do not persuade yourself that sadistic methods will elicit useful information.  We humans respond best to kindness.

Research by Zainal, N., H., & Newman, M. G. (2019). Relation between cognitive and behavioral strategies and future change in common mental health problems across 18 years. Journal of Abnormal Psychology, 128(4), 295-304.

Written by Shannon Cantalupo, B.S. 

Major Depression, Generalized Anxiety and Panic Disorders are mental disorders that often reoccur after a period of remission. What coping strategies might reduce their frequency?

Researchers evaluated the relationship between disorder frequency and coping strategies such as goal persistence (continued striving despite setbacks), self-mastery (belief in one’s ability to learn self-control), and positive reappraisal (optimism). Researchers studied if an increase in these coping strategies would decrease disorder rate. And vice versa—if an increase in disorder frequency would result in using these coping strategies less.

About 3,300 individuals, ages 20 to 74, completed a self-report of their disorder frequency and use of coping Strategies. Researchers collected this data on three occasions over 18 years.

Results? Only if the goal persistence strategy increased or initially was high, along with optimism, did the number of disorders decline. If levels of goal persistence and positive reappraisal declined, depression and anxiety increased. 

If you or someone you know is suffering from depression or anxiety, encourage them to keep striving towards their goals even when they have setbacks. That persistence will have long term positive effects. Try to find positivity in each little step!

Research by Kang, Y., Strecher, V. J., Kim, E., & Falk, E. B. (2019). Purpose in life and conflict-related neural responses during health decision-making. Health Psychology, 38(6), 545-552.

Written by Shannon Cantalupo, B.S. 

If we have core values and a sense of purpose in life, we’ll likely make healthier choices over the person who has conflicts between competing unhealthy but alluring choices, like not making effort to get a recommended cholesterol test. 

Psychologists wanted to examine which part of the human brain is associated with health and life purpose. They studied an individual’s thinking about their purpose in life and MRI activity in various neural pathways when exposed to health-related messages. Researchers focused on pathways associated with conflict-related choosing.

They assessed neural activities of 220 individuals, who underwent an MRI while viewing health-related messages. Participants completed a purpose in life self-report scale and rated the degree to which they agreed with a health message and their confidence in achieving it.

Results? Those with higher purpose showed less activity in the neural pathways associated with conflict processing while making healthy decisions. The reduced activity predicted the relationship between a sense of purpose and a stronger endorsement of healthy messages.

If you’re struggling with health decisions, focus on your goals! Those who have a stronger purpose in life, working towards goals aligned with values, show more endorsement of a healthy lifestyle!

Reference:

Harrington, Marcus; Ashton, Jennifer; Sankarasubramanian, Subbulakshmi; Anderson, Michael; & Cairney, Scott (2019).

When reminders elicit unwanted memories, they can impact our moods and emotions, thus our relationships. This is problematic with those especially who have anxiety, depression, or PTSD.

Psychology researchers studied whether sleep deprivation makes it harder to control these intrusive, unpleasant memories. 60 participants studied pictures of faces with neutral and negative emotions long enough for images to pop into their mind automatically.  Then they had to actively push them out of their minds. They also rated how happy each face picture looked. Half the participants slept that night while half stayed awake. Both groups retaking the images tests reported how many times the pictures popped into their minds and how well they were able to suppress uncomfortable emotions related to them. Electrodes measured their brain responses 

Results? Sleep-deprived participants had 50% more intrusive memories about the pictures and struggled more to suppress them than those who had slept fully. Sleep deprivation impacted brain areas associated with memory, attention, and emotional regulation. 

Get a good sleep! Limit caffeine, alcohol, and blue light exposure two hours before bed. To control intrusive memories and emotions, think of a positive accomplishment or goal!

Research by Abdel Hadi, S., Mojzisch, A., Parker, S. L., & Häusser, J. A. (2021). Experimental evidence for the effects of job demands and job control on physical activity after work. Journal of Experimental Psychology: Applied, 27(1), 125–141. https://doi.org/10.1037/xap0000333 

 

Do you bring work home with you, mentally and physically?

Psychology researchers in 2 experiments studied the impact of work stress and job control on exercise after work. In study one, 100 undergrad students engaged in a work simulation with either low or high work demands, Afterwards, they were asked to pedal a stationary bicycle with uphill resistance. Study two, 150 participants engaged in the same simulation, but one group had more control in choosing their own resistance before bicycling. Afterwards researchers assessed participants’ bicycling efforts.

Results? In both studies, participants who engaged in more demanding work had decreased bicycling effort after work compared to the low work demands group. In study two, results showed that participants who felt...

Written by Robin N. Fatovic M.S. 

Research by Katzir, M., Emanuel, A., & Liberman, N. (2020). Cognitive performance is enhanced if one knows when the task will end.

Have you ever done a tedious task and said to yourself, “when will this end?”

Researchers examined whether anticipating when a task will end would increase motivation to complete it. 80 Tel-Aviv University undergraduate students engaged in a visual computer test. The computer displayed the completed progress to half of the students, so they could anticipate when the exercise would end. The other half did not see this notification.

Results? The students who received feedback on their progress through the tasks performed better on them, as they were more motivated to complete them. They also took shorter breaks between tasks and reported less fatigue than the unnotified students. The researchers believe that people tend to conserve their mental energy, but if they know a task will end soon, they will likely use their energy to put in more effort.

Want to improve the quality of your work? Take more breaks! You will look forward to that reward, when you are working on a tedious task. Break it up into smaller, attainable goals, rather than one large, lengthy goal. You will...

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Do you ever feel warm and fuzzy when you see pictures of puppies or sunsets? Researchers questioned whether seeing these images while viewing pictures of a person’s significant other would improve relationship satisfaction. 140 married couples viewed either positive or neutral images alongside pictures of their spouse once every few days for 6 weeks.

Results? People viewing the positive images reported more automatic, positive attitudes toward their partners compared to couples who viewed neutral pictures. These results were strongest after the 6 weeks and for those who viewed more images, implying that this practice may continue to strengthen the association with more exposure. Couples who viewed the positive images also reported greater marital satisfaction after the study.

This study suggests that our brains subconsciously make associations that impact our beliefs and emotions.

These associations get stronger when we have more exposure to the stimulus. Take photographs in beautiful settings with your partner in joyous moments, having fun together. When separate...

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Do you judge others’ personalities based on their appearance? Research shows that people perceive sexualized figures in the media as being less “human.” However, can subtler sexualized changes in appearance (such as wearing eye and lip makeup) still impact people’s perceptions?

In four different studies, researchers analyzed whether cosmetics make people appear less human-like. Participants under 30 from the US and UK rated models and non-models wearing heavy makeup.

Results? The participants rated models and non-models wearing heavy makeup as appearing less human, warm, and moral. They also perceived the faces as having less self-control, competence, and the capacity to feel emotions. Additionally, the researchers questioned which areas of the face impacted perceptions more when wearing cosmetics. Results showed that people tended to dehumanize those who wore heavy eye makeup more than those who wore lipstick.

Be aware of the automatic perceptions your brain might make. Consider how others might perceive...

Written by Robin N. Fatovic M.S.

Research by Finkel, Eli; Slotter, Erica; Luchies, Laura; Walton, Gregory;& Gross, James (2013). A Brief Intervention to Promote Conflict Reappraisal Preserves Marital Quality Over Time. Psychological Science, 24(8), 1595–1601

Research shows marital quality declines over time, even though marital satisfaction is a part of life satisfaction. University psychology researchers attempted to create an easy, short technique for couples to try at home to improve their relationship.

They recruited 120 couples to participate in a two-year experiment. The first year, every 4 months, participants reported their feelings toward their partners and described an argument that occurred. In year two, every four months, half of the couples received prompts to take the perspective of a third-party observer and write about their conflict. Each time for just 7 minutes they journaled about positive outcomes, obstacles, and alternative reactions. The other 60 couples did not do this writing task.

Results? Couples in both groups experienced a decline in marital satisfaction the first year. During the second year, while this decline continued for the couples who did not do the writing task, those journaling maintained marital satisfaction. Over one year, only 21 minutes reviewing conflicts thoughtfully and objectively showed benefits!

Three times per year, reflect as a third...

Exposure Therapy for people with posttraumatic stress disorder is very effective. This therapy slowly exposes them to what they fear most, to help them deal with trauma memories. However, when people quarantine in their homes, how can they get this treatment?

Researchers studied 130 veterans diagnosed with Post-traumatic Stress Disorder (PTSD) to find out. Half received exposure therapy in person, which is traditional; half via teletherapy delivered to their homes. So, which group had a better outcome? Neither! Both in-person and teletherapy treatments were equally effective in treating PTSD symptoms. However, results showed that in-person treatment was slightly better at treating depressive symptoms, but after 6 months of treatment, the two groups were equal.

Social distancing can impact receiving in-person therapy. Exposure Teletherapy is just as effective. Even beyond the pandemic, physically challenged veterans and other trauma victims can get treatment via teletherapy, cutting back on travel costs, and working better around job schedules. Don’t let physical health restrictions interfere with your getting the care you need!

Psychology Science Minute #463

Do men and women have accurate perceptions about body type preferences?

Psychology researchers showed 3D images of people with different bodies to 170 white, young adults from the UK. They had to choose images of their own sex that they preferred and believed that the opposite sex would prefer.

Results? Women preferred to be thinner than they were, men preferred to be bulkier. Women inaccurately thought men preferred thinner partners, while men inaccurately thought women preferred heavier, more muscular men. These results became more exaggerated when people rated what they thought the opposite sex desires in a short-term relationship partner rather than in a long-term relationship. Both sexes judged their ideal body of the opposite sex also as the healthiest body image. Further research is needed to determine if results hold for different cultural backgrounds.

You might have a skewed perception of the opposite sex’s preferences! Remember that participants preferred a healthy-looking body image on the opposite sex. Your body provides more than your image—it helps you function throughout life. If you find yourself...

Psychology Science Minute #465

Can your partner’s scent impact your sleep quality?

Previous research shows that a partner’s scent can reduce stress and increase a sense of security. Psychology researchers studied whether the scent could also impact sleep quality. 155 people in romantic relationships received two T-shirts: one worn 24 hours by their partner and another by a stranger. They slept with them for 2 nights each. They wore monitors to track how often they woke up to measure sleep efficiency and length. Daily they reported how rested they felt after sleeping with the shirts.

Results? Participants reported better sleep quality and sleep efficiency when they unknowingly slept with their partner’s shirt; they slept 9 additional minutes on those nights. Their sleep efficiency improved by 2%, which is similar to the impact of melatonin supplements on sleep. They perceived even better sleep quality during the nights when they believed they were sleeping with their partner’s shirt.

Our sense of smell and the emotion centers are near each other in our brains. Use scents to change your sleep quality. When your partner isn’t home, try...

Psychology Science Minute #458

To instill honesty, parents tell children, “Don’t lie.” “Be Honest.” “Promise to tell the truth. ”Since promising doesn’t seem to work for very young children, researchers thought enhancing children’s self-awareness in relationship to others would encourage their truth-telling.

They played a game with 135 children, ages 3 to 4, having them guess what toy was hidden in the room. They placed a toy behind a screen, told the child not to peek, and left. One group engaged in the self-awareness activity by identifying themselves in a mirror and pointing to their nose, eyes, ears. Another group pointed to items in the room. The researchers asked a third group of children to promise to tell the truth. Then, experimenters asked all the children if they peeked.

Results? The children who engaged in the self-awareness mirror activity told the truth more than children, who promised to tell the truth, or just identified room items. The increased self-awareness encouraged children to follow the social norm of honesty.

Parents, teach your child to be more self-aware in relation to others. Help...

Psychology Science Minute #459

September is National Suicide Prevention Month. What can societies do to help?

Researchers reviewed data from 71 train stations in Japan between 2000 and 2013 that installed blue lamps on the platform. Results? Suicide rates dropped 74% at stations with the blue lights. Nine out of the ten suicides that occurred after the installation happened during the day when the lights were not on. The other one suicide occurred in a region of the platform where blue lights did not reach. Results show that there were no significant increases in suicides at nearby train stations either.

We need more research to understand why blue lights worked, but some research suggests that the color blue has a calming effect on the brain. This study has implications for the prevention of suicide in public places. Know the signs: some people might talk about wanting to die, pull away from others, feel hopeless, search for means online, increase the use of substances, or behave more recklessly. If you or someone you care about is struggling, please call 911 or the suicide hotline at 1-800-273-8255. Let’s work together to prevent suicide!

Psychology Science Minute #460

How do you feel when you get a “like” on social media?

Human development researchers studied the impact of Facebook “likes” on self-esteem. In one study, 300 adult participants with fewer than 200 likes on their pictures completed surveys about their wellbeing. In the second study, the researchers told 100 college students that they would pilot a new social media site. After posting a selfie, the researchers randomly told participants that they got an average, lower than average, or higher than average amount of likes on it.

Results? In both studies, people who received or believed to receive more likes had better self-esteem. The studies also showed that the number of likes impacted self-esteem more for people who felt like they had less purpose in life. However, the number of likes did not impact self-esteem when people believed they had a purpose.

What matters to you? Family, friends, education, your goals? Think about what brings you meaning in life, and the role you play in bringing meaning to others’ lives. This change in perspective shows how “likes” are just one small part of the...

Psychology Science Minute #461

Do you feel like a zombie at work?

Psychology researchers explored the relationship between poor sleep and the amount of microbreaks taken during the workday. Microbreaks are short, unscheduled breaks at work when people grab a drink or snack, read, stretch, or talk to coworkers. In study one, 100 full-time U.S.workers took two surveys each day for 2 weeks. In study two, 220 full-time workers from SouthKorea completed a survey, and then two weeks later completed it 3 times per day for 5 days.

Results? The participants who slept poorly took more microbreaks during the day. Although, the employees who took more breaks and believed their work environment valued their health felt less fatigued at the end of the day and more engaged throughout the workday. However, people who took more social microbreaks were more engaged throughout the day, yet more fatigued. Employers, allow microbreaks to engage workers!

Workers, get enough sleep per night! Recognize how important microbreaks at work are. Don’tjust take them when you are tired! Take time throughout the day to relax and restore. Work is important but so is your function...

Reference:

Lai, Meng-Chuan; Lombardo, Michael; Pasco, Greg; Ruigrok, Amber; Wheelwright, Sally; Sadek, Susan; Chakrabarti, Bhismadev; & Baron-Cohen, Simon (2011). A behavioral comparis

Males receive an Autism Spectrum Disorder (ASD) diagnosis 4 times more often than females. Do males and females with this disorder tend to show different symptoms and behaviors? 

Researchers studied this by comparing behaviors, mental health symptoms, and psychological testing results of 33 adult males and 29 females with ASD in the UK. Results? There were no significant differences between the sexes on symptoms of autism in childhood or levels of empathy or understanding of others. Though anxiety, depression, and obsessive-compulsive symptoms were prevalent in both sexes, there were no differences between the two sexes.

Unlike males, females who had a developmental delay in language had a significantly lower current IQ than those without the delay. However, females had more sensory symptoms, for example, over-sensitivity to noise, and self-reported more “autistic” traits in adulthood but fewer communication difficulties than males. 

Although females with ASD have less communication struggles, they still often experience stress during social interactions. Knowing these differences may lead to correctly identifying Autism Spectrum Disorder earlier in females—so important to helping them learn to understand, grow, interact with others, and accept themselves and feel supported.

Research by Fancourt, D. & Steptoe, A. (2019). Television viewing and cognitive decline in older age: Findings from the english longitudinal study of ageing. Scientific Reports. doi: https://doi.org/10.1038/s41598-019-39354-4

Written by Shannon Cantalupo, B.S. 

We’ve all told children to play outside, rather than sit watching TV. Research supports TV having a negative effect on children’s cognitive abilities, but what about adults?

Psychologists Fancourt and Steptoe studied whether viewing TV is associated with a cognitive decline in adults over the age of 50-years. They used data from over 3,500 participants from the English Longitudinal Study of Aging.  Participants reported the number of hours spent watching TV in 2008-2009 and again six years later between 2014-2015. Individuals engaged in multiple tests to assess reasoning and thinking, ease of language, and immediate and delayed memory for words.

Results? After six years, Individuals who reported they spent more than 3.5 hours a day, showed a decrease in their ability to remembering words from a list previously given. However, whether or not they watched 3.5 hours TV, they spoke equally fluently.

Our brains and memory are not actively engaged watching TV.  But our brains must work to read a book, play a sport, socialize, or volunteer to make the world a better place! So, limit your TV viewing. Instead...

Psychology Science Minute #455

During the pandemic, have you learned to value alone time, or just crave socialization?

Neurocognitive psychology researchers studied the effects of social isolation on 40 participants’ brains. First, participants completed questionnaires to determine how strong their cravings for food and socialization were. They fasted from food for 10 hours, then under went fMRI brain imaging. Next, they socially isolated for 10 hours and again had a brain scan. After deprivation, participants viewed images related and unrelated to food and socialization.

Results? When fasting, participants looked at food cues. When isolated, participants viewed more social cues. Both brains activated in several areas and in one of the same midbrain areas known to be responsible for cravings. This shows that the brain responds to...

Psychology Science Minute #457

Can adolescent relationshipsin school have lasting effects on health throughout life?

Health policy researcher, Jinho Kim, reviewed data from a US National Longitudinal study of students grades 7to 12 through adulthood measuring physical and mental health and relationships. He compared siblings with each other to rule out influencing factors of family background, socioeconomic environment, and geneticsknown to impact health.

Results? Adolescents with peer support did not have improved physical, mental health, or substance use in adulthood. However, those peer relationships helped prevent depression in adulthood. More significantly, adolescents with supportive teacher relationships had improved mental health, physical health, and decreased substance use throughout adulthood. Teachers make a difference!

Research by Ohayon, Maurice, & Roberts, Laura (2021). Internet gaming disorder and comorbidities among campus-dwelling U.S. university students. Psychiatry Research, 302, 114043. https://doi.org/10.1016/j.psychres.2021.114043

Written by Robin N. Fatovic ’20 M.S.

Gaming is not always all fun and games! Internet gaming disorder is a growing problem characterized by spending 15 or more hours gaming weekly plus showing five or more symptoms associated with addiction, such as internet use as escape, sleep difficulties, lateness, remorse, time wasted or lying about it.

Stanford Psychology researchers studied these symptoms and other health outcomes by surveying 3,000 U.S. college and graduate students. About 9% spent at least 15 recreational hours on their devices per week and experienced three or four addiction symptoms, and 5% met full criteria for internet gaming disorder.

Students who met full criteria also had more suicidal thoughts, suicide attempts, depression, social anxiety and ADHD than those who did not meet full criteria. Internet gaming disorder was also associated with nonrestorative sleep, excessive fatigue and bipolar disorder. They had fewer close friendships and poor overall physical health, too.

Gaming may provide an outlet for fun and relaxation, but do recognize the signs of addiction. Try setting a limit on the hours you play a week. Remember to nourish other areas of your life, such as your health, social life and academics, too!

Psychology Science Minute #502

To get along with others, humans encourage equal sharing. Do Chimpanzees, who are primates like humans, act similarly?  Will they, more likely choose a selfish or a fair reward when playing a game with another chimp?

Researchers compared 20 preschool children (average 4 years) and 6 adult chimps in playing the choice game with peers.  The initiator of the game can choose two tokens, one favors the chooser.   The other token equally rewards both players.  The initiator can select a selfish or an equitable option and pass it to their peer who either accepts or rejects their decision. If the peer rejects the offer, neither gets the reward. Thus, they need to cooperate to maximize wins.

Results? Chimpanzees and children more often chose the equitable over the selfish option. Thus, if the peer is present and has the power to either accept or reject the award, humans and chimpanzees respond fairly to maximize their gains. 

Our common primate ancestor evolved successfully around 6 million years ago with something similar to a sense of fairness. Let’s encourage all humans generously sharing talents and wealth so we all might thrive and survive well together today.

Psychology Science Minute #517

At what age do children understand being real vs. acting as real?

Previous studies demonstrate that children can identify strategies to present themselves based on what other children do and expect. Researchers studied if children valued and understood those being themselves versus acting to impress others. 

Researchers recruited over 550 representative U.S. Midwest children ages 4 through 9. In 5 studies, with varying ages and factors, the researchers presented two characters. One cared “that others thought she was smart,” while the other wanted “to learn a lot and do her best.”  After hearing their stories, participants answered questions about the characters.

Results? At ages 6-7, children believe the character acting to impress is more likely to lie to cover up failures and less likely to seek help in class. They liked the “being themselves” character more than the falsely presented character. Younger children around 4 years old who had not started school were less likely to make these inferences.

Parents! Young children can distinguish between differing motives. Praise and hug the child’s being themselves, trying and learning rather than winning or pretending to be smart or the best!

Research by Morris, T. T., Dorling, D., Davies, N. M., & Davey Smith, G. (2021). Associations between school enjoyment at age 6 and later educational achievement: Evidence from a UK cohort study. Npj Science of Learning, 6(1). https://doi.org/10.1038/s41539-021-00092-w 

Written by Robin N. Fatovic M.S. 

Must kids like school to succeed in academics? Epidemiology researchers reviewed survey data from over 12,000 6-year-olds in the United Kingdom through the Avon Longitudinal Study of Parents and Children to find any connections between school enjoyment and achievement. 

Results? Girls were twice as likely to enjoy school than boys in this sample. Children reported more enjoyment in school when they felt more confident, had greater cognitive ability, and had friendlier personalities. Kids who had strong relationships with their teachers were 9 times more likely to enjoy school. When considering different factors that could impact achievement, children who enjoyed school at age 6 scored on average almost 15 points higher on standardized tests at age 16 than those who didn't.

Psychology Science Minute #464

Do you drink enough water throughout the day? Could that have an impact on your mental health and functioning?

Medical and psychology Iranian researchers studied the connection between water consumption and mental health functioning in over 3300 participants in Iran. Surveys asked participants how many glasses of plain water they drank daily. They completed questionnaires about their gastrointestinal disorders and measures on depression and anxiety.

Results? After controlling for possible other factors, drinking less than 2 glasses of plain water per day was associated with an increased risk of depression in73% of men and 54% of women, but not anxiety nor gastrointestinal disorders. Their results show that people reporting higher water intake indicated they had healthier behaviors such as more physical activity and eating more nutritious foods. Due to lack of availability, Iranians are not likely to drink noncaloric beverages, which otherwise might have impacted the results.

The researchers suggest that an increase in water intake might impact the body and brain on a metabolic level. Drinking water might contribute to both your...

Research by Kornell, Nate & Bjork, Robert (2008). Learning concepts and categories. Psychological Science, 19 (6), 585–592 https://doi.org/10.1111/j.1467-9280.2008.02127.x

Written by Robin N. Fatovic ’20 M.S.

How can we enhance the process of learning new information?

UCLA researchers wondered if the way people learn changes how much they can learn. Using college students, they compared the process of spacing, or learning small amounts over time, to massing, or learning a lot of details at once. The students studied unfamiliar paintings by different artists, with a specific artist’s paintings either shown all at once or sporadically over time in between paintings by other artists. Researchers then asked the participants to identify which artist, if any, painted the pictures.

Results? Participants believed that massing or studying the details in consecutive pictures by the same artist, helped them learn better. However, they actually identified more correct artists when they learned by spacing the pictures.

Learning a little bit of information over time can be more effective than cramming a lot of information in at once. Although you might focus on more details when you have all the information in front of you, the brain can better remember information long-term when you review some of the information at different points over time. When in doubt, don’t cram!

Psychology Science Minute #524

How would you, as an employee, react to unsolicited advice in your workplace? Asking for and giving advice is essential in any workplace, allowing....

Reference:

 

Young, F. Y., Gabriel, S., & Hollar, J. L.  (2012).  Batman to the rescue!  The protective effects of parasocial relationships with muscular superheroes on men’s body image.  Journal of Experimental Social Psychology, doi: 10.1016/j.jesp.2012.08.003. Available online 13 August 2012  In Press, Accepted Manuscript

Based on Reasearch by Ariana F. Young, Ph.D.. Psychology Science Minute written by Kyle Piecora, M.S.

 

Psychology Science Minute brought to you by the School of Psychology at Florida Tech, I’m Kyle Piecora.

 

Have you found it difficult these days to go to the cinema, channel surf, or drive down the street without seeing an image of a vigilante in spandex fighting off alien hoards?  Scientists have asked whether or not these superheroes’ muscular physiques are affecting “male body image” or how satisfied male fans are with their own bodies.

 

Psychologist Dr. Ariana Young demonstrated in a research study that when men see an unfamiliar muscular superhero, they reported feeling more dissatisfied with their bodies, their strength and physical condition.  However, when they viewed a muscle-bound superhero with which they were familiar, especially one they liked, they expressed satisfaction with their own bodies.  Further, viewing these familiar muscle-bound superheroes appears to make men actually stronger as they showed increased physical strength in squeezing a handheld dynamometer as hard as they could.  Their heroes may inspire them, thus increasing their levels of adrenaline and desire to show their strength.  Conclusion:  watching and admiring favorite superheroes  with unachievable body types can give men both psychological and physical benefits.

 

There you have it guys.  Watching the upcoming Superman movie may just make you that much stronger!  Just don’t try to fly!

 

That’s your Florida Institute of Technology Psychology Science Minute, I’m Kyle Piecora.

Primary reference:

 

Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319.

Frederickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.

Based on Research by Frederickson, B.L.. Psychology Science Minute written by Stephanie A. Miloslavic, M.S

 

Think back to the last time you felt fear. Now think back to the last time you felt anger. Negative emotions often go hand in hand with specific actions or reactions. When people feel fearful, they often want to escape. When they feel anger, they often want to attack. Evolutionarily, these reactions can be adaptive. For example, if fearing danger, escaping a situation could save one’s life.

 

What actions usually result from positive emotions such as happiness or love? Dr. Barbara Frederickson reviewed research that suggests that positive emotions can serve four positive roles:

1) widen the array of thoughts and actions that come to mind, strengthening our problem solving ability,

2) undo or correct lingering after effects of negative emotions,

3) fuel resilience, so we can bounce back from stressful experiences quickly, and

4) build psychological resources likely enhancing our emotional well-being.

 

So experiencing positive emotions has long-lasting positive outcomes that transform us for the better. Thus, to maximize our effectiveness and well-being, we can ask ourselves, “What can I do to experience more happiness and love in my life?

Reference:

Murphy, M.L.M., Slavich, G.M., Rohleder. N., and Miller, G.E. (2012). Targeted Rejection Triggers Differential Pro- and Anti-Inflammatory Gene Expression in Adolescents as a Function of Social Status.  Clinical Psychological Science, XX(X) 1–11

Based on Research by Michael L.M. Murphy, Ph.D.. Psychology Science Minute written by Kyle Peicora, M.S.

 

Do you remember the pain of being rejected, not having a date, a close friends in adolescence?  Could those experiences actually affect our physical health later in life?

 

Researchers led by Dr. Michael Murphy in Canada evaluated adolescent women who were predicted to be at risk for depression.  These teens spoke with the researchers every 6 months for 2.5 years, explaining their current life stressors such as rejection from peers and peer groups.  The researchers also drew the girl’s blood during the visits.  They found that when the teens had depressive symptoms or experienced a rejection, they had higher inflammatory chemicals in their blood.  The girls  who saw themselves as having a high social status, that is, being respected and having many friends, were more likely impacted than those who did not. These chemicals can later play a role in obesity, cancer, diabetes, and heart disease.

 

What  can parents do to mitigate these problems that can affect their teens’ later life?  Perhaps parents can help their teens develop and value their own unique talents, accept themselves, and de-emphasize “social climbing,” to reduce the teen’s stress and give them confidence.

References:

 

Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO personality inventory. Psychological Assessment, 4, 5-13.

 

Sutin, A. R., Ferrucci, L., Zonderman, A. B., & Terracciano, A. (2011). Personality and obesity across the  adult life span. Journal of Personality and Social Psychology. 101(3), 579-592.

 

Terracciano, A., Sutin, A. R., McCrae, R. R., Deiana, B., Ferrucci, L., Schlessinger, D., Uda, M.,  & Costa Jr, P. T. (2009). Facets of personality linked to underweight and overweight. Psychosomatic Medicine, 71, 682-689.

Based on Reasearch by Angelina Sutin, Ph.D.. Psychology Science Minute written by Patricia Monaghan, B.A.; Radhika Krishnamurthy, Ph.D. class.

 

Have you ever found yourself staring at your closet with nothing to wear because nothing fits right?  Or become frustrated with a lack of success in losing weight?  Consider the role your personality has on your weight gain.

 

In 2011, Dr. Angelina Sutin and colleagues analyzed 50-years of data from over 1900 Baltimore volunteers. Personality traits are related to weight gain over one’s lifetime and do not alter with changes in weight.  The strongest association was with the characteristic of impulsivity. People who were very impulsive weighed more and had more fluctuations in their weight..  . People with this trait may struggle to resist temptations and cravings, especially when they are challenged or bored. This trait makes it difficult to follow a weight loss plan, have regular healthy meals, and stick to an exercise routine.

 

However, once aware how this trait can sabotage our weight loss, we can turn it to our advantage. Try using impulsive tendencies to keep things exciting and fresh such as trying new exercises and foods. Build in supports for curbing impulsive eating, such as by stressing meal planning and regular meal schedules. Use positive, assertive and outgoing social skills to collaborate with others to meet goals, and have fun in the process!

Reference:

 

Lapierre, L.M. & Allen, T.D. (2006). Work-Supportive Family, Family-Supportive Supervision, Use of Organizational Benefits, and Problem-Focused Coping: Implications for Work–Family Conflict and Employee Well-Being. Journal of Occupational Health Psychology, 11, 2, 169–181.

Based on Research by Laurent M. Lapierre, Ph.D. and Tammy D. Allen, Ph.D. Psychology Science Minute written by Yumiko Mochinushi, M.H.R.I.R. and Erin Richard, Ph. D.

 

Do work demands prevent quality time with your children or spouse? How do family crises impact your work?  These pressures of family and or work are identified as “work-family conflict.” High workloads take time and drain our energy, as well as create interfering anxiety and tension, making it difficult to fulfill our responsibilities at home or work.

 

Conflict between work and family may impact our physical and mental health, lead to decreased performance or increased absenteeism and turnover.  So what is the best way to handle these conflicts? How about working at home? That does not seem to be the best solution since Dr. Laurent Lapierre’s study concluded that telework increased the work-family conflict, especially for those with many home responsibilities. So in those cases it is beneficial to separate work from home.

 

Dr. Lapierre then compared the effectiveness of practical family support, like reducing home duties, with emotional support such as a family member or supervisor giving encouragement and understanding. Both types of support helped reduce work-family conflict. While practical support was more effective in reducing conflict, emotional support enhanced the physical well being of those experiencing stress.

 

So when your partner is under stress, be understanding. Arrange to do some of their home responsibilities and give them your full love and encouragement.

References:

 

Gruman, J. A., Saks, A. M., & Zweig, D. I. (2006). Organizational socialization tactics and newcomer proactive behaviors: An integrative study. Journal of Vocational Behavior, 90-104.

Based on Research by Jamie A. Gruman, Ph.D. Psychology Science Minute written by Thanh Hampton and Erich Richard, Ph.D.

 

It’s your first day at work.  You don’t know anyone.  You are nervous and want to make a good first impression.  “What am I going to do? Who do I talk to? What do they expect? Am I going to like my boss? Do I have something in my teeth?”  These questions can run through your mind as you start your first day.  Starting a new job or career can be intimidating. What can you do to make it easier to adjust to your new job?

 

Dr. Jamie Gruman and associates looked at the ways that newcomers adjust and socialize in work settings.  Their study found that newcomers to an organization, who utilize proactive behaviors to better understand their work environment, adapt and adjust more quickly. Proactive behaviors in the workplace include actively seeking information about how best to act and asking for feedback about one’s performance. These help you adjust to your new workplace.

 

Take the initiative, ask questions and get to know others who can help you acclimate to the workplace. If you do, your transition and adjustment will be easier and quicker.  If you are running an organization, help newcomers by creating structured training activities and team building exercises.

References:

 

Essex, M. J., Boyce, Hertzman, C., Lam, L. L., Armstrong, J. M., Neumann, S. M. A., & Kobor, M. S.  (2011).  Epigenetic vestiges of early developmental adversity: Childhood stress exposure and DNA methylation in adolescence.  Child Development, 00(0), p. 1-18.

Based on Research by Marilyn J. Essex, Ph.D. Psychology Science Minute written by Kyle Piecora, B.S.

 

Parents worry about giving their children proper nutrition, and a good environment. And we know that a stressful home environment often affects a child’s psychological development. But recent research has discovered that it affects even more than that. Parental stress can affect the expression of genes in  young children.

 

Universities of Wisconsin and British Columbia researchers looked at the way stress can affect the genes of offspring.  They measured the stress levels of 109 parents at different stages of their children’s development.  At the same time, they collected DNA samples from the children’s cheeks.  They found that maternal stressors in infancy and paternal stressors during preschool years were most strongly predictive of altering DNA methylation in adolescence.  Methylation, meaning the gene expression pattern in cells, can influence early development. These cells may impact later behavioral and health problems such as heart disease, diabetes, depression, substance abuse, and accelerated aging.

 

While a child’s genes for the most part are dictated at conception, the environment is able to change how  genes  are expressed.  As a parent, this means that taking care of yourself is vital for your child’s development.  When you are feeling stressed, relax.  Take moments for yourself!  You can literally save them from future physical and mental health difficulties.

References:

 

Farh, C. I. C. C., Seo, M., & Tesluk, P. E. (2012). Emotional intelligence, teamwork effectiveness, and job performance: The moderating role of job context. The Journal of Applied Psychology, 97(4), 890-900. doi: 10.1037/a0027377

 

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211.

Based on Research by Crystal C. Chien Farh, Ph.D. et al. Psychology Science Minute written by Jessica Prior, B.S. & Erin Richard, Ph.D.

 

What is a key element for job success?

 

Emotional intelligence is the ability to recognize, understand, and manage one’s own and others’ emotions, being sensitive to and caring about others’ welfare, and using the information to make decisions and act.  Having emotional plus cognitive intelligence will give you the competitive edge over an individual with just cognitive intelligence and job expertise.

 

Dr. CrystalI Farh and colleagues’ research found that early career manager’s emotional intelligence positively influenced teamwork effectiveness and job performance.  Supervisors judged those managers with high emotional intelligence, particularly those who could accurately perceive emotional cues, as having more teamwork effectiveness especially in high managerial work demand situations.

 

Personality, cognitive ability, stressful job demands, or job complexity do not influence social relationships as much.  Thus the benefits of being emotionally intelligent at work are numerous especially where there are multiple work requirements.

 

Training can be helpful in the workplace to bring awareness to emotional issues. To be an effective manager, learn to be sensitive to others’ feelings, wants, and needs.  Handle others kindly and diplomatically.  Remember, being a smart employee is not enough. Be an emotionally smart employee too!

Reference:

 

Morrow-Howell,  N., Hinterlong, J., Rozario, P.A.,  and Tang, F. (2003). Effects of Volunteering on the Well-Being of Older Adults. Journal of Gerontology: SOCIAL SCIENCES, 58B, 3, S137–S145.

Based on Research by Nancy Morrow-Howell, Ph.D. et al. Psychology Science Minute written by Kyle Piecora, M.S.

 

We humans, as social animals, each depend upon the helpfulness and kindness of others for our survival and emotional well-being. Volunteers put in much time in our communities.  Could we be designed so that the helper as well as the helped benefit from volunteering?

 

Using data from the Americans’ Changing Lives Study, the longest ongoing longitudinal research project in the U.S., researchers sought to see if well-being later in life is affected by volunteering.  Studying those over 60 years old, they measured at three different times over 8 years many variables including volunteerism health, and their impressions of well-being. The results showed that the more hours volunteered up to 2-3 hours/week, the greater the positive influence on one’s well-being. Volunteering more than 3 hours/week did not make a difference.  People of varying race, gender, or identity with the mainstream culture equally benefited from volunteering.

 

Not only are you, the volunteer, in the unique position to change other’s lives, but your own as well.  The busiest people seem to volunteer the most, but helping others and ourselves simultaneously sounds like it is worth our time!  Join the community of volunteers!

References:

Sanbonmatsu, D. M., Strayer, D. L., Medeiros-Ward, N., & Watson, J. M.  (2013).  Who multi-tasks and why?  Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking.  PLOS ONE, 8(1), doi:10.1371/journal.pone.0054402.

Based on Research by David M. Sanbonmatsu, David L. Strayer*, et al, 2013. Psychology Science Minute written by Kyle Piecora, M.S.

 

Our lives seem busier and busier.  Those in school are juggling assignments and social lives, while others are trying to balance work, parental, and other responsibilities.  Are certain people better at doing multiple things at once?

 

Researchers at the University of Utah assessed 310 students’ skills of multitasking and levels of impulsivity (or the desire to reduce boredom without concern for consequences). They also measured students’ beliefs about their effectiveness at and use of multitasking, especially regarding cell phone use while driving.  The results showed that those who do not multitask are often the ones who are better able to multitask. However, people who are unable to block out distractions have higher levels of impulsivity, and actually multitask more.  This means that those who do multitask are often unable to do so well! The individuals, who thought they multitasked well, indicated they drove and used their cell phone more.

 

Our brains can only focus on one thing at a time.  While multitasking we alter our attention back and forth. Yet driving requires split second timing and thus our full attention.  Cell phone use is a distraction demanding your attention.  So multitaskers, set up for survival.  Make a hard safety rule not to use that cell phone while driving!

Reference:

 

Pollard-Durodola, S.D., Gonzalez, J.E.; Simmons, D.C.; Kwok, O., Taylor, A.B., Davis, M.J., Kim, M., & Simmons, L. (2011). The effects of an Intensive Shared Book-Reading intervention for preschool children at risk for vocabulary delay. Council for Exceptional Children, 77, 2, 161-183.

Based on Research by Sharolyn D. Pollard-Durodola, Ph.D. Psychology Science Minute written by Kyle Piecora, M.S.

 

What is the best way to read to children to enhance their vocabularies, get them involved, and lead to their loving books? Reading achievement is essential for school success. New research shows how one  reads to a child makes a difference.

 

Using preschool children at risk for vocabulary delays, researchers led by Dr. Sharolyn Pollard-Durodola of Texas A&M University, compared the effects of an Intensive Shared book reading practice with regular book reading.

 

Teachers were taught to ask open-ended questions, like. “What do you think will happen next?” They also related new vocabulary words to the children’s everyday lives, by asking questions like “Where do you go to buy apples?” These strategies increase future comprehension and expand vocabulary.  Other Intensive Shared Book Reading practices included reading several books on one theme, relating the story to what is learned in science, and using new vocabulary words in other settings.  Children who engaged in this Intensive Shared-reading model demonstrated significantly better vocabulary learning.

 

You, too, can enhance children’s vocabulary through reading aloud and asking questions. Relate the story to the child’s surroundings.  Read often, varying reading between fiction and non-fiction. Ask connecting questions to stimulate curiosity and understanding of the world.

References:

 

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.

 

Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28.

 

Steele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 6, 613-629.

Based on Research by Dr. Claude Steel. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

As we grow up, we pick up our culture’s stereotypes, even about ourselves.  These attitudes can be damaging to us in many ways, unbeknownst to us.

 

Claude Steel and colleagues elicited gender stereotypes by asking questions of men and women before taking a test of visuospatial ability, typically a mechanical skill that seems similar to traditional work done more by males than females.

 

To subtly remind them about their gender, one group was asked beforehand “Do you live in a coed or single sex dorm?”  Men did 30% better than women!  When a second group was asked an innocuous question, men still did 20% better than women.  However, when they were reminded that they were highly selected for their achievements by asking, “What made you decide to attend this elite private liberal arts school?” there were no differences!   The supposed gender gap slammed shut. Few differences exist in actual intelligence or abilities in either race or gender, yet believing the stereotype that males perform better impairs females’ performance tremendously.

 

Girls and women buy into messages that they are less competent than boys and men.  Our performance is often shaped by our expectations instead of our true ability. Before the next challenge, remember your capabilities!!

Reference:

 

Watson, J.B. & Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1-14.

Based on Research by John B. Watson, Ph.D.. Psychology Science Minute written by Juanita N. Baker, Ph.D.

 

John B. Watson, wanting to study humans by observing behaviors, wondered if neutral stimuli associated with fearful stimuli would trigger fear responses by themselves.  Extending Pavlov’s classical conditioning work in 1921 he studied Albert, an 11 month-old child. Watson first allowed Albert to play with a dog and a friendly white rat.

 

Watson wondered, “Would Albert become afraid of the white rat if a loud, frightening noise sounded when he was touching the rat?”  Yes. After the loud noise sounded with the rat 2 times, Albert showed reluctance to touch it. After 7 times he cried violently and crawled away when he saw the rat, even 6 months later.  Watson’s experiment suggested that classical conditioning could cause phobias in humans.

 

Many traumatic experiences become associated with certain sensory cues. For example, for war veterans: airplane noises, explosions, specific smells were associated with fear of death. Thus, in civilian life airplane and loud noises, firecracker explosions, or putrid smells might set off a panic response.

 

Remembering learned triggers, it might be helpful to say, “Oh, that’s my trigger, but I’m here now, safe! The frightening past experience is not happening again. Focus on the present, what I touch is real, now.”

References:

 

Hviid, A., Stellfield, M., Wohlfahrt, J., & Melbye, M.  (2003).  Association between thimerosal-containing vaccine and autism.  Journal of the American Medical Association, 290(13), p. 1763-1766.

 

Madsen, K. M., Lauritsen, M. B., Pedersen, C. B., Thorsen, P., Plesner, A., Andersen, P. H., & Mortensen, P. B.  (2003).  Thimerosal and the occurrence of autism: negative ecological evidence from Danish population-based data.  Pediatrics, 112(3), p. 604-606.

Based on Research by Medical & Psychology researchers. Psychology Science Minute written by Kyle Piecora, M.S.

 

Autism disorder diagnoses include individuals with symptoms such as impaired social interaction, repetitive behaviors, and delayed development. Psychologists have developed measures to diagnose early childhood autism and collaborate with medical researchers.

 

Autism is on the rise.  Many people blamed childhood vaccinations containing the mercury-based preservative thimerosal as the cause.  However, numerous studies in the Journals of the American Medical and Pediatric Associations, demonstrate that mercury found in these shots are not the culprits.  One study, following babies born in Denmark, found that the risk of autism and other related disorders did not differ significantly between those who were vaccinated with shots containing and not containing mercury.  Rates of Autism continue to rise despite thimerosal being removed from vaccinations in 2001.  Unfortunately, a research paper using questionable science that was later retracted by a prestigious journal linked autism to vaccines. The erroneous link caused many parents to not vaccinate their children or treat their autistic children with unproven and possibly dangerous treatments. 

 

Science eventually corrected itself but in the meantime, consumers were led astray.  Every effort must go to inform parents of the many studies showing no link between vaccines and autism and to the research demonstrating children with autism who receive early intervention can make tremendous gains.

References:

 

Lazev, Amy B., Herzog, T. A., & Brandon, T.H.  (1999).  Classical conditioning of environmental cues to cigarette smoking.  Experimental and Clinical Psychopharmacology, 7(1), p. 56-63.

 

See previous Psychology Science Minute for understanding more about Classical Conditioning:

50  Pavlov Classical Conditioning

Based on Research by Amy B. Lazev, Ph.D.. Psychology Science Minute written by Kyle Piecora, M.S.

 

The average smoker smokes 20 cigarettes per day, taking 11 puffs each.  In one year, this means 80,000 drug hits. Classical conditioning suggests that when smoking repeatedly follows a neutral stimulus, conditioned responses should develop to that stimulus.

 

Researchers Dr. Lazev and colleagues demonstrated that smoking cues can trigger cravings for tobacco, making quitting difficult and relapse more likely.  For 22 days, 8 smokers received different sensory cues such as colored lights, specific music, or citrus or cinnamon scents while either smoking or not smoking.  Smokers reported a much greater urge to smoke, and their pulse rates increased, when they encountered the environmental cues that were paired with smoking, not to cues paired with nonsmoking.  People automatically learned to want to smoke when certain cues are present.

 

Stopping smoking is complicated but doable, involving more than just willpower.  To change a habit, notice the sights, smells, sounds you associate with it.  What we know from research is that if you consistently do not smoke in the presence of those cues, the cues will lose their power to create smoking urges.  Avoid those cues and practice resisting the urge to smoke in their presence.  Self-awareness of the cues can help us monitor and change our behaviors to live healthier lifestyles!

For more details see:

 

http://www.apa.org/research/action/control.aspx

 

American Psychological Association, November 3, 2003

 

Cited Research

 

Hackman, J. R. and G. R. Oldham (1976). Motivation through the design of work. Organizational Behavior & Human Decision Processes, Vol. 16(2), pp. 250-279.

 

Karasek, R. A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, Vol. 24, pp. 285-308.

Based on Research by J. Richard Hackman & Greg R. Oldham; and Robert Karasek. Psychology Science Minute written by American Psychological Association, adapted by Juanita N. Baker, Ph.D..

 

Do you or your employees help make major decisions at work? Psychological research has found that employee control over work can reduce stress and enhance their motivation and growth on the job.

 

Industrial psychologists Richard Hackman and Greg Oldham discovered that how much latitude employees have at work – their control over job-related decisions – affects their health, morale and ability to handle their workload.  They found, that control enhanced motivation and growth – in blue collar, white collar and professional positions. Robert Karasek’s research found that workers whose jobs rated high in job demands yet low in employee control reported significantly more exhaustion after work, trouble awakening in the morning, depression, nervousness, anxiety, and insomnia than other workers. When workers facing high demands had more control, their stress was lower.  Karasek’s findings revealed that employers could reduce job strain by increasing employee control or decision latitude, without reducing actual workload or sacrificing productivity.

 

These major insights have led to ongoing improvements in workplaces to give workers a greater sense of control, thus improving worker’s health, productivity and job satisfaction. Employers, you can reduce employee stress and protect workers’ health by giving them more latitude in making their own decisions and choices in their work

References:

Das, E., Bushman, B. J., Bezemer, M. D., Kerkhof, P., & Vermeulen, I. E.  (2009).  How terrorism news reports increase prejudice against outgroups: A terror management account.  Journal of Experimental Social Psychology, 45(3), 453-459.

Based on Research by Enny Das, Ph.D.. Psychology Science Minute written by Kyle Piecora, M.S..

 

With the devastating attack on Boston, it is natural for people to have thoughts about their own mortality.  Because humans are both wired for survival and have the capability of introspection, thoughts of death may create feelings of fear and panic. These are the reactions that terrorists thrive on.  One way humans cope with death is to believe in immortality or the idea of living on in others’ memories.

 

Another, albeit unfortunate, defense against death anxiety may be prejudice, especially with regards to terrorism.  To determine whether thoughts of death played a role in predicting prejudice, a Dutch study led by Dr. Enny Das exposed individuals to either news about recent terrorism or neutral events.  The subjects then completed a word-completion task measuring thoughts about death, and measures of self-esteem and degree of prejudice against Arab individuals.  Those who viewed terrorism in the news thought about death more and, especially for those with low self-esteem, were more prejudicial.

 

When confronted by so much violence in the news, understand that our resulting fears of death may cause us to suppress our fears by becoming more prejudiced.  To prevent this, remember that the actions of individuals do not define an entire group.

References:

 

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.

 

Steele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 6, 613-629.

 

Steele, C.M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans.  Journal of Personality and Social Psychology, 69, 797-811.

 

Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology

Based on Research by Claude Steel, Ph.D. and Jason Aronson, Ph.D.. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

Do negative racial stereotypes play a role in our taking academic and intellectual tests?

 

Psychologists Claude Steel & Jason Aronson studied the influence of racial stereotypes.  They asked African American students to identify their race before taking an intellectual test, thereby directing students’ attention to their race. When this cueing occurred, the African American students got only  half as many questions right as when race was not mentioned.  Half!  They additionally found that when intelligence and achievement are explained to students as characteristics that are not “fixed” but instead can be improved, then test scores increased and the cultural gap decreased.

 

It seems humans unconsciously soak up negative stereotypes easily.  Of most concern, people of color begin to believe these negative stereotypes about their own race.  Unfortunately, the notion of possibly confirming negative stereotypes may lead African American students to lose motivation and thus perform less well academically.

 

Negative stereotypes whether overt or subtle, do cause harm. Students’ achievement can surpass expectations when not curtailed by limiting stereotypes.  Remember work hard and set up your own expectations for success.  Go for it!

Reference:

 

ten Brummelhuis, L. L., & Bakker, A. B. (2012). Staying engaged during the week: The effect of off-job activities on next day work engagement. Journal of Occupational Health Psychology, 17(4), 445-455. doi: http://dx.doi.org/10.1037/a0029213

 

Based on Research by Lieke ten Brummelhuis, Ph.D. & Arnold Bakker, Ph.D..  Psychology Science Minute written byTrevor McGlochlin & Erin Richard, Ph.D..

 

Do you give extra hours to work, and have trouble putting away your work materials when you get home?  At least you know your sacrifice will get you that promotion or grade, right?  Well, if you think you are getting ahead of the game by putting in long extra hours at the office, library or home, you might want to rethink your game plan!

 

Sociologist Dr. Lieke ten Brummelhuis of University of Pennsylvania and psychologist Dr. Arnold Bakker of Erasmus University, Rotterdam, found employees who used off-job time for work-related tasks actually felt less enthusiastic, energized, and inspired at work than employees who did not engage in work-related tasks when away from the job. Additionally, if employees sacrifice relaxing activities after work, they were less vigorous and engaged in work the next day. Social, off-job leisure, physical, and relaxation activities enhanced their performance but also helped them stay relaxed and excited about work!

 

So the next time you think about going out with your friends instead of working late, do not feel guilty. Instead, remember to work hard with enthusiasm during work hours, so you CAN have the best of both worlds!  Balance work and play for fun as well as productivity.

References:

 

Lindeman, M., Riekki, T., & Hood, B. M.  (2011).  Is weaker inhibition associated with supernatural beliefs?  Journal of Cognition and Culture, 11, 231-239.

Based on Research by Marjaana Lindeman, Tapani Riekki, & Bruce M. Hood.  Psychology Science Minute written by Kyle Piecora, M.S..

 

Do you ever wonder why some people maintain superstitions and supernatural beliefs like telepathy, ghosts, and Gods and others don’t?

 

Researchers from the Universities of Helsinki and Bristol think they may have found an important link in answering why people hold to these beliefs. First, participants completed a self-report measure about their level of supernatural beliefs. After selecting only the strongest believers and the strongest skeptics, the group members took two psychological assessments designed to measure inhibition, or the control and conscious restraint of reasoning behaviors.  The results indicated that the believers demonstrated more errors on routine but easy tasks requiring careful reasoning and attention to detail, identifying them as less inhibited. Therefore weak inhibition predicted having more paranormal, magical, and superstitious beliefs.

 

This finding is in line with the idea that inhibition is developed as the brain matures which is why children generally have more naïve, superstitious beliefs than adults.  The notion is also supported by the rise in superstition in those with dementia, where social inhibition declines.  Next time you encounter a situation or set of ideas that you cannot explain, resist jumping to conclusions!  Instead, use your intellect, reasoning, and the scientific method to search for the answer.

References:

 

Mason, M. F., Lee, A.J., Wiley, E.A., Ames, D.R. (2013). Precise offers are potent anchors: Conciliatory counteroffers and attributions of knowledge in negotiations.  Journal of Experimental Social Psychology, 49, 4, 759–763

Based on Research by Malia F. Mason, Ph.D..  Psychology Science Minute written by Kyle Piecora, M.S..

 

Whether you are trying to purchase a new car, discussing salary with a new employer, or haggling at garage sales, navigating your way through these tough economic times can be difficult.  Is there a trick to negotiating better bargains?

 

Psychologist Malia Mason and researchers at Columbia University sought to shed light on the practice of negotiating.  When trying to make a deal, many people start off by offering what is a rounded off number.  The researchers put subjects into hypothetical bargaining situations that had them making counteroffers on certain goods and services after receiving an initial offer of a rounded dollar price (like $20), or more precise prices, such as a specific over offer price (like $20.15), or a specific under offer price (like $19.85).  Results showed that when participants received precise, rather than rounded number offers, their counteroffers were significantly closer to the asking price.  This was found to be true regardless of the goods or services, or whether or not the participants were pretending to be sellers or buyers!

 

When you make a more precise offer, others perceive you as more reasoned and well-informed, facilitating your chance of making a better deal.  If you find yourself negotiating with someone, be precise and confident!  It will give you the edge in making a great deal!

References:

 

Asch, Solomon E. (1952). Chp. 16 Group forces in the modification and distortion of judgments, (pp. 450-501). In Asch, Solomon E. (1952). Social psychology. Englewood Cliffs, NJ, US: Prentice-Hall, Inc. xiii, 649 pp. doi: 10.1037/10025-016

 

Asch, Solomon E. (1955). Opinions and social pressure.  Scientific American, 193, 5, 31-35.

Based on Research by Solomon Asch, Ph.D., 1952, 1955. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

Are you embarrassed to express your opinion if it differs from friends or community, especially if you feel you are all alone in that opinion?  Social Psychologist, Solomon Asch, wanted to understand how people react to strong social pressure.

 

To groups of 6 people, Asch showed pictures one at a time, of lines with obviously different lengths.  Asch asked them “Which line is longer?” One participant was always asked to state his opinion last.  The other five were research accomplices. Asch instructed the accomplices to provide correct answers for the first few trials; then all give the same wrong answer.  The participant showed discomfort when his perception differed from the group’s statements.  Should he go along with the group’s odd response or state his own real opinion?

 

The outcome?  Although a third of the participants always stated the obvious reality, the majority of participants at one time or another went along with the group.  However, if just one accomplice stated the reality (contrary to the other accomplices who gave the wrong answer), the participant never went along with the group.

 

Be aware of and do not give in to social pressure. If you disagree, or see others doing harm or bullying, speak out.  Your one voice makes a difference!

References:

 

Majerske, C. W., Mihalik, J. P., Ren, D., Collins, M. W., Reddy, C. C., Lovell, M. R., & Wagner, A. K.  (2008).  Concussion in sports: Postconcussive activity levels, symptoms, and neurocognitive performance.  Journal of Athletic Training, 43(3), p. 265-274.

Based on Research by Cynthia Majerskeh, MD, Jason Mihalik, M.S., Dianxu Ren, Ph.D., et al. Psychology Science Minute written by Kyle Piecora, M.S..

 

The world of youth athletics has never been bigger.  Countless families, who recognize the social and health benefits that athletics offer, enroll their children in youth sport leagues or school teams, travel to weekend sporting events, and cheer on friends and loved ones.

 

However, with the growing popularity and competitiveness, comes more awareness of major negative aspects of sports: concussions, mild traumatic brain injury (MTBI), or temporary loss of brain functioning.  It is estimated that over 1 million MTBIs occur in the US each year, with many happening to high school and youth athletes.  While concussions are immediate health risks, they also cause difficulties down the road. Leading neuropsychologists and medical researchers collaborated at the University of Pittsburgh; measuring athletes’ activity levels post concussion. They found that the higher the activity level in either physical or cognitive tasks, the longer it took to recover.  Intense cognitive or physical activity (video games, school work, texting, sports, exercise) may prolong difficulties with attention, concentration, memory, emotional instability, headaches, and fatigue.

 

Parents, coaches, and players: after a concussion, be active in moderation or risk continuing problems!   Florida Tech Faculty and psychologist trainees engage in concussion research and assessment with the athletic department, and have contributed much research about the topic.

References:

 

Roger S. Ulrich (1984). View through a Window May Influence Recovery from Surgery. Science, New Series, 224, 4647, 420-421.

 

Published by: American Association for the Advancement of Science

 

Article Stable URL: http://www.jstor.org/stable/1692984

Based on Research by Roger S. Ulrich, Ph.D.. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

Does viewing nature from a hospital window influence a surgical patient’s emotional state and affect their recovery?  Stressed persons observing scenes with vegetation and especially water, compared with urban scenes lacking natural elements, apparently have positive feelings and reduced fear, perhaps by blocking stressful thoughts.  Thus patients may benefit from viewing nature that draws their interest and attention and provides peace and relaxation.

 

To find out, environmental psychologist Roger Ulrich reviewed recovery records of patients randomly assigned to rooms with a single window viewing deciduous trees or with a window viewing a brown brick wall. The patients had the same nursing staff, arrangement of beds, and double occupancy.  Patients, ages 20-69. all had gall bladder surgery without complications. Those with windows viewing trees spent less time in the hospital, had fewer negative attitudes recorded by nurses, took less narcotics to reduce pain, and had slightly fewer minor post-operative complications.

 

How essential is designing hospitals to have views of natural areas or gardens? It speeds recovery and shortens hospital stays.  Perhaps giving flowers is actually important to healing; bringing nature to the patient as well as demonstrating loved ones’ support!   Billowing clouds, interesting trees, or flowing water…nature’s best may be essential to our health.

References:

 

Schaller, M., Miller, G.E., Gervais, W.M., Yager, S., & Chen, E. (2010). Mere visual perception of other people’s disease symptoms facilitates a more aggressive immune response. Psychological Science, 21, 5, 649–652.

 

Segerstrom, S.C., & Miller, G.E. (2004). Psychological stress and the human immune system: A meta-analytic study of 30 years of inquiry. Psychological Bulletin, 130, 601–630.

Based on Research by Mark Schaller, et al 2010. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

Would it be good for you to watch your friend struggling with her cold symptoms but not be so near to get her cold germs?

 

Social Psychologist Mark Schaller and colleagues showed two groups different slide shows: either showing people with obvious infectious diseases (e.g., pox, skin lesions, sneezing, mucous draining from their noses) or people brandishing firearms, most of which were aimed directly at the participants.  The researchers then analyzed participants’ blood tests that were taken before (when people were relaxed) and after (when participants in both conditions were stressed) viewing the slides. They found significantly increased levels of white blood cells’ production of IL-6, (an indicator of an immune response) in participants shown the diseased symptoms rather than the weapons slides. However, participants having seen the weapons slides self-reported more emotional distress.  So our bodies differentiate between types of stressful conditions and work to prepare for disease without our knowing it!

 

This automatic immune response to our recognition of disease may have been adaptive in human history, but is it still? What is the impact on our immune systems to repeatedly watching cold medicine advertisements showing some actor having cold symptoms? Repeated immune responses when there is no real threat can be detrimental. So don’t watch that TV Ad!

References:

 

Asch, Solomon E. (1955). Opinions and social pressure.  Scientific American, 193, 5, 31-35.

 

Granberg, D. and Bartels, B. (2005), On Being a Lone Dissenter. Journal of Applied Social Psychology, 35: 1849–1858. doi: 10.1111/j.1559-1816.2005.tb02198.x

Based on Research by Solomon Asch, Ph.D., 1955; Donal Granberg and Brandon Bartels, 2005. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

Psychology Research is often applicable to other fields. For example, sociologist Donald Granberg and political scientist Brandon Bartels applied the research done by psychologist Solomon Asch on social pressure to examine how difficult it is to be a lone dissenter on the Supreme Court. They wanted to know if even esteemed Supreme Court Justices find it difficult to dissent when they stand alone.  Granberg and Bartels examined voting patterns of 4,178 Supreme Court decisions from 1953-2001. They found that the nine Justices most often voted unanimously, a remarkable, 35% of the time. There were 5-4 splits 21% of the time, 6-3 splits 20%, and 7-2 splits 14%.  Least frequently they voted 8-1 splits, only 10% of the time. During this period 29 Justices served and varied widely in voting as a lone dissenter.

 

What kind of judge does it take to go against such esteemed colleagues?  Evidently the stature of Justice William O. Douglas, who stood alone more than any other judge, 6% of the time.  When subject to social pressure, take courage from this study.   Model Justice Douglas’ example and stand up for what you think is right.

References:

 

Barron, Lisa A. (2003). Ask and you shall receive? Gender differences in negotiators’ beliefs about requests for a higher salary. Human Relations, 56, 6, 635-662. doi: 10.1177/00187267030566001

 

Kolb, D. M. (2009), Too Bad for the Women or Does It Have to Be? Gender and Negotiation Research over the Past Twenty-Five Years. Negotiation Journal, 25: 515–531. doi: 10.1111/j.1571-9979.2009.00242.x

Based on Research by Lisa Barron, Ph.D., 2003. Psychology Science Minute written by Kyle Piecora, M.S..

 

Have you ever asked for a raise?  If you are a woman you are less likely to have asked than a man, and if you are a man, you probably asked for a higher amount than your female colleagues.

 

To investigate how gender affects salary negotiations, Dr. Lisa Barron used pretend negotiations and post-negotiation interviews.  Male and female MBA students negotiated with a hiring manager, mimicking naturally occurring salary negotiations. A “hiring manager,” offered a position with a fake company, with a given salary and bonus.  Several days beforehand, the participants were informed that MBA peers had gotten similar positions at other companies with 10% higher salaries and double bonuses. Results indicated that men’s initial salary requests were significantly higher than women’s requests. Furthermore, those who asked for higher salaries received higher salaries.

 

The participants who requested higher salaries believed in their worth, that they were entitled to more money and needed to prove themselves; while those who requested the same salary as others were unsure of their worth and felt entitled only to the same salary as others.

 

Women, you can have some influence on closing that obstinate gender gap in wages. Value the skills you bring to a position and be willing to negotiate.  Ask for a higher salary.  You likely will earn more.

Reference:

 

Prinsen, S., de Ridder, D.T.D., & de Vet, E.  (2013).  Eating by example.  Effects of environmental cues on dietary decisions.  Appetite, 70, p. 1-5.

Based on Research by Sosja Prinsen, Denise T.D. de Ridder, et al, 2013. Psychology Science Minute written by Kyle Piecora, M.S..

 

Do you ever wonder what factors might influence you to eat more or less of certain foods?

 

Psychology researchers in the Netherlands placed a bowl of chocolates on the counter at a bakery, either by itself, or with a bowl of empty wrappers.  The presence of empty wrappers was manipulated, to suggest whether others had or had not eaten chocolate. When the empty wrappers were present, customers were over 2 times more likely to take a chocolate!

 

In another study, students were asked to read information about the effects of glucose levels on thinking and told to relax and eat, in order for their glucose levels to be ready for a new task requiring problem solving.  They were presented a snack tray containing healthy and unhealthy foods.  Next to the tray were different wrappers indicating whether others were eating the nutritious or unhealthy snacks.  Students picked up environmental cues and tended to choose the type of snack that they thought others ate!

 

Be aware that others’ examples influence your food choices!  Set your own path towards healthy eating by surrounding yourself with nourishing food choices and those who are eating wholesomely.  Realize also, that your example may influence others to make healthy food choices, too.

References:

 

Wilson, G. T., & Fairburn, C. G. (2002). Eating disorders. In P. E. Nathan & J. M. Gorman (Eds.), Treatments that work (2nd ed., pp. 559–592). New York: Oxford University Press.

 

Wilson, G. T., Grilo, C. M., & Vitousek, K. M. (2007). Psychological treatment of eating disorders. American Psychologist, 62, 199-216.

 

Wilson, G. T., Fairburn, C. G., Agras, W. S., Walsh, B. T., & Kraemer, H. D. (2002). Cognitive behavior therapy for bulimia nervosa: Time course and mechanisms of change. Journal of Consulting and Clinical Psychology, 70, 267–274.

Based on research by G. Terrence Wilson, Ph.D. and Christopher G. Fairbairn, 2002. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

With so much emphasis in films, advertising, and dating culture on “sexy, thin attractiveness” yet frequent advertising about fast foods that leads to weight gain, is it a wonder that many young women use extreme techniques to control their weight?

 

Bulimia is an emotional disorder creating an obsessive desire to lose weight by self-induced vomiting, laxative misuse, purging, fasting, or excessive exercise. These dangerous practices lead to feeling starved, then binge eating, potassium loss, and health deterioration. Body shape and weight unduly determine self-esteem.

 

Foremost researchers on eating disorders, G Terrence Wilson and C.G. Fairbairn reviewed extensive research and concluded that cognitive behavioral therapy has shown in controlled trials to be more acceptable and effective than other psychological treatments or antidepressant medication, especially in producing a complete cessation of binge eating and purging. This psychotherapy consists of about 20 individual sessions of cognitive and behavioral procedures designed to enhance motivation for change, replace dysfunctional dieting with a regular and flexible pattern of eating, decrease undue concern with body shape and weight, and prevent relapse.

 

There is hope.  If you find yourself or a friend binge eating and purging, find an experienced professional using cognitive behavioral therapy, the most researched evidence-based treatment for bulimia.

References:

 

Kelly, Ivan; Rotton, James; Culver, Roger (1986), “The Moon Was Full and Nothing Happened: A Review of Studies on the Moon and Human Behavior,” Skeptical Inquirer, 10 (2): 129–43.

 

Martens, R.; Kelly, I. W.; Saklofske, D. H. (1988). “Lunar Phase and Birthrate: A 50-year Critical Review.” Psychological Reports 63 (3): 923–934. doi:10.2466/pr0.1988.63.3.923. ISSN 0033-2941.

 

Rotton, J., & Kelly, I. W. (1985). Much ado about the full moon: A meta-analysis of lunar-lunacy research. Psychological Bulletin, 97(2), 286-306. doi:10.1037/0033-2909.97.2.286

Based on research by James Rotton and I.W. Kelly, 1985. Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

Why are humans susceptible to erroneous conclusions?   Reasonable sounding statements can mislead us. Being aware of this common error can help us think more critically.

 

Every month, we see the beauty of the full moon, markedly changing our night sky. Since its gravitational pull is strong enough to influence ocean tides, it seems “reasonable” that there could be a lunar effect influencing human or other animal behavior.  James Rotton, Florida International University, and Ivan Kelly, University of Saskatchewan, reviewed many published studies that have examined whether the full moon was associated with birth rate, mental hospital admissions, psychiatric disturbances, suicide, crisis calls, homicide, or other criminal offenses. They found no overall significant association between the full moon and any of these events when compared to non full moon days.

 

Since the full moon is so noticeable, emergency personnel and the public may take note when something major happens at the same time.  Yet, when these same events occur the other 25 days of the month, they do not notice this lack of association.  Thus illusionary correlations can lead to myths.

 

Next time someone states something amazing, stop and think, “Yes, it sounds plausible, but what is the scientific evidence?”

References:

 

Rothman, A. J., Bartels, R. D., Wlaschin, J., & Salovey, P.  The strategic use of gain- and loss-framed messages to promote healthy behavior: How theory can inform practice.  Journal of Communication, 56, S202-S220.

Based on research by Rothman et al, 2006. Psychology Science Minute written by Kyle Piecora, M.S..

 

Are the ways you communicate messages important in changing behavior in others?  Psychologist Alexander Rothman and collaborators learned certain kinds of communication might serve to be very useful, especially concerning people’s health.

 

Gain-framed statements are ones that refer to the good things that will happen in the future, as well as bad things that will not happen. Gain-framed messages were found to be more effective when targeting preventative behaviors, i.e., those that will prevent the onset of disease or accidents. For example, messages that speak about potential gains may motivate people to wear seatbelts or apply sunscreen.

 

Loss-framed messages refer to bad things that will happen and good things that will not happen. Loss-framed messages were found more effective when requesting people go for screening and diagnostic procedures, behaviors that may detect the presence of a disease. To illustrate, warning of potential dangers may help people initiate more regular cancer screenings.

 

When thinking about your health, imagine the things you could gain by changing your behavior, and you will be more likely to be successful.  In turn, think about what you may lose if you do not take consistent measures to find out if you are unhealthy.  Also, use these messages to influence other people you know and love!

References:

 

Harris, A. L. & Vitzthum, V. J. (2013). Darwin’s Legacy: An Evolutionary View of Women’s Reproductive and Sexual Functioning. Journal of Sex Research, 50 (3–4): 207–46. doi:10.1080/00224499.2012.763085. PMID 23480070.

 

McClintock, M. K. (1971). Menstrual synchrony and suppression.  Nature, Vol 229(5282), Jan 1971, 244-245. doi: 10.1038/229244a0

 

Wilson, H., Kiefhaber, S., & Gravel, V. (1991). Two studies of menstrual synchrony: Negative results. Psychoneuroendocrinology, 16 (4): 353–9. doi:10.1016/0306-4530(91)90021-K. PMID 1745701.

 

Ziomkiewicz, A. (2006). Menstrual synchrony: Fact or artifact? Human Nature, Vol 17(4), 2006, 419-432. doi: 10.1007/s1211

Based on research by Martha McClintock, (1971). Psychology Science Minute written by Juanita N. Baker, Ph.D..

 

How can we trust science when it seems to keep changing its mind? If new research seems plausible, and is amazing and exciting, often the first published study gets attention and the public as well as professionals believe the results, especially when published in prestigious scientific journals.  However, science is a method for correcting errors, where scientists scrutinize studies and look for other explanations for results.  Also, other scientists must repeat the original research before results are fully accepted.

 

In 1971, Martha McClintock found that when women live close together, their menstrual cycles would move to occur closer to the same time.  She hypothesized women would become in sync with each other through sensing each other’s pheromones.  However, since her study, other researchers identified methodological flaws, questioned proposed explanations, and completed refined studies that failed to find menstrual synchrony. Menstrual cycles and days between cycles vary in length, therefore women’s cycles will likely change and overlap over months. Intimate information is not usually shared; so many women may believe their cycles are in sync when discovering a friend is also menstruating.

 

Let’s conclude from these studies, to always scrutinize new research. Wait for verification by other scientists before acting on it.

Resources:

 

Poling, A., Weetjens, B. J., Cox, C., Beyene, N., Bach, H. & Sully, A. (2010). Teaching giant African pouched rats to find landmines: Operant conditioning with real consequences, Behavior Analysis in Practice, 3, 19-25.

 

Walsh, N. E. & Walsh, W. S. (2003). Rehabilitation of landmine victims-the ultimate challenge, Bulletin of the World Health Organization, 81(9), 665-670.  

Based on research by Al Poling, et al. 2010, written by Katie Kavanaugh, MS, BCBA and Josh Pritchard, Ph.D..

 

What do Paul McCartney, rats, and a behavior analyst named Al Poling, all have in common? They all care about preventing further tragedy due to landmines, which according to the United Nations, kill or maim nearly 25,000 people each year.

 

Dr. Poling uses the principles of behavioral science to teach rats to sniff out land mines in Mozambique. He trained rats using clicker training, often used to train dogs. When an audible click repeatedly comes right before the presentation of food, the rat responds or is “conditioned” to the click sound as a reinforcer.  The trainer then teaches the rats to discriminate between the odors of TNT that is the common explosive in landmines by clicking only just before the TNT smell is presented, not before other scents, like dirt and diesel fuel.

 

Rats are beneficial because they don’t weigh enough to detonate the landmines. They are sent across an area and signal to the trainer when they smell a landmine. The landmine is disabled and removed, saving limbs or lives of anyone who might step on the mine accidentally.

 

Behavioral science can restore lands and reduce suffering and continual anger at those who placed mines in long ago wars!

References:

 

Epstein, D.R., Sidani, S, Bootzin, R.R., & Belyea, M.J. (2012). Dismantling multicomponent behavioral treatment for insomnia in older adults: a randomized controlled trial. Sleep, 35(6), 797-805.

Based on research by Dana Epstein, et al., 2012, written by Juanita N. Baker, Ph.D..

 

Do you have trouble falling asleep or staying asleep?  Insomnia is prevalent among older adults and associated with depressive symptoms, increased hypnotic medication use, falls, and decreased quality of life. Fortunately psychological research identifies several behavioral methods as effective in reducing insomnia that are recommended as first-line therapy after ruling out medical, drug side-effects, and environmental causes.

 

Stimulus control therapy involves taking steps to control the sleep environment, using the bed only for sleeping and sex, not for reading, watching TV or other activities.  Sleep restriction therapy starts with mild sleep deprivation by only sleeping a minimum amount of time always setting the alarm to arise at the same time; then, going to bed earlier, slowly increasing by 15 minutes daily over 3 weeks, so the body resets its internal sleep clock. Dana Epstein and colleagues in Arizona in a study asked, “Are both of these techniques needed and how do they compare used alone?”

 

Their results showed that stimulus control therapy, sleep restriction therapy, and using both are equally effective in lengthening sleep time, although in follow-up, combining them better maintained their success.

 

So establish regular sleep times, use your bed only for sleep, and you will more likely have sweet dreams.

Reference

 

Loewy, J., Stewart, K., Dassler, A., Telsey, A., & Homel, P.  (2013).  The effects of therapy on vital signs, feeding, and sleep in premature infants.  Pediatrics, 131(5),  902-918.

Based on research by Joanne Loewy et al., 2013, written by Kyle Piecora, M.S..

 

Can music be a valuable tool in aiding in the health and development of premature infants? Infants seem to fall into synchrony with surrounding sounds.

 

Music therapists, Joanne Loewy and Kristen Stewart, a nurse, a medical doctor, and psychologist Peter Homel looked to see how live music and applied sounds affect infants with respiratory distress syndrome, clinical sepsis, or were small for their gestational age.  Infants received musical interventions twice per week over a 2-week span.  The interventions included a parent-chosen lullaby, simulation of breath and fluid sounds of the womb, and simulation of heartbeat sounds. The lullaby lowered heart rates and increased babies’ sucking behavior and caloric intake.  The heartbeat rhythm also lowered heart rates, in addition to aiding in healthy sucking behavior.  Breathing and fluid sounds lowered heart rates after it was administered, and also influenced healthy oxygen saturation.  Parental stress was assessed at the beginning and end of the study.  Parents indicated that singing to their child or playing lullabies aided in reducing their own personal stress.

 

Parents, help your baby grow by singing soothing and comforting music to them. This will also help reduce your personal stress as you start bonding on your parenthood journey!

References

 

Kothe, M. & Pietrowsky, R.  (2001).  Behavioral effects of nightmares and their correlations to personality patterns.  Dreaming, 11(1), 43-52.

Based on research by Kothe, Pietrowsky, 2001, written by Kyle Piecora, M.S.

 

Although nightmares are infrequent, they are scary. Do they affect us  the day after when we are awake?

 

Over one month, German psychologists monitored the sleep quality and dreaming patterns of 41 people who had occasional nightmares, but no mental disorders.  Before the study, their personality traits were measured.  Daily during the study, participants completed measures of anxiety and  mood.  If any of the subjects happened to have a nightmare, they also completed the Nightmare Behavior Questionnaire, designed especially for the study.  The day after a nightmare, subjects were more anxious and had lower well-being than on days not following a nightmare.  They tended to feel more anxious, vulnerable, agitated, and awake, on days after these bad dreams.  People who scored high in neuroticism, meaning those who are more prone to experiencing negative emotions, as well as people who had health concerns, reported that nightmares had a larger negative impact on their lives the next day, including experiencing physical complaints.

 

Nightmares’ effects can linger on, even after we wake up!  If you have frequent and disturbing nightmares, seek help from a professional psychologist, as you may find ways to not only sleep better, but function better in your daily life.

References

 

Stout, J.G., & Dasgupta, N. (2011). When he doesn’t mean you: Gender-exclusive language as ostracism for women. Personality and Social Psychology Bulletin, 37, 757-769.

Based on research by Stout, Jane & Dasgupta, Nilanjana, 2012, written by Kyle Piecora, M.S..

 

We have all felt left out of a group at least once in our lives.  Does the language we use lead some people to feel excluded?

 

Drs. Stout & Dasgupta of the University of Massachusetts Amherst asked men and women to read a job interview containing either masculine, gender exclusive language (like using the word “he”), gender inclusive language using the phrase “he or she,” or gender neutral language like using the word “one.”  Next, they rated their feelings of exclusion, as well as feelings of motivation, identification with the job, and their perceptions of being able to advance professionally.  Women, in contrast to men, who read male gender exclusive passages felt more left out than those reading gender inclusive or neutral passages.  They also felt less motivation and identification with the job.

 

The typical English gender exclusive style of writing that has been used in the past may be ostracizing women without our intending to. When speaking or writing, use gender inclusive or neutral referents. Substitute humankind for mankind; humans for man when referring to both genders. Exclude specific gendered referents (e.g., An ideal student is one who sets goals for himself. Instead use themselves).  You will be including more people and developing better motivation!

References:

 

Dobkin, Roseanne D.; Rubino, Jade Tiu; Allen, Lesley A.; Friedman, Jill; Gara, Michael A.; Mark, Margery H.; Menza, Matthew. (2012). Predictors of treatment response to cognitive-behavioral therapy for depression in Parkinson’s disease. Journal of Consulting and Clinical Psychology, 80(4), 694-699. doi: 10.1037/a0027695

 

Dobkin, R. D., Menza, M., Allen, L. A., Gara, M. A., Mark, M. H., Tiu, J.,. . Friedman, J. (2011). Cognitive-behavioral therapy for depression in Parkinson’s disease: A randomized, controlled trial. American Journal of Psychiatry, 168, 1066–1074. doi:10.1176/appi.ajp.2011.10111669

Based on research by Roseanne Dobkin, et al., 2012, written by Juanita N. Baker, Ph.D..

 

Are you a caregiver for someone struggling with Parkinson’s disease and perhaps also depression?  Caregiving for Parkinson’s disease is stressful, and the patient’s depression adds difficulty. The Caregiver as well as the patient may benefit from extra services.

 

Psychologist Roseanne Dobkin and colleagues examined the effectiveness of cognitive behavioral therapy (CBT) and facilitating factors for reducing depression and ameliorating symptoms in Parkinson’s disease.  Comparing different groups, patients either received CBT therapy or did not and their caregivers received 4 educational sessions or did not.  The researchers measured patient’s depression before and after the therapy as well as other relevant physical symptoms of Parkinson’s.

 

Results suggest that caregiver participation in treatment positively influenced the patient’s acute depression response to Parkinson’s disease. The skills-based nature of CBT treatment, focusing on identifying and analyzing thoughts and behaviors, and emphasizing the importance of homework and practice between sessions (and after therapy has ended) may make CBT especially well suited for the caregivers to aid in the patient’s treatment.

 

For those with Parkinson’s disease, Cognitive Behavior Therapy for depression is helpful, especially when caregivers can learn in their own sessions to better manage their feelings and provide help for their loved ones.

References

 

Bekelman, J. E., Li, Y. & Gross, P.C. (2003) Scope and impact of financial conflict of interest in biomedical research. A systematic review. Journal of the American Medical Association, 289, 454-465.

 

Lexchin, J., Bero, L. A., Djulbegovic, B., et al (2003). Pharmaceutical industry sponsorship and research outcome and quality: systematic review. British Medical Journal, 326, 1167-1170.

 

Tungaraza, T., & Poole, R. (2007). Influence of drug company authorship and sponsorship on drug trial outcomes. The British Journal of Psychiatry, 191, 82-83. doi:10.1192/bjp.bp.106.024547

Based on research done by Tungaraza, T., & Poole, R., 2007, written by Juanita N. Baker, Ph. D..

 

Tobacco companies suppressed research on the harmful effects of smoking in the 60s, to protect their financial interests. Do pharmaceutical companies similarly influence drug trial outcome studies?

 

U.K. psychologists set out to compare the results of studies comparing 1. authors actually benefiting from drug companies (as employees, consultants or shareholders) 2. authors not benefiting but having their research funded or sponsored by industry and 3. authors completely independent of industry (not benefiting nor having research funded by industry).

 

Overall, positive drug outcomes were reported in 80% of the studies, whereas 20% reported negative findings. Independently funded studies were more likely to report negative findings than industry-funded studies. Scientists benefiting from drug companies when compared with scientists not benefitting were more likely to support the drugs in question and less likely to report negative findings.

 

Contrary to previous studies, no significant difference occurred between independent and industry-sponsored studies in reporting positive or negative findings. Therefore, the personal gain by the scientist (as employee, shareholder, or consultant) seems to exert a powerful effect on study outcome, whereas merely accepting industry funds for the research appears to have little or no effect.

 

Reputable journals require authors to disclose the source of funding and their associations with drug companies. Look closely at these disclosures in weighing the study’s credibility and outcomes.

References:

 

Gray, S. W., & Klaus, R. A. (1965). An experimental preschool program for culturally deprived children. Child Development, 36, 887-898.

 

Hunt, J. McV. (1961). Intelligence and Experience. New York: Ronald Press.

 

Early Intervention Can Improve Low-Income Children’s Cognitive Skills and Academic Achievement

 

National Head Start program conceptualized while psychologists were beginning to study preventive intervention for young children living in poverty.

 

Practical Application

 

Head Start began as a great experiment that over the years has yielded prolific results. Some 20 million children and families have participated in Head Start since the sum

Based on research by Hunt, 1961, Gray & Klaus, 1965, and the American Psychological Association, adapted by Juanita N. Baker, Ph. D..

 

Why as a group do children who live in poverty tend to perform worse in school than children from more privileged backgrounds? In the 1960s, psychologist J. McVicker Hunt with observations and natural experiments argued that intelligence could be shaped early in life by the environment. Results of several studies by psychologists, including Susan Gray and Rupert Klaus (1965), pioneering an experimental preschool program, supported the notion that early attention to physical and psychological development could improve cognitive ability.

 

Sargent Shriver, President Lyndon Johnson’s chief strategist in the War on Poverty appointed a planning committee of 13 professionals in physical and mental health, early education, social work, and developmental psychology. Their work helped shape the federal Head Start program. The three developmental psychologists in the group were Drs. Urie Bronfenbrenner, Mamie Clark, and Edward Zigler. Bronfenbrenner advocated parent involvement as a cornerstone of Head Start, which proved to be a major contributor to its success.  Dr. Zigler (often referred to as the “father of Head Start”) designed Head Start as a laboratory for effective early childhood services.

 

Hundreds of empirical studies of Head Start outcomes have shown a variety of benefits for most children who participate especially in the areas of school achievement and adjustment.

Mahooney, A.M., Weetjens, B.J., Cox, C., Beyene, N., Mgode, G., Jubitana, M., Kuipers, D., Kazwala, R., Mfinanga, G.S., Durgin, A., & Poling, A. (2011). Using giant African pouched rats to detect tuberculosis in human sputum samples: 2010 findings, Pan African Medical Journal, 9(28).

 

Poling, A., Weetjens, B., Cox, C., Beyene, N., Durgin, A., & Mahoney, A. (2011). Tuberculosis detection by giant African pouched rats, The Behavior Analyst, 34, 47-54.

Based on research by Mahooney, et al 2010; Poling, A., et al, 201l, written by Katie Kavanaugh, MS, BCBA & Josh Pritchard, Ph.D.

 

How does Al Poling, a behavior analyst, medically diagnose with one trained rat at a time? Dr. Poling and his team of researchers trained rats, who have a keen sense of smell, to detect tuberculosis in sputum samples. Using the principles of behavior analysis, specifically, using a system of rewards, they taught the rat to distinguish between sputum samples that contained Tuberculosis and those which did not.

 

But are rats as accurate as technicians using microscopes?  Al Poling’s Team in two studies found rats detected TB cases missed by technicians, making them 30-44% more accurate. And not only are the rats more accurate, they are faster. The rats were able to test the samples by scent alone whereas traditional methods require technicians to observe the TB bacillus in the sample using a microscope. This means that the rats are able to test 100s of samples a day whereas a lab technician is only able to test 30-40 and that’s if they are efficient.

 

Millions die of TB in Africa.  Though African technicians need skills in the technology of rat training and handling, with further research, trained rats may be an important new tool and provide a valuable service for humankind.

Reference

 

Borota, D., Murray, E., Keceli, G., Chang, A., Watabe, J. M., Ly, M., … & Yassa, M. A.  (2014).  Post-study caffeine administration enhances memory consolidation in humans.  Nature Neuroscience, 17(2), 201-204.

Based on research by Daniel Borota et al., 2014, written by Kyle Piecora, M.S.

 

Whether via coffee or energy drinks, caffeine is one of the most widely used substances for energy.  Other than providing a pick-me-up, does caffeine offer anything else helpful?

 

Psychology researchers from Johns Hopkins and the University of California at Irvine had individuals study images of objects in hopes they would identify, and store the pictures in their minds for later recognition.  After the subjects looked at the pictures, researchers gave each subject either a caffeine or a placebo pill.  The next day, all subjects were shown many more pictures, and asked to recognize those they had seen 24 hours earlier.  The subjects who ingested caffeine the day before recognized significantly more pictures than those who received placebos. However, the research did not determine the most effective “dose” of caffeine.

 

So, caffeine may be helpful in the encoding of information, that is, how we store information for later recognition.  It is unclear as to whether caffeine helps us recall information later without the help of visual or other reminders.

 

Students, yes caffeine may help you recognize things you are trying to study, but use caffeine in moderation, as it is a stimulant drug –excessive use may have harmful physiological and psychological side effects!

References

 

Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta- analysis. Psychological Bulletin, 104, 53-69.

 

Hyde, J.S., Fennema, E., & Lamon, S. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139-155.

 

Hyde, J.S. (2005) The gender similarities hypothesis. American Psychologist, 60(6), 581-592.

 

Spelke, Elizabeth S. (2005). Sex differences in intrinsic aptitude for mathematics and science?: A critical review. American Psychologist, 60(9), 950-958.

 

Spencer, S.J., Steele, C.M., & Quinn, D.M. (1999) Stereotype threat and women’s math performance. Journal of Experimental Social Psychology,

Based on research by the Janet S. Hyde, & colleagues, 1988-2005, and American Psychological Association, adapted by Juanita N Baker, Ph.D..

 

Fewer women than men work as scientists and engineers.  Is this due to aptitude or culture?

 

University of Wisconsin professor, Janet Shibley Hyde, aggregated the findings from multiple relevant studies for years.  Her one simple conclusion: The sexes are more the same than they are different.

 

Although some previous research suggested there were math and verbal differences between genders, thorough reviews find male and female infants as young as 6 months performed equally well on tasks such as addition and subtraction (babies can do this, but not with pencil and paper!) Synthesizing data, researchers found no large, overall differences between boys and girls in math performance. Both seem to understand math concepts equally well, contradicting the notion of fixed or biological differences.

 

As for verbal ability, Hyde and colleagues reported 165 studies found a female superiority so slight as to be meaningless, despite previous assertions that “girls are better verbally.” Where the sexes have differed on tests, researchers believe cultural factors play a role, such as subtle but pervasive gender expectations that thus lead to different educational and career choices.

 

So be skeptical of gender superiority claims and make sure that your own biases are not steering boys and girls down different talent and career tracks.

References

 

Azrin, N. H. & Nunn, R. C. (1973). Habit reversal: A method of eliminating nervous habits and tics.  Behaviour Research and Therapy, 11, 619-628.

 

Azrin, N.H., Nunn, R.G., & Frantz-Renshaw, S.E. (1982). Habit reversal vs. negative practice treatment of self-destructive oral habits (biting, chewing or licking of the lips, cheeks, tongue or palate). Journal of Behavior Therapy and Experimental Psychiatry, 13, 49-54.

 

Twohig, M.P., & Woods, D.W. (2001). Evaluating the duration of the competing response in habit reversal: A parametric analysis.  Journal of Applied Behavior Analysis, 34, 517-520.

Based on research by Azrin & Nunn 1973, Azrin et al., 1982, written by Juanita n Baker, Ph.D.

 

Do you or your child have an oral habit you want to change, like thumb sucking, biting, chewing or sucking your tongue, nails, cheeks, lips?  Habits like these are so automatic and well established that we just can’t say to ourselves, “Oh, I’ll stop,” and then stop it.  What can we do?

 

Psychologist Nathan Azrin first developed and then refined Habit Reversal, a 2-hour session that turned out to be 95% successful after a two-year follow-up for adults and children.  Two components were essential: 1. Awareness Training: examining the habit (e.g. nail biting) by identifying the early signs of the habit (like feeling the finger nail), the urge, when the target behavior or habit occurs, and in which situations it is most likely to occur.  2. Competing Response Training: e.g. instead of performing the habit immediately engage in a competing response when first noticing a warning sign. A competing response can be any activity, like making a fist or grabbing onto a nearby object and squeezing for 1 minute.  Studies show squeezing only 5 seconds is not enough time.

 

So if you want to change an automatic habit you have, you can implement the Habit Reversal technique with the assistance of a professional psychologist.

References

 

Bienkowski, Brian. (2013) Environmental Health News: Lead Costs Developing Economies Nearly $1 Trillion Annually. Scientific American, Jun 26, 2013

 

Bellinger, D., Leviton, A., Waternaux, C., Needleman, H., & Rabinowitz, M. (1987). Longitudinal analyses of prenatal and postnatal lead exposure and early cognitive development. The New England Journal of Medicine, 316,  1037-1042.

 

Needleman, H. L., Gunnoe, C., Leviton, A., Reed, R., Peresie, H., Maher, C., & Barrett, P. (1979). Deficits in psychologic and classroom performance of children with elevated dentine lead levels.  The New England Journal of Medicine, 300,  689-695.

 

Needleman, H. L., & Gatsonis, C. A. (1990). Lo

Based on research by Needleman, et al., 1979, Bellinger, et al., 1987, and American Psychological Association, adapted by Juanita N Baker, Ph. D..

 

Lead is still hiding all around us — in lead-based paint, batteries, fishing weights, lead shot, and small plane aviation gas. Our blood and bones absorb this lead. In the 1970s, due to a research team with pediatricians and psychologists demonstrating how dangerous even a little lead exposure can be, lead gas was phased out. The team first tested how much lead was in first and second graders’ baby teeth with no symptoms of lead poisoning. The researchers then compared children with the highest and lowest lead levels on developmental tests, and teachers’ ratings of the children’s behavior. The researchers found that the high-lead children had lower IQs, less verbal competence, worse speech processing, and worse attention than the low-lead children.

 

Lead also affected the children’s behavior: teachers consistently judged the high-lead children to have more difficulty following directions, more hyperactivity, and lower overall functioning than the low-lead children. Research results clearly showed that even relatively small amounts of lead were associated with significant cognitive and behavioral problems.

 

In 2012, CDC again lowered the acceptable limit of lead in children due to continued research. In 2011, 6% of U.S. kids had excessive lead blood levels. Laws phasing out all lead use are needed.

The effects of blue-light filtration on sleep and work outcomes. Journal of Applied Psychology

Science shows wearing blue light filtering glasses when using electronics improves sleep, but can they also impact work performance? 

Researchers conducted one study with 60 managers and another with 70 call center representatives. Participants received either blue light or fake glasses and wore them for at least 2 hours before bed for 2 weeks if reading or using electronic screens and completed surveys throughout. 

 Results? In both studies, the people who wore the blue light screening glasses slept more and had better sleep quality than those who wore fake glasses. These improvements in sleep led to more work engagement, better work performance, and more behaviors associated with teamwork. They also found that these effects were stronger for those who wore blue light glasses and like to go to sleep later “than most people do” as opposed to earlier. 

Blue light can disrupt the body’s natural sleep cycle and internal clock. Therefore, sleep at night and wear your blue light blocking glasses if using electronics 2 hours before bed. Regulating this cycle can affect so many areas of your life—your health, job performance, and work relationships!

Reference: 

Honig, Adriaan, Romme, Marius A., Ensink, Bernadine J., Escher, Sandra D., Pennings, Monique H., & Devries, Marten W. (1998). Auditory hallucinations: A comparison between patients and nonpatients. The Journal of Nervous & Mental Disease, 186(10), 646–651. https://doi.org/10.1097/00005053-199810000-00009 

Written by Robin N. Fatovic M.S.

Hearing voices is common in about 10% of our population and in people diagnosed with psychosis. How do they differ? 

Netherlands’ researchers asked nonpatients who reported hearing voices and patients diagnosed either with schizophrenia or a dissociative disorder to complete an interview and questionnaires to determine any differences. 

 Results? Nonpatients started hearing voices before 12 years old, whereas the clinical groups started after 12. Patients reported hearing voices daily and more continuously than nonpatients. Patients diagnosed with schizophrenia reported hearing voices talk about them more often in third person than nonpatients. Compared to nonpatients who heard voices, patients with schizophrenia or dissociative disorders reported that the voices spoke about their thoughts and those of others more. While nonpatients reported the voices spoke more positively to them, the clinical groups reported more negative voices making them feel afraid, criticized, and less in control of their lives. More than 50% of all groups hearing voices experienced abuse as a child. The onset of hallucinations for those in the dissociative disorder group occurred after experiencing a traumatic event. 

 If you struggle with hearing voices or past trauma, seek psychological consultation for help!

 

References

 

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.

 

Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26(4), 49-68.

Based on research by O. Ivar Lovaas, 1987. Psychology Science Minute written by Byron Wine, Ph.D., BCBA-D.

 

Today more children are diagnosed with Autism (1 in 88) than decades ago. Identified by marked impairment of communication, poor social relations, and restricted or repetitive patterns of behavior, their prognosis is poor without treatment.  Medical therapies alone are not effective.

 

Fortunately, psychologist O. Ivar Lovaas first demonstrated in 1987 that using intensive training based upon applied behavior analysis was effective in treating children diagnosed at an early age with autism. Applied behavior analysis is a discipline based upon the work of noted psychologist B. F. Skinner. Lovaas worked with young children with autism, average age 35 months old for 40 hours/week for up to 6 years. These showed significant gains in IQ, with 47% achieving normal intellectual and educational functioning in contrast to only 2% of the control children who received only 10 hours per week.  Researchers have since extended and confirmed these results

 

With wide media coverage, numerous treatment options are available.  Caregivers, be cautioned.  Fully investigate any claims of efficacy before enrolling children in treatment. While nobody can guarantee results for any one child, early detection and diagnosis, followed by intensive applied behavior analysis-derived therapy, remains the most effective research based strategy in treating children with autism.

Written by Robin N. Fatovic M.S.

Reference:

Salinas, J., O’Donnell, A., Kojis, D. J., Pase, M. P., DeCarli, C., Rentz, D. M., Berkman, L. F., Beiser, A., & Seshadri, S. (2021). Association of Social Support with brain volume and cognition. JAMA Network Open, 4(8). https://doi.org/10.1001/jamanetworkopen.2021.21122 

Can social support protect against cognitive decline? 

Neuroscience researchers studied brain images and neuropsychological test results of 2,200 adults with an average age of 63 to assess physical brain health and cognitive functioning, also known as “cognitive resilience,” and then investigated the impact of the person’s social support on their cognitive resilience. 

 Results? Elements of social support such as affection, emotional support, and sufficient social interaction did not affect cognitive resilience. However, feeling like they were listened to enough by loved ones was associated with cognitive resilience. This finding was stronger for participants below 65 than above. 

The researchers believe that supportive listening can improve brain functioning through reducing stress and exercising the brain. The brain continues to make new neural connections throughout life. Mutually connecting with others releases hormones that impact the brain. So, by talking and feeling heard, our brains can strengthen and possibly slow the effects of cognitive decline. 

 Spend time with those who really listen to you. Be curious and a listening ear to others. Make eye contact. Summarize what they say to show that you care and understand. Help each other to mutually enhance cognitive health!

References

 

Rogge, R. D., Cobb, R.J., Lawrence, E., Johnson, M. D., & Bradbury, T. N.  Is skills training necessary for the primary prevention of marital distress and dissolution?  A 3-year experimental study of three interventions.  Journal of Counseling and Clinical, Vol 81(6), Dec 2013, 949-961.

Based on research by Rogge et al, 2013. Written by Kyle Piecora, M.S..

Can psychological intervention   help the alarming rate of divorce in our country?

Dr. Ron Rogge, compared ways of helping couples in their relationships. Newlywed and engaged couples were assigned to one of four groups:

 

Not able to attend treatment.

Conflict Resolution (teaching couples problem solving, and conflict resolution skills).

Caring Skills group (encouraging couples to accept their differences, learn empathy and show caring)

A simple relationship awareness group.  Some professionals think couples already have basic relationship skills and only need awareness of the relationship’s importance and the need to preserve it.

Couples completed measures about their relationship at 6 months, 1, 2, and 3 years after treatment.  Those not receiving treatment terminated relationships more than those in all treatments, but this may be misleading, as they did not make time to attend a class in the first place.  Paradoxically, the wives in the Conflict Resolution group showed slower declines in hostile conflict, while couples in the Caring group showed faster declines in positive behaviors!  Though all Treatment groups led to fewer relationships ending over 3 years, those who focused on awareness of their relationship’s importance and its maintenance were equally well off.

You can act to prevent endings, remember the need to enhance and value your relationship.

Can we predict or identify self-harming behaviors without suicidal intent in teenagers? University of Cambridge researchers reviewed longitudinal survey data of 11,000 14-year-old United Kingdom teens in the Millennium Cohort Study.

Results? The researchers identified risk factors for self-harm that were evident a decade before the self-injury began. The researchers found two subgroups of teens who self-harm: 1. teens who at a young age exhibited mental health conditions of poor emotional control, behavioral difficulties, and low self-esteem. 2. teens who were victims of bullying when younger and had a caretaker who experienced mental health problems. However, this second group showed less childhood risk factors and no mental health conditions. Yet, during adolescence...

Research by Uh, S., Dalmaijer, E. S., Siugzdaite, R., Ford, T. J., & Astle, D. E. (2020). Two pathways to self-harm in adolescence. https://doi.org/10.1101/2020.07.10.20150789

Written by Robin N. Fatovic M.S.

Reference:
Chiles, Jeremy; Lambert, Michael; & Hatch, Arlin (1999). The impact of psychological interventions on medical cost offset: A meta-analytic review.

Did you know that psychological interventions can help in your medical treatment?

Psychologists can help with difficulties that impact your healthcare treatment like anxiety, depression, substance use, and other mental health concerns. They can even help with lifestyle changes, such as changing your diet or taking medications. But can this service also decrease healthcare costs for patients?

Researchers reviewed the impact of psychological interventions on medical care in 91 studies done between 1967-1997. Results? Engaging in therapy alongside medical treatment saved patients about 20 to 30% of their medical care costs. After receiving mental health treatment, patients decreased their medical care usage and improved their recovery time in 90% of the studies.

Therapy can help in many ways. Sometimes mental health concerns show up as physical symptoms. Depression and anxiety can interfere with medical treatment. For example, a person with a lot of anxiety might be too afraid to take new medications for diabetes and therefore sees the medical doctor more for symptoms. Speaking with a therapist can improve motivation to focus on health when depressed. Psychological interventions not only help with mental health functioning, but with physical health too!

Parrott, Dominic; Halmos, Miklós; Stappenbeck, Cynthia ; Moino, Kevin (2021). Intimate Partner Aggression During the COVID-19 Pandemic: Associations With Stress and Heavy Drinking.

What impact did the COVID quarantine have on family relationships?

Researchers aimed to see if domestic aggression increased during the height of the quarantine. 510 participants completed questionnaires about COVID stressors, intimate partner aggression, and heavy drinking during April 2020.

Results? Rates of physical and psychological aggression in partners significantly increased when people were staying at home during COVID. There was a relationship between stress from COVID and committing partner aggression, but only for those who did not drink heavily.

You might associate heavy drinking with harmful behaviors like violence, but these results show that stress affects those who do not drink heavily, and it is associated with interpersonal aggression too. Research shows that stress created from life-changing experiences, like natural disasters, increases partner aggression. COVID created new stressors for people. Check in with friends and family, especially those who seem stressed from the worldwide changes. Psychological support, finding and giving positive compliments, encouraging peaceful conflict resolution, and taking a time-out before anger gets out of hand can prevent domestic violence and further harm!

Written by Vanessa Melendez, B.S.

Reference:  Nogueira Avelar e Silva, R., Yu, Y., Liew, Z., Vested, A., Sørensen, H. T., & Li, J. (2021). Associations of maternal diabetes during pregnancy with psychiatric disorders in offspring during the first 4 decades of life in a population-based Danish birth cohort. JAMA Network Open

Prior research indicates maternal diabetes may impact a fetus’s brain by causing hypoxia or oxidative stress. Some studies indicated their children were more likely to have Autism and Attention Deficit Disorder.

A Danish population study of more than 2.4 million offspring (51% male) between 1976 and 2016 investigated the relationship between maternal diabetes during pregnancy and the onset of ten psychiatric disorders. Researchers controlled for parental history of psychiatric disorders, educational level, smoking habits, and body mass index. 

Results? During the 39-year follow-up, 6.4% of the offspring had received a diagnosis of a psychiatric disorder. Offspring born to mothers with any type of diabetes during pregnancy as compared to those without diabetes were more likely to develop a psychiatric disorder. Disorders included schizophrenia, anxiety disorders, intellectual disabilities, behavioral, and other developmental disorders, but not substance use, eating, mood or personality disorders. 

Thus, give good prenatal care.  Screen and treat diabetes in fertile women, especially those overweight. Many mental disorders have physiological causes. Don’t stigmatize or blame mothers or offspring nor anyone who has mental health issues.  Give empathy, support, and encourage those in need to seek research based therapy.

Written by Vanessa Melendez, B.S.

Reference: Hockey, A., Milojev, P., Sibley, C. G., Donovan, C. L., & Barlow, F. K. (2021). Body image across the adult lifespan: A longitudinal investigation of Developmental and cohort effects. Body Image

Magazines, advertisements, television, and social media expose us to body ideals. These standards tend to favor slim waists and muscular upper body for men, and a thin, buxom, and youthful ideal for women. What trends encompass body image over a lifetime? 

Danish researchers collected longitudinal data over 6 years, 2010 to 2015, from more than fifteen thousand participants ages 18 to 94 years old. 63% were women. They asked if participants were satisfied with their body’s appearance, size, and shape. They explored how body image varies over different age groups.  

Results? There was a very slight increase in body satisfaction across the lifespan for everyone. Compared to women, men consistently held higher body satisfaction levels over their lifetime. Women between 24-29 and 34-39 years demonstrated a downward trajectory in body satisfaction during the assessment period. Women aged 59 and above reported satisfaction levels rising.  Perhaps as women age, society and women place less importance on women’s appearance than on healthy functioning. 

Women! Do not let unrealistic ideals sway your self-perceptions! Everyone! Let’s appreciate the wonders of our bodies.  Focus on exercise, health, and wellness!

Written by Juanita N. Baker, Ph.D.

Reference: Gershoff, Elizabeth T. & Grogan-Kaylor, A. (2016). Spanking and Child Outcomes: Old Controversies and New Meta-Analyses. Journal of Family Psychology, 30, 4, 453–469.

Although 63 countries’ laws prohibit parents or anyone from using corporal punishment on children, half the states in the US still allow it in schools to “correct” children’s behavior. Is this harmful? What is the research evidence?

To update prior meta analyses and to differentiate results comparing and separating child physical abuse from spanking or corporal punishment, researchers meta-analyzed 75 studies on 110 relevant effects of 160,000 children.

Results? Spanking and physical abuse outcomes did not differ. Both showed detrimental child outcomes. Compared to children with no spanking, children who were spanked showed: more aggression, antisocial behaviors, anxiety, depression, impaired cognitive ability, and lower self-esteem. However, not associated with spanking was the child’s immediate defiance, abusing alcohol and substances, or low self-regulation.

Importantly, children who were spanked had poorer child-parent relationships. The more parents spanked, the more likely they would physically abuse their child. Yet as adults, the children more likely supported spanking.

Parents and teachers, find scientific ways to help children behave positively! Take time to speak privately. Sit and discuss how they can act to get their and others’ needs met. Agree on what they can do to make amends

Written by Vanessa Melendez, B.S.

Reference: Oh, D. D., Barger, M. M., & Pomerantz, E. M. (2022). Parents’ math anxiety and their controlling and autonomy-supportive involvement in children’s math learning: Implications for children’s math achievement. Developmental Psychology

What can parents do at home to foster positive learning experiences in their children?  Does a parent’s own math anxiety influence their children’s math learning when helping them?

Researchers examined whether parents’ math anxiety impacted their child’s math achievement in how they assist their child with homework. They recruited 560 parents (80% mothers) of Illinois elementary children to visit a lab twice in two consecutive years. Researchers collected data on parents’ math anxiety and two homework parenting styles: 1. controlling (sitting next to, immediately correcting mistakes, insisting they solve the problem ‘the right way’) or 2. autonomy supportive (giving hints, asking questions to get their child to solve a problem on their own, praising their working hard). They videotaped parents playing a math game with their children to verify how parents interacted. Children took assessments after each visit. 

Results? Math anxious parents were more likely to use controlling parenting, especially with lower math-achieving students. Additionally, their children had lower math achievement a year later.  

Parents! Relax. Encourage your children to solve problems on their own, ask questions, give hints, praise their efforts. Your support is beneficial!

Written by Vanessa Melendez, B.S.

Reference: Rabelo, A. L., & Pilati, R. (2021). Are religious and nonreligious people different in terms of moral judgment and empathy? Psychology of Religion and Spirituality

How does having a religion affect moral judgments? Many consider belief in religion crucial to making good moral choices. Brazilian researchers studied the relationship between religious commitment and moral judgment. Do religious people differ from non-religious people in their moral judgments of social norm violations? 

Researchers had 650 participants (410 atheists or agnostics-non-religious, 170 religious, and 70 other or no religion) complete religiosity, moral judgment, and moral disgust scales. They presented 3 disgusting scenarios where a person committed extreme morally condemnable actions, such as eating human flesh to survive a plane crash, and 3 non-disgusting scenarios from mild to difficult moral wrongs.  Participants rated these on two dimensions: wrongness and level of disgust. 

Results? Both non-religious and religious participants showed similar patterns of moral reactions to the scenarios. All groups agreed on the severities of differing moral scenarios.

In society, we humans may differ on religiosity but react similarly to moral and immoral behaviors. Let’s be less judgmental. People can still have a strong moral code even if they are not a part of your organized religion.  Embrace humanity!

Psychology Science Minute #462

Do you feel awkward when ending a conversation? Researchers studied how people decide when to close their conversations. In study one, 800 participants completed a survey explaining how a recent talk ended. To get the partners’ perspectives, the researchers recruited 250 strangers to engage in actual conversation in a lab, reporting when they and their partner wanted it to end.

Results? In study one, 66% of participants reported they ended the conversation because they did not enjoy it anymore. On average, they believed their partners wished it lasted 61% longer. In study two, participants wanted their conversations to last only 14% longer, yet 46% wished for different topics. In both studies, participants did not communicate with their partner what topics they liked or when they were ready to end the conversation.

The results show we likely overestimate other’s desire to continue a conversation. Talk about topics you think both would enjoy. Gracefully end when still having fun and compliment them like, “I enjoyed talking with you! I particularly like talking about this topic. What do you like to discuss?” This provides needed information for your next mutually successful conversation.

Research by Yin, Jie; Yuan, Jing; Arfaei, Nastaran; Catalano, Paul; Allen, Joseph & Spengler, John (2020). Effects of biophilic indoor environment on stress and anxiety recovery: A between-subjects experiment in virtual reality. Environment International,136, 105427. https://doi.org/10.1016/j.envint.2019.10542

Written by Robin N. Fatovic M.S.

What changes can you make to your office to reduce anxiety during the workday?

Researchers wanted to know if an office space with plant life would impact stress levels. 100 people used virtual reality to view four different office spaces after engaging in stressful tasks. In their virtual offices, Group A had no plant life or windows, B had plants without windows, C had just windows with a nature view, and D had both plants and a nature view. Body sensors identified the degree of the body’s physical stress response and the participants completed surveys about their perceived stress.

Results? People who were virtually in an office space with plant life or views of nature were better able to recover after a stressful task. Having plants in the room was more effective at improving physical stress, like lowering blood pressure, while having an outdoor view of nature was better at reducing mental anxiety.

It can be easy to feel overwhelmed at work, so connecting with nature might help ground you. Have a plant or a nice outdoor view in your office. It’s crucial in managing your work stress!

Written by Robin N. Fatovic M.S.

Reference:

Granello, D. H., & Gorby, S. R. (2021). It's time for counselors to modify our language: It matters when we call our clients schizophrenics versus people with schizophrenia.

The way we refer to people matters. Health professions encourage practitioners to use “person-first” terms, like “a person with cancer” rather than “a cancer patient.”

Researchers gave a measure of tolerance of people with schizophrenia to 250 mental health counselors and practicing students. Half received a version of the measure that referred to people as “schizophrenic,” while the other half saw people “with schizophrenia.” 

Results? Those who read questions that used the word “schizophrenic” showed more authoritarian qualities and believed that people with the disorder needed control and discipline. They indicated more need for social distance from these individuals, believing they were a danger to others. In comparison to counseling students, practicing counselors showed less benevolence, or kindness and willingness to help.

We subconsciously tie certain beliefs and emotions to the words we use. Referring to people as their diagnosis disregards all their other qualities that make them human. Family, friends, journalists, and those in health services, notice the words you use about others. Refer to patients or clients as a person first, with a diagnosis. This likely will change the way you view and treat them! 

Written by Vanessa Melendez, B.S.

Reference:

Passmore, H.-A., & Holder, M. D. (2016). Noticing nature: Individual and social benefits of a two-week intervention.

How can we enhance our well-being and happiness?   

To investigate the effects of noticing and attending to nature, Canadian researchers randomly assigned 400 participants to three conditions: Group 1. Nature: they asked them to notice nature around them, Group 2. Human-Built: they asked them to notice human-built objects, and 3. a control group: they were not asked to focus on anything.   They asked all groups to notice their emotions, identify what evoked the emotion, and then photograph it. After two weeks, all participants reported any perceptions of beauty, their well-being, sense of meaning, and general connectedness to others. 

Results? After controlling for variables like time of day, location type, weather, and companionship, participants felt happier and more inspired when in nature. They experienced a sense of connectedness to other people, to nature, and to life, but significantly higher in the nature group compared to the human-built and control groups. Persons in all groups’ well-being increased most when evoked by natural scenes. 

Stop and smell the flowers! In your everyday life, find nature’s beauty! Treasure it and observe it carefully. Photograph it. Share your feelings and experiences with others.

Written by Vanessa Melendez, B.S.

Reference: Curtis, D. A., & Hart, C. L. (2020). Pathological lying: Theoretical and empirical support for a diagnostic entity. Psychiatric Research and Clinical Practice

For those whose lying is chronic, excessive, and compulsive, what is the impact of this pathological lying on them?  Pathological lying is not a classified disorder. But does it warrant official diagnosis and treatment?       

Researchers investigated pathological lying’s frequency, function, pain, and symptoms.  Is it a symptom in psychiatric diagnoses? They recruited people from mental health forums, social media, and a university to complete distress and lying questionnaires.  Of 620 usable participant responses, ages 18 to 60 years old, 13% reported they identified themselves or reported others identified them as pathological liars. 

Pathological Lying had no significant association with sex, age, education, ethnicity, income, or having a psychiatric diagnosis.  Pathological liars averaged 10 lies per day, mostly in person, not in writing. Pathological liars, compared to average persons, reported more distress, more danger, and impaired functioning, especially in relationships, but also in legal, financial, and occupational areas. Pathological lies often stem from an initial lie and for no reason. 

This study provides evidence for identifying pathological lying as a disorder causing repeated relationship problems.  If you or loved ones have pathological lying, seek psychological treatment!

Written by Vanessa Melendez, B.S.

Reference: Wang, D., & Ziano, I. (2022). Faster Responders Are Perceived as more Extraverted. Journal of Experimental Psychology: General.

Do we rely upon brief cues when making quick judgments of others—e.g., when meeting new people, or making hiring decisions? 

Singapore psychologist Deming Wang and a marketing colleague studied response timing (i.e., the length of delay between a question and response).  They wanted to determine if this nonverbal cue leads people to make judgments of competence, character (such as honesty, certainty, and confidence), or personality traits like extraversion.  

They gave 220 international individuals a brief 10-Item Personality Inventory. In 14 experimental scenarios using audio, video, and vignette formats, participants gave their impressions of responders’ personality traits for each of the varied interactions. 

Results? In scenarios of people with delayed responding, participants as a “mock employer” concluded the interviewee was nervous and introverted, and then they were more likely to hire the extroverted person. Even when the responder was a known friend, they thought response delays signaled nervousness.  

Everyone! We make a variety of inferences based on response timing and others’ non-verbal cues. Let’s take time to check out our automatic assumptions carefully!

Psychology Science Minute #456

How do you like others to comfort you when you feel down?

Communication researchers studied 325 married adults on how to express support. These adults considered a disagreement with their partners. The researchers asked them to evaluate hypothetical messages of support and pretend they were from a loved one.

Results? Though seeking support, the participants wanted to feel a sense of personal control in the situation. They were less likely to accept support from a loved one who gave advice on what the person should do, failed to discuss facts of the situation, or justified it. When the participants felt that the messages tried to persuade them, they developed a negative reaction toward the hypothetically supportive person. Because the tone of the messages appeared dominant, rather than comforting, the messages threatened their desire to have some control in the situation. Instead, participants felt more supported by a loved one who respected and accepted their emotions.

When attempting to comfort someone, instead of trying to problem-solve, acknowledge how the person is feeling, even if it is uncomfortable. Help that person feel heard.

Psychology Science Minute #452

The human brain changes over time. The hippocampus, or the area of the brain responsible for memory, shrinks about 1-2% per year as we age. Is it possible to reverse this change?

Psychology and health researchers studied whether exercise could impact this change in the aging brain. They recruited 60 older adults to engage in a walking exercise and 60 to engage in stretching. Before the study, they all had blood draws, computerized memory tests, and brain scans. After 6 months, they had another brain scan and completed a memory test. They completed all parts again 1 year after the study ended.

Results? The front part of the hippocampus grew by 2% after 1 year for the walking group, while it shrank about 1.4% in the stretching group. Both groups showed memory improvements after 1 year.

Although the brain naturally declines over time, this research shows that exercise can reverse this. Get moving! Protect your brain against dementia in older age. Add exercise, like walking, into your life. Don’t forget to ask your doctor before starting a new exercise routine!

Psychology Science Minute #453

Do traumatic childhood events lead to not only increased mental health difficulties but also physical health?

Researchers collected data from over 50,000 respondents from several areas in the US through the Behavioral Risk Factor Surveillance System, which asks personal questions about people’s experiences and health statuses.

Results? 60% of respondents reported having one or more childhood experiences of abuse and/or difficult living situations. Those who experienced at least 1 experience had a greater chance of reporting poor overall mental and physical health, asthma, myocardial infarction, and disability. Those who reported 3 to 6 of those experiences were at higher risk of developing diabetes, and those who reported 4 to 9 were at higher risk of stroke and coronary heart disease.

The mind and body are very intertwined. When people feel stressed, many bodily events happen that impact the different systems and organs in the body. When a child is growing, these changes can have long-term health impacts. Consider what children experience in your home. Make sure to get help, report any physical, emotional, or sexual abuse of...

Psychology Science Minute #451

Is it helpful to always look on the bright side?

Psychology researchers argued that being overly positive, like thinking one is always in control, successful,and makes no mistakes, can result in irrational beliefs or “illusions.” Thinking this might be harmful to mental health, they studied the beliefs and mental health of 1240 people from Australia using a questionnaire.

Results? Participants who had overly positive beliefs had more anxiety, depression, and stress. They also had lower self-esteem, less optimism, and less ability to cope well. Does this mean we should never think positively? No! However, when we create an illusion of positivity and something goes wrong, this can create disappointment. To cope, accept that a situation is a challenge, but difficult. It’s okay to experience uncomfortable emotions, but don’t try to avoid them. Instead, accept the discomfort. Sit with it. Accept that we cannot control certain forces. Learn from it. Figure out what you can control in the situation and try to change it. If you ever have a belief that is overly positive in a way that does not really accept the reality of the situation, ask yourself, “is this thought really helpful?”

Psychology Science Minute #448

Are effective leaders in power good at understanding other people’s needs and perspectives? Psychologist Yinan Wang from Beijing Normal University thought self-esteem or valuing oneself and one’s abilities might impact this ability.

With power comes influence, and with perspective-taking comes a connection to others. Dr. Wang believed that a good leader has a balance between power and perspective-taking based on self-esteem. 100 college students described a time in which they had more or less power than their roommates. They also filled out a survey on self-esteem and described their ability to understand their roommates’ perspective.

Results? When in a position of power, participants with higher self-esteem were better able to connect with others and understand their viewpoints. Therefore, leaders would benefit from placing an equal amount of energy on their own self-value and their ability to make connections with others. This balance can simultaneously improve compassion for themselves and others. People in power: foster your own self-worth and connect with others using your own experiences to understand them.

Psychology Science Minute #449

What kind of movies do you like to watch?

Psychology researchers asked, “Do horror movie fans handle stress and crises better?” They surveyed 322 U.S. participants at the beginning of the COVID-19 pandemic before much was known.

Results? Fans of zombie, apocalypse, and alien invasion horror movies felt more prepared for the COVID pandemic and experienced lower distress. They also reported having fewer negative impacts from the pandemic than those who did not watch these movies. Participants who reported having an interest in horror films at the time of the study were also better able to bounce back from difficult times than those who were uninterested. People labeled as “morbidly curious” also showed greater resilience. The authors described this personality trait as being genuinely intrigued by something that another person might be horrified by.

The researchers suggest these movies may allow people to learn alternative ways to react in dangerous situations. If danger occurs in real life, people may be better prepared and respond calmly. Also, by curiously observing a situation, it appears to be less of a...

Alleva, J. M., Medoch, M. M., Priestley, K., Philippi, J. L., Hamaekers, J., Salvino, E. N., . . . Custers, M. (2020). “I appreciate your body, because…” does promoting positive body image to a friend affect one’s own positive body image? Body Image

Can expressing appreciation and love to a friend change the way you view yourself?

Researchers studying how writing letters to friends can impact their own body image, instructed 150 college women to write a letter to a close friend. Half wrote appreciations about their “body functionality,” or everything that the body is able to do (like keeping them alive and functioning), rather than how the friend’s body looks. The letters were not to include anything about their friend’s appearances. The other half wrote about their favorite memories with their friends.

Results? Although the researchers believed that only women in the group who wrote about their friends’ bodies would show improvements in their own body satisfaction, the women in both groups did! People can appreciate their bodies as providing more than appearance when they consider all the amazing functions they serve. Also, the women who wrote letters about fun memories switched their focus from their own physical appearance to important values in their lives, such as friendship and enjoyment. If you feel down about the way you look, focus less on your appearance and more on the things that you value in your life, like health or friendship!

Psychology Science Minute #442

How do people cope when acting below their standards?

Psychologist Ryan Carlson and colleagues tested this across five studies with 3200 participants. The participants allocated money to themselves and to an anonymous partner. The researchers offered them a portion of the money if they remembered how much money they gave to their partners.

Results? Participants who were more frugal compared to their personal standards of fairness reported giving more money than they truly did. The researchers call this event “misremembering,” as there is a motivation to not remember the actions that make us appear less moral according to our own prior measured principles. However, when researchers required participants to give a certain amount less than their prior standard of generosity, participants had no need to portray themselves as more generous than they acted. Thus, they did not“misremember.” Having personal responsibility impacts our misremembering.

The researchers believe we misremember actions that do not meet our standards for generosity, thus preserving our own self-image and sense of morality. Our minds protect...

Psychology Science Minute #443

Business management researchers studied1,600 British participants’ views on finances and overall wellbeing using surveys. Would financial optimists feel better because of their positivity, or would financial pessimists feel better because of their preparedness or caution?

Results? Neither is better! In fact, the researchers found that realists (with no mistaken expectations) had the healthiest mental well-being over time. Compared to realists, pessimists had 37% and optimists 12% more difficulty in coping, and pessimists had a 22% reduction in overall well-being and optimists 13%.

Why might this be? The researchers believe that optimists have a greater chance of becoming disappointed if their unrealistically positive views do not come true, which leads to distress. They believe that pessimists expect negative outcomes to such a strong degree which dampers their reaction to positive results, as they might view the outcome as avoiding something bad rather than achieving something good. By hoping, but having few expectations and accepting “what will be, will be...

Psychology Science Minute #444

Disparate branches of science (like biology, chemistry, and psychology) create new understandings and technologies. Applying these developments across disciplines can lead to major breakthroughs.

Medical researchers from Japan, China, and the US collaborated in analyzing the behavior and genetic codes of mice with a mutation in the SETD 1A gene. This mutation turned off the gene, thereby affecting brain development. But wait—what does this have to do with psychology? Previous research shows that this special gene in humans impacts the development of schizophrenia, which is a psychological disorder that usually involves delusions and hallucinations. People with this disorder might have some thinking difficulties. The researchers tried to “turn on” this gene in the mice to see if they could improve some of these mental symptoms. They were successful! They reversed the effects using a medication that targeted this gene.

This study shows that our thoughts, behaviors, and even genetics are changeable. This can lead to changes in our brains, and more importantly, changes in our cognitive functions and life satisfaction. Collaboration and understanding across different sciences may advance the creation of life-changing therapies.

Psychology Science Minute #445

Have you ever started a diet, but struggled to stay motivated or dedicated to it?

Psychology researchers hypothesized that what we tell ourselves impacts our self-control when dieting. First, they separated 240 participants into two groups. Each received instructions to speak to themselves in the first or third person. For example, someone in the first-person group would say “What do I want to eat?” whereas a person in the “distanced,” or third person group would say,“What doesRobinwant to eat?” Next, half of each group watched a 2-minute health-related film encouraging goals while others watched a film on home improvement.

Results? Participants decreased their unhealthy food choices if they just watched the health-related video or used distancing self-talk. Participants had the most benefit by creating goals from the health-related film plus using the “distancing” method.

So, the best combination is to have specific health goals and speak to yourself in the third person when deciding what to eat. This strategy likely will encourage better self-control as it may create a bigger...

Psychology Science Minute #446

You might be serious at work and leave play for when you get home, but what if someone told you that play could also be effective at work?

Across two studies, business psychology researchers studied the effect of humor on persistence at work with 74 Australian undergraduate students. In the first study, students watched either funny or neutral videos. They then engaged in a computer task focused on making predictions, which they believed would end if they answered 10 consecutive questions correctly. However, they did not know that the computer prevented that. In a second experiment, participants answered math-related questions with clear right and wrong answers where the researchers could measure the amount of time, thus effort put into each try.

Results? Participants, who watched the funny video before the tasks, answered almost twice as many questions and spent at least 50% longer on them. The researchers believe that feeling amused helped the participants to avoid burnout and increase motivation. When struggling with work motivation, consider focusing on something funny during your break, exchange jokes or amusing stories with colleagues, or incorporate amusement into your working style! Have fun!

Psychology Science Minute #440

Dogs are known to be “human’s best friend,” but recent research shows that they may also be “child’s teacher.”Australian researchers studied the effect of owning a pet dog on preschoolers’ social and emotional development. They surveyed 1,600 parents of 2 to 5 years old children.

Results? Preschoolers who did not own a family dog had more behavioral issues and social difficulties with other children. Preschoolers who walked with their dog at least one time per week had fewer social and behavioral difficulties compared to children who walked pets less or did not own a family dog. Finally, preschoolers who played with their dog at least three times per week were more likely to help others than those who did not own a dog.

These results indicate that even minimal exercise and bonding with a pet may have long-term benefits. During the COVID quarantine with minimal peer interaction, these findings may be even more important to consider. Spending time with pets may teach toddlers kind, caring interactions, and looking out for another’s needs.

Psychology Science Minute #441

Some people experience depression during colder months with less sunlight and they are more likely indoors. Nature can have a profound impact on mental health. But even in warmer months, do city dwellers experience any mental health difficulties due to nature deficit?

Danish researchers studied the amount of residential greenery and tracked mental health of nearly one million children over several years. They assessed residential exposure to nature by reviewing high-resolution satellite images showing higher and lower vegetative areas. Controlling for many socioeconomic and parental factors, they found that children growing up in more urban areas with less nature had up to a 55% higher risk of developing mental disorders in adolescence and adulthood. The diagnoses included personality, obsessive-compulsive, depressive, bipolar, schizophrenic, substance use, and eating disorders.

While this “nature deficit disorder” needs research, factors such as increased stress, sensory stimulation, and air pollution likely contribute. Let’s bring nature indoors and to our cities—plant trees, replace grass with plants and flowers. Parents! Send/take children outside to explore nature. Experience more greenery! While they are still developing, give their minds a chance to unwind and their lungs a chance to breathe fresh air.

Psychology Science Minute #436

Which people are lonely? Do you have any assumptions about what age, cultural background, or gender they might be? United Kingdom psychology researchers surveyed personality characteristics and loneliness in 46,000participants of different ages across 237 areas of the world.

Results? The researchers identified that loneliness decreased with age, and younger people seemed to be lonelier. They found that men experienced more loneliness than women. People in cultures that focus more on self-reliance and individual growth felt lonelier than people who lived in cultures that focus more on community and family interdependence. These findings were slightly significant, yet consistent across different areas of the world. Therefore, these results are universal on some level across cultures. Significantly, young men who live in individualistic cultures like the US are more vulnerable to experiencing both short and long-term loneliness.

Although younger generations are known for being more open about their struggles, young men in the US might need more avenues for support. Everyone can be lonely. To combat loneliness, reach out to others, volunteer your services, join social, community service, library, political, or college organizations and help non-profits. You can be self-sufficient and still reach out for help!

Psychology Science Minute #437

Should parents suppress their emotions to protect their children from experiencing stress? To answer this question researchers studied 107 parent-child dyads. They exposed the parents to a stressor and told half to“show no emotions” and half to “act naturally as you would at home” when reuniting with their children. The researchers measured their physical symptoms of stress by attaching sensors to the parents and children.

Results? Children who engaged with mothers who suppressed their emotions experienced more physical stress. However, fathers who suppressed their emotions did not influence their children’s stress response. Instead, the children’s stress influenced the fathers to experience more stress. When parents suppressed their emotions, both parents and children appeared less warm and engaged when communicating with each other. Stress impacts both our minds and bodies. And your stress can impact others’ minds and bodies too. While parents sometimes try to hide their emotions from their children to protect them, the result can be counterproductive.

Parents, it is acceptable to feel emotions and express your concerns. Be genuine. Yet, let them know you will be able to handle the emotional stress and you will protect them. Show them how to cope well.

Written by Robin N. Fatovic B.S.

Rape, Abuse & Incest National Network. (n.d.). Children and Teens: Statistics. Retrieved October 11, 2020

How common is child sexual abuse? According to psychological research, The Rape, Abuse & Incest National Network or RAINN, child protective services finds reported claims of child sexual abuse every 9 minutes-10% of all girls and 2% of boys are abused, but 80% of all sexual assault victims under the age of 18 are female. Girls 16 to 19 are 4 times more likely to experience rape or assault, than the general population.

Who sexually abuses children? Sadly, 34% of the perpetrators are family members. 93% of children know their perpetrators, and only 7% of perpetrators are strangers. Sexual abuse can have long-term effects on child victims. These children are about 4 times more likely to experience post-traumatic stress disorder in adulthood. Three times more likely to have at least one major depressive episode later in life, and 4 times more likely to abuse substances.

Look for any changes in a child’s normal functioning such as depressed mood, distractibility, withdrawing from touch, or even, sexualized acts or talk. Find more warning signs at RAINN.org. Know the signs and act to protect the children! Seek specialized treatment.

Research by Greenberg, A. E., & Mogilner, C. (2020). Consumer debt and satisfaction in life. Journal of Experimental Psychology: Applied. doi:10.1037/xap0000276

Research has found that debt impacts happiness and has life consequences. Do specific types of debt impact life satisfaction?

Marketing researchers studying psychological factors examined the impact of debt on life satisfaction in seven different studies in the U.S. Results? Of the people who reported having mortgage, credit card, and studentloan debt, only those with studentloan debt expressed a decrease in life satisfaction. Also, people who owestudent loans were more likely to label this as a “debt” compared to people who owed mortgage and credit cardloans. Results showed that it was the label used to describe student loans which impacted the participants’emotional reaction to them. Those who did not mentally label the loans as “debt” expressed significantly betterlife satisfaction, even while still having student loans.

These results show that your perspective on debtcan have an emotional impact on how content you are in your life. Having a more positive view of the debt may improve life satisfaction. Consider the loan as an investmentin your future, career, and personal growth. Focus on the positive outcomes that came from attending higher education. Money may not buy happiness, but frame of mind does!

Psychology Science Minute #432

Mobile applications for stress management and self-care seem to be proliferating, helpful, and convenient. Are these applications based on effective therapeutic techniques and supported by psychological research?

Psychology and medical researchers identified and evaluated 1000 Android and iPhone wellness applications to identify how much research support they have. Results? Only 2% of the apps had support by research publications. More apps used mindfulness meditation as the singular research-supported technique, before positive psychology and goal setting. The researchers noted that the app Headspace had the most research support. Most apps had only one published research study. Only 1% of the apps used online therapists. Designers created only 2% of the apps as a supplement for in-person therapy.

Self-help mobile applications can be helpful in meeting goals. Do recognize that these apps are in the beginning stages of development. We need more research to identify which apps are most helpful based on already supported techniques in the psychological literature. Use mobile apps not to replace therapy, but in addition to therapy. If you need more help, motivation, and guidance, consider reaching out to a therapist for in-person or telehealth treatment, too.

Psychology Science Minute #434

Do you feel better when you experience the support of your friends and family during a difficult time?

An Israeli researcher studied whether a child’s type of disability impacted the amount of perceived social support that the mother received, especially after a difficult time. The researcher also aimed to identify if the type of disability impacted the mothers’ ability to find positive outcomes from these difficult situations. This study focused on the experiences of 100 mothers of children diagnosed with Autism Spectrum Disorder and 120 mothers of children diagnosed with Down Syndrome.

Results? Mothers who perceived active social support appreciated the positive aspects of raising a child with a disability, such as social and religious growth. This particularly showed for parents of children with Down Syndrome as opposed to Autism Spectrum Disorder. The author believes that parents of children with autism receive less empathy from others as the disability is “invisible” in not presenting physical characteristics.

Caregivers having support is essential, especially when...

Psychology Science Minute #426

Why do we study psychology? Maybe we can learn something to help us with COVID-19 or any crisis!

Researchers assessed whether positive people are more resilient, or can bounce back easier, during crises. In early 2001, college students and recent graduates participated in a study on emotions. After 9/11, 47 of the participants came back to describe their reactions to the crisis.

Results? Participants who expressed more positive emotions before the attack were less likely to develop depression after. After the crisis, those who identified as resilient,reported positive emotions such as gratitude, interest in the world, and love. While they still experienced the negative impact of 9/11, they bounced back quicker. They felt more optimistic, peaceful, and satisfied with life.

Use these findings to help cope with the pandemic. What can encourage positive emotions and resilience? Find meaning in a negative situation, appreciate other’s heroic acts and courage, and assist and care for others. Let’s focus on our values to guide us to meaning. Discover positives in negative or neutral events. Identify needs and help others...

Psychology Science Minute #427

Recent news highlights specific police officer’s inappropriate use of lethal force. What is the extent and reasons why some police engage in excessive lethal force?

In 2018, psychologists examined the factors and psychological characteristics of people in specific geographical living areas. They studied whether racial bias and stereotypes are related to death by lethal force. From databases of 2 million people they assessed racial prejudice and measured economic, racial, social, ethnic, and religious stereotypes.They defined racial prejudice as an evaluation of a group, and racial stereotyping as a belief that different groups were a threat.

Results? The most significant predictor of lethal force was related to specific regions with White stereotypes of Black individuals with weapons. Only racial bias of White individuals in that region predicted greater use of lethal force in those areas. Most important; these results reflect a regional level. Do not interpret these for any individual.

We who grew up in this culture will likely have hidden and overt biases—take extra steps to overcome these. Reach out to others...

Psychology Science Minute #428

How are we shaped by gender stereotypes? Does a women’s environment affect how she views herself or other women? Psychologists assessed whether a women’s automatic gender stereotype can be challenged. Specifically, to what extent does exposure to women leaders impact their traditional gender stereotypes?

Psychologists assessed this question through two studies. One study manipulated exposure, where participants saw information regarding famous women leaders. The second study compared a women’s college with a coeducational college.

Results? Women attending women’s colleges exposed to female leaders were less likely to believe in traditional gender stereotypes. Additionally, the long-term effect was dependent on the extent of exposure. Women attending coeducational colleges especially when attending male-dominated courses had greater gender stereotypes than women attending women’s colleges.

Women! Look around! Does your environment provide growth for women of all ages?! Encourage an environment clear of gender stereotyped beliefs to help women gain their full potential. Exposure to female leaders...

Psychology Science Minute #429

Do mental disorders develop from our genes or from our environment, or both?

Studies suggest that NO2 or Nitrogen dioxide,exposure in childhood leads to higher risk of schizophrenia. Vehicles typically produce NO2. Denmark Researchers assessed the level of NO2 exposure from the national registry for about 24,000 individuals. Over 3,500 people in that group received a diagnosis of schizophrenia. The researchers also assessed the participants’ genes to identify any genetic links to their diagnosis.

Results? Diagnoses of schizophrenia were associated with both participants’ genetic makeup and NO2 exposure. The researchers suggest that multiple genes may contribute to schizophrenia. When people share more of those genes, they are more likely to develop schizophrenia. These results also suggest that higher NO2 exposure, which more likely occurs in urban settings with polluted air, may have an impact on the developing brain.

This, one of many studies, suggests that both our genes and environment may have an impact on us! Let’s all reduce our carbon footprints, use less carbon fossil fuels. Prevent your and your...

Psychology Science Minute #425

Why has vaping or e-cigarettes become so popular among our youth? Initially producers promoted e-cigarettes as a replacement for harmful cigarettes. Yet,research found vaping caused inhalation of dangerous metals that damaged DNA and caused cancer. Significant negative side effects impact the lungs, heart, brain, and dental health. These consequences are especially detrimental for the brain development of youth and young adults. Manufacturers promote a variety of enticing flavors. Now, children and adolescents commonly use vapes.

Researchers studied vaping’s appeal by analyzing 1 million vaping Tweets from January to March of 2017. They associated1200 vaping tweets with healthy sounding words such as “natural,” “vitamin,” “vegan,” and “organic.” Of these positive health related tweets, Marketers tweeted over half of them. Almost 30% of the marketers’ tweets stated vaping is harmless and 9% identified vapes as “health enhancing.”

Kids and teens likely believe these marketers who promote e-cigarettes as a healthy alternative to smoking. Educate youth on the side effects, addictive quality, and long-term harmful effects of vaping, falsely promoted as healthy. Encourage the FDA to regulate any unsupported claims used in social media.

Research by D’souza, D., Brady, D., Haensel, J. X., & D’souza, H. (2020). Is mere exposure enough? The effects of bilingual environments on infant cognitive development. Royal Society Open Science,7(2), 180191. doi:10.1098/rsos.180191

Speaking multiple languages aids communication when visiting other countries or even in our multi ethnic country. Bilingual speakers and pre-language infants raised in bilingual homes also show other mental benefits, too. Why is that?

Psychologist Dean D’Souza and colleagues used a specialized camera to track eye movements of fifty-one bilingual and fifty-one monolingual infants during different visual computer exercises. Results showed that the infants raised in bilingual homes switched their visual attention faster and easier.

The researchers believe that infants in bilingual homes are better at scanning and exploring their environments because they live in more stimulating, unpredictable settings due to the changing languages spoken in the home. Therefore, these infants may be more alert to their environment to gain new information instead of focusing on what is already familiar, since they are more likely to hear words that they are unaware of in the home and need to learn them to communicate and predict.

There are more benefits to being bilingual than just communicating cross-culturally. Consider learning a new...

Psychology Science Minute #424

Therapy can be helpful in handling the financial, health-related, and daily stresses due to the COVID-19 pandemic. However, due to social distancing guidelines, in-person therapy may be unsafe. Therefore, teletherapy, which is listening and seeing the therapist over electronic means, is an option. But, is it as effective as in-person therapy?

In 2012, researchers compared the differences between 325 clients with major depressive disorder who received eighteen 45-minute sessions of Cognitive Behavioral Therapy delivered either by teletherapy or in-person therapy.

Results? Only 21% of teletherapy clients vs. 33% in-person clients dropped out of therapy. In-person therapy averaged 13, but teletherapy 15of 18sessions. Patients in both groups showed significant decrease in depressive symptoms. There was no significant difference between the effectiveness of these different modes of therapy. Both groups continued to experience less depression after 6 months. However, face-to-face therapy clients were significantly less depressed.

If you experience distress, especially during these times, consider engaging in teletherapy. It is ...

Psychology Science Minute #418

Have you ever told a child to share their toys? How does sharing affect a child’s emotions? Often, we adults feel better after engaging in a behavior beneficial to others. Do children feel similarly? Psychologists examined whether children emotionally benefit from sharing with other children.

Researchers in a five-phase study compared responses of twenty children under 2 years-old when playing with a toy, sharing a toy, being introduced to puppets, being given 8 treats, watching a puppet given a treat, and finding a treat. Researchers also asked the toddlers to give a treat to each puppet present. Coders rated the children’s “happiness” responses at each phase.

Results? Toddlers showed more happiness when they gave their treats to the puppets, compared with receiving the treats. They showed greater satisfaction when they gave their own treats to the puppets, even more than when they found a treat.

Promote sharing with your toddlers! This study indicates that children are happier when they can give others what they have—their resources. Make sure your children understand sharing at a young age!

Psychology Science Minute #419

How do you feel when you give money to charity? Prosocial spending is that behavior when people use their financial resources to help others. Research suggests that when people engage in prosocial spending,they feel positive emotions. Does prosocial spending create positive emotions worldwide?

Psychologists conducted three studies to examine this hypothesis. In one, 1300 participants did a survey in 136 countries. In two, 1000 participants from Canada, Uganda, and India wrote when they engaged in personal versus prosocial spending and their associated happiness. In three, 200participants from Canada and South Africa bought a “goody bag.” They could either keep it or give it to someone else. Afterwards they reported their happiness level.

Results? All studies showed individuals reported greater happiness when engaging in prosocial spending. Additionally, the results indicate that regardless of personal financial situations, those that gave were happier compared to those that did not.

We humans worldwide experience joy and happiness when helping others! Donate to a charity! Show you care. Help others. Giving will...

Psychology Science Minute #420

In countries around the globe, advanced science-based psychological treatments for depression are not available. How can professionals provide these new therapies in the most economical, efficient, and culturally appropriate way?

Focusing on depression in India, a team of psychologists devised a method to develop and pilot-test brief therapy modeled on effective depression treatments, but administered by non-specialist health workers in clinics where psychological treatments were not available. Their resulting Healthy Activity therapy included ideas like problem solving and doing enjoyable activities that expanded social networks. They tested its effectiveness in a randomized controlled trial.

Results? Despite a high 33% dropout rate, 28 Brief Activity Therapy participants completed 6 –8 therapy sessions. After two-months they scored lower on self-report measures of depression compared to 30 having Usual Care.

Lessons learned from this Pilot study? In places without available treatment, non-specialist strained in specific psychological treatments can provide brief therapy to those struggling with depression. This is...

Psychology Science Minute #414

Having a goal energizes us and gives life meaning and direction.Does the importance and attainability of our goals relate to our life satisfaction across our lifetime?

Swiss psychologists examined how goals impact an individual’s life throughout adulthood. They hypothesized participants would rate goal importance and attainability based upon their developmental tasks and personal capacities.These goals would predict future well-being. Participants, ages 18-92 years old,rated the importance and attainability of various life goals and their personal well-being — initially and at 2-and 4-yearsfollow-up.

Results? Following life developmental stages, younger people gave higher importance and attainability ratings to personal-growth, status, and work goals. Older persons rated social interaction goals higher.At a four-year follow-up, goal attainment rather than importance or type of goal, contributed most to well-being.

Goals considered important at one life stage are related to developmental tasks of that stage. Status, person-growth, and work goals so important at younger ages are less important for those at older...

Psychology Science Minute #415

What role do shame-based memories have in psychopathological thinking? We have self-critical thinking like, ‘I’m no good.’ ‘I’m a failure.’ ‘I can’t do this.’ ‘I’ll never be able to (get a job, girlfriend, enough money)’? Paranoid and suspicious thinking like “People are talking about me. They send me messages.” And, shame-based thinking like, “People will think I’m disgraceful. I’m flawed. I’ve dishonored my name.”

Portuguese psychologists wanted to determine the controlling role self-criticism and shame memories have in determining depressive symptoms and/or paranoid beliefs. Two hundred individuals completed self-reports to measure self-criticism, shame memories, depressive symptoms, and paranoid beliefs.

Results? Self-criticism was able to explain the observed relationship between shame memories and depressive symptoms. However, self-criticism did not similarly explain the association between shame memories and paranoid beliefs.

Understanding the role of self-criticism on depressive symptoms due to shameful...

Psychology Science Minute #416

Why do smart, skillful women stay in the shadows and avoid leadership roles?

Economists designed a psychological experiment to study leadership in small groups to find out why some expert women choose not to lead. Forty participants were divided into small groups composed of different ratios of men and women. Teams participated in a trivia game covering diverse topics. Those who were willing to lead chose to submit their own answer on behalf of the team.

Results? Gender stereotypes play a role in who chooses to lead. Women were more hesitant to lead when the majority were men on their team. When women were experts on a topic,but the topic was more associated with men, such as sports, they were also less likely to lead. A woman’s willingness to lead significantly increased, when the group received feedback about everyone’s skill performances.

This psychological research benefits businesses. So, Businesses! Provide positive objective feedback, such as sales data, to all employees to encourage experts to take on leadership roles. As a result, women experts will be more likely to step in to lead. Businesses seeking...

Research by Harris, M. A., & Orth, U. (2019). The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. Journal of Personality and Social Psychology: Personality Processes and Individual Differences, 1-19. http://dx.doi.org/10.1037/pspp0000265

Written by Shannon Cantalupo, M.S.

Does having high self-esteem produce good social relationships? Or does having good social relationships increase our self-esteem?Which way is it?

Psychologists explored the interaction between self-esteem and relationships through ameta-analysis of 80 previous studies. They used longitudinal data to analyze the effect of self-esteem on social relationships and the impact of relationships on self-esteem. Thirty samples were from the U.S. and 18 came from Canada, Australia, Europe, China, Korea, and Russia.

Results? Self-esteem does lead to good social relationships, probably because people with high self-esteem are more likely to initiate social contact. At the same time, social relationships impact self-esteem. However, self-esteem increases only when the relationship is positive, giving both social support and acceptance.

Our self-esteem likely plays a role in our initiating behaviors that lead to closer relationships like eye contact, a warm smile, speaking with confidence, listening attentively, and sharing feelings and fond memories. So even if we have low self-esteem, engage in these friendly behaviors to build social...

Psychology Science Minute #412

How do we pick our lifetime partner? What traits are more desirable than others? Do cultures differ?

UK Psychologists studied whether Eastern and Western cultures prioritize traits similarly. Researchers compared those in “Eastern” with “Western” cultures, totaling 2,500 participants from 59 countries.

To reveal which traits participants valued, researchers had each participant place money (when they had little money, moderate, and large amounts) on different desired traits they wished for a “long-term” partner in order to compare and identify highest priorities.

Results? When participants had less money, thus chose the essential traits, men and women gave the highest ratings to kindness and physical attractiveness, indicating these were most important for reproductive success. However, only women and Eastern men gave the highest ratings to “good financial prospects.”Western men and women found humor essential whereas Eastern men and women found humor a luxury (high budget only). Western women gave high priority to partner’s wanting children equally in high and low...

Psychology Science Minute #413

Do you have difficulty motivating yourself to stick to a goal you’ve set? Have you ever challenged someone to complete a goal, then realized you were more committed to obtaining that goal than they were?! Psychologists examined whether we are more committed to a goal if we reveal it to a person of higher or equal status.

Psychologists completed four studies with 890 participants using both surveys and experimental sessions to determine how individuals perceived the relative status of an audience and whether this knowledge influenced their commitment to a goal.

The results from all studies were consistent. When participants shared their goals with people they perceived as having higher status, they were more committed to the goal, and more likely to attain their goal. The higher perceived status of the goal audience makes more impact, than someone of similar status (e.g., peer to peer).

Set high goals, then share your goal with someone of higher status, such as a parent, supervisor, or mentor as you are more likely be committed and attain this goal! Supervisors and mentors are also more likely to encourage and...

Psychology Science Minute #406

How are you coping with the COVID-19 pandemic? The significant stress, trauma, and changes in society signal uncertain futures, financial impacts, and fears coping with illness for self and loved ones.

What effects will there be on our mental health? In the 2020 Psychological Trauma Journal, psychologists reviewing prior research after major traumas suggest that mental health systems will need to change their ways of providing diagnostics, prevention, public outreach, communication, and work with medical staff and providers in order to address the upcoming influx of mental health problems.

Mental health systems will need a more central role in educating the public, officials, and frontline workers in dealing with trauma and stress. To make mental health care accessible to all who need it, there is a need to train workers outside mental health, reduce the stigma and barriers associated with getting mental health care,and educate the general public on the skills to handle stress and trauma. With quick publication and dissemination, mental health professionals have begun education and research on ways to treat the COVID-19...

Psychology Science Minute #407

COVID-19 has resulted in many changes for children and adults alike. Children used to attend school or extracurricular activities where they could see friends and socialize. Now, children stay home. How does this affect our young students? Does it produce feelings of depression and anxiety? Chinese Psychologists researched depressive and anxiety symptoms among Chinese students in Wuhan and Huangshi cities, in Hubei province, China during COVID-19.

Over 1,700 students participated in an online survey, following a month of home confinement. The survey included questions regarding worry over COVID-19, depression, and anxiety symptoms.

Results? 23 percent of students reported experiencing depressive symptoms, and 19 percent of students indicated having anxiety symptoms. The results were higher for those students living in Wuhan, the epicenter for the Covid-19 pandemic and denser city, than Huangshi. Additionally, less outdoor activity and less social interaction were associated with greater symptoms of depression.

Caretakers! This is an unprecedented stress fultime for all of us. Check on the children! Go for a walk, call a friend...

Psychology Science Minute #408

When news of COVID-19 broke, a worry and anxiety flooded the country. Imagine the distress of health care workers reporting to work to save those suffering from COVID-19. How is the mental health of these workers specifically affected due to COVID-19?

Chinese researchers investigated the mental health outcomes of health care workers working during COVID-19 in China. Over 1,2000 workers from 34 hospitals participated in this study. Each participant completed questionnaires assessing depression, anxiety, insomnia, and distress.

Results? More than half of the participants reported feelings of distress. Fifty percent reported depression, 44% anxiety, and 34% insomnia. Furthermore, nurses, women, frontline workers, and those working within Wuhan, China reported a more severe degree of symptoms.

Healthcare workers! If you are starting to feel distressed, depressed, or anxious, refocus on the present moment. Think how important the work you are doing is. Breathe deeply. RELAX. Take a “Minute Vacation.” Imagine details of your favorite place to enjoy. Rely on your social support between shifts. Consult mental health...

Psychology Science Minute #410

Did you know that both your mind and body feel the effects of stress? Accumulating research indicates that yoga practices reduce stress and have other benefits.

Southern California University of Health Sciences Psychologist Laura Schmalzland colleagues examined what aspects of yoga have an impact on stress levels and sustained attention.

Researchers assigned 40 young adults who had never attended yoga classes to an 8 weeks class. Half of the participants focused more on the movements of the practice and half on their breathing during yoga. Before and after their practice, researchers measured their perceived stress levels and levels of attention using a computerized program. They also measured their cortisol levels, as the body tends to release this hormone when stressed.

Results? Participants in both groups reported feeling less stress after 8 weeks, and their bodies reported the same, having significantly lower cortisol levels. However, participants only in the breath-focused group showed significant increased sustained attention.

Psychology Science Minute #403

Have you ever noticed that when people around you are happy, you are happy? How do others around us influence our emotions and beliefs?

Psychologists examined how Stanford American college students knowing the group’s emotions influenced their own feelings. They compared differences in laboratory and real-life situations on Twitter between a person’s emotional response in groups shown low threat photos (of protests against the U.S.) to high threat (of Americans committing immoral acts).

Results? No differences between laboratory or natural settings. Only when knowing the group’s emotions (weak or strong), did participants evidently check other’s reactions and adjust their emotions accordingly. In weaker emotional situations they expressed less emotion. When they knew the group supported their strong emotions, they felt even stronger.

Then, do other’s emotions influence our support for political candidates, action, and policies? Other’s strong or even weak emotions influence us! Beware of your tendency to change your emotions to be like others around you. We have a choice: allow ourselves to...

Psychology Science Minute #404

We are taught, “honesty is the best policy,” but how does our being dishonest impact us and our relationships with others?

To effectively work and negotiate with others, we must understand others’ communications, read their emotions, and empathize accurately to assess their needs. However, dishonesty in a relationship may distance us and interferes with accurately assessing others’ thoughts and emotions.

Organizational psychologists studied if people engage in dishonest behavior,does this lead to their being less able to detect another’s emotions and thus have less empathy? Researchers completed eight studies with over 2500 participants using a dice game, storytelling, cheating to earn more money, and giving bonuses to those cheating.To explain this relationship, they assessed the relationship between dishonest behavior and empathic accuracy.

Results? Psychologists found a relationship between dishonest behavior and reduced empathic accuracy and a decrease in identifying themselves as being in close relationships. Justifying dishonesty and concern for being detected may distract us from focusing...

Psychology Science Minute #405

To reduce criminal activity, police use proactive strategies to stop and search about 25% of the urban community, yet they do not arrest the great majority of these. What are the consequences to adolescents who experience or witness this aggressive, unfounded tactic?

McFarland and colleagues evaluated the association between an adolescent’s experiencing or witnessing stops by the police and adverse health consequences.

They used data from the Fragile Families and Child Wellbeing longitudinal Survey of families in 20 large urban areas for 3500 children over their first 15 years. These data identified personal police contact, witnessing others being stopped, and adolescent’s health self-report.

Results? Adolescents who recounted personal or witnessing contact with police reported lower levels of health and higher perceived injustice than their non-exposed counterparts. Furthermore, racial minority adolescents experiencing police contact reported lower levels of health than Caucasian adolescents having same amount of police contact.

Psychology Science Minute #401

Do those who have a Serious Mental Illness (such as schizophrenia, severe bipolar disorder, or severe depression) feel rejected, socially isolated and lonely? Do they know their neighbors and feel they belong in their neighborhood?

Psychologists compared 230 persons with serious mental illness from an outpatient mental health center with 300 persons without serious mental illness examining their degree of feeling lonely and sense of community or isolation in their neighborhoods.

Those with Serious Mental Illness did report weaker neighborly relations and a higher level of loneliness with less sense of community. However, for both groups, regardless of the number of neighbors they felt close to, the higher the quality of the relationships, the less lonely and more sense of community they had.

Let’s all learn skills how to initiate brief, friendly conversations with everyone. Be neighborly! Reach out to your neighbors, especially those with mental as well as physical disabilities. Get to know each other! Even if you remain familiar strangers, give friendly greetings. You can decrease other’s feeling of loneliness! Showing...

Psychology Science Minute #402

How do busy fathers interact with their child to fulfill their child’s needs and help them feel loved and attached emotionally?

Psychologists studied a father’s involvement and child’s attachment and feeling safe. They measured how father’s play or care giving interactions impacted the child’s attachment on work days vs. non-workdays.

Eighty fathers filled a time diary to indicate their involvement with their three-year-old child. Reviewing a video of the father-child interaction, researchers rated the child/fathers’ attachment.

Results? On workdays, fathers who engaged in care giving, children had more secure attachments than with fathers who just engaged in play. On non-workdays fathers who engaged in play had more secure attachments. Perhaps workdays fathers responded to their child’s needs through care giving, established closer attachment. However, fathers who tried to play with their child were less responsive to the child’s needs in the restricted time they had together.

Psychology Science Minute #396

Since early life experiences are crucial for a child’s development, how do the language skills and actions of parents affect children’s language?

British psychologists researched how, in the home, the impact of the quantity and quality of adult speech, is associated with children’s ability to use different words and their cognitive ability. They assessed if positive and critical parenting is associated with children’s behavior.

They evaluated 105 families with 2-4 years old children by giving parents questions, self-report surveys and audio-recorders to record home conversations. They counted the number of words a child heard at home. Additionally, they identified the parents’ cognitive ability and positive and critical parenting behaviors.

Results? The number of words spoken and vocabulary diversity within a child’s home was positively associated with a child’s cognitive ability and language facility. Parents who listened to their child, responded to their child’s needs, and encouraged exploring and expression, had children who showed more on-task and less contrary behaviors...

Psychology Science Minute #397

Lack of sleep is an important National Health concern. What factors likely contribute to our getting inadequate sleep, despite evidence that good sleep hygiene has numerous physical and psychological benefits?

Researchers used the National Health Interview Survey 2004-2017 data to assess self-reported sleep duration in this longitudinal study which included almost 400,000 participants. Researchers assessed average sleep duration and personal factor trends. Sleep duration was measured: as short (less than six hours), adequate (seven to eight hours) or long (more than nine hours).

Results? Sleep was stable from 2004-2012. But from 2013-2017, perhaps because of economic downturn and technology there was an increase in individuals reporting short sleep. Yet, these reports of changes (by 10%) were for Hispanic and African Americans but not for Non-Hispanic whites. Inadequate sleep may lead to poor health and add stress, and thus create less tolerance, impact work performance, and exacerbate racial and ethnic trends and tensions.

Adequate sleep is essential for our health. Reduce blue-light, put...

Psychology Science Minute #1

Based on research by: Ed Deiner, Ph.D.  Psychology Science Minute written by: Dr. Sarah Arnett

Hello there and welcome to the School of Psychology’s very first Psychology Science Minute! We will be posting our weekly Minutes here as heard on WFIT. You can listen to us, read our Minutes and even share us on Facebook. We hope that you enjoy this educational experience and ask that you share your feedback with us as well as offer future suggestions. Please enjoy our first blog about hindsight bias.

 

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett, Psy.D.

“Each morning when I open my eyes I say to myself: I, not events, have the power to make me happy or unhappy today. I can choose which it shall be. Yesterday is dead, tomorrow hasn’t arrived yet. I have just one day, today, and I’m going to be happy in it.” Groucho Marx

Is there merit in the words of Groucho Marx? Well according to research the answer is “yes.” Dr. Ed Deiner a leading researcher on happiness has found that happier people are not only healthier but live longer. Science suggests that happiness leads to more resilience and better performance at work as well.

Are people born happy or can you learn to find the happiness you seek in your life? YES! We can take action to be happier. Deiner has found that there are factors associated with increased feelings of happiness. The wider and deeper our relationships with others are, the happier we feel. Research shows that friendships have a larger impact on happiness than a person’s income. Believe in something bigger than yourself and have goals connected to your long term values. Have meaning and purpose in your life.  Keep a gratitude diary: each day write down 3-5 things  for which you are grateful.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

General resource:

Gilovich, T., Keltner, D., & Nisbett, R. (2006). Social Psychology. W.W. Norton & Company.

Lilienfeld, S., Lynn, S., Ruscio, J., & Beyerstein, B. (2010). 50 Great Myths of Popular Psychology: Shattering widespread misconceptions about human behavior. London, United Kingdom: Wiley-Blackwell.

Specific:

What really happened to Kitty Genovese:

The Psych Files, Episode 36: Kitty Genovese: What Really Happened?

Latane, B., & Darley, J. (1970). The unresponsive bystander: Why doesn’t he help? New York: Appleton-Century-Crofts.

Latane, B., & Darley, J. (1968). Group inhibition of bystander intervention in emergencies.

Based on Research by Baruch Fischhoff, Ph.D. Psychology Science Minute written by Sarah Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

It was initially reported in 1964 that Kitty Genovese repeatedly screamed as she was attacked, then murdered by Winston Mosely in front of her apartment building in New York but it was reported that none of the 38 witnesses came to her aid.  Although upon later investigation, the number of witnesses and their inactivity may not be entirely true, it shocked the nation and it led to much social psychology research on the bystander effect and the likelihood of people intervening in an emergency.

When others are around, people are less likely to intervene due to a diffusion of responsibility. Each person present at an emergency may assume others will intervene leaving others to accept less responsibility for helping. Studies have shown that in emergency situations 75% of people who helped were alone compared to 53 % who were in the presence of others. Act first. Don’t wait for others to intervene.

 So how can you increase your chances of getting help if you are ever in danger? First, make your need clear. Second, select a specific person to help you. This will overcome the major obstacles that prevent others from helping.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Based on Research by Allen R. McConnell, Ph.D. Psychology Science Minute written by Sarah Arnett, Psy.D.

It was just one of those days, lost your keys, your boyfriend broke up with you over the phone and none of your friends are available to talk. So you go home alone to be greeted lovingly by “Maximus Dogimus,” your black Labrador retriever. If he really is a loving member of your family does he provide you with some of the same benefits as a loving human family member?

General References:

Milgram, S. (1974). Obedience to Authority: An Experimental View. New York: Harper & Row.

Travis, Carol & Aronson, Elliot. (2007). Mistakes were made (but not by me).  Why we justify foolish beliefs, bad decisions, and hurtful acts. Orlando, FL: Harcourt, Inc.

Peer-reviewed Reference:

Milgram, Stanley. (1963). Behavioral Study of obedience.  The Journal of Abnormal and Social Psychology. Vol 67(4), Oct, pp. 371-378.

Based on Research by Stanley Milgram, Ph.D. Psychology Science Minute written by Sarah Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett

Just after the start of the trial of Nazi war criminal Adolf Eichmann, Dr. Stanley Millgram began his quest to answer the question: What is it that leads some to violate the most basic of human morals?

Milgram studied the impact authority has on obedience. He recruited participants to serve as “teachers” who were led to believe they were administering increasingly lethal shocks of electricity to “learners” who failed to answer questions correctly. In reality, the learners were acting and the shocks were not real. Shock levels were labeled as “light shock” all the way up to “danger: severe shock, and XXX.” In response to the shock, the pretending learner would increase in verbal responses from slight complaints to more intense cries for help complaining of heart trouble. When a teacher refused to continue, they were pressured by an experimenter to go on.

Milgram assumed that the majority of teachers would refuse to punish “learners” with seemingly lethal levels of electric shocks. To Milgram’s surprise the majority (65%) of “teachers” administered shocks to the maximum voltage level! Why? Milgram concluded that we justify ourselves because we think “the authority wouldn’t make me do wrong things,” we fear consequences of going against others, and we feel pressure to appear cooperative even when acting opposite to our own values. Unfortunately, those in authority do not always do the right thing. So remember, think before you follow!

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References:

Meyers, D. (2007). Psychology eighth edition. Worth Publishers. New York: New York

Gilbert, D. T., Pelham, B.W., & Krull, D.S. (2003). The psychology of good ideas. Psychology Inquiry, 14, 258-260.

Fischhoff, B., Slovic, P., & Lichtenstein, S. (1977). Knowing with certainty: The appropriateness of extreme confidence.  Journal of Experimental Psychology: Human Perception and Performance, 3, 552-564.

Definitions:

Hindsight bias is the inclination to see events that have occurred as being more predictable than they were before they took place. Hindsight bias has been demonstrated experimentally in a variety of settings, including politics, games and medicine.

Based on Research by Latane, B., & Darley, J.. Psychology Science Minute written by Sarah Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett

Is psychology a science or is it merely documenting the obvious?  Daniel Gilbert and colleagues note that “Good ideas in psychology usually have an oddly familiar quality and the moment we encounter them we feel certain that we knew that all along.”

However, psychologists at the Oregon Research Institute have delineated the “I knew it all along phenomenon” as the hindsight bias.   Can we always trust our common sense and go with our gut? Psychological research has shown that common sense can describe what has happened much more easily than it can predict what will happen. In addition, our tendency as humans is to be over confident in ourselves and what we know. When you combine these two psychological phenomena it can lead us to overestimate our intuition. And sometimes studies show “common sense” is just not true.

Does this mean that we shouldn’t listen to Grandma’s words of wisdom and advice on life? Of course there is a lot of wisdom in the power of observation but the point to remember is to review the latest research and always be open to alternative hypotheses and realities. Maintain a scientific mind to sift out facts from illusion.

That’s your Florida Tech Psychology Science Minute, I’m Dr. Sarah Arnett.

References:

Allen, M. J. (1970). Vision and highway safety. Philadelphia: Chilton.

Decade of Behavior. (2000). Behavior Matters: How Research Improves our Lives. www.decadeofbehavior.org downloaded 2008, Keren Yairi, Decade of Behavior, 750 First Street NE, Washington, DC  20002-4242, dob@apa.org

Garvey, Philip M., Pietrucha, M. T., & Meeker, D. (1997).  Effects of font and capitalization on legibility of guide signs.  Transportation Research Record No. 1605, 73-79.

Meeker, Donald T., Pietrucha, M. T., and Garvey, P. M. (2010). Proportion-Based Format System for Freeway and Expressway Guide Signs. Journal of Transportation Engineering, 136, 267.

Based on Research by Philip Garvey, Ph.D. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Have you ever been driving on an interstate to a large city where there are many signs with Exits A and B and you feel stressed concentrating on the driving while trying to read the signs and thus not missing your exit? Researchers studying the psychology of visual perception in the field of human factors and ergonomics have worked on improving the safety of signs to make our world safer for us.

Traditionally signs have been made with a bold font to try to catch our attention. Through research, Dr. Philip Garvey and his colleagues discovered that some fonts have problems with irradiation: when a letter’s line is so bright that it visually bleeds into the character’s open spaces, creating a blobbing effect that reduces legibility.

After research on visual perception of different fonts, human factors researchers created a new font that they named “Clearview.” The new font has bigger interior spaces for each letter, decreasing the blurring effect and making words easier to read. In fact, researchers found that Clearview signs gave drivers a 16% increase in recognition distance, allowing drivers more time to read signs and react appropriately. If the Department of Transportation adopts the Clearview font, highways can be safer and accident rates could decrease.

Just another example of how psychologists are paving the road toward a safer tomorrow.  Drive safely!

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Psychology Science Minute #009

Your child races home from school with a beaming smile and runs into the kitchen to show you their report card. Of course you want to encourage your child to continue to do well in school, but is it better to say "You must be so smart!" praising their intelligence, or praising their effort, saying "You must have worked very hard!"?

General References:

Aronson, E. (2010). Not by Chance Alone: My Life as a Social Psychologist. Basic Books.

Aronson, E. & Goode, E. (1980). Training teachers to implement jigsaw learning: A manual for teachers. In S. Sharan, Hare, P. , Webb, S., Hertz-Lazarowitz, R. (Eds.). Cooperation in Education.  Provo, UT: Brigham Young University Press.

Aronson, Elliot, and Osherow, Neal. Applied Social Psychology Annual, 1980 Vol 1, 1980, 163-196.

Aronson, E., Blaney, N., Stephan, C., Sikes, J. and Snappen, N. (1978).  The Jigsaw Classroom.  Beverly Hills, CA: Sage Publications.

Dean, Ben, Ph.D. Interview with Elliot Aronson from http://www.mentorcoach.com/aronson/

Based on Research by Elliot Aronson, Ph.D. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

When Elliot Aronson was 9 years old in New York City, he was beat up repeatedly as a Jewish boy walking to school through different ethnic neighborhoods.  One day nursing a bloody lip, he thought, “Why do they hate me so when they don’t even know me!”

Aronson, became a social psychologist when he learned that psychology asks and answers this kind of real world question.  In Texas in 1963 schools were integrating, fights between black and white students broke out.  Some schools closed.  Dr. Aronson sent his grad team into classrooms. They observed children’s interactions were very competitive, unfairly setting black students up for failure. They designed an alternative teaching style putting black and white students together on teams.  For a team to be successful, all had to work well together…then their team shined.  Within 6 weeks fights on the playground reduced, relations between children improved and integration proceeded smoothly there.

How can we use this research? We humans too often treat others who are different with prejudice…not just race, but gender, religion, etc.  How can you encourage joint cooperation on common goals, bringing diverse or opposing people together?

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Psychology Science Minute #20

Are you caring for a relative who has Alzheimer's or another disabling disease? You're not alone.

Psychology Science Minute #19

Psychology research has often focused on negative behaviors and emotions to understand and explain conflict and distress in intimate relationships. However, wouldn't you want to know what makes for a satisfying relationship?

References

Reynolds, A.J., Temple, J.A., Ou, S., Arteaga, I.A. B.A.B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. Science DOI: 10.1126/science.1203618, retrieved from http://www.sciencemag.org/content/early/2011/06/08/science.1203618

Arthur J. Reynolds, Judy A. Temple, Barry A. B. White, Suh-Ruu Ou, Dylan L. Robertson. Age 26 Cost-Benefit Analysis of the Child-Parent Center Early Education Program. Child Development, 2011; 82 (1): 379 DOI: 10.1111/j.1467-8624.2010.01563.x

Based on Research by Arthur J. Reynolds, Ph.D.. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Is it wise to fund early childhood education?  What is the evidence?

Dr. Arthur Reynolds and his team carried out a controlled long-term study of the Chicago Public Schools’ federally funded Child Parent Centers’ preschool enrichment program that focused on developing early language skills and self-confidence. Early education provided services for low-income mostly African American families beginning at age three in 20 school sites. The kindergarten and school-age program had smaller classes, teacher aides, and instructional and family support services that were provided up to third grade.

Follow-up interviews collected data from many sources for 26 years. These children were compared to a group of about 500 similar children who didn’t take part in the early education but participated in the usual educational interventions for disadvantaged youths in Chicago schools.

Results showed high-quality early childhood programs can contribute to significantly higher educational attainment and income, and less substance abuse, smoking, depression, and felony arrests. Males at higher levels of risk experienced the highest economic benefits

These outcomes are beneficial for individuals as well as society, and the economic payback exceeds the program costs (increased tax revenues, less expense related to crime and savings on child welfare).  Our states and nation can choose wisely to fund preschool and supplementary parent programs.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References

LeCroy, Craig W., Carrol, Pam, & Nelson-Becker, Holly. (1989). An Experimental Evaluation Of The Caring Days Technique For Marital Enrichment. Family Relations, 38, 1, pp. 15-18.

Stuart, Richard B. (1980). Helping couples change: A social learning approach to marital therapy. New York: Guilford Press.

Stuart, R. B. (2004). Helping couples change: A social learning approach to marital therapy. Paperback edition. New York: Guilford Press.

 

Other caring ideas to suggest:

"invite me out on a date"

"suggest we do something together that you think we’d both like"

"tell me something you appreciate that I did for you"

Based on Research by Richard Stuart, Ph.D.. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Has your marriage fallen into a routine, and lost that spark from when you first met?   How to bring the love and caring back?

Based on the principle that people tend to respond positively to those who act positively towards them, psychologist Richard Stuart devised a technique called “The Caring Days” to encourage this process of change in couples experiencing marital distress. First, partners each make a list of behaviors that if their partner did for them would make them feel cared for (small, specific, positive acts done daily, not about a recent conflict).  Both agree to 18 items, such as “take me out on a date,” “encourage my ambitions,” or “give me a compliment.” Stuart then asked them to choose 5 behaviors from the list daily for two weeks and do them whether or not their partner did any. Performing these caring behaviors, even if they do not feel loving in the beginning, will gradually have a positive effect on the relationship. Charting kind acts serves as a reminder.

Craig LeCroy and colleagues verified the effectiveness of Caring Days to enhance relationship satisfaction with a controlled experiment using average married folks. Those using Caring Days showed more positive changes compared with the control group.

So when things are distant at home take the time to reconnect by having Caring Days!  Try it!

 

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Reference:

Foerder P, Galloway M, Barthel T, Moore DE III, Reiss D (2011) Insightful Problem Solving in an Asian Elephant. PLoS ONE 6(8): e23251. doi:10.1371/journal.pone.0023251

Based on Reasearch by Preston Foerder, Ph.D.. Psychology Science Minute written by Sarah W. Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

When was the last time you had an “aha” moment, when you knew exactly what to do? This experience is not limited to humans. Scientists show chimps and even crows solve problems without prior trial and error.  However, during experiments scientists were unable to show that elephants had this ability.  This is puzzling when elephants are at the top of the brainiest creatures list.

The problem may have been with those highly intelligent beings devising the tests, not the elephants. Scientists first used similar tests they had used on chimps involving sticks to get food out of reach. The elephants used their trunks to find and pick up food, but did not try to obtain the food when holding the sticks. Psychologist Preston Foerder experienced his own “aha” moment. Elephants used sticks for everything except getting food because when holding a stick the trunk lost its ability to locate food through smell and touch. It is like being blindfolded, then being asked to hold a stick to find food.  So instead he gave the elephants strong cubes they could climb on. Using insightful thought, the elephant moved and stacked the cubes to climb on to reach the food with their trunk.  Thus the problem was not with the elephants but with the humans testing them!

Just because we can’t see a solution right away doesn’t mean there isn’t one!

Psychology Science Minute #25

What have psychologists found to be one of the most powerful treatments for depression?

 

Refereed Journal:

Chick, G., Yarnal, C., & Purrington, A (2012). Play and mate preference: Testing the signal theory of adult playfulness. American Journal of Play, 4 (4), p. 407-440.

For more discussion of this research, see:

Penn State (2012, August 3). Playfulness may help adults attract mates, study finds.

ScienceDaily. Retrieved August 28, 2012, from http://www.sciencedaily.com/releases/2012/08/120803111151.htm

Segal, J., Smith, M., Jaffe, J. (2012, June.) Playful communication in relationship: The power of laughter, humor, and play. Retrieved from http://www.helpguide.org/mental/eq7_playful_communication.htm

Bawed on Research by Garry Chick, Ph.D.. Psychology Science Minute written by Latasha L. Nadasdi, B.A.

 

Have you or your friends ever complained about immature dates or being frustrated by games played in romantic relationships?  Many people seem to be preoccupied with looking for maturity in a partner.  However, a recent study shows that playfulness may be the key to finding and maintaining a healthy relationship.

 

A woman’s playfulness may signal to men that she is youthful and fertile.  A man’s playfulness may show women that he is less aggressive.  A less aggressive man is less threatening to a mother and her children. Dr. Garry Chick and colleagues asked people to rank the traits they find most desirable in a romantic partner.  For a potential mate, the most desirable qualities they chose were ‘kind and understanding,’ ‘sense of humor’, ‘fun loving’, and ‘playful.’

 

Playful qualities can be helpful in any partnership in maintaining happy relationships.  When used effectively, playful communication can help facilitate connection with your partner, smooth over differences, overcome setbacks and problems, and put fights into perspective.  Experts suggest that partners avoid using humor to cover up their angry emotions.  And be sure you both are in on the joke.

 

So engage in playful communication.  Let go of your shyness. And be more spontaneous in favor of a happy, healthy partnership.

Reference

Rolison, J.J., Hewson, P.J., Hellier, E. and Poppy Husband. (2012). Risk of Fatal Injury in Older Adult Drivers, Passengers, and Pedestrians. J Amer Geriatric Society, 1-5

 

Based on Research by Jonathon Rolison, Ph.D. Psychology Science Minute written by Fabian Consbruck.

 

Have you been frustrated or impatient when driving behind an elderly driver?  A recent UK study by Jonathon Rolison and colleagues reviewed accident and fatality data from the past 20 years. They concluded that the elderly generation is no more dangerous on the road when compared to young drivers in their 20’s.

 

Out of 100 million driving trips, 13 ended in a fatality for those less than 29 years of age. This is not significantly different to those over the age of 70, where 14 trips out of 100 million ended in a fatality. In 2009, drivers over 70 accounted for only 10% of the total deaths that year, whereas young drivers accounted for 25%. These are important findings in light of the baby boomers entering retirement and the need to focus on keeping them and our roads safe.

 

The researchers also looked at pedestrian deaths.  Unfortunately, older adults are 5 times more at risk of being struck by a vehicle and killed than younger adults. The elderly made up 37% of all pedestrian deaths, far more than other age groups.

 

So when driving, let’s be more tolerant of elderly drivers and no matter what age, watch out more for bicyclists and pedestrians!

Cited Research

American Psychological Association explains more, see: http://www.apa.org/research/action/rich.aspx American Psychological Association, March 26, 2004

Diener, E., & Biswas-Diener, R. (2002). Will money increase subjective well-being? Social Indicators Research, Vol. 57, pp. 119-169.

Kasser, T. (2002). The High Price of Materialism. Cambridge: MIT Press.

Kasser, T, & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal of Personality and Social Psychology, 65, 410-422.

Myers, D. (2000). The funds, friends, and faith of happy people. American Psychologist, Vol. 55, pp. 56-67.

Based on Research by Tim Kasser, Ph.D, Edward Diener Ph.D, and David Myers, Ph.D. American Psychological Association, adapted by Juanita N. Baker, ph.D.

Advertisements bombard us with the message implying that money can buy our happiness.  It is hard to resist getting caught up in the latest fad, digital gadget, fashion, or car.

Research on how happiness relates to material wealth by psychologists Drs. Edward Diener and David Myers clearly documents that people are happier if they live in wealthy rather than poor nations. However, once individuals have enough money to pay for their basic needs of food, shelter, etc., money does relatively little to improve happiness. Further increases in national economic growth or personal income have little effect on changes in the personal happiness of citizens.

Psychological research shows that people who “buy into” the messages of consumerism report lower personal well-being.  According to research by psychologist Tim Kasser, people who find money, image, and popularity important often feel less satisfied with life.  They have fewer pleasant emotions and are more prone to negative ones.  In addition to reducing personal happiness, research suggests that it may also promote behaviors that hurt people’s social relationships. This appears to ring true across cultures.

So striving for what is meaningful will more likely lead us to a fulfilled life.

Cited Research:

Galton, F. (1892). Fingerprints. London: Macmillan & Co.

Galton, F. (1888). Fingerprints. Nature, June 28, pp. 173–177.

Based on Research by Sir Francis Galton. Psychology Science Minute written by American Psychological Association, adapted by Juanita N. Baker, Ph.D.

What were some of the earliest fruitful psychology studies?

In the late 1800s one psychologist, Sir Francis Galton, became obsessed with measurement.  In 1880, a physician named Henry Faulds asked for help in documenting some important properties of fingerprints as he suspected but did not know how to demonstrate that no two people have the same fingerprints.

Interested in fingerprints for years, Francis Galton embarked on a series of empirical studies. He was the first to apply statistical methods to the study of human differences. Using statistical probability he demonstrated that no two people have the same fingerprints. In addition, he found a person’s fingerprints remain largely unchanged over the course of a lifetime.  Galton also developed the first system for classifying and identifying fingerprints as described in his book, Fingerprints, published 1892.

Law enforcement experts realized that Galton’s discoveries made it possible to use fingerprints as a highly reliable way to identify people, including people who did not wish to be identified!  In 1892, an Argentine police officer used fingerprints to prove that a woman had murdered her two sons. By 1905, law enforcement agencies in both England and the U.S. were routinely using fingerprints in criminal investigations.

References:

Siegel, S. (1984).  Pavlovian conditioning and heroin overdoes: Reports by overdose victims.  Bulletin of the Psychonomic Society, 22, 428-430.

Siegel, S., Hinson, R.E., Krank, M.D., & McCully, J. (1982). Heroin “overdose” death: The contribution of drug-associated environmental cues.  Science, 216, 436-437.

Further information:

Technical explanation of this research:  Respondent Conditioning (Pavlovian Conditioning or Classical Conditioning):  is the demonstrated phenomena that the body learns automatically to respond to associated environmental cues in anticipation of a reinforcement (pleasurable event, food, drug).

Based on Research by Shepard Siegel, Ph.D.. Psychology Science Minute written by Juanita N. Baker, Ph.D..

Have you ever wondered why on the news so often a person dies from a drug overdose?  Our bodies are constantly trying to achieve homeostasis. When presented with environmental cues (like the bed, syringe, opening the powder paper) that a drug is going to be taken, the body starts physiological counter measures to try to protect itself.  However, over a number of occasions the body adjusts, requiring a higher dose to have the same buzz effect, thus causing drug tolerance.

In a psychological experiment, Shepard Siegel and colleagues demonstrated that rats can also become  drug tolerant, making these physiological changes when expecting heroin injections repeatedly given in one setting but not in another setting where sugar solution injections were given.  Next, all drug-addicted rats received a larger-than-usual dose; half in the usual setting where drugs were given and half where previously only sugar injections were given.  Twice as many rats, 64%, died in the sugar setting compared to 32% in the heroin setting!

You know the dangers of addictive drugs, but there is an additional danger.  Caution!  Your body may not be prepared to handle its usual dose in a new setting, as the old setting cues aren’t there to allow it to prepare for the dose.

References:

New York Times Newsarticle

Cited Research

Kern, M.L. & Friedman, H.S. (2008). Do Conscientious Individuals Live Longer? A Quantitative Review. Health Psychology, 27, 505-12.

Friedman, H.S. & Martin, L.R. (2010).  The Longevity Project. Surprising Discoveries for Health and long Life from the Landmark Eight-Decade Study. Throndike, NY: Hudson Street Press.

Goodwin, R. D., & Friedman, H. S. (2006). Health status and the Five Factor personality traits in a nationally representative sample. Journal of Health Psychology, 11

Based on Research by Drs. Howard S. Friedman and Leslie R. Martin. Psychology Science Minute written by Juanita N. Baker, Ph.D..

What personality traits do you think lead to living a long life?  Extroversion?  Optimism?  Anxiety? Sociability?

To find out, Drs. Howard Friedman and Leslie Martin wanted to avoid biases in current studies. They used longitudinal data that Louis B. Terman in San Francisco collected starting in 1921 on 1500 11 year-olds who came from similar backgrounds. Selecting only intellectually bright children, Terman’s team followed them for years to learn what traits would predict leadership.

Using Terman’s data 80 years later, Friedman and Martin obtained death certificates in order to compare the personality traits of those who died early with those who died late.  Their findings clearly identified the best childhood personality predictor of longevity was conscientiousness, defined as trying to do right, being well organized, truthful, and persistent.  Conscientiousness is important in obtaining an education and productive career, as well as engaging in meaningful and active involvement in life activities.

Be conscientious, live longer.  Psychology shows us that personality is not set. Gradually, we can work to become more conscientious by deliberately setting small goals, changing our environment to set ourselves up for success, making an effort, and monitoring progress. A bonus is a longer life..

References:

Hermann von Helmholtz. (1877). On the Sensations of Tone as a Physiological Basis for the Theory of Music. London, NY: Longmans, Green, and Co.

Georg von Békésy (1974), “Some Biophysical Experiments from Fifty Years Ago”, Annual Review of Physiology 36: 1–16, doi:10.1146/annurev.ph.36.030174.000245, ISBN 978-0-8243-0336-5, PMID 19143520

S. S. Stevens, Egan, J.P., and Miller, G. A. (1947). Methods of Measuring Speech Spectra. J. Acoust. Soc. Am. 19, 771 (1947). http://dx.doi.org/10.1121/1.1916622

For more details see:

Cochlear Implants: For Many an End to Silence. American Psychological Association, February 19, 2004

Based on Research by Hermann von Helmholtz, 1877. Psychology Science Minute written by Psychological Association, adapted by Juanita N. Baker, Ph.D..

What has psychology contributed to formerly deaf persons now being able to hear?

In the 1860s, Hermann von Helmholtz, one of the founders of psychology, studied the perception of sound and music. Helmholtz theorized about the precise physiological basis of hearing, arguing that receptors in different physical locations on the basilar membrane – a coiled structure imbedded in the inner ear – responds to sound waves of different frequencies. Experiments by Nobel-prize winning physicist Georg von Bèkèsy later confirmed and refined many of von Helmholtz’s ideas. One hundred years later psychophysicist S. S. Stevens helped refine Helmholtz’s ideas showing that our auditory system organizes sounds into 24 distinct channels. Their work allowed physiologists to describe the biological basis of hearing so precisely that researchers were able to create a “bionic ear.”

Pioneering scientists in the 1960s gave a few brave deaf patients cochlear implants.  Many Researchers since in sciences ranging from physics and engineering to physiology, computer science, telecommunications and psychology have all played important roles to refine implants and study ways to help persons learn and adjust to their “bionic ears.

By 2010, over 200,000 people worldwide have received cochlear implants, allowing better communication, enjoyment, and safety.

References:

Jaycox, L. H., Reivich, K. J., Gillham, J. & Seligman, M. E. P. (1994). Prevention of depressive symptoms in school children. Behaviour Research and Therapy, Vol. 32, pp. 801-816.

Gillham, J. E., Reivich, K. J., Jaycox, L. H., & Seligman, M. E. P. (1995). Prevention of depressive symptoms in school children: Two-year follow up. Psychological Science, Vol. 6, pp. 343-351.

Seligman, M. E. P., Reivich, K., Jaycox, L., & Gillham, J. (1995). The optimistic child. Boston, MA: Houghton Mifflin Co.

Seligman, M. E. P., Schulman, P., DuRubeis, R. J., & Hollen, S. D. (1999). The prevention of depression and anxiety. Prevention and Treatment, 2.

Based on Research by Gillham, Jane E., Reivich, K.J., Jaycox, L.H., & Seligman, M.E.P. (1995). Written by the Psychological Association, adapted by Juanita N. Baker, Ph.D..

Can children experience a major depressive episode? Yes, 20% do before graduating from high school.

Psychologists Jane Gillham, and colleagues attempted to prevent depression by testing whether teaching new thinking patterns protects children from depression. Half of those 5th and 6th grade children who scored  ‘at risk’ on depression screening met in small groups weekly for 12 weeks to learn new prevention skills. They focused on the interpersonal problems commonly experienced by children. They learned how to identify their own negative beliefs about themselves, others, and the world, and how to replace their pessimistic beliefs with more optimistic ones. They understood that failures and setbacks are temporary, instead of permanent; as specific to a time and place circumstance, rather than due to any personal defect. The students practiced techniques for coping with parental conflict, enhancing their assertiveness, and relaxing.

Six months after training, children with new skills had fewer depressive symptoms and better classroom behavior than children in the control group. Even two years afterwards, they were half as likely to have moderate to severe symptoms of depression as children in the control group!

If your child has depression, a child psychologist can also provide the same skills for your child in individual therapy.

References:

For more details and resources see:

Responding to the Needs of Children and Families Following Disaster

Kilmer, R.P., & Gil-Rivas, V. (2010). Responding to the needs of children and families after a disaster: Linkages between unmet needs and caregiver functioning. American Journal of Orthopsychiatry, 80, 135-142.

Kilmer, R.P., Gil-Rivas, V., Tedeschi, R.G., & Calhoun, L.G. (Eds.). (2010). Helping families and communities recover from disaster: Lessons learned from Hurricane Katrina and its aftermath. Washington, D.C.: American Psychological Association.

Based on Research by the American Psychology Association, adapted by Juanita N. Baker, Ph.D..

How much are children impacted by major disasters?  Hurricane Katrina in August 2005 caused horrendous loss of life, displacement, property destruction, and financial devastation to Gulf Coast residents.  How long do children and their parents need support?

Drs. Howard and Joy Osofsky and colleagues assessed over 7,000 children and adolescents from heavily affected Louisiana parishes.  They investigated factors that might impact children’s effectiveness in handling trauma.   Half of the children surveyed in the 2005–06 school year had post-traumatic stress and depression symptoms severe enough to meet the cut-off for referral to mental health services. The following year, the number was still high, with 41 percent meeting the criteria.  Four years out, the number of children with trauma problems was declining, but still higher than average.

A loved one’s death led to the most serious emotional problems in children, followed by exposure to physical adversity, such as the destruction of homes and schools or the loss of possessions or pets. Living in poverty and having parents with mental health problems also increased a child’s risk.

Let’s not underestimate the time children need to recover from disasters. It may take years; family and community supports must be available for extended time periods.  Let’s work together to help children through their trauma.

Cited Research:

McGuire, W. J. (1961). Resistance to persuasion conferred by active and passive prior refutation of the same and alternative counterarguments. Journal of Abnormal & Social Psychology, Vol. 63, pp. 326-332.

Perry, C. L., Killen, J., Slinkard, L. A., & McAlister, A. L. (1980). Peer teaching and smoking prevention among junior high students. Adolescence, Vol. 15, pp. 277-281.

For more details see:

Have Your Children Had Their Anti-Smoking Shots? "Attitude Inoculation" dramatically reduces teenage smoking rates. American Psychological Association, January 16, 2004

Based on research by William McGuire (1961) and Perry, Cheryl et al., (1980). Psychology Science Minute written by the Psychological Association, adapted by Juanita N. Baker, Ph.D..

Have Your Children Had Their Anti-Smoking Shots? Social psychologist William McGuire asked if it might be possible to give people an “inoculation” to resist attacks on their beliefs by giving them practice at resisting and refuting other’s persuasive arguments.

Smoking seemed like an ideal problem to study because children below the age of 10 almost always report negative attitudes about smoking. However, in the face of peer pressure to be cool, many of these same children become smokers during middle to late adolescence.

Cheryl Perry and colleagues (1980), studied whether high school students could inoculate junior high schools students against smoking by having the younger kids role-play the kind of situations they might actually face with a peer who pressured them to try a cigarette. For example, when a role-playing peer called a student “chicken” for not being willing to try an imaginary cigarette, the student practiced answers such as “I’d be a real chicken if I smoked just to impress you.” The kids inoculated in this way were about half as likely to become smokers, compared to kids in a very similar school who did not receive this special intervention.

Parents and teachers, role-play with children ways to not give in to peer pressure!

Psychology Science Minute #454

Across cultures, humans have danced and sung together. Does synchrony, or coordinating in unison with others, bring people together?

New Zealand researchers studied whether synchronized behaviors increase social cooperation. In study 1, some participants performed a series of routine movements with, and others without the sound of a metronome. In study 2, participants in a group read a list of words at tempo, while others read their own list of words in sequence. In study 3, the synchronized group stepped on pedals and lifted their arms in sync. A metronome kept a steady pace and stopped after 20 seconds, with the participants continuing the pace. The other group did the same motions in a sequential manner but only one person was performing the movement at any given time.

Results? Across all studies, synchronous activity coupled with a shared goal promoted social cooperation. There was less cooperation when people engaged in synchrony without a shared goal in mind or when they had a shared goal but engaged in asynchronous behaviors. Researchers suggest that brain activity across people sync during this cooperation to develop a sense of community.

Psychology Science Minute #422

Can you laugh at yourself? Especially in these difficult times, it might be just what the psychologist ordered!

Can we change our happiness and depression by eliciting our good humor? Swiss psychologists measured happiness and depression over 6 months for 600 online participants in 5 groups using for one week, one of five different methods eliciting humor. A placebo sixth comparison group engaged in a non-humorous task, taking all measures too.

Results? For three of the five methods, participants doing the week-long activity increased their happiness scores for 6 months, especially if they liked doing the activity.

All participants reduced depressive symptoms but only immediately after the activity. Bring more laughter into your life! Choose ONE of these effective methods to do DAILY for ONE week and you could see increased happiness for 6 months, especially if you enjoy the activity.

Psychology Science Minute #421

Breaking-up romantic relationships can be devastating! Such angst, crying, sleeplessness, depression, even suicidal ideation!

A psychologist examined 100 unmarried participants who experienced a romantic break-up within the past three months. Positive psychology researchers theorize that even in negative experiences,the positive elements of experiences promote growth. Could they cope better by changing their focus by a writing intervention? One group wrote about positive, beneficial aspects of their break-up. A second about the negative aspects. The third wrote about a superficial,unrelated topic. All wrote at home for 15 to 30 minutes for three days.

Results? Unlike the other two groups, males and females who focused on finding and writing about positive aspects of their break-up,such as, “I’ve regained myself, doing what I enjoy” reported more positive emotions (like: comfort, confidence, empowerment, energy, happiness, optimism), provided the break-up was mutual. They had no increased negative emotions. Those in the negative and neutral writing conditions only increased positive emotions if the participant initiated the break-up.

Written by Jarret Bain, B.S.

How might partners, friends, and professionals, better support someone recovering from trauma?

Canadian researchers investigated how social support behaviors affected the psychological well-being of individuals who have experienced trauma. Researchers videotaped the overt support and counter-supportive behaviors of 48 women and 20 men with PTSD and their partners (e.g., their spouse, a family member, or a close friend) in conversations about their traumatic experiences. They analyzed the differences between men's and women’s support...

Psychology Science Minute #528

Findings suggest sleep quality disturbances may be associated with sharing a room, the temperature of a bedroom, television, noise, and lighting that can impact circadian cycles. For infants and toddlers, which sleep variables can help?

Psychology Science Minute #527

What can students, teachers, and parents do to reduce student bullying?

Classroom climates that aren’t socially supportive for students are scary. These can...

Psychology Science Minute #530

Most workplace technology emits blue light that may cause sleep deprivation impacting work performance. If we reduce blue light exposure, will employee sleep improve and impact their work outcomes?

Psychology Science Minute #518

Empathy is the ability to understand and share the feelings of another person. Psychologist Carl Rogers considered empathy essential for psychotherapists and everyone’s healthy relationships. How do people become empathetic? Can training increase empathy?

Psychology Science Minute #417

When you see someone else experiencing a tragedy, have you ever thought “that would never happen to me”? Optimistic bias occurs when people think that their level of risk is lower than others.’

Researchers, through an online survey, studied the impact of optimistic bias on preventative COVID-19 behaviors of 290 participants. These preventative behaviors included discussing the risks, taking preventative actions, and intending to seek information about the virus from others.

Results? The researchers found that people who felt more fear and anxiety about the virus tended to engage in more preventative behaviors. However, those with more optimistic bias believed that they were less likely to become infected by the virus. They did not experience as much fear; thus, were less likely to seek information on prevention. And were more at risk.

Do not let optimistic bias delude you about the real risks of COVID-19. Seek science-based information about the virus from reliable sources.

Psychology Science Minute #409

Do you notice that you or the people around you are having difficulty coping during COVID-19?

Psychologist Steven Jay Lynn and doctoral students reviewed research done on prior mass crises to assess which coping interventions were effective. By studying events such as 9/11, natural disasters, and other pandemics, the researchers identified that following the “3 C’s” can improve resiliency.

The first “C” stands for “Control.”If we create short and long-term goals, plan activities, maintain a sleep schedule, limit media exposure, and prepare post-pandemic plans, we gain Control.

Psychology Science Minute #400

How well can you identify and label your negative emotions? Negative emotion differentiation is the ability to label your feelings precisely, e.g., telling the difference between anger, depression, anxiety, panic, guilt, and shame. Research has indicated that the low ability to identify negative emotions is associated with having negative moods. Is this true for adolescents who are going through numerous life changes?

Psychologists assessed if the low ability to label negative emotions intensifies the relationship between a stressful life event and depression in 233 adolescents. Each participant completed a variety of measures to determine mood, life stressors, ability to differentiate negative emotions, daily hassles, and diagnosis. Participants engaged in a follow-up survey 1.5 years later.

Results? Teens who had a poor ability to label negative emotions showed an increase in depression, reporting more stressful daily events. Instead of seeing their different emotions as a response to life events, they are so over-whelmed by the stressors and become more hopeless. This association between a high Stressful Life Events ratings and depression occurred again at the 1.5-year follow-up.

Research by Lee, D. S. & Way, B. M. (2019). Perceived social support and chronic inflammation: The moderating role of self-esteem. Health Psychology, 38(6), 563-566.

Written by Shannon Cantalupo, B.S.

Do you think you have strong social support? Believe others have your back? Be there when in need? When we believe we have social support, we are more likely to have better mental and physical well-being. Does our perception of ourselves, our self-esteem influence our having more social support, thus likely have better health benefits?

Ohio State University psychologists assessed if the relationship between social support and physical health was dependent on an individual’s self-esteem. Over nine hundred middle-aged adults completed questionnaires on perceived social support, self-esteem, sociodemographic information, and health-related behaviors. Researchers collected blood samples of C-Reactive protein at a two-year follow-up to assess participants’ physical health.

Results? Those who perceived they had social support had better health (indicated by protein levels) if they had high self-esteem. But not if they had low self-esteem. These findings supported the research hypothesis. Self-esteem is key to influencing the link between our seeing ourselves as having social support and our having better physical health.

Research by Bridge, Jeffrey A., Greenhouse, J. B., Ruch, D., Stevens, J., Ackerman, J., Sheftall, A. H., … Campo, J. V. (2019). Association Between the Release of Netflix’s 13 Reasons Why and Suicide Rates in the United States: An Interrupted Time Series Analysis.

Written by Shannon Cantalupo, B.S.

Suicide can be prevented. Help is available. Yet, tragically, when a teen commits suicide, it seems contagious. Others follow. Can TV shows impact a person’s behavior? Could a powerful TV series, “13 Reasons Why” about a female teen deciding to commit suicide lead other teens to suicide?

Psychologists assessed if there was an association between the release of this show and suicide rates. They used The Centers for Disease Control and Prevention’s data specifying cause of death between 2013 and 2017, for U.S. persons ages of 10 – 64 years old.

Results? The suicide, but not homicide rate among individuals 10-17 years old increased during the months immediately following, but primarily for boys, not girls, and not for older individuals...

Based on Research by Luella Winifred Pressey. Psychology Science Minute written by Juanita Baker, Ph.D.

Even Charles Darwin thought his theory of natural selection supported why women were inferior to men. In the late 1800s scholars measured women’s and men’s brains and determined women’s brains were smaller, thinking that proved their inferiority; and concluded, the reason for women’s being less intelligent....

Written by Jarret Bain, B.S.

Do you know someone who is the first in their family to attend college? What unique challenges might they face that affect their academic and personal satisfaction?

Written by Jarret Bain, B.S.

Are you someone who enjoys playing sports video games?

Psychology researchers studied 500 Canadian teens for 4 years to determine if there is any connection between playing sports video games and being involved in real sports. They measured any impact on teens’ self-esteem....

Written by Vanessa Melendez, B.S.

Reference:  Bennett, A. A., Campion, E. D., Keeler, K. R., & Keener, S. K. (2021). Videoconference fatigue? exploring changes in fatigue after videoconference meetings during COVID-19. Journal of Applied Psychology, 106(3), 330–344.

Since Covid-19, workers have returned to in-person settings. However, many still participate in video conferences. Research shows employees prefer remote to in-person meetings as they are more efficient. But they feel fatigue and less camaraderie. 

To test factors contributing to video conference fatigue, 55 participants from various industries completed a demographics questionnaire, 9 hourly reaction surveys, and three open-ended questions daily for 5 days. Participants reported how they felt after video conferences, and how they have changed their approach since March 2020 to reduce their videoconference fatigue.

Recommendations? Due to a productivity-fatigue tradeoff, schedule meetings at a low-fatiguing time of day—earlier in the day. Take breaks, stretch, look away from the screen. Enhance feelings of belongingness: encourage brief periods of everyone brainstorming problems or sharing ideas in genuine conversation and humor.  This reduces mere obligatory attention. Lastly, unless someone is speaking, have everyone mute their microphones. Permit a quiet environment so all can focus. Hide your own distracting self-screen but view other participants.

Bring people together over long distance, by fostering belonging, and considering fatigue levels! Understand that productivity levels fluctuate and encourage what works best for all!

Vrig, Aldert. (1997). Wearing black clothes: The impact of offenders’ and suspects’ clothing on Impression Formation. Applied Cognitive Psychology

How do our clothes’ color impact a jury, a police officer, or even an observer in deciding if we are a threat? Do people judge you based on stereotypes or even the color of your clothes?

A UK psychology researcher conducted 2 studies: in the first, 90 participants watched a video of a man threatening a participant with a weapon. He wore black in some videos, and light-colored clothes in the other. In another study, 50 participants viewed a mugshot of a woman suspected of committing a crime. Half saw the woman wearing a light-colored shirt, while the other half saw her wearing black. Both groups then answered a questionnaire about the scenario.

Results? In study 1, participants reported that the man wearing black appeared more aggressive and upset them more than the man in light-colored clothes. In study 2, participants believed that the woman was more aggressive when wearing black and thought that she was guilty of the crime significantly more than those who viewed her in light-colored clothes.

Let’s be careful how we judge others depending upon their looks and clothes they wear. How are you judged by the color of your clothes?

Written by Robin N. Fatovic M.S.

Reference: Packman, W., Bussolari, C., Katz, R., Carmack, B. J., & Field, N. P. (2016). Posttraumatic growth following the loss of a pet. OMEGA - Journal of Death and Dying, 75(4), 337–359. https://doi.org/10.1177/003022281666341

“It’s just a pet, get over it.” These are unkind words some hear when grieving the loss of their pet.

Grief over your pet’s death is normal. Like other traumas, health researchers aimed to see if this grief also leads to positive growth in other areas of a person’s life. They surveyed about 300 people who lost their pets.

Results? Participants reported having more grief over their pets on average than another study found for the loss of a human. However, there is Post-traumatic Growth too! 19% of the sample reported feeling closer to loved ones in their lives after bonding over the loss of the pet, and even 17% reported having a pet increased their ability for unconditional love. 12% reported a greater appreciation for life, 7% gained a positive view on all the opportunities life provides, 8% developed a stronger connection with their spiritual beliefs, 12% also recognized their personal strengths, and 15% identified having greater coping ability.  

Grieving over the loss of a pet, who often feels like a family member, is difficult. However, there is room to both grieve and grow from the pain!

Written by Robin N. Fatovic

Reference: Hale, J. M., Bijlsma, M. J., & Lorenti, A. (2020). Does postponing retirement affect cognitive function? A counterfactual experiment to disentangle life course risk factors. https://doi.org/10.4054/mpidr-wp-2020-013 

Cognitive decline, or the change in functions such as mental processing, memory, or physical movement, naturally comes as people get older and their brains age. But can a late retirement delay the progression?

Researchers analyzed data from over 20,000 participants in the U.S. Health and Retirement Study. Available data included cognitive testing results, employment status, medical history, and other demographic information.  

Results? People who retired from age 67 and above slowed their cognitive decline by 30-34% compared to those who retired younger. Researchers did not find any differences in the results based on age, gender, or occupation. They also found that retirement age does not affect cognitive functioning differently due to depression or medical conditions. However, they found that people with some college education had an even larger, 50% reduction of cognitive decline when retiring later.  

Working helps keep our brains active, protecting against cognitive decline. Find meaning in your work and a career that you are passionate about to work longer. Upon retirement get active in volunteer or part-time work using your skills and brain to continue to stimulate your brain health! 

Written by Robin N. Fatovic

Reference: Miller, M., Sun, S., Iosif, A.-M., Young, G. S., Belding, A., Tubbs, A., & Ozonoff, S. (2021). Repetitive behavior with objects in infants developing autism predicts diagnosis and later social behavior as early as 9 months. Journal of Abnormal Psychology, 130(6), 665–675. https://doi.org/10.1037/abn0000692 

How early can professionals detect autism?

California researchers assessed about 150 infants at 6 timepoints between the ages of 9 and 36 months. Each time, they gave the infants objects and observed how they inspected them, and they observed the infants’ social behaviors. They administered psychological tests for cognitive functioning and for autism. At 36 months, the researchers classified the infants into the autism, high-risk non-autism, and low-risk non-autism groups. 

Results? At 9 months old, the infants eventually diagnosed with autism showed unusual, repetitive visual inspection behaviors of the objects they looked at, including looking at them from different angles, squinting or blinking repeatedly, or for a prolonged time. These behaviors at 9 months predicted social autism behaviors even at 12 months like lack of eye contact, of sharing emotional responses, and of responding appropriately in social situations. 

Identifying these unusual visual inspection behaviors as early as 9 months old is essential, so these children must get early skill training vital to their development, especially in language and social interaction with others. Seek an expert’s evaluation if a child has these or any unusual behaviors.

Reference: Pavey, L., Greitemeyer, T., & Sparks, P. (2011). Highlighting relatedness promotes prosocial motives and behavior. Personality and Social Psychology Bulletin

Prosocial behavior is voluntary effort or giving charity to help others.

What best fosters prosocial behavior? Psychologists assert that what motivates people can be one of three basic needs: feeling related to others, being self-competent, or being responsible for one’s own actions. To study which best fosters prosocial behavior, researchers studied university students in three experiments, each isolating these needs. 

On different tasks, researchers measured how much the participants felt connected to or had empathic concern for others; sensed their own competency; and felt responsible for their own actions.  In one realistic setting, researchers measured participants’ actual donations from money earned by participating in the study.

Results? Feelings of relatedness or connectedness to others increased prosocial motivation the most in all situations. In a real-life situation, when participants felt appreciated and related to the recipient, they donated significantly more money to a charity. 

Reach out to others and express appreciation for their efforts. This encourages feelings of relatedness and sharing in community efforts and, thus, enhances giving. You benefit both your and their social relationships and society!

References

General Reference with a collection of research and an excellent scientific resource:

• Gottman, J. (1994). What Predicts Divorce? The relationship between marital processes and marital outcomes. Hilldale, New Jersey: Lawrence Erlbaum Associates, Publishers.

Peer reviewed research references:

• Gottman, John M.1 ((1982). Emotional responsiveness in marital conversations.  Journal of Communication. Vol 32(3), Sum, pp. 108-120.
• Gottman, John M.1& Krokoff, Lowell J. (1989). Marital interaction and satisfaction: A longitudinal view. Journal of Consulting and Clinical Psychology. Vol 57(1), pp. 47-52.
• Gottman, John M.1; Levenson, Robert W. (1992).

Based on Research by John Gottman, Ph.D. Psychology Science Minute written by Sarah Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett

Like most little girls, I dreamed of finding my prince charming and living happily ever after. We’re all read the stories of Cinderella and Sleeping Beauty yet these stories never showed us how happily ever after could last. What is it that leads some to marital bliss while others to a quick divorce?

Dr. John Gottman, a leading researcher on marital satisfaction, sought out answers to such questions. Over the past thirty years he developed the ability to predict with 95 percent accuracy whether a couple will divorce based on watching a brief interaction. He identified four factors that are toxic to marriages:  first is criticism, which comes across as “you” statements such as “You never listen to me,” 2. contempt which is anger, 3.defensiveness and 4. stonewalling meaning ignoring your partner and acting as if you were a stone wall.

Thankfully there are solutions: Reduce criticism by valuing each other.  Every day compliment your partner.  Avoid angry or sarcastic statements and stonewalling by using I statements such as “I feel hurt when or I am worried about…” preventing a defensive reaction. Take 10 minutes each night to share about your day.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References:

Kramer, Laurie, and Radley, Chad.  (1997). Improving sibling relationships among young children: a social skills training model. Family Relations, 46,3, 237-26.

Ross, Hildy S., Michael Ross, Nancy Stein, and Tom Trabasso. (2006). How siblings resolve their conflicts. Child Development, 77, 6, 1730-1745.

Based on Research by Carol S. Dweck, Ph.D.  and Claudia M. Mueller, Ph.D.  Psychology Science Minute written by Sarah W. Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Tech, I’m Dr. Sarah Arnett.

Growing up with a younger brother has its ups and downs.  One moment he was my best friend, next my mortal enemy. Do you have fond memories of having a best friend living in the next room as well as having them wage war on your favorite toys? As parents, what is the best way to manage sibling rivalry?

Psychological research shows that all siblings fight, and 3-7 year olds average 3.5 times/hour, about 10 minutes fighting per every hour of play. Yet, fighting can become violent or predictive of interpersonal difficulties later in life. Dr. Laurie Kramer’s recent studies have found social skills training to be an effective method for reducing sibling conflict and increasing warmth by teaching siblings how to have fun with each other (and parents how to encourage this). Siblings are taught skills by instruction and role play.

Teach your children:

1. How to initiate play together,

2. How to find activities they both like to do together,

3. How to gently decline when they’re not interested and

4. How to recognize the feelings of their sibling also known as empathy.

So the next time you find your children squabbling with each other, instead of punishment, try teaching them these skills so both can enjoy playing together.

That’s your Florida Institute of Technology psychology science minute, I’m Dr. Sarah Arnett.

References

Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.

Huesmann, L. R.,  Moise-Titus, J., Podolski, C, Eron, L. D.( 2003). Longitudinal relations between childhood exposure to media violence and adult aggression and violence: 1977-1992. Developmental Psychology, Vol 39(2), 201-221.

Paik, H. and Comstock, G. (1994). “The Effects of Television Violence on Antisocial Behavior: A Meta-Analysis,” Communication Research, 21:4, 516–546.

Steur, F.B., Applefield, J.M, and Smith, R. (1971). Televised aggression and the interpersonal aggression of preschool children.

Based on Research by L. Rowell Huesmann, Ph.D. and Albert Bandura, Ph.D. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Should the Supreme Court have overturned California’s law to ban selling ultraviolent violent video games to minors?

For years psychological science has helped us understand the consequences of watching violence.  Dr. Albert Bandura’s 1961 classic Bobo doll experiments found that when preschool children saw an adult commit violent acts towards a doll, they were more likely to copy the same violent acts when allowed to play with the doll.  They copied violent acts even if they saw them in a movie or TV show.  Other studies show that nursery school children actually engage in more physical fights during recess after watching aggressive videos in comparison to children who watched nonviolent videos.

Longitudinal studies over 20 years indicate that 6-10 years old children who watch more TV, prefer more violent programs and identify more with the violent characters are more likely as adults to have committed interpersonal crimes of domestic violence and murder.

Bandura explained aggressive behaviors in several ways. 1. We learn new behaviors by watching others 2. Watching may lower our inhibitions to refrain from violent acts or desensitize us to violence.  3. If the behavior is something we’ve done before, TV may just elicit our own behavior.

So the next time you purchase a video game or movie for your child, give thought to its aggressive models and its impact on children.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References

5Martina T. Mitterschiffthaler, Cynthia H.Y. Fu, Jeffrey A. Dalton, Christopher M. Andrew, and Steven C.R. Williams (2007). A Functional MRI Study of Happy and Sad Affective States Induced by Classical Music. Human Brain Mapping 28:1150–1162.

Peretz, I., Hebert, S. (2000). Toward a biological account of music experience. Brain Cognition, 42:131–134.

Trehub, S.E. (2003): The developmental origins of musicality. Nat Neuroscience, 6:669–673.

Based on Research by Martina T. Mitterschiffthaler, Ph.D..  Psychology Science Minute written by Juanita N. Baker, Ph.D.

SubTitle: Can scientific evidence help us make wiser decisions?

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

You just heard some opening stanzas from Johann Strauss’s Radetzky’s March.  Why did we select that to open?  Whenever you hear that phrase, we want your mind to perk up and listen, thinking, “Ah, Psychology Science Minute!” When we were thinking about choosing a theme song, we discussed wanting to have something catchy and happy to make our listeners feel good.  Ok, we could have chosen something like Disney’s “Zip-a-dee-doo-dah,” Tchaikovsky’s 1812 overture, or Lady Gaga’s latest, Born This Way.  But what does psychology science suggest?

Previous research shows that music evokes comparable emotional responses across different musical categories and cultures.   Dr. Mitterschiffthaler and her colleagues verified ratings of 5 happy, 5 sad, and 5 neutral songs by subjects. In their research, only with happy music did the Magnetic Resonance Imaging show increased BOLD signal in the anterior cingulate area of the brain …happy music impacted a different part of the brain than the sad or neutral music.  Therefore, we selected a piece that her study verified as impacting this area of the brain.

So we invite you to sit back and let the music make you happy in your anterior cingulate!

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References:

Barrett, F., Grimm, K., Robins, R., Wildschut, T., Sedikides, C., & Janata, P. (2010). Music-Evoked Nostalgia: Affect, Memory, and Personality. Emotion, Vol. 10, No. 3, 390–403.

Clark, D. M. (1983). On the induction of depressed mood in the laboratory: Evaluation and comparison of the Velten and musical procedures. Advances in Behaviour Research and Therapy, 5, 27-4

Davis, C. (2009). Music And Its Effects On Mood And Affective Experience. Dissertation. Long Island, New York: Adelphi University.

Lesiuk,T. (2010). The Effect of Preferred Music on Mood and Performance in a High-Cognitive Demand Occupation. Journal of Music Therapy, XLVII (2), 2010, 137-154.

Martina T. Mitterschi

Based on Research by Petr Janata, Ph.D., Frederick S. Barrett.  Psychology Science Minute written by Sarah W. Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Most of us remember the song that was playing on our first date, first kiss, and most painful break up. In fact, hearing a song from our past instantly transports us back in time to some of our most emotionally charged memories. Music has a much bigger impact on our mood than most of us realize.

Can music alter our mood states? Yes, upbeat music is likely to give us a positive mood just as somber music can make us sad.2,3,5,6  In addition, recognition of a positive song triggers an associative network of memories laden with emotions implicating the potential to positively impact our mood.1

Psychologists have found that when we listen to a song that is nostalgic, it elicits mood states and experiences similar to those experienced with the memory associated with the song. 1 Research indicates that listening to our favorite songs may improve our mood states as well as improve our performance with high cognitive demand activities.4,6  The most notable finding is that it does not require conscious effort to alter your mood, you simply have to play one of your favorite songs.1,3,5.

So the next time you find yourself feeling down just press “play” for your favorite song!

That’s your Florida Tech Psychology Science Minute, I’m Dr. Sarah Arnett.

Reference

Frings, D. (2011). The Effects of Group Monitoring on Fatigue-Related Einstellung During Mathematical Problem Solving. Journal of Experimental Psychology: Applied,17(4), 371-381.

Based on Research by Daniel Frings, Ph.D.  Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Emergency workers, military, students, and doctors are often subject to long hours, fatigue and stress, yet often have to solve problems and make crucial decisions.  Often we find ourselves under stress and trauma so what does research indicate we might do to help us?

During the course of a weekend military training exercise, psychologist Dr. Daniel Frings of London, had 171 army cadets attempt to solve a series of problems either alone or in a team, and while either reasonably alert (nonfatigued) or fatigued through sleep deficit. Participants in the fatigue condition were subjected to intensive teaching, vigorous exercise, and systematically being woken up during their 5 hour sleep period for an hour of watch duty each night in cold, rainy, outdoor conditions.  Fatigued problem solvers working alone showed inflexible thinking, decreased ability to shift task sets, and an overreliance on previously identified solutions in comparison to the non-fatigued. In addition, fatigued problem solvers working in groups did not. Also teams with one group member who was relatively less fatigued experienced less difficulty problem solving than other groups.

So team up and problem solve with others to make better decisions when under stressful conditions!  And, add a rested team member periodically.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Reference:

McConnell, A. R., Brown, C. M., Shoda, T. M., Stayton, L. E., & Martin, C. E. (2011). Friends With Benefits: On the positive consequences of pet ownership. Journal of Personality and Social Psychology, 101(6), 1239-1252.

Based on Research by Allen R. McConnell, Ph.D. Psychology Science Minute written by Tess Whelan Hare, Radhika Krishnamurthy, Psy.D. Class

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Rachel is in her first professional job. She just moved cross-country and is on her own for the first time. Her work is demanding and she feels lonely. She was surprised to read a magazine article that advised getting a dog. “A dog?” I’d just be more stressed!?

People love having pets, but what do we know about pets and pet owners from research? Psychologists at Miami University, Ohio, McConnell and colleagues, showed compelling evidence that having a pet fulfills needs of self-esteem, meaningful existence, and personal control, and in a different way from having support by people. Compared to people who don’t have pets, pet owners are less depressed, less lonely, and less stressed out. Important differences between the personalities of pet owners and non-owners were also found – pet owners’ personalities are healthier, meaning they tend to be more conscientious, more extraverted, less fearful, less preoccupied and have a more positive sense of self. The researchers also found that dog owners who were stronger on conscientious and agreeable qualities received greater fulfillment from having a dog, demonstrating a complementary relationship between personality and social need fulfillment from dog ownership.

Having a pet is likely to meet needs for social support and improve coping abilities, especially if the owner’s personality allows them to maximize these benefits. Dogs may not be just “man’s best friend”—they may be man and woman’s best medicine, too.

That’s your Florida Tech Psychology Science Minute, I’m Dr. Sarah Arnett.

Reference:

Classic study:

Köhler, W, Winter E, translator (1925) The Mentality of Apes. New York: Harcourt, Brace & Company, Inc.

Based on Research by Wolfgang Kholer, Ph.D.. Psychology Science Minute written by Sarah W. Arnett, Psy.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Psychologists do not just study humans, but also animals, including our closest primate relatives, the chimpanzee. Psychologist Wolfgang Köhler became inspired to study chimpanzees in the early 1900’s based on the fact that the anatomical and chemical structures of their brains were more similar to human brains than to those of lower apes. Kohler’s work on the intelligence of apes was a turning point in the psychology of thinking.

Kohler designed scenarios where chimpanzees were placed in cages with bananas more than an arms lengths away.  They used sticks as an extension to their own arm length to obtain their dinner. In another situation food was placed high out of reach but the chimpanzees stacked available boxes and climbed up to rescue their dinner. Kohler concluded that chimps engaged in problem solving, not through trial and error, but instead through insightful thought. The chimps experienced an “aha moment” where they realized the solution and then carried it out through purposeful movement.

Once humans were thought the only species smart enough to solve problems and use tools. However, chimpanzees were also revealed to be capable of insightful thought. Kohler attributed this delay in our true understanding of primate intelligence to our inability to assess it appropriately. What else is out there waiting to be discovered?

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References:

Wilhelm Wundt. (2011). In Encyclopædia Britannica. Retrieved 03/06/11 from http://www.britannica.com/EBchecked/topic/650018/Wilhelm-Wundt Wundt, Wilhelm. (1858–62). Contributions Towards A Theory Of Sense Perception (Beiträge zur Theorie der Sinneswahrnehmung).

Viney, W. and King, D. Brett. (2003). A History of Psychology, Ideas and Context, Third Edition. Boston: Allyn and Bacon, p. 21

Based on Research by Whelhelm Wundt. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

 [Cell phone ringing once].  How long does it take you to answer your cell phone?  Not until 1879 did Wilhelm Wundt teach the first psychology course and establish the first psychology experimental laboratory in University of Leipzig, Leipzig, Germany. He wanted to learn about human perception. How do we measure what we can’t see? How did he think to first measure perception of a bell?  By the amount of time: from hearing a bell ring to pressing a button, what we now call “reaction time.”  He decided to isolate one part of perception and measured it by its effect on behavior. Humans differ in their reaction times.

In essence psychology is the study of human and all animal behavior or responses.  But behavior includes not only our verbal and physical actions and gestures that we can observe, but also our emotions, attitudes and cognitions that we can’t observe directly in others.

Categorizing and defining a unit of behavior and measuring it, is the first step in making a field scientific. Why is psychology a science?  Because it observes and measures behavior so that hypotheses generated from theories can be tested and shown to be valid or not through experiments, thus demonstrating causality.  It has taken our brightest minds to figure out how to measure behaviors.

So when you wonder about some behavior, human problem, or achievement, ask, “What does psychological science say about this?”

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Cited Research

American Psychological Association explains more, see: http://www.apa.org/research/action/fit.aspx

North, T. C., P. McCullagh, and Z. V. Tran. (1990). Effect of exercise on depression. Exercise and Sport Sciences Reviews Vol. 18 pp. 379-415.

American Psychological Association, May 28, 2004

Additional Sources

Hays, K. F. (1999). Working it Out: Using Exercise in Psychotherapy. Washington, DC: APA.

Hays, K. F. (2002). Move your body, tone your mood. Oakland, CA: New Harbinger.

Johnsgard, K. W. (2004). Conquering Depression and Anxiety Through Exercise. New York: Prometheus.

Leith, L. M. (1998). Exercising you

Based on Reasearch by Penny McCullagh, Ph.D. Psychology Science Minute written by American Psychological Association, adapted by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Why is exercise good for us?  Among other facts, exercise decreases the risk of coronary heart disease, stroke, and various cancers; lowers blood pressure, reduces problems related to diabetes, assists in the maintenance of bone density, and improves your immune system!

But did you know that exercise is also good for our psyches?

In a 1990 analysis of eighty studies on exercise and depression, a research team that included psychologist Penny McCullagh, PhD, reached the following conclusions:

Exercise reduced depression especially for those most physically and/or psychologically unhealthy and over age 55 years

Exercise was an equally effective antidepressant for both men and women

Walking and jogging were the most frequent forms of exercise that had been researched, but all modes of exercise, anaerobic as well as aerobic, were effective in lessening depression.

The longer the exercise program and the more exercise sessions, the greater the decrease in depression.

The most powerful antidepressant effect occurred with the combination of exercise and psychotherapy.

So find a way to increase your physical activity and consult an expert therapist to help you figure out and learn ways to reduce your depression.

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References:

National Institute of Mental Health (n.d.).   http://www.nimh.nih.gov/statistics/1SPEC_ADULT.shtml

Kessler RC, Chiu WT, Demler O, Walters EE. Prevalence, severity, and comorbidity of twelve-month DSM-IV disorders in the National Comorbidity Survey Replication (NCS-R). Archives of General Psychiatry, 2005 Jun;62(6):617-27.

Kircanski, K., Lieberman, M. D., Craske, M. G.  (2012).  Feelings into words: Contributions of language to exposure therapy.  Psychological Science, DOI: 10.1177/0956797612443830.

Based on Reasearch by Katharina Kircanski, Ph.D.. Psychology Science Minute written by Kyle Piecora, M.S.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

Are you afraid of spiders? About 2% of the adult U.S. population suffers from severe specific, phobias, such as, Arachnophobia, the fear of spiders.1 2 Prior research demonstrates that exposure therapy, gradually confronting and getting closer and closer to the feared object, reduces our anxiety and fear.  But what role do our thoughts play? Some psychologists believe using logical thinking to dispute one’s beliefs about the feared object would help. However, Katharina Kircanski and colleagues looked at the role that describing or labeling the emotions has on helping people cope with their fears.3

She assigned 88 students scoring high on the Spider Phobia Questionnaire to four different treatments groups. Each group used a different method of coping with their stress during their exposure to huge South America spiders. Students who spoke about their feelings and fears maintained lower levels of anxiety as measured by the electrical activity present in their skin compared to the others using different approaches such as using distracting words, reappraising one’s fearful thoughts about the spiders, or just exposure!  They were also able to take closer to the spiders.

Speaking about feelings may help us feel more in control in approaching the feared stimulus. Next time you are facing your own feared situation, put your feelings into words, label and describe them!

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

References:

American Psychological Association explains more, see: http://www.apa.org/research/action/shaping.aspx

Cialdini, R. B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science, 12, 105-109.

Goldstein, Noah J.; Cialdini, Robert B.; Griskevicius, Vladas. (2008). A room with a viewpoint: Using social norms to motivate environmental conservation in hotels. Journal of Consumer Research, 35(3), Oct 2008, 472-482.

Goldstein, Noah J.; Griskevicius, Vladas; Cialdini, Robert B. (2007). Invoking social norms: A social psychology perspective on improving hotels’ linen-reuse programs.  Cornell Hotel and Restaurant Administration Quarterly, 48(2

Based on Reasearch by Robert Cialdini, Ph.D.. Psychology Science Minute written by American Psychological Association, adapted by Juanita N. Baker, Ph.D.

Psychology Science Minute brought to you by the School of Psychology at Florida Institute of Technology, I’m Dr. Sarah Arnett.

For years advertisers have found what appeals to our psyches. Now environmentalists are using psychological research to investigate what messages will encourage us to help us all reuse, repair, recycle, use it up, or do without.

Applying theories from social psychology to environmental problems, Dr. Robert Cialdini, and graduate students worked with a local hotel on a program to encourage lodgers to reuse towels. The researchers randomly assigned cards with one of five different messages to 260 guest rooms. Which message would more likely lead to greater towel recycling?

“Help the hotel save energy”

“Help save the environment”

“Partner with us to help save the environment”

“Help save resources for future generations”

or “Join your fellow citizens in helping save the environment”?

The last message, which described a social norm (i.e., what is said or done in a culture that is accepted as most socially valued), was the most successful: Forty-one percent of the guests who got those cards recycled their towels. Next best were the messages urging environmental protection and the benefit to future generations, which led to about 31 percent reusing towels.

So if “everyone” is doing it,” it is a social norm and we feel pressure and want to join in. Encourage others by letting them know you are and “everyone is doing it.”

That’s your Florida Tech Psychology Science Minute. I’m Dr. Sarah Arnett.

Cited Research

American Psychological Association explains more, see: http://www.apa.org/research/action/suicide.aspx

Aseltine, R.H. & DeMartino, R. (2004). An Outcome Evaluation of the SOS Suicide Prevention Program. American Journal of Public Health, 94, 3, 446-451.

Center for Disease Control 
Suicide Fact Sheet

Gould, M., Greenberg, T., Velting, D., Shaffer, D. (2003). Youth suicide risk and preventive interventions: A review of the past 10 years. Journal of the American Academy of Child & Adolescent Psychiatry. 42(4):386-405.

Achilles, J., Gray, D., Moskos, M. (2004). Adolescent Suicide Myths in the United States. Crisis: The Journal of Crisis Intervention and Suicide Pre

Based on Research by Robert H. Aseltine Jr, Ph.D. and Robert DeMartino, M.D. Psychology Science Minute written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

Suicide is the third-leading cause of death for young people ages 15 to 24, and surpassed only by homicide and accidents, according to the U.S. Center for Disease Control and Prevention.

According to a 2004 report distributed by the National Institute of Mental Health, research shows that among the risk factors for suicide are depression and substance abuse. The risk for suicide frequently occurs in combination with external stressors that seem to overwhelm at-risk teens, such as disciplinary problems, interpersonal losses, family violence, sexual orientation confusion, physical and sexual abuse and being the victim of bullying.

Screening and educational programs for suicidal thoughts and depression that identify at-risk adolescents, such as Drs. Aseltine and DeMartino’s research, have proved helpful as suicide prevention efforts. Educating teens to get help reduces suicidal attempts and thus can save lives.

If you hear a teen talking about dying, using weapons or other types of self-harm, and saying things like “everyone would be better off without me,” take these depressed or suicidal statements seriously. Express caring and concern.  Go with them to tell another respected adult, teacher, or their parents. Help them find and get mental health resources. Most schools have confidential guidance and counseling services.

General References:

Crossley, R., & McDonald, A. (1980). Annie’s coming out. Middlesex, England: Penguin Books

Peer-reviewed references:

Eberlin, M., McConnachie, G., Ibel, S., & Volpe, L. (1993). Facilitated communication: A failure to replicate the phenomenon. Journal of Autism and Developmental Disorders, 23, 507-530.

Jacobson, John W., Mulick,, James A. & Schwartz, Allen A. (1995). A History of Facilitated Communication, Science, Pseudoscience, and Antiscience Science Working Group on Facilitated Communication. American Psychologist. Vol. 50, 9, 750-765.

KJewe, L. (1993). An empirical evaluation of spelling boards as a means of communication for the multihandica...

Based on Research by Michael Eberlin, Ph.D. Psychology Science Minute written by Juanita N. Baker, Ph.D.

Autistic children with minimal language skills cannot type words on a keyboard by themselves. Yet Facilitated Communication (“FC”) was invented. A helper held a keyboard with one hand and with their other hand guided the elbow of the child who typed with one finger.

In the early 1990s FC became so popular it was heavily marketed.  Thousands took workshops and purchased equipment. Children with no language or reading skills suddenly began writing poetry and solving complex math problems with their FC adult helpers. A miracle!

Unfortunately about 8% of children, only when assisted through FC, typed someone had sexually abused them. A 1993 court case first questioned the validity of a child accusing someone of sexual abuse only via FC.  Psychologist Michael Eberlin and subsequent double-blind studies confirmed that people with profound autism are 100% unable to accurately identify objects unseen by their helper via FC.  Thus it was demonstrated that the helpers were totally, but unknowingly, typing the FC messages via the child!

Be skeptical of miracles. Untested methods can do great harm.

For more details see:

http://www.apa.org/research/action/segregation.aspx

American Psychological Association, May 28, 2003, Revised July 2007

Cited Research

Clark, K. B., & Clark, M. K. (1939). The development of consciousness of self and the emergence of racial identification in Negro preschool children. Journal of Social Psychology, 10, 591-599.

Clark, K. B., & Clark, M. K. (1939). Segregation as a factor in the racial identification of Negro pre-school children: A preliminary report. Journal of Experimental Education, 8, 161-163.

Clark, K. B. & Clark, M. K. (1940). Skin color as a factor in racial identification of Negro preschool children. The Jou...

Based on Research by Mamie K. Clark, Ph.D. and Kenneth B. Clark, Ph.D. Psychology Science Minute written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

Psychology Research has contributed to the law of our land.

Psychologists Mamie and Kenneth Clark in the 1940s investigated black children’s racial identification and preference. Using drawings and dolls of black and white children, they asked Black pre- and elementary school children to pick which drawing or doll they preferred and which looked most like them and matched their own skin color. The Clarks found that Black children often chose the white doll. They drew and colored the child drawing a shade lighter than their own skin, illustrating that they viewed white as good and pretty, but black not so. 
Quoting the
Clarks: Many Black children, “indicate a clear-cut preference for white. It is clear that the Negro child, by five, is aware of the fact that to be colored in contemporary American society is a mark of inferior status. A child accepts as early as six, the negative stereotypes about his own group.”

With the help of the Clark’s research findings, that illustrated the effect of prejudice and discrimination on a child’s development, the plaintiffs in Brown v. Board of Education were able to show that segregated schools were inherently unequal, leading to the Supreme Court’s unanimous decision that segregated schools are unconstitutional.

References:

Pavlov, Ivan. (1927). Conditioned Reflexes. Oxford, England:  Clarendon Press.

Pavlov, I. P. (1928). Lectures On Conditioned Reflexes. (Translated by W.H. Gantt) London: Allen and Unwin.

Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex. Translated and Edited by G. V. Anrep. London: Oxford University Press.

See original article:

http://psychclassics.yorku.ca/Pavlov/

Based on Research by Ivan Pavlov, M.D.. Psychology Science Minute written by Kyle Piecora, M.S.

A key figure in the psychology world is Dr. Ivan Pavlov, whose vital discovery of classical conditioning has changed the way psychologists look at learning.  Pavlov was studying digestion and the nervous system, measuring the amount of salivation in response to food quantities.

He labeled the food an unconditioned (or unlearned) stimulus that set off an automatic, unlearned or unconditioned response in the dog’s mouth: salivation.  However, he found that when he entered the room, the dogs would salivate before the food was presented.  He was irritated that this kind of salivations was interfering with his experiment.

He hypothesized that if another stimulus, such as a ringing bell, occurred just before the food, the bell alone may eventually trigger the dogs’ salivation, because the bell occurring just prior to the food presentation predicted the food.

Sure enough, the more frequently Pavlov presented the bell just before the food, the more saliva flowed, something that would not have had this effect on his dogs prior to his study!  Thus the dogs had learned this association.  When in 1901 Pavlov realized that he had made an important scientific discovery, he devoted the rest of his life to studying what is now called Classical Conditioning.

References

August, G.J., Realmuto, G.M., Hectner, J.M., and Bloomquist, M.L. (2001). An integrated components preventive intervention for aggressive elementary school children: The Early Risers Program. Journal of Consulting and Clinical Psychology, 69(4):614-626.

For further information on this research see:

http://actagainstviolence.apa.org/specialtopics/earlyrisers.html

You may be interested in a related study on violence prevention with early elementary-age children. See Special Topics: Playground Aggression.

Other references

Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high...

Based on Research by Dr. Gerald J. August. Psychology Science Minute written Amaerican Psychological Association, adapted by Juanita N. Baker, Ph.D.

Since early childhood aggression, anger, and fighting places a child at serious risk for later chronic antisocial behavior, like violence and substance abuse, what is effective in reducing this risk?

Dr. Gerald August and colleagues evaluated an annual 6-week violence prevention program for elementary school children with a high risk for aggression and their parents. The program focused on building academic and social skills, and included art, sports, recreation and a rewards program to encourage children to control their behavior.

A peer mentor and a family advocate worked with children, parents, and teachers during regular school. Four competencies were taught: children’s academic skills, self-control of impulsive behaviors, competence in getting along with others, and parent’s involvement with their children.

After two years, both boys and girls, in the program showed significant improvement in academic achievement, classroom concentration and school behaviors as compared to those who did not participate in the program. Parents who attended more often showed more improvement in effectively helping their children. The most severely aggressive children showed significant improvements in controlling their angry responses. Early intervention can get high-risk kids on a healthier and more productive life course.

References:

For more details see:

http://www.apa.org/research/action/family.aspx
American Psychological Association, December 15, 2003

Cited Research

Bernfeld, Gary A. (2001). Chapter 8. The Struggle for Treatment Integrity in a “Dis-integrated” Service Delivery System, p 167-188.  In Gary A. Bernfeld, David P. Farrington, Alan W. Leschied, Eds. (2001). Offender Rehabilitation in Practice: Implementing and Evaluating Effective Programs. Chichester, UK: John Wiley & Sons, LTD.

Fixsen, D. L. & Blase, K. A. (1993). Creating new realities: Program development and dissemination. Journal of Applied Behavior Analysis, Vol. 26, pp. 597-615.

Based on Research by Drs. Montrose Wolf, Elaine Phillips, Elery Phillips, and Dean Fixsen. Psychology Science Minute written by American Psychological Association, adapted by Juanita N. Baker, Ph.D.

In the late 1960’s, Psychologist Montrose Wolf and colleagues developed an empirically tested treatment program to help troubled children and juvenile offenders who had been assigned to residential group homes. These researchers combined the successful components of behavioral principles into the Teaching-Family Model, which offers a structured family-like environment. A married couple (called teaching-parents) rated warm and caring by children lives with children in a group home and teaches them essential interpersonal and living skills.

Teaching-parents also work with the children’s parents, teachers, employers, and peers to ensure support for the children’s positive changes. Compared to children in other residential treatment programs, children in Teaching-Family Model centers had fewer contacts with police and courts, lower dropout rates, and improved school grades and attendance during treatment.

The Teaching-Family Model currently is being used in schools, treatment facilities, and group homes for emotionally disturbed adolescents. The method shows the power of good parenting that includes love and kindness, setting rules, and teaching   effective interpersonal skills. As a result, children and teens learn how to get along with others and work to maximize their success. Parents, be aware of what you are teaching your children — through your words and, even more so, through your actions.

References:

For more details see:

http://www.apa.org/research/action/coach.aspx
American Psychological Association, May 29, 2003

More about researchers and availability of coaching, see:

http://www.washington.edu/research/pathbreakers/1975b.html

Cited Research

Smith, R. E., Smoll, F. L., & Hunt, E. B. (1977). A system for the behavioral assessment of athletic coaches. Research Quarterly, 48, 401-407.

Smith, R. E., Smoll, F. L., & Curtis, B. (1979). Coach effectiveness training: A cognitive behavioral approach to enhancing relationship skills in youth sport coaches. Journal of Sport Psychology, 1, 59-75.

Based on Research by Ronald Smith, Ph.D. and Frank Smoll, Ph.D..  Psychology Science Minute written by American Psychological Association, adapted by Juanita N. Baker, Ph.D..

Is playing a sport good for kids?  Some critics argue that parents and coaches place too many demands upon kids especially by “winning at all costs” and creating fear of failure and excessive anxiety.

A quality child’s sports experience largely depends on the environment created by the coach. Psychologists Ronald Smith and Frank Smoll designed the Coach Effectiveness Training program to instruct youth sports coaches on the finer points of team building, esteem nurturing, and example-setting. Based on cognitive-behavioral therapy techniques, they taught coaches to be aware of and foresee the impacts of their behaviors by understanding how their young athletes perceive their behaviors. The training encourages coaches to replace the “winning is everything” philosophy with a commitment to reduce criticism and punishment, improve children’s skills and reward their efforts.

After training, these coaches had similar win-loss records but were evaluated more positively by their players compared to coaches without training. Their athletes also enjoyed playing for their coaches more, thought that their teammates got along better, and had more fun. Subsequent research with other sports teams confirms that athletes under Coaching Effectiveness Trained coaches are also less anxious and 30% less likely to drop out of their sports program.

Coaches and parents!  Focus on team and skill-building and encourage kids’ efforts.

References:

For more details see:

http://www.apa.org/research/action/dyslexia.aspx
American Psychological Association, June 1, 2004

Cited Research

Holly Fitch, R., & Tallal, P. (2003). Neural mechanisms of language-based learning impairments: Insights from human populations and animal models. Behavior and Cognitive Neuroscience Reviews, Vol. 2, pp. 155-178.

Tallal, P., & Benasich, A. A. (2002). Developmental language learning impairments. Development and Psychopathology, Vol. 14, pp. 559-579.

Temple, E., Deutsch, G.K., Poldrack, R.A., Miller, S.L., Tallal, P., Merzenich, M.M. & Gabrieli, J. (2003). Neural deficits in children with

Based on Research by Paula Tallal, Ph.D.. Psychology Science Minute written by Psychological Association, adapted by Juanita N. Baker, Ph.D..

Why do about 15 percent of Americans struggle to learn to read? Some letters like “b” and “p” are difficult to distinguish by sight or sound. Letter sounds occur exceedingly fast in only ten hundredths of a second. Being able to quickly identify these ultra fast sounds and segment them out of words is essential to basic language foundation, affecting what we hear, read, spell and speak. Dyslexia, defined as difficulty learning to read despite average intelligence may cause children academic problems.

Cognitive neuropsychologist Paula Tallal and colleagues developed research-based computerized video training games, called “Fast ForWord,” helping children with this form of dyslexia to function more like normal readers.  The games provide intensive, highly individualized cross-training for attention, processing, cognitive, linguistic and reading skills, all of which are vital for academic success. For example, in one of the games a child earns points by distinguishing the sounds “ba” from “pa.” When a child masters the task, the game adjusts its playing level so the child is challenged on a more advanced level the next day. The result: treatment effects that formerly required years can be accomplished in a few weeks.

Can video games be a positive activity? When carefully designed, the games can educate and remediate!

References:

For more details see:

http://www.apa.org/research/action/memory-changes.aspx
American Psychological Association, June 11, 2006

Cited Research

Willis, S.L.; Tennstedt, S.L.; Marsiske, M.; Ball, K; Elias, J.; Koepke, K. M.; Morris, J. N.; Rebok, G.W.; Unverzagt, F. W.; Stoddard, A. M.; Wright, E.; (2006). Long-term effects of cognitive training on everyday functional outcomes in older adults. JAMA, 296 (23), 2805-2814. doi:10.1001/jama.296.23.2805.

Full article: http://jama.jamanetwork.com/article.aspx?articleid=204643

From a study called Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE), which Michael Marsiske

Based on Research by Sherry Willis & Michael Marsiske, 2006.  Psychology Science Minute written by Psychological Association, adapted by Juanita N. Baker, Ph.D..

As we age and cannot remember names, we worry about memory. What can we do to keep our memory sharp?

Psychologist Michael Marsiske and colleagues wondered whether short mental workouts would improve performance and prevent memory loss. They assigned 2,800 well-functioning elder volunteers, average age 74, to one of three different thinking skills training: memory  (or mnemonic strategies for remembering lists), reasoning (strategies for finding the pattern in a letter or word series), and processing speed (visual search with divided attention). Another condition had no training.

All trained participants received ten hours of instruction. A year later half received 8 hours of “booster” training. Five years later, compared to untrained controls, each trained group still performed significantly better on their specifically trained brain skills. In addition, the groups exhibited fewer declines in real world activities, such as accurately reading medicine labels, finding items, or reacting quickly to road signs. The reasoning-trained group showed the most improvement and additional benefits from the booster sessions.

You too can get 18 hours of intense instruction. Take a course; learn a new skill, language or musical instrument.  Stay active: volunteer, socialize and support friends, do puzzles.  Use your brain in new areas to prevent memory loss and the development of dementia such as Alzheimer’s.

References:

Asch, Solomon E. (1952). Chp. 16 Group forces in the modification and distortion of judgments, (pp. 450-501). In Asch, Solomon E. (1952). Social psychology. Englewood Cliffs, NJ, US: Prentice-Hall, Inc. xiii, 649 pp. doi: 10.1037/10025-016

Asch, Solomon E. (1955). Opinions and social pressure.  Scientific American, 193, 5, 31-35.

Asch, S. E. (1956). Studies of independence and conformity. A minority of one against a unanimous majority. Psychological Monographs, 70(9, Whole No. 416).

Bond, Rod & Smith, Peter B. (1996). Culture and conformity: A meta-analysis of studies using Asch’s (1952b, 1956) line judgment task.  Psychological Bulletin, Vol 119(1), 111-137. doi: 10.1037/

Based on Research by Solomon Asch, Ph.D., 1952 and Drs Rod Bond and Peter B. Smith, 1996. Psychology Science Minute written by Juanita N. Baker, Ph.D..

Why are some people more likely to give into social pressure and others are not? English psychologists, Rod Bond and Peter Smith found that people from different cultures vary considerably on their response to social pressure.

They analyzed the results of 133 different research studies on conformity in the US and in other countries. They also gathered surveys measuring each country’s beliefs in group relations versus individualism. Group relations countries valued people working together, and the need for responsibility and obedience. Individualistic countries emphasized independence, individual achievement, and self-reliance.  Not surprisingly, persons from group oriented countries scored higher on conformity than persons in countries identified as valuing individualism.

More research is needed to determine how individualistic and group-oriented countries can best relate to establish common goals, resolve conflicts and work together for a better world.

Countries need a certain amount of compliance to social rules and laws in order to cooperate for the benefit of its members. However, for countries to thrive, they also need individuals who are willing to weather ridicule, embarrassment, or be ostracized so that creativity, innovation, and diverse ideas can facilitate adaptation to new circumstances.

Be open-minded and kind when others express new or diverse ideas as they may benefit everyone.

References

Espelage, D. L., Low, S., Polanin, J. R., & Brown, E. C.  (2013).  The impact of a middle school program to reduce aggression, victimization, and sexual violence.  Journal of Adolescent Health, xxx, p. 1-7.

For many more ideas on prevention, what to do about bullying, and stopping bullying, see the government website: http://www.stopbullying.gov

Based on research by Dr. Dorothy L. Espelage et al, 2013. Psychology Science Minute written by Kyle Piecora, M.S..

What can be done to reduce school violence and stop bullying?

Dr. Dorothy Espelage and psychologists from Illinois, Arizona, and Washington evaluated the impact of the Second Step: Student Success Through Prevention Middle School Program, designed to reduce peer aggression and victimization, homophobic name calling, and sexual violencesuch as unwanted sexual touching or talk.

They randomly assigned 36 different middle schools, over 3,600 students, to either the program or a control condition.  All 6th graders completed self-report instruments measuring bullying, name calling, and sexual touch both before and after the 1-year program that taught problem solving skills, empathy, and emotion management.  The program students were 42% less likely than students in control schools to report physical aggression but not significantly different in verbal and relational bullying, or sexual talk.   Further research is needed on effective ways of reducing these.

Since the program demonstrates it does reduce physical aggression in adolescents, it gives hope that schools taking time to provide students with this tested effective program using rich multimedia demonstration, practice and feedback in skill training can also achieve reduced physical violence. Parents and teachers speak up and encourage schools to use proven effective training to reduce peer conflict and violence!

Cited Research & Additional Sources

Grubin, D., & Madsen, L. (2005). Lie detection and the polygraph: A historical review. The Journal of Forensic Psychiatry & Psychology,16, 357-369.

Langleben, D. D., Dattilio, F. M., & Guthel, T.G. (2006). True lies: Delusions and lie-detection technology. Journal of Psychiatry & Law.  34, 351-370.

Lykken, D. (1998). A Tremor in the Blood: Uses and Abuses of the Lie Detector, 2d ed. New York: Perseus.

National Academy of Sciences (2002). The Polygraph and Lie Detection. Washington, DC: National Academy Press.

Saxe, L. (1991). Lying: Thoughts of an applied social psychologist. American Psychologist, Vol. 46, No. 4, pp. 409-4

Based on research by the American Psychological Association, adapted by Juanita N Baker, Ph.D..

What’s The Truth About Lie Detectors?  Courts, including the United States Supreme Court (cf. U.S. v. Scheffer, 1998 in which Dr. Leonard Saxe’s research on polygraph fallibility was cited), have repeatedly rejected the use of polygraph evidence because of its inherent unreliability. A “lie detector” only infers deception by analyzing physiological responses to an unstandardized series of questions.

The polygraph typically records three indicators of arousal: heart rate/blood pressure, respiration, and skin conductivity. The procedure compares responses to “relevant” questions (e.g., “Did you shoot your wife?”), with “control” questions concerning misdeeds that are similar to those being investigated, but refer to the person’s past, e.g., “Have you ever betrayed someone who trusted you?”

People are assumed to fear control questions designed to arouse their concern about their past truthfulness, more than relevant questions asking about a crime they know they did not commit.  Thus, persons are labeled “deceiving” if they respond more to relevant questions.  Yet, there is no evidence that any pattern of physiological reactions is unique to deception. An honest person may be nervous when answering truthfully and a dishonest person may not be anxious.

Most psychologists agree there are few good studies showing that polygraph tests can accurately detect lies. Remain skeptical about any conclusion wrung from a polygraph.

Reference:

Thaler, R. H. & Benartzi, S. (2004). Save More Tomorrow™: Using behavioral economics to increase employee saving. Journal of Political Economy, Vol. 112, No. S1.

For more details see:

American Psychological Association, February 19, 2004
http://www.apa.org/research/action/finance.aspx

Based on research by Thaler, Richard, Benartzi, 2004, written by Juanita N. Baker, Ph. D.

Looking for sound financial advice? Behavioral economics uses psychological principles to help people make better choices with their money, including saving for retirement.

Behavioral scientist and economist Richard Thaler’s University of Chicago study was the driving force behind a program to get workers at a manufacturing company to save more for retirement. One key aspect of the program was to counter procrastination in making an effort to save.  Instead, workers had to opt out, if they didn’t want a salary portion automatically saved for them. Workers that participated in Thaler’s “Save More Tomorrow” program went from saving 3.5% for their retirement accounts to 13% over 3 years. This increase was also made possible by convincing 78% of the workers to commit in advance to allocating a portion of their future salary increases toward retirement savings. This also counters the human tendency to be overly optimistic (that prevents saving) by getting people to commit to saving more for their future.

With compound interest and wise investments, every $1000 more saved per year can make the difference in thousands of dollars more at retirement.

Put in use the same behavioral tendencies – e.g., procrastination – set yourself up so more energy is needed to stop from saving than to save.

Psychology Science Minute #531

Written by Vanessa Melendez, B.S.

Do cyber distractions cause you to delay going to bed?

Past research indicates bedtime procrastination is related to stress and poor sleep quality. The more individuals delay their bedtime, the more they experience poorer sleep and psychological outcomes.

Psychology Science Minute #532

Written by Vanessa Melendez, B.S.

People who experience more adversity tend to report more savoring or cherishing of positive situations. Researchers have investigated reducing negative emotions like anxiety but less on what enhances positive emotions when experiencing sights, songs, or smells. Like “stopping to smell the roses...

Psychology Science Minute #529

Connecting with friends and loved ones results in pleasant and positive experiences. Yet do you find you are out of touch with important people in your life? Past research suggests a steady decline of social interactions in our society. Maintaining ties is challenging in many settings, like school and some workplaces. If reaching out results in positive appreciation, how come we don’t...

Will purchasing Loot Boxes increase future gambling behavior? A Loot Box is a mystery bundle of virtual in-game prizes of unknown rarity to aid in a video game. You can purchase these with real money but are blind to their outcome. Prior research shows that earlier onset of adult gambling leads to more problematic gambling. Canadian researchers examined how young adults' involvement with Loot Boxes, might influence their likelihood of future gambling. Their study followed 200 non-gambling young adults (ages 18-26) who played video games over a period of 6 months. Results? Those who purchased Loot Boxes were much more likely to engage in gambling behaviors over time. The excitement of possibly winning a prize is a gamble—the randomness of the prizes is the hook that can lead to future gambling. Loot boxes are exposing young people at an early age to gambling just to play video games which in themselves are not a gamble. Fellow gamers and Parents! Be careful and understand the potential risks in habits formed by in-game gambling. Pay attention. Loot Boxes may be luring young people into gambling. Reference: Brooks, G., & Clark, L. (2022, October 24). The gamblers of the future? Migration from loot boxes to gambling in a longitudinal study of young adults. https://doi.org/10.31234/osf.io/q35jm

Written by Jarret Bain B.S.

Does peer pressure impact a person’s sharing fake news? Fake news or false or misleading information spreads like gossip. People present fake news as if it were true. To uncover the impact of sharing fake news online, psychologists tracked for six months the social interactions of over 100,000 Twitter users. The researchers found that Twitter users who shared news from US fake news sources distanced themselves from other users that did not share fake news. In a second study, users who shared fake news had more positive interactions with users that shared similar content. In Studies three and four—participants indicated a reduced desire to socially interact with social connections who failed to share the same falsehoods as they did. Study five revealed that participants were aware of both the social costs and the rewards of sharing fake news. Friends! How can we avoid spreading misinformation? Question what others are saying. Sseek accurate evidence from other varied sources. Don’t fall for the trap of wanting to fit in. Resist pressure to conform. Take courage. , Sstand up for what is true, though maybe unpopular. Reference: Lawson, M. A., Anand, S., & Kakkar, H. (2023). Tribalism and tribulations: The social costs of not sharing fake news. Journal of Experimental Psychology: General, 152(3), 611–631. https://doi.org/10.1037/xge0001374

Written by Jarret Bain B.S.

Why are we kinder and more helpful to some people than to others? Researchers aimed to understand whether emphasizing a sense of relatedness could encourage people to take more helpful, considerate actions. They studied almost 300 university students in a series of experiments to explore how highlighting relationships with others influenced their willingness to assist others. Results? Experiment 1 found that when participants were alerted to their connection with others they had higher interest in volunteering and intentions to volunteer. Experiment 2 showed that writing about relatedness experiences promoted feelings of connectedness to others, leading to greater prosocial intentions. Experiment 3 revealed that relatedness task participants donated significantly more money to charity than neutral task participants. We, humans, have an innate need to belong. By highlighting the common ground we share with others, we can encourage a sense of unity and empathy, leading to more acts of kindness and support. Let’s look beyond our differences! We have more in common than we think! The next time you find yourself in a situation where you can lend a helping hand, remember that nurturing our connections can make a positive impact on the world around us as well as ourselves! Reference: Pavey, L., Greitemeyer, T., & Sparks, P. (2011). Highlighting Relatedness Promotes Prosocial Motives and Behavior. Personality and Social Psychology Bulletin, 37(7), 905–917. https://doi.org/10.1177/0146167211405994

Written by Jarret Bain B.S.

Does technology that helps you sleep deeper lead to better work performance? Organizational psychologists looked at how wearing a special acoustical stimulation device can improve sleep quality, rather than duration, and positive work outcomes. Researchers examined 80 full-time employees over a four-week period. The employees received acoustic stimulation headband devices that detected the person’s own deep, slow sleep brain noises and played them back in a loop while they slept, enhancing their deep sleep. Half the time, the same devices remained silent. Participants daily filled out after-sleep and after-work surveys. Results? Using this device improved their sleep quality. When the devices gave deep sleep acoustical feedback, people (mean age 31) not only slept better but also engaged more and performed better at work! However, the headband worked better for younger employees. As we age, our brains have fewer deep sleep waves. This research shows that technology has the potential to improve sleep quality which improves performance. If you are having trouble sleeping or feel tired at work, seek professional help! This device worked better for some than others but showed that good sleep is important! Don’t let poor quality sleep hinder your performance. Reference: Barnes, C. M., Guarana, C., Lee, J., & Kaur, E. (2023). Using wearable technology (closed loop acoustic stimulation) to improve sleep quality and work outcomes. Journal of Applied Psychology, 108(8), 1391–1407. https://doi.org/10.1037/apl0001077

Written by Jarret Bain B.S.

Is infidelity, adultery, or having affairs contagious? Israel University psychologists set out to explore whether viewing online content that normalizes or glorifies adultery can influence individuals' desires in their current relationships and their initiations toward other potential partners. Researchers conducted three studies. Each had about 130 undergrad participants, both male and female, a mean age of 26 years, and an average 3-year relationship ranging from 5 months to 40 years. Study 1 Viewing a video of scientists explaining the rate of infidelity as either high or low did not significantly affect participants' desire for their current relationship or an alternative partner. Study 2 Reading others’ confessions of adultery did affect more overt displays of sexual desire and increased interest in attractive alternatives. Yet, reading others' confessions of academic dishonesty did not increase deception. Study 3: Reading survey results with high norms of adultery led to a stronger desire for alternative partners and increased flirting with an attractive opposite-sex interviewer. Beware: Associating with others who do not respect monogamous relationships may influence our relationship commitment. Long-term positive relationships are gold. Treasure them and work on keeping them shining! Reference: Birnbaum, G.E., Zholtack, K., & Ayal, S. (2022). Is Infidelity Contagious? Online Exposure to Norms of Adultery and Its Effect on Expressions of Desire for Current and Alternative Partners. Archives of Sexual Behavior, 51, 3919–3930. https://doi.org/10.1007/s10508-022-02392-7

Written by Jarret Bain B.S.

Does wanting or having children impact your age preferences when dating online? United Kingdom psychologists wanted to determine if selecting younger dates (thus likely in the fertility age range) played a role for both men and women. They studied more than 600,000 participants on dating apps to explore whether individuals' desires for parenthood influenced the importance they placed on age when choosing a date and the age range preferred. Their findings revealed that men without children and men who desired children valued age more than men with children or men not desiring children. Men chose an age bracket that included younger women (nearer breeding age). Women's tastes, however, did not appear to be significantly related to having or desiring children. Women often exhibited a preference for males who were a little older than they were, perhaps desiring an experienced supporter. Our thoughts and feelings about starting a family may shape our attractions and judgments more than we are conscious of. Of course, be fair. After a few dates, do clarify with your dating partner that you do or do not want to have children so that you or your partner are not disappointed later. Reference: Kramer, R. S. S., & Jones, A. L. (2023). Wanting or having children predicts age preferences in online dating. Evolutionary Behavioral Sciences, 17(1), 16–30. https://doi.org/10.1037/ebs0000274

Written by Jarret Bain B.S.

Does ice cream make you happy? In a cross-sectional analysis, researchers investigated the potential connection between consuming high-calorie foods and adverse mental health symptoms. Ultra-processed foods (UPFs), often characterized by their high additives, preservatives, and sugars, have become increasingly prevalent in modern diets. Some UPFs are popular foods such as ice cream, soda, and instant soup. These often are quick access, and generally cheaper diet options. US NIH did a nutrition survey of over 10,000 non-addicted representative samples of US adults 18 years and older, 2007-2012. Results? Individuals who reported higher consumption of UPFs were likelier to experience adverse mental health symptoms of mild depression, ‘mentally unhealthy days,’ and ‘anxious days.’ They reported fewer days when they had no ‘mentally unhealthy or anxious days.’ Advertisers persuade us to buy these unhealthy products that we may want due to our mental health issues. Thus, we eat to try to give ourselves comfort from anxiety, depression, and life’s stresses. If you are consuming unhealthy foods or drinks and not meeting your expectations, consult a mental health professional… and ask them to help you be a productive, healthy, goal-oriented person! Reference: Hecht, E., Rabil, A., Martinez Steele, E., Abrams, G., Ware, D., Landy, D., & Hennekens, C. (2022). Cross-sectional examination of ultra-processed food consumption and adverse mental health symptoms. Public Health Nutrition, 25(11), 3225-3234. doi:10.1017/S1368980022001586.

Written by Jarret Bain B.S.

Have you ever read a book that changed your outlook on life? Researchers investigated how reading literary fiction can influence the complexity of our perspectives and personalities. Literary fiction is rich in nuanced characters and intricate narratives and can lead to a more multifaceted outlook on life. The researchers collected data from a group of over 5,000 participants across four studies to explore the effects of literary consumption on the human outlook. They asked participants to reflect on both current and past reading habits and to complete various assessments that tested for belief in the system, empathy, and change (can people grow or have set characteristics that make them the way they are). Results? The researchers found that greater early-life literary fiction reading predicted people having more empathy, a more complex worldview, psychological richness, and intellectual humility. Literacy readers believed more in change and system legitimacy, and a sense that all knowledge and ways of knowing are the same. Parents! Read stories to your child from their first year. Encourage and teach them to read by having a “rest time” for reading books. Regularly go to the library. Reading is the key to school success! Reference: Buttrick, N., Westgate, E. C., & Oishi, S. (2023). Reading Literary Fiction Is Associated With a More Complex Worldview. Personality and Social Psychology Bulletin, 49(9), 1408–1420. https://doi.org/10.1177/01461672221106059

Written by Jarret Bain B.S.

Is your Teenager listening to you? Neurological psychologists explored the transition from responding more to their mother's voice as young children to more non-familial voices in the teen brain. Their research sheds light on the neurodevelopmental changes in the brain reward area that occur during critical periods of youth development. The scientists measured how the brain's reward circuitry responds to familiar (mother’s) and non-familial (female) voices. Using advanced imaging techniques (fMRI), the researchers examined brain activity in adolescents when exposed to both types of voices in over 40 youths whose ages ranged from 7-16 years old. Results? The brain images revealed a significant shift in reward circuitry response during adolescence. While younger children tended to show stronger responses to their mother's voice, teenagers exhibited increased brain activity when hearing non-familial voices. This shift suggests the adolescent’s increased brain’s sensitivity to nonfamilial social and emotional stimuli during this critical developmental stage. Brain imaging has the potential to reveal and study those children with social and communication difficulties. Parents! Your voice and interactions provide social cues as your child develops. Guide them to interact kindly and socially with others. Reference: Abrams, D. A., Mistry, P. K., Baker, A. E., Padmanabhan, A., & Menon, V. (2022). A Neurodevelopmental Shift in Reward Circuitry from Mother's to Nonfamilial Voices in Adolescence. Journal of Neuroscience, 42(20), 4164-4173. DOI: 10.1523/JNEUROSCI.2018-21.2022.

Written by Jarret Bain B.S.

Did you know that sleep affects our willingness to help others? California psychologists conducted multiple studies to understand how lack of sleep may impact our desire to help others. Studies 1 and 2 measured motivations to help by assessing a breadth of possible helpful deeds and common everyday actions. Study 1 monitored 24 participants under conditions of being well-rested vs. sleep-deprived. In study 2, over 100 participants submitted daily sleep diaries and completed four-day surveys of different social scenarios. In Study 3, psychologists compared real-world responses to donation requests of one group assessed before Daylight Savings Time with the group assessed after Daylight Saving time and therefore having one hour less sleep. Results? Sleep loss reduced the desire to help others in 78% of participants. Importantly, this wasn't just about mood or empathy but a broader behavioral change. Sleep-deprived people were less inclined to help, whether dealing with strangers or familiar faces. Get regular Sleep! Sleep plays a vital role in our social interactions. A good night's sleep is essential in fostering our more compassionate, empathetic, and generous support of others. Reference: Ben Simon E, Vallat R, Rossi A, Walker MP (2022). Sleep loss leads to the withdrawal of human helping across individuals, groups, and large-scale societies. PLoS Biol 20(8): e3001733. https://doi.org/10.1371/journal.pbio.3001733.

Written by Jarret Bain B.S.

Has our urban environment impacted our brain function and stress? German neuroscientists investigated the impact that urban living has on mental health, asking, “Can exposure to nature benefit us?” Researchers asked 60 healthy participants to take two one-hour-long walks. One in an urban environment, the other in a natural environment. Then they measured the participants’ physiological stress indicators and gave them fMRI scans. Results? The natural environment reduced the amygdala activity associated with stress, whereas urban environments had no such effect. The amygdala is part of your brain responsible for processing emotions, like fear and anxiety. This amygdala activity reduction occurs during fearful and neutral situations without participants' awareness. Participants reported greater enjoyment during their nature walks, although there were no significant behavioral changes. These findings hint at nature's subtle yet impactful influence on our mental well-being. Time in natural settings can refocus our attention and reduce our stress. Lesson?! Get out in nature. Find the beauty! Open your senses! Notice bird’s antics, bees buzzing, branches curving! Spending time in nature impacts our brains, lowers stress, and reduces the mental health challenges of urban living. Reference: Sudimac, S., Sale, V., & Kühn, S. (2022). How nature nurtures: Amygdala activity decreases as the result of a one-hour walk in nature. Molecular Psychiatry, 27, 4446–4452. https://doi.org/10.1038/s41380-022-01720-6

Written by Jarret Bain B.S.

Did you know that your personality can impact how long you live? Canadian and U.S. psychologists collaborated on exploring the relationship between the personality traits—conscientiousness (meaning organized and careful), neuroticism (anxious and stressed easily), and extraversion (outgoing and friendly) —and cognitive health and longevity in older adults. They monitored the mental status and mortality data of nearly 2000 participants over 23 years using data from the Rush Memory and Aging Project. Results? Conscientious and less neurotic people tended to have healthier brains and lived longer. For women, these personality traits were vital for staying sharp in later years. But extraversion, despite its benefits in social situations, didn't have a clear connection to brain health. Personality traits have cumulative effects on health behaviors across a lifetime, influencing mortality risk. Conscientiousness is a significant factor linked to greater health-promoting and reduced risky behaviors. Listen! Our personalities affect how our brains age and how long we live. Let’s take steps to reduce our stress, especially in these trying times—let’s protect our brains and our lifespans. Reference: Yoneda, T., Graham, E., Lozinski, T., Bennett, D. A., Mroczek, D., Piccinin, A. M., Hofer, S. M., & Muniz-Terrera, G. (2023). Personality traits, cognitive states, and mortality in older adulthood. Journal of Personality and Social Psychology, 124(2), 381–395. https://doi.org/10.1037/pspp0000418

Written by Jarret Bain B.S.

Tempers can rise in this day of extremist views and divisions. When asked, “Whose side are you on?” You might think staying neutral is a safe strategy, but is it? Psychology and business school researchers collected data from over 4,000 adult participants to investigate the consequences of not picking a side in a heated debate through 11 experiments that used controlled scenarios, real press video clips, and incentivized economic games. Results? When you decide not to take sides, especially in front of an audience with strong opinions, people tend to interpret your neutrality as a form of subtle opposition. For example, if you remain neutral on a topic like gun control, others may assume you secretly hold conservative, pro-gun views. Giving reasons for neutrality does help reduce the trust issues that arise. However, effectively conveying your reasoning can be challenging, especially in a charged conversation. It takes courage to state what your true opinion is, but being open, stating your reasons with kindness and giving background, will more likely elicit greater trust. Then you will be more able to seek and work towards solutions to complex problems together with others. Reference: Silver, I., & Shaw, A. (2022). When and why “staying out of it” backfires in moral and political disagreements. Journal of Experimental Psychology: General, 151(10), 2542–2561. https://doi.org/10.1037/xge0001201.

Written by Jarret Bain B.S.

Is the world becoming less kind, honest, and good than it used to be? Using archival data from over 12 million people worldwide from at least 60 nations across 70 years, researchers found people believe in moral decline. Consistently over 50 years, more than 85 % of participants believed that society was becoming less honest, kind, and civil. Yet, when researchers asked participants to assess people they knew, they reported moral improvement over 10 years. Thus, thinking our world is in moral decline is an illusion! What causes this illusion? For humanity’s survival, humans are alert to danger, seeing negative information more readily than positive. This illusion has consequences that affect our behavior and even influence political preferences. Leaders who promise to combat the apparent moral decline tend to gain popularity. People are not becoming more evil. This gives hope. Though media reports killings, war, and corruption, people exhibit less violence than in previous times. De-stress yourself. Notice the positives: the progress in providing for those in emergencies and in need—people improving your community. Work together for humanity’s survival and betterment. Join others to make it happen! Reference: Mastroianni, A.M., Gilbert, D.T. The illusion of moral decline. Nature 618, 782–789 (2023). https://doi.org/10.1038/s41586-023-06137-x

Written by Jarret Bain B.S.

Tang, P. M., Koopman, J., Mai, K. M., De Cremer, D., Zhang, J. H., Reynders, P., Ng, C. T. S., & Chen, I-H. (2023). No person is an island: Unpacking the work and after-work consequences of interacting with artificial intelligence. Journal of Applied Psychology.   Vol. 108, 11, (Nov 2023): 1766-1789. https://doi.org/10.1037/apl0001103 Artificial Intelligence (AI) has reached far into our work lives and rapidly transformed the way we work and interact by performing tasks previously done by teams of people. AI brings more than efficiency—it alters our human connection and impacts our emotional well-being. Psychologists in the Departments of Management in Taiwan, Indonesia, the United States, and Malaysia conducted several studies, including surveys, field experiments, and simulations with nearly 800 employees, shedding light on this AI transformation. A critical takeaway of their research was that the more we rely on AI, the more we feel loneliness and the need to foster our workplace human connections. AI, while powerful and intelligent, falls short of providing the deeply engaging and emotionally fulfilling social experience that humans inherently seek. This isolation contributes to more insomnia and alcoholism; thus, initiating outreach to coworkers is essential. AI cannot replace authentic social bonds. As you navigate the landscape of AI integration, understand how it may affect your well-being and social interactions. Reach out to others, support others coming together, help each other in need, and seek out meaningful human connections—be friendly, warm, and welcoming.

Written by Jarret Bain B.S.

Reference: Olivia Plett, Vera Flasbeck, & Martin Brüne. (2023). Effects of human and animal-assisted skills training on oxytocin und cortisol levels in patients with borderline personality disorder, Journal of Psychiatric Research, Volume 162,156-160, ISSN 0022-3956, https://doi.org/10.1016/j.jpsychires.2023.05.004 Can animals play a role in therapy for people with Borderline Personality Disorder? These clients experience emotional turmoil and challenges in connecting with significant others. German psychology researchers evaluated 40 Borderline Personality Disorder clients in a Dialectical Behavior Therapy program. Half participated in animal-assisted emotional regulation skills training; the others had only therapist-guided skills training. Questionnaires assessed symptom severity, impulsivity, ability to describe one’s emotions, and fears of compassion. The scientists collected saliva samples before and after three weekly therapy sessions. Results? Both interventions led to reduced cortisol levels, an indicator of lower stress levels. However, animal-assisted therapy did not have a greater positive impact. Oxytocin, a hormone linked to bonding and stress reduction, increased in both groups but not significantly. Both groups showed improvement in borderline symptom severity, impulsivity, describing their emotions, and treating themselves with compassion and empathy. While both Dialectical Behavior Therapy regular and animal-assisted skill training were helpful, using animals did not lead to greater enhancement of interpersonal skill training in therapy for clients with Borderline Personality Disorders. Yet, let’s cherish and gain comfort from our animal friends: lessons in supporting and getting along with others.

Written by Jarret Bain B.S.

Reference: Sultan RS, Zhang AW, Olfson M, Kwizera MH, Levin FR. Nondisordered Cannabis Use Among US Adolescents. JAMA Netw Open. 2023;6(5):e2311294. doi:10.1001/jamanetworkopen.2023.11294 As states legalize cannabis, adolescent cannabis use is concerning. CDC 2022 reports 31% of 12th graders reported using marijuana in the past year, and 6% reported using marijuana daily in the past 30 days.1 Recent youth studies showed the relationship between cannabis use and cognitive deficits and brain changes,2 mental health issues, poor academic performance, and delinquent behavior. Psychology and Medical researchers during 2015-2019 examined a national sample of nearly 70 thousand US adolescents, aged 12 to 17 years. Based on adolescents’ self-report of their cannabis use, 2.5% met criteria for Cannabis Use Disorder (using more cannabis than intended plus difficulty reducing their use), 10% did not meet Cannabis Use Disorder criteria, 87% were non-cannabis users. Compared to non-users, all cannabis-user adolescents were at greater risk for experiencing various psychosocial problems, such as major depression, suicidal thoughts, cognitive issues, truancy, lower academic performance, and even arrests. Those with cannabis use disorder had the greatest risk. Young people! Recognize dangers and reduce all cannabis use, as early as possible. Safeguard your well-being and academic success! Parents! Educate and take preventative steps to reduce youth cannabis use, likely leading to mental health and academic problems.

Written by Jarret Bain B.S.

Reference: Hatano, A., Ogulmus, C., Shigemasu, H., & Murayama, K. (2022). Thinking about thinking: People underestimate how enjoyable and engaging just waiting is. Journal of experimental psychology. General, 151(12), 3213–3229. https://doi.org/10.1037/xge0001255 Do we underestimate the joy of just sitting and thinking? Psychologists conducted multiple studies in Japan and the UK where participants predicted and then experienced their task motivation during a waiting period. Researchers tested over 200 university students by asking them to sit in a quiet room and just think for varied time periods, 5-20 minutes. The results? Across both cultures, participants consistently predicted they would enjoy this 'waiting task' less than they did. Individuals miss out on the benefits of introspection because they underestimate how much they can potentially enjoy solitary reflection. They anticipate boredom or time wasted, yet they ultimately feel more contentment than they expected. Our human curiosity and social survival skills may drive us to not just sit and think, yet often, doing activities while waiting does not provide more satisfaction than thinking does. Value your thinking time. Next time you're waiting or have a moment to spare, resist pulling out your phone. Embrace the chance to reflect, daydream, observe, or ponder. It could be far more fulfilling than you expect. Take time to enjoy the quiet moments of thought that our busy lives often lack.

Written by Jarret Bain B.S.

Reference: Bayraktaroglu, D., Gunaydin, G., Selcuk, E., Besken, M., & Karakitapoglu-Aygun, Z. (2023). The role of positive relationship events in romantic attachment avoidance. Journal of Personality and Social Psychology, 124(5), 958–970. https://doi.org/10.1037/pspi0000406 Everyday relationship experiences play a crucial role in shaping romantic attachments. Psychologists in Turkey researched how daily events and behaviors during discussions with partners can impact romantic attachments. They recruited over 600 heterosexual couples for three longitudinal studies. In study 1, couples in one to three-month relationships participated while study 2 assessed newlywed couples. For 21 days, these couples kept a diary of positive events and, if their partner was involved, what they said to their partner. In study 3, researchers videotaped couples' discussions in the lab three times a month to measure moods and behaviors that related to their feeling secure or uncomfortable in the relationship. Results? Findings consistently showed that an individual’s actions that affirmed the worth of their partner’s actions or talk, such as thanking, quickly forgiving, expressing caring, positive feelings, or praising their partner (not just making conversation) prevented declines in feeling comfortable with closeness and trust. Lesson? Be mindful of your partner! Let them know which of their actions you value. Thank them daily for what they do for you and others. Cherish the small moments of happiness together.

Written by Jarret Bain B.S.

Reference: Girgis, Ragy & Rogers, R. & Hesson, Hannah & Lieberman, Jeffrey & Appelbaum, Paul & Brucato, Gary. (2022). Mass murders involving firearms and other methods in school, college, and university settings: Findings from the Columbia Mass Murder Database. Journal of Forensic Sciences. 68. 10.1111/1556-4029.15161. Why do mass murderers (killing three or more persons) often target school settings? Psychology researchers analyzed Columbia University’s World Mass Murder Database of 82 incidents in academic (school, college, and university) settings out of 1700 global cases from 1900 to 2019. Researchers excluded those associated with war, terrorism, gangs, or organized crime. Of all mass murders within academic settings worldwide, 48% involved firearms, 63% of these cases involving firearms took place in the United States, often killing higher numbers than in other countries. For those not involving firearms, only 12% occurred in the U.S. Globally, 100% of all mass murders using firearms were male, 68% white, 46% ended in suicide, average age was 28 years. Of all mass murderers using firearms, 47% had a prior psychiatric diagnosis, 17% of these had a psychotic diagnosis, much higher than in the general population. Vossekuil et al. (2002)1 found 78% of these US attackers reported suicidal thoughts, 71% were bullied, but only 10% had therapy for mental illness. School and college shootings are often a result of prior school experiences. Coaches and teachers! Teach youth to be fair and kind. Get psychological help for those bullied.

Written by Jarret Bain B.S.

Reference: Hill, P. L., Olaru, G., & Allemand, M. (2023). Do associations between sense of purpose, social support, and loneliness differ across the adult lifespan? Psychology and Aging, 38(4), 345–355. https://doi.org/10.1037/pag0000733 How does our connection to others and sense of purpose change over our lifespan? Psychologists have noted that social connections with others, such as friends, teachers, and parents, play a critical role in helping individuals shape their sense of purpose during adolescence and emerging adulthood. These social connections provide role models, supportive figures, and opportunities for learning what is important. Researchers used survey data of over 2,300 adults, 19 - 91 years old, from the national sample of Social Attitudes in Switzerland to explore the links between giving and receiving social support, loneliness, and a sense of purpose over the lifespan. Results? A sense of purpose grew until the 70s, while loneliness and perceived social support decreased. Those with a sense of purpose experienced less loneliness, gave more support to others, and felt more supported. However, this relationship changes as we age, such that receiving support doesn't necessarily boost our sense of purpose in the later chapters of life. Also, As the years go by, loneliness tends to decrease, and the purpose of life grows, then declines at 70. Friends! Having a purpose in life is crucial to giving and receiving support and reducing loneliness.

Written by Jarret Bain B.S.

Reference: Wolenski, R., & Pettit, J. W. (2023, January 26). Social Media Usage Is Associated With Lower Knowledge About Anxiety and Indiscriminate Use of Anxiety Coping Strategies. Psychology of Popular Media. Advance online publication.https://dx.doi.org/10.1037/ppm0000456 Anxiety disorders are common among young adults. Where do young adults get information about anxiety disorders? Psychologists investigated whether seeking information on social media is associated with accurate knowledge about anxiety and helpful coping strategies. Psychologists recruited 250 U.S. Amazon MTurk online workers, ages 18–28, to provide demographics, anxiety-related information sources, knowledge of anxiety, social media use patterns, and coping strategies. Results? About half had an anxiety diagnosis, with social media reported frequently as a source for anxiety-related information. Individuals with greater anxiety were more likely to seek information. Some did seek accurate science-based information from the NIMH and Wikipedia. However, the more they used social media, the less accurate knowledge about anxiety they obtained. Thus, they more likely used a mix of adaptive and maladaptive coping strategies. The study underlines the need for seeking evidence-based mental health information, emphasizing the role of mental health professionals in sharing accurate information. While the internet is overflowing with information that AI readily provides, not all is true. If you think that you or a loved one may be suffering from anxiety, seek mental health professional help. Use professional online resources with anxiety science-based techniques.

Written by Jarret Bain B.S.

Reference: von Soest, T., Luhmann, M., & Gerstorf, D. (2020). The development of loneliness through adolescence and young adulthood: Its nature, correlates, and midlife outcomes. Developmental Psychology, 56(10), 1919–1934. https://doi.org/10.1037/dev0001102 Loneliness is a complex emotion that changes during adolescence and young adulthood. European Psychologists investigated the change in loneliness across adolescence to young adulthood. Psychologists conducted a longitudinal study in Norway that tracked the loneliness of over 3000 Norwegians ages 13-31 years four times from 1992 - 2005. The researchers used measures to capture emotional loneliness (the absence of emotional intimacy and understanding in relationships) and social loneliness (the absence of a broader support network of friends, neighbors, or colleagues). Results? Loneliness increased across adolescence but displayed distinct patterns: emotional loneliness rose, while social loneliness network decreased and plateaued in the mid-20s. Women reported higher emotional loneliness, while men reported more social loneliness. Perceiving one’s parents as caring, having close friends, and not leaving the parental home before age 18 led to reporting less loneliness. Lonely adolescents and young adults were at higher risk for midlife challenges, including disability, lower income, and using prescriptions for anti-depressants. Conclusion? You are not alone! Do something. Reach out to others to reduce your loneliness! Be compassionate with yourself, follow your interests, volunteer in the community, initiate conversations to make friends, and use apps to connect with others.

Written by Jarret Bain B.S.

Reference: Rutter, H., Campoverde, C., Hoang, T., Goldberg, S. F., & Berenson, K. R. (2024). Self-compassion and women's experience of social media content portraying body positivity and appearance ideals. Psychology of Popular Media, 13(1), 12–22. https://doi.org/10.1037/ppm0000453 Instagram is a social media application where people post pictures and videos to share with others. Researchers wanted to examine the effects of Instagram posts—exhibiting healthy bodies or ideal appearances—on the mental state of young women and how their self-compassion might play a role. The researchers recruited 250 female online Amazon’s MTurk workers ages 19-30 across two studies, collecting data on participants' moods before and after exposure for 16 seconds each of 15 different Instagram posts and measuring their self-compassion. Study 1 women saw one of four types of body images: fit inspiration bodies, positive bodies, body-positive quotations, or landscapes. In Study 2 women saw faces: with make-up or without, or landscapes. Results? Both studies revealed that images promoting appearance ideals negatively impacted women's mental well-being, specifically mood, body satisfaction, and self-worth. However, posts aligned with the body positivity movement showed significantly better outcomes, causing higher self-compassion and positive thoughts. Additionally, those with high self-compassion handled it better, experiencing fewer adverse effects from appearance-ideal content. Lesson? Comparison is the thief of joy! Be compassionate with yourself! Do not let unrealistic standards on social media harm your self-worth!

Written by Jarret Bain B.S.

Reference: Liu, S., Zhang, D., Wang, X., Ying, J., & Wu, X. (2022, September 29). A Network Approach to Understanding Parenting: Linking Coparenting, Parenting Styles, and Parental Involvement in Rearing Adolescents in Different Age Groups. Developmental Psychology. Advance online publication. http://dx.doi.org/10.1037/dev0001470 What do teens need most from parents? Chinese psychologists looked at co-parenting, parenting styles, and parental involvement during adolescence to determine what led to differences in adolescents’ development. Researchers collected data from over 4,800 adolescents, ages 10 to 18, in two-parent families from different regions of China using a national survey. Results showed that the quality of relationships between parents, warm parenting styles, and emotional involvement emerged as most important to the parents’ impact on their adolescents. Building a supportive parenting climate and recognizing and encouraging positive behaviors was more effective and long-lasting than trying to reduce teens’ negative behaviors. The relationship quality teens have with their fathers, i.e., warmth and emotional involvement, is crucial in early adolescence. But as teens transition to late adolescence, the parenting dynamics shift, emphasizing greater need for cooperation between parents in raising their teens. Parents! Especially in the early stages of adolescence, fathers play a crucial role in shaping parenting styles and providing support and family structure. Family interventions in raising adolescents may be more successful by enhancing your and your partner’s interaction. Recognize that teamwork between parents is important.

Written by Jarret Bain B.S.

Reference: Gabriel, A. S., Ladge, J. J., Little, L. M., MacGowan, R. L., & Stillwell, E. E. (2023). Sensemaking through the storm: How postpartum depression shapes personal work–family narratives. Journal of Applied Psychology, 108(12), 1903–1923. https://doi.org/10.1037/apl0001125 Returning to full-time work after childbirth is a challenge for women, with significantly new responsibilities, sleep deprivation, and priority setting, especially those with postpartum depression (PPD). They have extreme sadness, mood swings, impaired reasoning, and tearfulness with thoughts of self or child harm. Psychologists conducted Zoom interviews with women’s health experts and 41 working women diagnosed with PPD of different races recruited from blogs, and professional or health organizations for new mothers. Only two were without partners. All had 1-3 children. Results? Diagnosis of PPD led mothers to identify as impaired. Women needed to make sense of new expectations and reality of their lives towards work and family. Women with PPD experienced excessive loss. They used medication, therapy, coping, and/or recovery activities, such as mindfulness, exercise, and limiting work tasks. Treatment was essential to help women learn self-compassion and self-care practices while relieving the burden of believing they needed to "do it all." Workplaces! Understand the impact of PPD and new babies on working mothers! Create flexible policies that allow for treatment, reduced workloads, flexible time off, childcare, and support for both parents. Partners! Share household and child-care tasks. Give encouragement to aid your partner’s resilience and well-being.

Written by Jarret Bain B.S.

Reference: Mohd Hasim, M. J., Hashim, N. H., & Mustafa, H. (2023). Married life: Measuring adult romantic attachment and satisfaction. Couple and Family Psychology: Research and Practice, 12(3), 119–131. https://doi.org/10.1037/cfp0000188 What does marriage look like in other countries? Researchers examined romantic attachment styles and marital satisfaction among married individuals in Malaysia, where cultural influence and societal norms may lead to differing marital dynamics. They distributed questionnaires to 400 married persons in Penang, Malaysia, divided equally among Indian, Chinese, and Malay ethnic groups and marriages in different parental stages: childless, early parental stage, to post parental when children have left home. Results? Researchers found four attachment styles between marital partners. 61% reported having a secure attachment style with higher marital satisfaction, meaning they have affection and trust toward their partners and are comfortable with each other. The remaining groups were equal: dismissive attachment style (tending to avoid intimacy, fearing closeness, and distrusting others), fearful (fear losing their partner but crave closeness), and preoccupied (need for independence, thus avoids conflict). Couples with secure attachments were the most satisfied. Malaysian culture, marked by the community keeping the peace, values interpersonal harmony above personal preference. Thus, devotion to the societal group significantly shapes attachment styles, and many individuals acquiesce in resolving conflicts. How does your upbringing and culture impact your attachment style and marital satisfaction? See a marriage therapist to enhance your romance!

Written by Jarret Bain B.S.

Reference: Rohan, K. J., Meyerhoff, J., Ho, S.-Y., Roecklein, K. A., Nillni, Y. I., Hillhouse, J. J., DeSarno, M. J., & Vacek, P. M. (2019). A measure of cognitions specific to seasonal depression: Development and validation of the Seasonal Beliefs Questionnaire. Psychological Assessment, 31(7), 925–938. https://doi.org/10.1037/pas0000715 Do you feel sad during winter? Some people experience Seasonal Affective Disorder (SAD), a depression they feel during fall and winter. Psychologists used patients’ therapy statements to develop the Seasonal Beliefs Questionnaire (SBQ) to diagnose seasonal depression. They used typical thoughts called "seasonal beliefs," such as feeling bad in winter, but good in summer, blaming winter for problems, missing sunlight, and not noticing seasonal changes. Researchers gave the SBQ to over 500 Vermont student participants with seasonal depression and those with regular depression. The SBQ discriminated SAD patients from both nonseasonal major depressive disorder patients and healthy persons. Then, researchers used the SBQ to detect changes in seasonal beliefs in 170 SAD patients who received Cognitive behavioral therapy (CBT) for SBQ thoughts or regular therapy. They found that although both treatments were effective, CBT for seasonal depression was better at preventing seasonal beliefs from happening again. Lesson? If you feel gloomy during winter and darker days, remember it's not just about the weather! It's also about how you think about it! Seek a CBT therapist to identify your thoughts and how to change them. Get out in nature. Appreciate changing seasons. When the sun is shining, soak up the sun!

Written by Jarret Bain B.S.

Reference: Bhattacharyya, B., & Berdahl, J. L. (2023). Do you see me? An inductive examination of differences between women of color’s experiences of and responses to invisibility at work.Journal of Applied Psychology, 108(7), 1073–1095. https://doi.org/10.1037/apl0001072 Ever felt like people didn't notice you at work, even when you were right there? This feeling of being unseen or forgotten happens more often to women, especially women of color. Psychologists studied how women of color feel and respond when they experience this invisibility at work, They interviewed 65 Canadian and US women of color from different backgrounds. Results? Women of color described feeling invisible in different ways. Some felt forgotten, yet others liked feeling equal, without any unique qualities. Some felt others perceived only their race or ethnicity, while others felt pressured to act more like white people to fit in. Reactions varied. Some blamed themselves and felt ashamed. Others felt angry, wanting to speak up. But many felt stuck and unsure how to respond. Some hid their differences to blend in, while others chose to confront the issue head-on. Understanding how women of color experience invisibility helps us see their challenges and how they cope. Let’s take time to appreciate diversity. Recognize the value of every individual, learn about other’s uniqueness, and make supportive workplaces for everyone.

Written by Jarret Bain B.S.

Reference: Agbor C, Kaur G, Soomro F M, et al. (2022) The Role of Cognitive Behavioral Therapy in the Management of Psychosis. Cureus 14(9): e28884. DOI 10.7759/cureus.28884. Anti-psychotic medications for 50 years have been the standard treatment for psychosis. People diagnosed with psychosis, such as Schizophrenia and Delusional Disorder, have beliefs or see or hear things others do not. In the last 25 years, numerous studies progressively revealed the benefits of Cognitive Behavior Therapy for Psychosis (CBTp) specifically designed to treat psychosis by helping clients reappraise their thoughts and use coping strategies. Researchers from 13 research universities and health centers reviewed strong research studies with comparison groups from 2012-2022 to determine the benefits of CBTp. Results? Early intervention with CBTp in ultra-high-risk cases can prevent first psychotic episodes and improve self-esteem and coping. Clients exhibiting psychosis in CBTp improved in everyday functioning, thinking through difficult situations, sleep quality, with fewer hospitalizations but more voluntary admissions than those not receiving CBTp. Clients who resist or are nonresponsive to psychiatric medications are responsive to CBTp as well as Group CBTp. These researchers concluded that for clients with initial psychosis, CBTp is effective, but they need longer-term CBTp to maintain gains, get along socially, and make positive life choices. Communities need specialized, well-trained, available CBTp therapists as well as specialized treatment centers. Communities! Let’s make CBTp available.

Written by Juanita N. Baker, Ph.D.

Reference: Sanders, Christopher A., Jenkins, Alexis T. & King, Laura A. (2023) Pretty, meaningful lives: physical attractiveness and experienced and perceived meaning in life. The Journal of Positive Psychology, 18:6, 978-994. DOI: 10.1080/17439760.2022.2155222 Does physical attractiveness give our lives meaning? Psychologists wanted to understand how beauty may affect existential meaning—the feeling that life has purpose, significance, and makes sense. They recruited over 1000 participants across three studies that examined the attractiveness-meaning link using self-reports, observer ratings, and general attractiveness assessments. Results? Study 1 revealed that participants who rated their own attractiveness highly felt like their lives had more meaning and experienced more pleasure. Study 2 revealed that people rate attractive people as having more meaningful lives. Study 3 revealed that people believing themselves to be attractive is more important to their feeling of well-being than other’s ratings of their physical attractiveness. Thus, one’s self-rating of one’s own attractiveness was more predictive of their own sense of self-meaning and well-being than others' ratings of their attractiveness. Our society often over-emphasizes the importance of one’s appearance. Advertisements set narrow beauty standards. This study indicates life becomes more meaningful when your own judgment impacts your feelings of life’s meaning. Remember, you can be an attractive person other than in physical features...kind acts, sense of humor, cheerful smiles, and good works to help others and the world—all can bring meaning in life.

Written by Jarret Bain B.S.

Reference: Goudeau, S., Sanrey, C., Autin, F., Stephens, N. M., Markus, H. R., Croizet, J.-C., & Cimpian, A. (2023). Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool.Journal of Experimental Psychology: General, 152(11), 3135–3152. https://doi.org/10.1037/xge0001437 There's a hidden divide affecting class participation that often goes unnoticed. Psychologists asked, “How do children from families with different income levels engage in class?” They recruited 100 preschoolers from four classrooms in the region of Nouvelle-Aquitaine in France. Based on their parents' jobs, nearly half (43) came from low-income families, (51) came from middle- or high-income families (four were undetermined). The researchers observed recordings of whole-class discussions on books, arts, or their personal experiences. Then, they measured how often and how long students participated, the likelihood their teacher called upon them, and how much they interrupted each other. Results? On average, Kids from wealthier families participated substantially more than those from lower-income families. Teachers more likely called on the more affluent students who volunteered or interrupted other students or the teacher and talked for longer time periods than lower-income students. Teachers and Parents. Be sure to smile or praise all for contributing to discussions and answering questions. Ask the quieter, lower-income children for their ideas. Encourage them to share, too. As what they think, and share is valuable too.

Written by Jarret Bain B.S.

Reference: Afifi, Tracie O &, Romano, Elisa (2017). Ending the Spanking Debate. Child Abuse & Neglect 71, 3–4. What do 20 years of high quality research reveal about spanking children? One whole issue of the Child Abuse & Neglect Journal in 2017 is devoted solely to the research and conclusions on child corporal punishment by parents or anyone. Psychological science shows that spanking (corporal punishment) misleads the parent, as children immediately comply. Yet spanked children have greater likelihood of mental health issues, substance use, suicidal thoughts and attempts, and behavioral, social, cognitive, and even physical health problems. Not one study revealed any benefits from spanking. Instead, parents must teach children positive behaviors and helpful ways to handle their emotions—anger, fears, disappointments, and triumphs. Spanking a child, often done in anger and frustration, models aggression for the child as the way to solve problems. Research shows spanking increases the likelihood of anger, aggression, and violence in societies and worse parent-child relationships. The United Nations’ 2016 goal was to eliminate spanking and all physical punishment of children and promote well-being for all. In 2024, 65 countries prohibit spanking and hitting of children by everyone—parents, schools, jails, or detention centers. Let’s stop all corporal punishment and make a nation-wide effort to provide all parents loving techniques to raise humane children.

Written by Juanita N. Baker, Ph.D.

Kanaya, Y., Kawai, N. Anger is eliminated with the disposal of a paper written because of provocation. Sci Rep 14, 7490 (2024). https://doi.org/10.1038/s41598-024-57916-z Managing Anger effectively is challenging, especially for those who have experienced maltreatment and lack coping skills. Traditional methods like suppressing anger, self-distancing, or cognitive reappraisal have limitations. Psychologists investigated whether physically acting reduced anger. Researchers recruited 60 participants who wrote brief opinions about social problems and assessed their anger periodically. A research confederate gave each a handwritten insult about their opinions. Participants then wrote about their anger, the cause, and their thoughts. Upon instruction, half the group threw the paper in the trash or shredded it, the other group kept it in a file on their desk. Results? In both groups, after provocation, anger increased but then decreased after writing about it with no significant group differences. Once the participants did something with their writings about anger (i.e. threw it away or kept it in a file on their desk) the trash throwers’ anger returned to baseline levels compared to those keeping the paper. Disposing of the paper may hold symbolic meaning beyond removing it physically. So, for old grudges or the next time you get angry, try writing down what happened, what made you angry, then tear it up, shred it, or compost it! Anger be gone!

Written by Jarret Bain B.S.

Mills L, Lee JC, Boakes R, Colagiuri B. Reduction in caffeine withdrawal after open-label decaffeinated coffee. Journal of Psychopharmacology. 2023;37(2):181-191. doi:10.1177/02698811221147152 People trying to overcome drug dependence often experience distressing withdrawal symptoms. Thus, psychologists investigated the role of placebo effects in caffeine withdrawal. A placebo is a pill or procedure prescribed for psychological effect but has no physiological effect. When people believe they have ingested a drug, even if placebo, they “feel” its impact. Researchers recruited 60 heavy coffee drinkers asking them to abstain from caffeine for 24 hours. Dividing into three groups, they assessed caffeine withdrawal symptoms, then gave participants a cup of either: 1. Decaf coffee accurately labeled 2. Decaf coffee mislabeled as caffeinated (which is deceptive): 3. Water labeled as water (control): Then again assessed their caffeine withdrawal symptoms and rated the impact. Results? Those who drank the accurately labeled (decaf coffee) reported a 9.5 point reduction in withdrawal symptoms, while those who drank the deceptively labeled caffeine coffee (the placebo), reported twice that reduction in withdrawal symptoms! Both groups reported much greater symptom reduction than those who drank water. Surprisingly, drinking the accurately labeled decaf coffee showed a reduction in withdrawal symptoms too, even though they did not expect any. Thus, deception may not be necessary to produce reduction in withdrawal symptoms. Understanding these issues in addiction treatment could improve outcomes.

Written by Jarret Bain B.S.

Reference: Kafka, A. M. (2023). Seeing through woke-washing: Effects of projected diversity values and leader racial diversity on equity in workplace outcomes. Consulting Psychology Journal, 75(1), 94– 118. https://doi.org/10.1037/cpb0000237 Companies increasingly show they are committed to diversity and inclusion—to provide employees equal access to opportunities. Psychologists studied how diversity messaging and representation affects job seekers making decisions to apply or not to job offerings. The researchers recruited over 400 participants via Amazon MTurk and presented them with hypothetical scenarios and varied messaging about Black/Hispanic/Latinx leaders and employees to assess how strongly they felt about applying for a job there. Results? When business leadership presented their leadership as racially diverse, Black and Hispanic applicants, especially, more likely applied. Because of their social group or race, applicants feared devaluation, thus chose applying to safer jobs where they did not feel uncomfortable or discriminated. Whites and Black/Hispanics responded favorably to diversity initiatives. This highlights the importance of the company’s image, supporting equal treatment, and accepting diversity and multicultural policies. Employers! Authentic diversity messaging and actual multicultural leadership representation are essential for promoting forward thinking cultures and dynamic outcomes in your business. By understanding the connection between diversity messaging and organizational climate, companies can develop more effective strategies for attracting top applicants and promoting equality of race, gender, and belief. Leaders! Helping employees feel safe and accepted will attract diverse talent.

Written by Jarret Bain B.S.

Reference: Goya-Tocchetto, D., Kay, A. C., & Payne, B. K. (2024, February 1). Can Selecting the Most Qualified Candidate Be Unfair? Learning About Socioeconomic Advantages and Disadvantages Reduces the Perceived Fairness of Meritocracy and Increases Support for Socioeconomic Diversity Initiatives in Organizations. Journal of Experimental Psychology: General. Advance online publication. https://dx.doi.org/10.1037/xge0001525 Sadly, socioeconomic advantages and disadvantages can significantly impact hiring and promotion decisions. Psychologists studied how learning about past socioeconomic inequalities impacts perceptions of a fair hiring process and outcomes, equal opportunity, political orientation, and policy support. They recruited 3500 participants across five studies. They placed participants in one of three groups in each study: no information, targeted background inequality information, or general inequality information. Participants read about two candidates who worked hard but reached different levels of achievement. Results? If people learn about past socioeconomic advantages and disadvantages in society, they see less fairness in societies where power is held by people not selected according to merit. Learning of past inequalities also influenced people’s perspectives across political ideologies. They supported fairer work policies and promoted socioeconomic diversity after exposure to information about past inequalities. Employers, be mindful of bias! Diversity brings new ideas and perspectives. Not everyone has access to the same opportunities. Look for those who are capable of the same growth or work ethic. Understand how past inequalities shape opportunities and thus can inform more equitable policies and practices, leading to fairer outcomes for all individuals.

Written by Jarret Bain B.S.

Reference: Lauder C, March E., Catching the catfish: Exploring gender and the Dark Tetrad of personality as predictors of catfishing perpetration, Computers in Human Behavior, Volume 140, 2023, 107599, ISSN 0747-5632, https://doi.org/10.1016/j.chb.2022.107599. With the extensive internet use, catfishers can easily steal your identity and your money. Catfishing is a form of online deception and fraud or scamming that involves creating a fake identity to exploit others online which is apparently extensive and perpetrated by 25% of women and 38% of men. The repercussions are profound, leading to financial loss and psychological trauma. Psychologists attempted to uncover the connection between catfishing and personality tendencies towards deceiving others by individuals often having the four personality traits: Psychopathy, Sadism, Machiavellianism, and Narcissism (called the Dark Tetrad) For instance, individuals high in Psychopathy may exploit others with a disregard for their pain, while those high in Sadism find satisfaction in hurting others. Narcissists may deceive to boost their image, while Machiavellians manipulate for personal gain. All may have little concern for the impact they have on others, thus having low empathy. Over 600 participants aged 18-88 completed assessments of the Dark Tetrad, social desirability, and catfishing behavior. Results? People with high psychopathy, sadism, and narcissism perpetrated more catfishing behaviors. Red Alert: Catfishers are egotistical (narcissistic), callous and deceptive (psychopathy), and enjoy causing others harm. Beware of online people showing this kind of profile.

Written by Jarret Bain B.S.

Reference: Nelson-Coffey, S. K., Killingsworth, M., Layous, K., Cole, S. W., & Lyubomirsky, S. (2019). Parenthood Is Associated With Greater Well-Being for Fathers Than Mothers. Personality & Social Psychology Bulletin, 45(9), 1378–1390. https://doi.org/10.1177/0146167219829174 Who feels better about parenthood and has a greater feeling of well-being, mothers or fathers? Psychologists examined gender differences in parents’ well-being. 18,000 participants took several assessment measures on gender differences in parents’ global well-being, psychological need satisfaction, and stress levels. In the first two studies, they compared the well-being of mothers and fathers with their respective peers who had no children. In the third study, researchers examined how gender related to states of happiness in mothers and fathers while caring for or spending time with their children. They compared fathers and mothers, parents and nonparents, while engaged in caregiving compared to engaging in other daily activities. Results? Mothers were less happy compared to women without children and fathers with their children, perhaps because they had more responsibility for child and household care. Fathers reported greater happiness overall, relative to men without children, especially when playing with their children, and compared to their other daily activities and when compared to women. Children will thrive if both parents have equal responsibility and joy in raising children. In the spirit of Father’s Day weekend, let’s all celebrate fathers and take time to have fun with our kids!

Written by Kristin Harris, Ph.D.

Reference: Stubblebine AM, Gopalan M, Brady ST (2024) Who feels like they belong? Personality and belonging in college. PLoS ONE 19(1): e0295436. https://doi.org/10.1371/journal.pone.0295436 How does a student’s personality relate to their initial sense of belonging in college? Psychologists assessed 4700 first-year students from North American universities investigating, “How do students’ personalities relate to their sense of belonging in their first year?” Would those with extraversion, a personality trait associated with positive emotions like being more social and talkative, be positively associated with feeling a sense of belonging? Would those with Neuroticism, associated with negative emotions (anxiety, anger, or loneliness), not feel belonging? Results? During the summer before college, (especially at larger schools) more extroverted students (having positive emotions and liking being more social and talkative) felt a greater sense of belonging at the end of their first year, where those with Neuroticism did not. Colleges! Offer activities where students’ different personalities feel comfortable meeting other students and getting involved to feel a sense of belonging so they can focus on becoming successful students. Students! reach out to others, be open and welcoming. Explore the many clubs and activities to join and work with others to find your place of belonging.

Written by Kristin Harris, B.S.

Reference: Roberts, T. S. (2023). African Americans and Activism: Exploring the Impact on Psychological Well - Being. Journal for Social Action in Counseling & Psychology , 15 (1), 14 – 31. https://doi.org/10.33043/JSACP.15.1.14 - 31 African Americans face unique challenges due to historical, social, and cultural contexts. Social justice and protest movements bring attention to the historical and ongoing trauma of racism. Racism impacts the overall mental health of African Americans. A psychologist investigated the relationship between psychological well - being and Post - Traumatic Stress Disorder (PTSD) as related to activism, self - identity as an activist, and length of activism. A community sample of nearly 300 African Americans complete d Scales on PTSD , Psychological Well - Being, and Activism. Results? African Americans who had higher levels of psychological well - being engaged in greater activism. Those who identified as activists had 4 times less PTSD symptoms. Older adults compared t o younger adults showed less PTSD symptoms and higher psychological well - being. African American females reported higher levels of psychological well - being compared to males. These findings emphasize the importance of considering age, sex, and duration of activist involvement as contributing factors in understanding variations in mental health. Let’s be supportive! Let’s strive to enhance the overall safety of African American activists. Let’s encourage all Americans to engage peacefully in having their voices heard and advocate for righting wrongs and helping our communities live well, be happy, and be productive.

Written by Kristin T. Harris, Ph.D.

Reference: Morrison, M., Tay, L., & Diener, E. (2011). Subjective Well - Being and National Satisfaction: Findings From a Worldwide Survey. Psychological Science , 22 (2), 166 – 171. https://doi - org.portal.lib.fit.edu/10.1177/0956797610396224 Can people living in poverty, feel life happiness? The country where you live impacts your life, job opportunities, and quality of healthcare. Researchers examined the relationship between satisfaction with one’s country and their feeling well - being. T hey surveyed 132,000 persons worldwide from 128 countr ies. They asked them questions related to life, nationality, personal health, and job satisfaction. They asked if moving, or environmental variables impact ed them. Results? National satisfaction strong ly predict ed life satisfaction, household income and conveniences, moving, average income, and region. N ational satisfaction more strongly predict ed well - being w hen individuals are poverty - stricken or live in collectivistic cultures like East Asian /Japan and Latin America/Mexico (that endorse harmonious relationships, family, and the well - being of the in - group) . Neither Health, standard of living, nor job predicted happiness . W hen people live d in individualistic cultures like North America and Europe fo cus ing on individual success, they measure happiness by looking at their personal life (job or family). But when life is tough, or when living in collectivistic cultures , people tend to judge happiness based on how well their society or community is doing . Everyone! As Independence Day approaches, let’s focus on our personal and collective successes re membering what to be thankful for!

Written by Kristin T. Harris, Ph.D.

Reference: Garrett - Walker, J. J., & Montagno, M. J. (2023). Queering Labels: Expanding Identity Categories in LGBTQ + Research and Clinical Practice. Journal of LGBT Youth , 20 (4), 865 – 881. https://doi - org.portal.lib.fit.edu/10.1080/19361653.2021.1896411 The public and p rofessionals find it challenging to keep up with the different ways LGBTQ+ people identify themselves. Researchers compared how Millennial and Generation Z queer communities refer to their gender identity (what gender they see themselves) and sexual identity (to whom they respond sexually). They collected online surveys from 800 young adult s (18 - 35 years) w ho identif ied as LGBTQ+ in their gender and sexual identities . Results? 40% of the sample endorsed being sexual ly responsive outside the norm : asexual (not experiencing any sexual attraction toward people), pansexual (experiencing sexual or romantic att raction toward people regardless of sex or gender), and queer (not confined to society’s ‘heterosexual norm’ ). Additionally, 34% of the sample endorsed an expansive gender identity ( identifying as transgender , i.e., different from birth gender), or gender queer/nonbinary (identifying as a different gender that does not conform to conventional gender distinctions). Younger Generation Z were more likely to report an expansive gender and sexual identity compared to older Millennials Generation Y . With society’s more acceptance and openness, the younger Generation Z seems more comfortable exploring and revealing options. Yet, it still takes courage to reveal one’s gender or sexual orientation. Let’s learn, accept differences, and be compassionate!

Written by Kristin T. Harris, Ph.D.

Reference: Afifi, Tracie O & , Romano , Elisa (2017). Ending the Spanking Debate. Child Abuse & Neglect 71, 3 – 4. Getting out into nature enhances our mental health, prior research indicates. Bird watching is a highly popular sport. British psychologists wanted to use smartphones in real - time to determine whether seeing or hearing birds imme diately impacted people’s mental well - being and for how long. Researchers surveyed nearly 1300 volunteers (half from UK, the other half from Europe, US, India, Australia, and China) 70% female, ages 16 - 80, mean 34 years, and University educated, majority employed or students) . They asked them to carry smartphones so they could answer in real - time where they were — inside or outdoors. When signaled, participants answered brief questions about their activity, whether they heard or saw birds, trees, plants, water, and their current mental well - bein g. Results? An analysis of nearly 27,000 responses from April 2018 - October 2021 showed that encounters with birds led to higher ratings of mental well - being, even for those who self - reported having had a diagnosis of depression. Participants’ wellbeing was significantly better when seeing and hearing birds, than if just seeing trees, plants, and water or hearing it . Their positivity lasted into the next day. Enhance your positivity and mood , get outside! Find the birds! What are they doing?

Written by Juanita N. Baker , Ph.D.

Reference: Markov , Č, & Yoon , Y. (2021). Diversity and age stereotypes in portrayals of older adults in popular American primetime television series. Ageing and Society , 41 (12) , 2747 - 2767. doi:10.1017/S0144686X20000549 Nearly 7 % of prime - time television shows depict adults older than 60 years old . H ow do filmmakers present them ? Researchers examined 112 episodes of popular American television series between 2004 - 2018. They selected TV programs according to the highest Nielsen ratings in fiction series, regardless of genre. T wo coders recorded the characters’ gender, age, ethnicity, social class, sexual orientation, disability, speaking role, and role prominence. The coders focused specifically on characters 65 and older, assessing cues such as physical appearance and character role. The researchers categorized older charac ters as young - old, middle - old, or old - old. Results? Primetime TV rarely features older adults . Younger older adults outnumber the middle - old s or old - old s. M ale characters outnumber women . Approximately 90% of characters are Caucasian and 9% African Americ an. Nearly 75% are middle - class, 8% upper class, and 8% lower class. Half of older adults are heterosexual , the remainder not specified . Few characters have disabilities. This study reflects the need to broaden how Primetime TV portrays older adults. Let’s have mo re elderly depicted, plus representative diversity, in ages, ethnicity, and disability, especially since our population is aging ! We can all learn from older adults in character roles giving us wisdom and diversity!

Written by Kristin M . Harris, Ph.D.

Reference: Hinduja, S., & Patchin, J. W. (2022). Bias - Based Cyberbullying Among Early Adolescents: Associations With Cognitive and Affective Empathy. The Journal of Early Adolescence , 42 (9), 1204 - 1235. https://doi.org/10.1177/02724316221088757 The term cyberbullying means repeatedly harass ing , mistreat ing , or ma king fun of others while using electronic devices. Bias - based cyberbullying means repeatedly hurting or harassing someone online because of their identity, like their race, gender, ethnic group, or religion. How widespread is this cyberbullying among adolescents? Researchers asked a national sample of over 1,600 adolescents, ages 12 - 15 years old, various questions about cyberbullying, and bias cyberbullying offending based on race or religion in the last 30 days. Participants were also assessed on their cognitive e mpathy (that is, being able to place themselves in other people’s “shoes,” to understand their feelings). Results? Approximately 80% of adolescents report being cyberbullied in the past 30 days, 8% cyberbul lied others, of which 5% cyberbull ied others due to race. Male youth are significantly more likely than female youth to participate in general cyberbullying, and bias - based cyberbullying . However, older youth, especially 14 yr. olds, are more likely to cyberbully and bias based cyberbully. Adolescents w ith more cognitive empathy are less likely to cyberbully others , and specifically less likely to bias cyberbullying based on others’ race or religion. Parents, teachers, and schools! Let’s teach cognitive empathy to adolescents and reduce cyberbullying!

Written by Kristin M . Harris, Ph.D.

Reference: Callaghan, B; Delgadillo, Q. M.; & Kraus , M. W . (2022). The influence of signs of social class on compassionate responses to people in need. Frontiers in Psychology , 13 . https://doi.org/10.3389/fpsyg.2022.936170 When a person is in need, how does their social class affect how ot her people treat them? A field experiment with approximately 4,500 people studied how signs of social class affect compassion towards those in need. In two major U.S. cities, pedestrians saw a person wearing either high or low social class symbols asking for money to help the homeless. Researchers measured how much money people gave. Pedestrians gave nearly 2 ½ times more money to the person wearing high - class symbols than to the one wearing low - class symbols. A follow - up study with 504 participants were shown images of the same person wearing either high - or low - class symbols. The study looked at what caused compassionate responses. Results? Higher - class symbols made people think the person was more competent, trustworthy, similar to themselves, and more human than lower - class symbols. These findings show that visible signs of social class affect how we judge others and decide to help those in need. Let’s move beyond the limits of status symbols and work together to create a fairer society by reducing biases! We can all benefit by increasing our awareness, encouraging empathy, and supporting social class symbols that are inclusive of everyone!

Written by Kristin M . Harris, Ph.D.

Reference: Sheldon, K. M. ; Corcoran, M. ; & Titova, L. (2021). Supporting one’s own autonomy may be more important than feeling supported by others. Motivation Science, 7 (2), 176 – 186. https://doi.org/10.1037/mot0000215 Did you know most human beings have a universal need to make their own decis ions without someone else’s influence? Researchers studied whether individuals who supported their own sense of autonomy, or independence, through self - talk were successful. Participants represented nearly 1,200 introductory college students who were sur veyed on subjective well - being, meaning of life, self - support, and support from authorities. Results? In the first study, people who rated themselves as self - supportive felt better than those who felt supported by their leaders. In the second study, people who supported themselves at the start felt happier after completing a strenuous hike, and du ring six weeks of a college semester. This effect is stronger than, and surpasses the benefits of , feeling supported or controlled by others. In the third study, when people received encouragement to support themselves in a challenging class, they expected to enjoy it more and feel less stressed. Overall, these results suggest that to be successful, being kind to your self and encouraging yourself to hold to your own standards is more beneficial than being an overly strict taskmaster or depending upon other’s support . Let’s not be too hard on ourselves! Let’s make a difference by focusing on self - compassion and positive self - talk.

Written by Kristin M . Harris, Ph.D.

Reference: Burns, G . N. ; DeGennaro, M . P .; Harrell, Cody E. ; Morrison, P . J .; Soda, L . M. ; & Walters, R . L. (2024). Emotional m anipulation in the w orkplace: An i nvesti gation into the i ndirect e ffects of Machiavellianism on c ounterproductive w ork b ehaviors (CWBs). Personality and Individual Differences, 221 , 1 - 7. http://dx.doi.org/10.2139/ssrn.4431914 Have you seen colleagues manipulating situations at work? Researchers studied how manipulation affects work behavior. Manipul ative people often lack empathy, ignore morals, and focus on themselves. This can lead to problems and counterproductive work behaviors in the workplace. Psychologists looked at how manipulation causes problems at work. They asked if traits like agreeableness and having emotional skills can help. They studied two groups of 159 and 201 people who answered questions about their personality and behavior. What did they find? Manipulative employees use emotional tricks to get their way! They see themselves as charming and smart. Manipulat ors believe they can do sneaky things and not get caught or face consequences . This leads to conflict, bullying, and bad b ehavior at work. But being agreeable, rule - oriented, and having emotional skills can stop this! So, what can you do? Sharpen your emotional intelligence and control to stop and sidestep these behaviors. When dealing with manipulative people, find what they do right. Be generous and prais e ! Highlight their kindness and workplace rules . G ive them space to keep things from getting worse. Champion teamwork and foster open communication!

Written by Gary Burns, Ph.D.; Kristin M. Harris, Ph.D.

Reference: Wahl, O., Rothman, J., Brister, T eri ., & Thompson, C. (2019). Changing student attitudes about mental health conditions: NAMI ending the silence. Stigma and Health , 4 (2), 188 – 195. https://doi - org.portal.lib.fit.edu/10.1037/sah0000135 Wouldn’t Humanity be better off if we all helped and cared for each other ? F eeling secure in relationships helps people become more open - minded and empathetic . Attachment theory research shows feeling secure makes people value selflessness and tolerate others who are different from them. People w ho feel secure in their attachments often volunteer to help others for unselfish reasons leading to their own positive feelings and satisfaction. U.S. and Israeli r esearchers. conducted five experiments on 180 undergraduate students in Israel and US , test ing which techniques can increase feelings of security. Participants rated their feelings in close relationships and on measures of attachment style, self - esteem, and neuroticism plus their compassion and willing ness to help others . Results ? F or both US and Israeli participants, p eople f eeling a sense of security were more compassionate and helpful. However, anxiety and avoidance attachment negatively affect ed their compassion, personal distress, and altruistic behavior. Overall, attachment sec urity support ed caring feelings and behaviors, while insecurity interfere d with their compassionate caregiving. Encourage others helping, by making them feel secure. Volunteer in actions that help others. Focus on the needs of loved ones and work toward building relationships that make you and others feel secure!

Written by Kristin M . Harris, Ph.D.

Reference: Wahl, O. F., Susin, J., Kaplan, L., Lax, A., & Zatina, D. (2019). Changing Knowledge and Attitudes with a Middle School Mental Health Education Curriculum. Stigma R esearch and A ction , 1 (1), 44 – 53. https://doi.org/10.5463/sra.v1i1.17 Can middle school students change t heir understanding and attitudes about mental illness? Researchers tested 193 students from 4 schools in a popular mental health education program called, “Breaking the Silence.” Students completed questionnaires about their knowledge, attitudes, and wil lingness to interact with people with mental illnesses before, right after, and six weeks after the program. Half of students participated in the educational program; the other half continued with regular classes. Results? Students who took part in the Breaking the Silence program showed improved understanding, reduced inaccurate beliefs, ‘stigma,’ and attitudes about mental illness and became more willing to interact with people with mental illnesses. Students who did not take the program showed no changes. This means the educational program effectively improved middle school students' understandin g and attitudes about mental illness . Schools, teachers, parents, and mental health providers! C onsider implementing easy and effective ways to enhance understanding , compassion for, and acceptance of people with mental illness. Introducing Breaking the Silence curriculum during childhood and adolescence may help prevent bullying, negative attitudes and misunderstandings about mental illness among peers and in adulthood.

Written by Kristin M . Harris, Ph.D.

Reference Cho, I., Berry, C. M., Payne, S. C., & Lee, P. (2023).Too good to be true? Are supervisor-perspective ratings a valid substitute for actual supervisor ratings?. The Journal of applied psychology, 108(1), 167–178. https://doi.org/10.1037/apl0001018 Getting supervisors to rate their employees directly is costly and time-consuming. Thus, research psychologists often use supervisor-perspective ratings: asking employees to rate how they think their supervisor would rate their own job performance. How similar would the employee’s and supervisor’s ratings be? Self-ratings may be less accurate due to self-enhancement or lacking self-insight. Researchers questioned whether people rating themselves from their boss’s view were equally accurate to their supervisor's ratings. Researchers compared many studies from different countries in one analysis comparing actual supervisor ratings and employees rating themselves as they think their supervisor would. They selected 26 primary studies that compared participants’ measuring their expectations of their supervisor’s ratings with measurements of their supervisor’s actual ratings. Results? Supervisor-perspective ratings typically did not match actual supervisor ratings. There was an even greater mismatch when rating “citizenship behaviors”—like, thoughtfulness for others, in contrast to job tasks (especially in the more group-focused cultures where supervisors were less likely to give feedback on non-job performance.) Avoid misunderstandings and poor decisions about employee performances! Do not use supervisor-perspective ratings to replace actual supervisor ratings, especially in workplace environments with complex behaviors and cultural dynamics.

Written by Kristin M. Harris, Ph.D.

Reference: Shockley, Kristen M.; Gabriel, Allison S., Robertson, Daron., Rosen, C. C., Chawla, N., Ganster, M. L., & Ezerins, M. E. (2021). The fatiguing effects of camera use in virtual meetings: A within-person field experiment. The Journal of applied psychology, 106(8), 1137– 1155. https://doi.org/10.1037/apl0000948 During the COVID-19 pandemic, many employees started working remotely, replacing face-to- face meetings with virtual ones. This sudden change led to discussions about "Zoom fatigue," where people feel drained and lack energy after a day of virtual meetings. Management and Organizational Psychologists aimed to understand how using a camera or not in virtual meetings affects fatigue, participation, and engagement. In one study, researchers over four weeks made 1,400 daily observations of 100 employees, some using cameras, others not. Their goal was to study whether having the camera on would impact fatigue, participation, and engagement, and which employees were most affected. Results? Using the camera caused fatigue, which impacted meeting performance both on the same day and the next day. Fatigue was problematic for employee voice and engagement in meetings. Women and newer employees were more fatigued by using cameras, perhaps because women may have more concern with appearance. New employees may worry how they are coming across. When videoconferencing, reduce Zoom fatigue by hiding your self-views when focus is on a presentation. Give encouragement and positive recognition for those sharing when exchanging ideas.

Written by Kristin M. Harris, Ph.D.

Reference: Henriksson, M., Wall, A., Nyberg, J., Adiels, M., Lundin, K., Bergh, Y., Eggertsen, R., Danielsson, L., Kuhn, H. G., Westerlund, M., David Åberg, N., Waern, M., & Åberg, M. (2022). Effects of exercise on symptoms of anxiety in primary care patients: A randomized controlled trial. Journal of affective disorders, 297, 26–34. Can exercise reduce anxiety symptoms in people with anxiety disorders? Researchers wanted to see if a 12-week exercise program could improve anxiety symptoms. They recruited 286 patients from primary care in Sweden who self-rated their anxiety and depression symptoms on assessment measures. Researchers randomly assigned patients to two exercise groups that included cardio and strength training, or to a non-exercise control group. Results? Patients in the exercise groups improved more in both anxiety and depression symptoms compared to the control group. No significant differences appeared between the two exercise groups. Patients in the low-intensity group were nearly 3½ times more likely to show anxiety improvement, while the moderate/high-intensity group had nearly 5 times the odds of improvement. Overall, the 12-week exercise program was effective in reducing anxiety and depression symptoms, supporting the idea that exercise can be an effective treatment for mood disorders. Feeling anxious or sad? Take a run, or walk in nature, go for a bike ride, or swim at the beach! Physical exercise can improve anxiety and depression. Doctors! Prescribe exercise to people with anxiety in primary care. Exercise is low-cost, has few side effects, and helps improve overall health. Get Moving!

Written by Kristin M. Harris, Ph.D.

Reference: Schuth, M., Brosi, P., Folger, N., Chen, G., & Ployhart, R. E. (2023). When new talent scores: The impact of human capital and the team socialization context on newcomer performance in professional sports teams. Journal of Applied Psychology, 108(6), 1046– 1059. https://doi.org/10.1037/apl0001060 When does the team environment help or hurt how well a new team member performs? Psychologists studied how the team environment affects new team members’ performance in professional sports teams. They used data from the top five European professional football leagues over several years and examined over 23,000 players to see how newcomer skills and team characteristics affect newcomer performance. They looked at past team performance, the number of newcomers, and two socialization contexts, one where players spent more time on teams and one where players spent less time on teams. Results? Newcomer skills are always positively related to performance, no matter the socialization context. Team performance was positively related to newcomer performance when there was more time for socialization. However, when there was less time for socialization, both past team performance and the number of newcomers negatively impacted performance. When newcomers joined higher-performing teams, their skills were less positively related to their performance. Conclusions? Coaches and managers! Hiring newcomers with high skills and knowledge usually leads to better performance! But in competitive markets, success depends on the team's attributes and especially having more time for social time and close interactions!

Written by Kristin M. Harris, Ph.D.

Reference: Foulk, T. A., & Lanaj, K. (2022). With great power comes more job demands: The dynamic effects of experienced power on perceived job demands and their discordant effects on employee outcomes. The Journal of applied psychology, 107(2), 263–278. https://doi.org/10.1037/apl0000905 What is the impact of power on powerholders at work - are there both good and bad effects?” Professional employees who believe they can impact others in their job role have psychological power. They experience work pressure while simultaneously feeling a sense of power and control. Researchers studied how powerholders perceive job demands, which can heighten enthusiasm and bring about progress yet still give employees anxiety and stress. Researchers collected data from 83 professional employees who took electronic surveys on measures of demographics and neuroticism – a personality trait associated with anxiousness, oversensitivity, and nervousness. Participants also completed surveys 3 times per day, measuring experienced power, meaningfulness, job demands, goal progress, physical discomfort, and anxiety. Results? Having power can lead to job demands that have good and bad effects. One leads to progress and feeling a sense of purpose. The other causes physical discomfort and anxiety. Participants who scored higher on neuroticism (more anxious and sensitive), were more likely to see their job as demanding but still felt more powerful. Employers! Be mindful! Encourage your employees in stressful times. Be sure to give specific praise and feedback when you see progress. Reassure employees and offer breaks to reduce stress.

Written by Kristin M. Harris, Ph.D.

Reference: Wilke, J., Pfarr, T., & Möller, M. D. (2020). Even Warriors Can be Scared: A Survey Assessing Anxiety and Coping Skills in Competitive CrossFit Athletes. International journal of environmental research and public health, 17(6), 1874. https://doi.org/10.3390/ijerph17061874 How do competitive athletes overcome their anxiety and avoid burnout? Researchers wanted to know more about fears in athletes who compete in CrossFit, a popular worldwide high-intensity fitness program designed to enhance overall fitness. It combines elements of weightlifting, gymnastics, and cardiovascular training. German researchers studied competition fear and coping skills in 79 CrossFit athletes who trained between 9 to 14 hours per week and participated in at least one competition per year. Athletes completed 3 questionnaires on the competition fear index, athletic coping skills inventory, and mindfulness attention awareness scale. Results? CrossFit Athletes reported high levels of anxiety, especially in the physical symptoms of competition fear, with women displaying higher levels than men. The most notable coping skill was the capacity to suppress negative thoughts and anxiety. This is important for athletes to increase motivation and positive self-talk that is essential for sports performance. Coaches and trainers! Teach your athletes positive self-talk, positive thoughts, focus, and model it by praising each of their specific efforts. Use anti-stress training to improve coping skills, essential for increasing athlete performance and preventing drop-out.

Written by Kristin M. Harris, Ph.D.

Reference: Salvato, G., De Maio, G., Francescon, E., Fiorina, M. L., Fazia, T., Grecucci, A., Bottini, G. (2023). “I feel your fear”: superior fear recognition in organised crime members. Cognition and Emotion, 37(3), 430–438. https://doi.org/10.1080/02699931.2023.2170333 Research shows that people who commit crimes may struggle to recognize facial emotions. This social insensitivity may inhibit their social and work relationships, thus handicapping them. Yet it may not inhibit their ability to ‘steal’ or ‘trick’ others. Organized crime members are one criminal group who belong to a structured social network often relying on manipulating others during illegal activities. The ability to recognize emotions plays a key role in building social networks, so organized crime members might be better at reading facial emotions to exploit this skill for criminal purposes. Italian neuropsychologists tested 150 male incarcerated organized and non-organized crime offenders and non-offenders, in recognizing 6 facial emotions: happiness, sadness, fear, anger, disgust, and surprise. Participants completed several neuropsychological tests to assess facial recognition abilities. Results? Organized crime members were better at detecting fear in others compared to other offenders, and even non-offenders, but no difference in detecting other emotions. This is expected since the Italian mafia uses intimidation and violence to exert control and gain respect from peers in a large social network. Fear recognition is essential for the Mafia to be successful in using threats in crime!

Written by Kristin M. Harris, Ph.D.

Reference: Baker, C. (2024). Three - Dimensional Fear: The Presence of Narrative in Theme Park Halloween Festivals. Event Management , 28 (4), 631 – 647. https://doi.org/10.3727/152599524X17077053867665 Do you like to get scared in haunted houses and Halloween mazes? What leads visitors to be shocked and thrilled, and drawn to these horrors? A University of Central Florida researcher examined the haunt's story or theme and its presentation in Halloween theme parks and attractions. She collected data from 112 US, Europe, and Asia haunted mazes and 20 theme park-based Halloween festivals. Results? Haunted houses use storytelling to build a captivating environment that attracts guests who want a good scare! They found 9 main themes: carnival (circuses and clowns), clinical settings (hospitals, prisons, and doctors), depravity (slaughterhouses butchers, and torture chambers), fantasy (forests, fairies, and monsters), gothic (haunted manors, vampires, and ghosts), maritime (pirates, and sea creatures), occult (rituals, witches, and Satanic figures), sci-fi (alien invasions, disasters, and zombies), and small-town terror (cornfields, campsites, and murderers).  Core themes, a unifying message, and unusual or grotesque scary characters are important for scaring guests. Creating the ultimate scare takes more than creating a spooky environment with monstrous imagery in a multisensory design. Storytelling is what pulls us into a most wonderfully terrifying experience and builds to the spooky heart of a good 3D haunt!

Written by Kristin M. Harris, Ph.D.

Reference: Covassin, T., Stearne, D., & Elbin III, R. Concussion history and postconcussion neurocognitive performance and symptoms in collegiate athletes. Journal of Athletic Training, 43(2), 119-124. If you have already had a concussion, are you more susceptible to cognitive deficits after another? Psychologist Tracey Covassin and colleagues administered a commonly used concussion assessment tool called ImPACT, or Immediate Post-Concussion Assessment and Cognitive Testing to collegiate athletes. This computer test measures attention, verbal and visual memory, processing speed, reaction time, learning, and numerical sequencing abilities. All athletes were tested with these instruments pre-season. During the sports seasons, 57 athletes got concussions. About one-third had a history of 2 or more concussions. The ImPACT test was administered to all on both 1 and 5 days after their injury. Athletes with a history of concussion did not have a greater likelihood of sustaining a more severe concussion. However, athletes with a concussion history were significantly worse in verbal memory and reaction time on day 5 when compared to athletes with no concussion history. Neurocognitive testing is a valuable tool to use in conjunction with reported symptoms. Coaches, doctors and athletes can increase their accuracy in making safe return-to-play decisions. Athletes should return to play only if symptom free and neurocognitive test scores return to baseline. Recovery may take longer if the athlete has had a prior concussion.

Written by Kyle Piecora, M.S.

References Kerns, R.D., Turk, D.C., & Rudy, T.E. (1985). The West Haven-Yale Multidimensional Pain Inventory (WHYMPI). Pain, 23, 345-56. Turk, D., & Melzack, R. (2001). Handbook of Pain Assessment. New York: Guilford Press. How do we measure psychological factors not observable by others? Only when psychologists figure out how to measure something, can they begin to do research on and understand it. Whether arthritis, fibromyalgia, or low back pain, chronic pain takes a toll in the pain itself as well as associated disability, emotional distress, lost productivity and high medical costs. Over the last quarter century, researchers have found that pain is as individual as the people who have it, and that subjective assessments of pain do not necessarily match the degree of actual bodily damage. That realization came in part after psychologists and medical researchers published the 1985 West Haven-Yale Multidimensional Pain Inventory. This pioneering assessment has patients report on many key aspects of their pain, including its severity, interference with daily life activities, their mood, and feeling control over their life. The inventory included observations from people close to the patient. Validated through strong relationships with other standardized measures, the inventory helped open the door to research on the cognitive and behavioral aspects of pain. Better measures help us know which treatment is effective. Measuring and controlling pain is now well within psychology science. So if you have chronic pain, to manage it, work with a medical and psychology team.

Written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

Reference Brooks, A. W. (2013). Get excited: Reappraising pre-performance anxiety as excitement. Journal of Experimental Psychology: General, DOI: 10.1037/a0035325. Anxiety is an inevitable human emotion. Are there ways of tricking ourselves into not feeling anxious? Dr. Alison Brooks of Harvard Business School performed psychological research aiming to see if people could be taught to replace anxiety with excitement, a positive emotional experience similar to anxiety. Subjects were told they would sing karaoke in front of a researcher, and would be rewarded monetarily based on a measurement of singing accuracy. When asked “How are you?” subjects were required to either respond with and believe in randomly assigned emotional statements indicating they were anxious or excited, or to not respond at all. They then sang “Don’t Stop Believin" by Journey. Those who were asked to state they were excited before singing scored significantly higher in their singing performance! Similar results occurred when asked to public speak. Those who were required to say they were excited instead of calm, spoke longer and were perceived as more competent and confident! If you are nervous about performance, try to reappraise your anxiety as excitement. Adopt an opportunity mind-set, tell yourself, “I’m excited!” It may be easier than calming yourself down since it feels similar, and it will more likely help you perform better!

Written by Kyle Piecora, M.S.

Cited Research Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147-163. Dingfelder, S. F. (2006, April). Whispers as weapons. APA Monitor on Psychology, 62-63. Eder, D. (1991). The structure of gossip: Opportunities and constraints on collective expression among adolescents. American Sociological Review, 54(4),494-508. Underwood, M. K. (2003). Social aggression among girls. New York: The Guilford Press. Do elementary school children use gossip differently from high schoolers? Psychologists Cillessen and Mayeux followed 905 children from the ages of 10 to 14. Those who others rated as socially aggressive, for spreading gossip about peers, are more popular at the young end of the age range. However, heavy gossip backfires by the beginning stages of high school. Popular fifth-graders, who rated high in gossip and were well liked by their peers, became less popular and likable by ninth grade. Popularity and likeability were negatively correlated with gossip. Schoolyard gossiping waxes and wanes. The rumor mill seems to be most active in middle school, the peak years for adolescent relational aggression. For children and parents dealing with middle-school social issues, relief is just around the corner. By the start of high school, negative gossip turns kids off and loses its social power. How best to handle gossip? In a study of middle-school gossiping and teen initiated gossip, others responded encouragingly about 80% of the time, confirming and even elaborating on the information. Once that happened, other kids rarely disagreed. However, if someone countered the gossip right away, the others were more likely to dissent. Immediately refute rumors and gossip to clear the social air.

Written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

References: Jansen, A., Nederkoorn, C., & Mulkens, S. (2005). Selective visual attention for ugly and beautiful body parts in eating disorders. Behaviour Research and Therapy, 43(2), 183-196. doi:10.1016/j.brat.2004.01.003 Why do those with eating disorders feel fat and unattractive, and loath their bodies? Psychologists Anita Jansen and colleagues in the Netherlands compared female volunteers who scored high on a measure of eating disorder symptoms with those who scored lowest. Both participant groups were then photographed wearing the same colored underwear. After 19 months, all viewed the photographs of themselves and the other participants. They identified the ugliest and most beautiful part of each body and rated the part on a scale, negative to positive. Researchers tracked their eye movement while looking at the pictures. They completed a measure of their mood before and afterwards.. In contrast to the “normal” group, those with likely eating disorder symptoms scored ugly body parts in a harsher manner. Their mood darkened greatly after looking at the bodies. They additionally spent more time looking at their own self-identified ugly body parts than their beautiful parts but focused more on other’s beautiful parts. In contrast, those without symptoms focused on their own beautiful and others’ ugly parts. Focusing attention on our strengths and being less judgmental of our shortcomings may be a difficult but essential goal in attaining good mental health.

Written by Kyle Piecora, M.S.

References: Wengreen, H.J., Madden, G.J., Aguilar, S.S., Smits, R.R. & Jones, B.A. (2013). Incentivizing children’s fruit and vegetable consumption: Results of a United States pilot study of the food dudes program, Journal of Nutrition Education and Behavior, 45(54-59). Fruits and Veggies…. YUCK! Are you ready to hear, “give me some broccoli!!!!”? Listen UP!… Researchers from the UK, using principles of behavior analysis, devised a program that actually gets children to eat their veggies, all on their own! The team of researchers created an animated series of videos called the “Food Dudes” targeting children aged 3-11 to encourage them to eat their veggies. Coupled with sampling new foods in the classroom and gaining rewards for eating fruits and veggies, it has seen a huge success! The series, based on 4 superheroes, gain their energy to fight the villains by eating fruits and veggies and are used as role models to encourage healthy food consumption. A study completed with US elementary school children found that by using this program the fruit and veggie consumption increased by 42% and 38% respectively. Furthermore over 80% of the teachers and parents believed that the children enjoyed the program and reports indicated that children included in the study began requesting more fruits and veggies at home. Setting a good model for your children, allowing your children to try new fruits and veggies, and calling them a superhero when they do are all great ways to get your kids to eat their fruits and veggies!

Written by Katie Kavanaugh, MS, BCBA

References: Gino, F., & Desai, S. D. (2012). Memory lane and morality: How childhood memories promote ​prosocial behavior. Journal of personality and social psychology, 102(4), 743. Did you know that thinking of a good memory from your childhood might lead you to be more generous and kind? Drs. Francesca Gino and Sreedhari Desai from Harvard University evaluated the effect of childhood memories on positive social behavior. They believed that good childhood memories would bring out an inner state of feeling morally clean and innocent, and would therefore lead to an increase in prosocial behaviors such as being kind to others, helping, co-operating, sharing, donating, or volunteering. Undergraduate students from southeastern universities participated in the study. Participants who were told to remember a childhood memory were more likely to help the experimenter with another task, and gave more money when asked to donate to a good cause. Prompting these positive memories also led to negative attitudes of others’ morally questionable behavior. While we experience emotions such as sympathy and empathy in response to others, the moral purity brought on by childhood memories is described as encouraging selfless behaviors. This study offers a potential solution to our selfishness, and a simple way to promote helping and other altruistic behaviors. What memories do you look back to with fondness? Go ahead and take a trip down memory lane!

Written by Mara Rowcliffe, BS

References: Rushton, J. P. (1975). Generosity in children: Immediate and long-term effects of modeling, preaching, and moral judgment. Journal of Personality and Social Psychology, 31(3), 459. Does your child ever fight or complain about having to share something with their siblings or friends? Do you ever wonder how to encourage generous behavior among your children? Researcher J. Rushton, from the University of London, examined the behavior of 140 children, ages 7 to 11 years old to figure out the most effective way to elicit generosity in kids. He evaluated the immediate and long-term effects of modeling the act of sharing, and preaching about the importance of sharing. The children exposed to a person modeling generous behavior by donating money to a charity, were more likely to donate themselves. Preaching and explaining to the child the importance of donating money was not as effective. Modeling the behavior of sharing had a positive impact on the children’s own generosity both immediately following their interaction with the model, and six weeks after. This study is one of many that demonstrates the impact that modeling has on children and other adults too! Although researchers have studied how children pick up negative habits from observing others, it is equally important to recognize the benefits of modeling good behaviors for our children and our friends. So...what kind of behavior are you modeling?

Written by Mara Rowcliffe, BS

References: Cools, J., Schotte, D. E., & McNally, R. J. (1992). Emotional arousal and overeating in restrained eaters. Journal of Abnormal Psychology, 101(2), 348. A common approach to losing weight is dieting, or limiting what we eat. Although there are constantly new fad diets claiming to be fast and easy, it is no secret that they often fail; they are too good to be true. What makes it so difficult to stick to a diet, but easy to break our commitment? Psychologists at the Chicago Medical School addressed one of the issues that make sticking to a diet so difficult: emotions. By conducting an experiment on 91 college women with varying levels of dieting, they evaluated the relationship between dieting, overeating, and emotional arousal. The women were divided into three groups where they were given popcorn to snack on, while either watching a comedy, horror, or travel (a neutral) film. Results indicated that the amount of popcorn eaten increased with the level of dieting for women who watched both the comedy and horror film. That means that regardless of positive or negative emotions elicited, emotional arousal in general may trigger overeating in dieters. If you are on a diet, and hope to stick to it, these findings can benefit you! Be mindful of your emotional state; overeating is more likely when any intense emotions are occurring.

Written by Mara Rowcliffe, BS

References: Tavernier, R., & Willoughby, T. (2014). Bidirectional associations between sleep (quality and duration) and psychosocial functioning across the university years. Developmental Psychology, 50(3), 674. Do you ever find yourself stressed, with so much work that you have difficulty getting a good night's sleep? It is common for students to report a lack of sleep when they are focused on tests and assignments. Drs. Tavernier and Willoughby evaluated 942 university students to find out what factors over time may predict the quality and amount of sleep. Beginning in their freshman year, the students were surveyed each year for three years. Although higher academic achievement predicted shorter sleep duration during the week, it also predicted a better overall sleep quality. Surprisingly, lack of sleep did not appear to affect student's overall quality of sleep although better friendship quality did. Finally, inner turmoil measures (such as depression, anxiety, stress, and low self-esteem) were predictors for sleep problems, and sleep problems predicted these negative emotions. Overall, positive social and academic interactions were more strongly associated with sleep quality rather than sleep duration. This study reveals the importance of sleep quality over long sleeps, and how better friendships and academic achievement can contribute to it. While you're working hard completing assignments and going to class, reach out to others in friendship! With success in school and relationships, you'll sleep like a baby!

Written by Mara Rowcliffe, BS

References: Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M. D., Marsiske, M., Morris, J. N., Rebok, G. W., Smith, D. M., Tennstedt, S. L., Unverzagt, F. W., & Willis, S. (2002). Effects of Cognitive Training Interventions With Older Adults: A Randomized Controlled Trial. JAMA, 288, 18, 2271-2281. Is our mental ability fixed after childhood? Not according to recent research. Neuroscientists have demonstrated that adults’ brains are constantly growing new neurons and connections – identified as neuroplasticity. Brain processes like memory, attention, problem solving, mental flexibility, and speed of brain reaction are essential for our functioning in the real world. To determine whether cognitive training interventions improve mental ability in older adults, psychologists and their teams assessed over 2,800 people between the ages of 65 to 94. Participants were randomly assigned to 1 of 4 groups, which included training for memory, reasoning, speed of processing, or no intervention at all. After the assigned training, 87% of the participants demonstrated improvement in speed of processing, 74% improved in reasoning, and 26% improved in memory. Additional "booster training" resulted in further training gains that were consistent for 2 years after the initial assessment. Normal elderly individuals perform better on multiple measures of the specific cognitive ability for which they were trained. Luckily, you can find fun games and programs on the Internet to keep your brain active throughout your life span. Train your brain. Learn something new! Take up a new challenge!

Written by Mara Rowcliffe, BS

References Chrisler, Joan C., Golden, C., & Rozee, P.D. (2004). Lectures on the Psychology of Women, 3rd Edition. NY: McGraw Hill. Krebs, C.P., Lindquist, C.H., Warner, T.D., Fisher, B.S. & Martin, S.L. (2007). The Campus Sexual Assault (CSA) Study. U.S. Department of Justice. Document No.: 221153. Fisher, B.S., Cullen, F.T., & Turner, M.G. (2000). The sexual victimization of college women. Washington, DC: U.S. Department of Justice. Hickman, S.E. & Muehlenhard, C.L. (1997). College women's fears and precautionary behaviors relating to acquaintance rape and stranger rape. Psychology of Women Quarterly, 21, 4, 527-547 Tark, Jongyeon and Kleck, Gary. (2014). Resisting Rape: The Effects of Victim Self-Protection on Rape Completion and Injury. Violence Against Women, 20, 3, 270-292. doi:10.1177/1077801214526050 Ullman, S.E. (1997). A 10-year update of “review and critique of empirical studies of Rape avoidance.” Criminal Justice and Behavior, 34, 411-429. What precautions can you take to prevent from being sexually assaulted? In a national survey, 15% of college women reported being sexually victimized whereas only 2% of men did. Only 5% report the crime to police. Acquaintances were the sexual aggressors 84% of the time. Psychologists Hickman & Muehlenhard found that women, despite knowing that they were more likely to be raped by an acquaintance than a stranger, still feared being raped more by a stranger and took more precautions against them. Women likely have a greater sense of control and predictability about their acquaintances than with strangers. But, intimate partners do most of the sexual assaults. Most rape survivors have no known risk factors except their gender: being a woman. Tark & Kleck used a National Crime Victimization Survey (1992-2002) of sexual assaults, to study the impact of victim resistance. They noted whether harm followed or preceded self-protective actions. Additional injuries besides rape, following victim resistance were rare whether acquaintance or stranger. Both forceful and non-forceful resistance reduced the risk of rape completion, and did not affect the risk of additional injury. Conclusion? Immediate resistance and self-defense increases chance of avoiding rape completion without increasing risk of physical injury. Resist!

Written by Juanita N Baker, Ph.D.

References Colten, Harvey R. and Altevogt, Bruce M. (eds.) (2013). Sleep disorders and sleep deprivation: an unmet public health problem. Institute of Medicine. National Academies Press. Coren, S. (1996). Sleep thieves: An eye-opening exploration into the science and mysteries of sleep. New York: Free Press. Dement, W. C. (1999). The promise of sleep. New York: Delacorte Press. Dinges, D. F., Pack, F., Williams, K., Gillen, K. A., Powell, J. W., Ott, G. E., Aptowicz, C., & Pack, A. I. (1997). Cumulative sleepiness, mood disturbance and psychomotor vigilance performance decrements during a week of sleep restricted to 4-5 hours per night. Sleep: Journal of Sleep Research & Sleep Medicine, 20, 267-277. Dinges, D. F., Whitehouse, W. G., Orne, E. C., & Orne, M. T. (1988). The benefits of a nap during prolonged work and wakefulness. Work & Stress, 2, 139-153. Kessler, R.C., Berglund, P.A., Coulouvrat, C., Hajak, G., Roth, T., Shahly, V., Shillington, A.C., Stephenson, J.J., and Walsh, J.K. (2011). Insomnia and the performance of U.S. workers: Results from the America Insomnia Survey. Sleep, 34(9), 1161-1171. Monk, T. H. (1991). Sleep, sleepiness and performance. Oxford, England: John Wiley & Sons. Moorcroft, W. H. (2003). Understanding sleep and dreaming. New York: Kluwer/Plenum. Spinweber, C. L., Johnson, L. C., & Chin, L. A. (1985). Disqualified and qualified poor sleepers: Subjective and objective variables. Health Psychology, 4, 569-578. Unhealthy sleep-related behaviors — 12 states, 2009 (March 4, 2011). Morbidity and Mortality Weekly Report, 60(8), 234-242. Centers for Disease Control and Prevention. Are you surprised that a single treatment improves memory, increases people's ability to concentrate, strengthens the immune system and decreases people's risk of being killed in accidents is free, with no side effects? Few Americans regularly obtain eight or more hours of sleep each night. This chronic sleep deprivation can be disastrous. Laboratory experiments show that sleep deficits dramatically impair memory and concentration while increasing levels of stress hormones and disrupting the body's normal metabolism. Plus long-term sleep deprivation puts people at greater risk of motor vehicle accidents and disease. Psychologist David Dinges and colleagues recruited healthy young volunteers to sleep in a laboratory for 10-20 days. They randomly assigned the volunteers to receive different amounts and patterns of sleep over time, controlled access to stimulants, and constantly monitored the amount of sleep volunteers were actually getting. Dinges learned that people who get fewer than eight hours of sleep per night show pronounced cognitive and physiological deficits, including memory impairments, a reduced ability to make decisions and dramatic lapses in attention. Naps did improve cognitive functioning, BUT did not repair the negative mood that results from sleep loss. Think. What would you have to do to get your full 8 hours sleep?

Written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

References: Lee, K., Talwar, V., McCarthy, A., Ross, I., Evans, A., & Arruda, C. (2014). Can classic moral stories promote honesty in children? Psychological science, 0956797614536401. Many childhood stories are written to include an overall lesson, in hopes of instilling morals and values in children. Do you think moral stories promote values in children? Psychologists Kang Lee and colleagues at Kent State University assessed whether classic tales involving lessons showing consequences for lying and truth telling actually promote honesty in children. The study compared four stories including "Pinocchio," "The Boy Who Cried Wolf," "George Washington and the Cherry Tree," and "The Tortoise and the Hare," a neutral story. Over 250 children between the ages of 3 and 7 participated in the experiment. The experimenter instructed the child not to peek at a toy while they left the room, and recorded the child’s behavior. When the experimenter returned, they read one of the stories; then asked whether the child peeked at the toy. Results revealed the stories of "Pinocchio" and "The Boy who Cried Wolf" failed to promote honesty. However, the majority of children who heard, "George Washington and the Cherry Tree" were honest. The story in "Pinocchio" and "The Boy who Cried Wolf" focuses on the negative consequences of lying, while "George Washington and the Cherry Tree" emphasizes the rewards of honesty. Therefore, stress the rewards of positive behavior. It’s more effective!

Written by Mara Rowcliffe, BS

References: Tamir, D. I., & Mitchell, J. P. (2012). Disclosing information about the self is intrinsically rewarding. ​Proceedings of the National Academy of Sciences, 109(21), 8038-8043. Have you ever been in a conversation with someone who only wanted to talk about themselves? Psychologists Diana Tamir and Jason Mitchell from Harvard University recently reported people devote 30-40% of their speech to discussing themselves. In a study to understand what leads people to this amount of disclosure, they evaluated 237 participants. The research included five brain-imaging experiments where they assessed participant’s neural and cognitive functions through use of magnetic resonance imaging, known as an MRI. Results revealed the desire to share information about the self is more influential than one would have thought. Participants who engaged in self-disclosure demonstrated a strong association with increased activation in brain regions that form the mesolimbic dopamine system. This is similar to the same brain sensations that occur in rewarding activities such as eating food or having sex! Self-disclosure may have adaptive advantage: encourage social bonds, elicit feedback from others to attain self-knowledge, and improve our know-how by learning from others’ experience. So one way to get others engaged in conversation is to ask them to share something about themselves. You too can share; mutual sharing makes friends feel closer and equally rewarded. Let’s be aware of the needs of others as well as ourselves.

Written by Mara Rowcliffe, BS

Reference: Kang, H., Fischer, I. C., Dickinson, S., Na, P. J., Tsai, J., Tedeschi, R. G., & Pietrzak, R. H. (2024). Posttraumatic Growth in U.S. Military Veterans: Results from the National Health and Resilience in Veterans Study. The Psychiatric quarterly, 95(1), 17–32. https://doi.org/10.1007/s11126-023-10061-8 Did you know psychological progress (e.g. greater appreciation of life or personal strengths) can happen after stressful or traumatic events? Psychologists call this posttraumatic growth. Researchers studied 4,000 high-risk U.S. military veterans exposed to trauma to learn more about post-traumatic stress disorder (PTSD). Vets recalled traumatic events, PTSD symptoms, and post-traumatic growth in relationship to demographic variables, military, trauma, health, and personality characteristics. Results? 60% of trauma-exposed vets and 86% of vets with PTSD reported moderate to high post-traumatic growth scores. Vets scoring higher growth were non-Caucasian, had lower income, greater life trauma, supportive social and emotional traits, social connectedness, and spirituality. Vets reexperiencing traumatic symptoms also had new possibilities, personal strength, and post-traumatic growth. Moderate to high levels of PTSD symptoms were associated with greater levels of post-traumatic growth, leading to deeper reflection and resilience as individuals sought meaning and adapted to their trauma. Reducing severe PTSD symptoms and fostering post-traumatic growth in vets required effort: Encouraging thoughtful reflection on life in traumatic experiences helped foster their post- traumatic growth and especially helped vets who experienced traumas like war combat, injuries, or illness. Let’s open our hearts. Find ways to reach out and encourage post-traumatic growth in our veterans!

Written by Kristin M. Harris, Ph.D.

Reference: Ramon, A. E., Possemato, K., & Bergen-Cico, D. (2021). Relationship of rumination and self-compassion to posttraumatic stress symptoms among Veterans. Military psychology: the official journal of the Division of Military Psychology, American Psychological Association, 34(1), 121–128. https://doi.org/10.1080/08995605.2021.1976040 If you have post-traumatic stress disorder or PTSD, does how you treat yourself impact your symptom of disturbing thoughts, feelings, or dreams related to the traumatic event? Psychologists studied the interaction between PTSD, self-compassion, and rumination (repeatedly focusing on negative feelings of distress). Participants included 52 U.S. military veterans (72% male) who completed questionnaires at a PTSD support program. Results? Ruminating on negative feelings like regrets and anger at oneself is associated with higher PTSD scores. But those accepting themselves and having self-compassion for their mistakes, had lower PTSD scores! Thus, to reduce PTSD symptoms of ruminating or dwelling on negative thinking, practice self-compassion, such as, “Let me focus on my strengths, my kind acts, successes, how I am helpful to others as well as myself, and realize everyone makes mistakes. I did what I thought to do at that time. I can learn from mistakes, even find humor in them.” Intervention studies show that Self-compassion training holds promise in reducing PTSD symptoms, bringing happiness. Everyone! Let’s offer compassion to our veterans by being mindful of what their human experiences may have been and show them acts of kindness helping reduce their stress, thus teaching compassion!

Written by Kristin M. Harris, Ph.D.

References: Przybylski, A. K., & Weinstein, N. (2013). Can you connect with me now? How the ​presence of mobile communication technology influences face-to-face ​conversation quality. Journal of Social and Personal Relationships, 30(3), 237-​246. Do your friends and family ever complain that you are on your phone too much? Do you think your cell phone affects your relationships? Psychologists Andrew Przybylski and Netta Weinstein conducted an experiment to assess the impact of the presence of cell phones on the quality of face-to-face interactions between strangers. They divided participants into pairs and asked them to share a personal story of something that had recently occurred. Randomly assigned to one of two groups, each pair had either a cell phone or notebook placed in their peripheral vision. After ten minutes of interaction, participants answered questions about the relationship formed. Those with a cell phone within their vision reported that they felt less close with their laboratory partners and had an overall lower quality of relationship compared to those who shared a conversation about a personally meaningful topic without a phone visible. Although cellphones may assist people in connecting with others across the world, this study suggests that the mere presence of a phone can negatively impact in-person interactions. When you want to establish or maintain a genuine relationship with the person right in front of you, keep your phone in your pocket, off!

Written by Mara Rowcliffe, BS

Reference: Kramer, A. D., Guillory, J. E., & Hancock, J. T. (2014). Experimental evidence of massive-scale emotional contagion through social networks. Proceedings of the National Academy of Sciences, 111, 24. 8788–8790. www.pnas.org/cgi/doi/10.1073/pnas.1320040111. Does checking your social media affect your mood? Facebook Researcher Adam Kramer and Cornell University colleagues assessed a phenomenon known as emotional contagion, the transferring of emotions to others. Previous research acknowledges that emotional states can transfer to others through in-person interaction. However, they wanted to determine whether this phenomenon also applies to online social networking. Routinely, Facebook uses a computer algorithm to determine content, finding the most relevant and engaging posts to send their customers, instead of sending all their friends’ posts. Using the same algorithm for the study, the computer distinguished between positive and negative posts. Thus, Face book automatically altered the amount of emotional content that appeared in over 600,000 individuals’ News Feed but altered no individual personal message sent. Therefore, the scientists did not view any personal information. Results indicated that when positive expressions of emotions were reduced, people produced fewer positive and more negative posts. When negative expressions were reduced, the participants produced fewer negative and more positive posts. This study suggests that emotional contagion occurs within social networks. Your and other’s posts on Facebook can influence everyone’s emotions. Generate positive posts. Surround yourself with positive people, in person and online!

Written by Mara Rowcliffe, BS

References: Allen, J. P., Schad, M. M., Oudekerk, B., & Chango, J. (2014). What Ever Happened to the “Cool” Kids? Long‐Term Sequelae of Early Adolescent Pseudomature Behavior. Child development. Do you remember the 'cool' kids from middle school? The ones everyone considered popular because they were good-looking, engaged in adult behaviors, and hung out with the older crowd? Whatever happened to them? Psychologist Joseph Allen and his graduate students from the University of Virginia evaluated pseudomaturity in adolescents. They describe pseudomaturity as youth seeking out friends who are physically attractive, have more romantic and sexually exploring relationships and engaged in minor delinquency such as skipping school, pranks, and vandalism. The researchers conducted a longitudinal study following 184 adolescents from the age of 13 until they turned 23. Results of their analysis revealed that early adolescents with pseudomature behavior are more likely to have long-term difficulties in close relationships, significant problems with drugs and alcohol, and higher levels of criminal behavior. In fact, these pseudomature adolescents are more likely to have drug and alcohol problems in adulthood than actual drug and alcohol use during adolescence. This study further illustrates the significance of these developmental years in the forming of young adults. If your child is engaging in pseudomature behaviors, act NOW because it may have a lasting impact! Let’s redirect these talented, energetic youth towards productive interests and activities.

Written by Mara Rowcliffe, BS

References: Ferguson, C. J., Contreras, S., & Kilburn, M. (2013). Advertising and Fictional Media Effects on Healthy Eating Choices in Early and Later Childhood. Is your child influenced by advertisements of expensive, sugary, fat laden foods, or not? Psychologists Christopher Ferguson, and colleagues addressed this question from a developmental perspective. They examined advertising effects on 304 mostly Hispanic children from ages 3 to 12. The children looked at advertisements with either healthy or unhealthy food choices. Randomly organized into two groups, the children’s parents either encouraged them to select healthy foods, or to pick the option the child preferred. Which free coupon did the child select, a healthy or an unhealthy choice? Results revealed a developmental trend. Young children, ages 3-5, were influenced the most by the advertisements; those children 6-8 years old were more influenced by their parents, whereas the older children ages 9-12 were not impacted by either. Perhaps they had established their food preferences when younger. Conclusion? Children of different ages respond differently to advertisements and encouragement from parents. While younger children’s eating habits are more susceptible to advertising, those between 6-8 respond better to their parent’s encouragement and reasoning. Depending on the age of your child, help them develop healthy eating habits: limit their exposure to unhealthy advertisements, serve them nutritious foods at home, and encourage them to make healthy choices!

Written by Mara Rowcliffe, BS

References: Dyrenforth, P. S., Kashy, D. A., Donnellan, M. B., & Lucas, R. E. (2010). Predicting relationship and life satisfaction from personality in nationally representative samples from three countries: the relative importance of actor, partner, and similarity effects. Journal of personality and social psychology, 99(4), 690. We use phrases such as "opposites attract" or "two of a kind" to describe the differences or similarities between partners. But does personality really matter to a happy marriage? Is it the similarity between personalities that contributes the most to a satisfying relationship? Or are “opposites” happier in a marriage? Psychologist Portia Dyrenforth and colleagues addressed these questions in a large study consisting of over 20,000 participants. They used five characteristics to assess personality: agreeableness, extraversion, conscientiousness, emotional stability, and openness to experiences. Their analysis revealed that the participants’ own personalities have the biggest impact on their own relationship satisfaction. Those individuals who are more conscientious, agreeable, and emotionally stable report more happiness in their romantic relationships. Their partner’s personalities are slightly less influential on the participant’s relationship satisfaction. However, the differences or similarities between personalities have little affect on relationship satisfaction. When looking for the perfect match, your own personality plays the most important role. Whether you and your partner are “two peas in a pod” or nothing alike, being agreeable, conscientious, and emotionally steady leads you to a happy relationship and life!

Written by Mara Rowcliffe, BS

Reference: Brockie, T. N., Campbell, J. C., Dana-Sacco, G., Farley, J., Belcher, H. M. E., Kub, J., Nelson, K. E., Ivanich, J. D., Yang, L., Wallen, G., Wetsit, L., & Wilcox, H. C. (2022). Cultural Protection from Polysubstance Use Among Native American Adolescents and Young Adults. Prevention science : the official journal of the Society for Prevention Research, 23(7), 1287–1298. https://doi.org/10.1007/s11121-022-01373-5 Native American youth living on reservations are at high risk for substance abuse. Does communal mastery and tribal identity help protect them? Researchers investigated tribal culture on a Northern Plains reservation by analyzing data from 288 tribal members, ages 15 to 24, about alcohol and illicit drugs, binge drinking, and the frequency and types of substance use. They compared these factors to tribal identity and communal mastery, which involves coping with challenges and achieving goals by staying closely connected to family and friends. Results? Having a high school education, stronger tribal identify, and higher communal mastery lowered the chances of polysubstance use. Overall, the polysubstance use rate was 50% with drinking being the most common single substance use (66%). Kids who used substances before the age of 14 report the highest levels for inhalants (70%), alcohol (61%), marijuana (74%), methamphetamines (23%), and prescription drug misuse (23%). These findings speak to the importance of Native American culture as a key factor in protecting and helping reduce substance use on reservations in high-risk tribal adolescents. Teachers, tribal leaders, clinicians! Let’s integrate traditional cultural practices into substance use preventative intervention programs. Cultural connections can foster positive health outcomes in tribal youth!

Written by Kristin M. Harris, Ph.D.

References: Carney, D. R., Cuddy, A. J., & Yap, A. J. (2010). Power posing brief nonverbal displays affect neuroendocrine levels and risk tolerance. Psychological Science, 21(10), 1363-1368. Have you ever wanted to feel more powerful or confident? Maybe you were about to give a presentation or ask your boss for a raise. People understand body movement and posture as important expressions providing signals to others. However, aside from giving off powerful signals, will they actually help us feel powerful? Psychologist Dana Carney and colleagues evaluated whether certain postures can actually cause power. People rate open posture and large gestures as showing dominance and power, while rating closed, constricted posture as powerlessness. Participants either posed in a high-power position, including open arms and a wide stance, or posed in a low-power position such as crossed arms and a slumped posture. The participants’ risk taking, feelings of power, and hormone levels were measured before and after posing. Results reveal high-power poses cause adaptive psychological, physiological, and behavioral changes including an increased level of testosterone, feelings of power and a higher tolerance for risk. These participants also exhibited a decrease in cortisol, a stress hormone. Next time you need a boost of confidence; open your arms, straighten your posture, and hold your head up high! Not only will you appear powerful, you will quickly begin to feel powerful!

Written by Mara Rowcliffe, BS

References: Strayer, D. L., Drews, F. A., & Crouch, D. J. (2006). A comparison of the cell phone driver and the drunk driver. Human factors: The journal of the human factors and ergonomics society, 48(2), 381-391. Do you ever talk on your cell phone while driving? Do you think you are distracted from the road? Traffic evidence suggests the risk of an accident while using a cell phone is similar to dangers associated with drunk driving. To assess this comparison, Psychologist David Strayer and colleagues evaluated the driving performances of cell phone users and drunk drivers in a controlled laboratory setting. They used a driving simulator to compare the performances of adult drivers. Each participant talked on a cell phone or had a blood alcohol concentration of 0.08%, the national legal limit for driving under the influence. Results indicate drivers who use a cell phone experience a delayed reaction time when braking and were involved in more car accidents compared to when they were not talking on the phone. In comparison, the legally intoxicated drivers demonstrated aggressive driving, following closely behind other vehicles and braking with more force. The psychologists concluded the distractions caused by using cell phones are just as dangerous as those associated with driving under the influence. When driving, keep your attention focused on the road! Put your cell phone on silent and don’t make or answer any calls. It’s not worth hurting yourself or someone else!

Written by Mara Rowcliffe, BS.

References: Chaffin, M., Levenson, J., Letourneau, E., & Stern, P. (2009). How safe are trick-or-treaters?: An analysis of child sex crime rates on Halloween. Sexual Abuse: Journal of Research and Treatment, 21(3), 363-374. doi:10.1177/1079063209340143 Should laws be based on fear or research? Legislatures in many states have conjectured that Halloween might give sex offenders opportunity to entice children trick or treating or be in disguise. States thus made various laws to prohibit registered sex offenders from decorating their houses, having lights on, or giving out candy. But is there greater risk? Psychologist Mark Chaffin’s research team reviewed crime data from the National Incident-Base from 1997 to 2005 and examined daily population rates from over 67,000 nonfamilial sex crimes against children aged 12 years and less. They compared Halloween rates with expectations based on time, seasonality, and weekday periods, before and after these laws became popular. Rates did not differ from norms: no increased rates, nor unusual case characteristics occurred on or just before Halloween. Legislatures: before passing hasty laws based on fears that cost money, divert police, and needlessly raise parents’ fears; verify those concerns with research! Parents: when kids trick or treat, tell children the rules, and check their understanding: Go only to houses with lights, remain outside homes, not go inside even if invited, dress up and have fun! Say, “Thank you.”

Written by Juanita N Baker, Ph.D.

References: Koo, M., Algoe, S. B., Wilson, T. D., & Gilbert, D. T. (2008). It’s a wonderful life: mentally subtracting positive events improves people’s affective states, contrary to their affective forecasts. Journal of personality and social psychology, 95(5), 1217. Can you put yourself in a good mood? Thinking about a positive event in your life might help you feel better, but could thinking about its absence make you feel happier, and better appreciate what you have? Psychologist Minkyung Koo and colleagues evaluated the differences between thinking about the presence or absence of a positive life event. Participants either wrote about ways a positive event might have never happened and was surprising, or they wrote about how it became a part of their life and was unsurprising. Although participants predicted they would feel happier discussing the presence of a positive event in their life, individuals who discussed the absence of the positive event reported feeling even happier. In a second study, participants who wrote about how they may have never met their romantic partner were more satisfied with their relationship than those who wrote about how they met their partner. These studies indicate that people feel better if they imagine how a positive life event may have never occurred.

Written by Mara Rowcliffe, BS.

References: Bègue, L., Bushman, B.J., Zerhouni, O., Subra, B., and Ourabah, M. (2013). ‘Beauty is in the eye of the beer holder’: People who think they are drunk also think they are attractive. The British Journal of Psychology (0007-1269), 104 (2), 225-234. Have you ever had a few drinks and felt more attractive, even believed that people thought you were awesome? Is this real or an illusion? French researchers examined the relationship between alcohol and perceived attraction. Participants were given either an alcoholic or non-alcoholic beverage. Half of each group believed they had consumed alcohol and half believed they had not. All rated a videotape of themselves giving an advertisement of the beverage consumed on how attractive, bright, original and funny they were. Results were surprising. Intoxicated persons as well as those persons who had not consumed any alcohol, but thought they had, viewed themselves as more attractive. This indicates that our self-perceptions are changed not by the effects of alcohol, but by something else, memories of our experience with alcohol use. Unattractive as well as attractive persons increased in their feelings of attractiveness when using alcohol. There was no evidence that alcohol-related expectancies decreased perceived attractiveness in unattractive individuals. Independent judges showed that this boost in self-evaluation was unrelated to actual performance. Judges equally rated the attractiveness of those who thought they were sober or drunk, indicating that although individuals who drink think they are more attractive, others do not. So the next time you have alcohol to drink, remember, you are more attractive only in your own eyes!

Written by Eleanor Fulton, Psy.D.

Reference: Walsh, L. C., Regan, A., Twenge, J. M., & Lyubomirsky, S. (2022). What is the Optimal Way to Give Thanks? Comparing the Effects of Gratitude Expressed Privately, One-to- One via Text, or Publicly on Social Media. Affective science, 4(1), 82–91. https://doi.org/10.1007/s42761-022-00150-5 What strengthens relationships? Psychologists know that expressing gratitude improves one’s own and others’ positive feelings. But researchers asked, “Does the means of gratitude expression make a difference—whether shared one-on-one with the benefactor, or shared on social media?” Researchers randomly assigned 1100 undergraduate students to 1 of 4 conditions: to write gratitude letters without sharing; share gratitude one-on-one via text; share gratitude publicly on social media; or track their own daily activities. Participants completed assigned activities 4 times over 1 week. Results? Participants’ expressing gratitude showed improvements in state of gratitude, emotions, connectedness, support, and decreased loneliness. The largest increase in social connectedness and support was when participants texted to their benefactor. These findings demonstrate how simple efforts to show gratitude by digital means can enhance college students’ well-being. Overall, there are benefits of expressing gratitude, like making others feel happier, self-satisfied with their lives, and more socially connected and less lonely. Everyone! Reach out, give thanks! Make a kind gesture and show your friends and family how much you feel thankful. Express your appreciation for others and what you share together in your life---even simply for their actions with a text!

Written by Kristin M. Harris, Ph.D.

References Deffenbacher, J.L., Deffenbacher, D.M., Lynch, R.S., & Richards, T.L. (2003). Anger, aggression and risky behavior: A comparison of high and low anger drivers. Behaviour Research and Therapy, 41(6), 701-718. Deffenbacher, J.L., Filetti, L.B., Richards, T.L., Lynch, R.S., & Oetting, E.R. (2003). Characteristics of two groups of angry drivers. Journal of Counseling Psychology, 50 (2), 123-132. For more details see: http://www.apa.org/research/action/rage.aspx What is road rage? In studies of anger and aggressive driving, counseling psychologist Jerry Deffenbacher, of Colorado State University, found that people who identified themselves as high-anger drivers differ from low-anger drivers in five key ways. High-anger drivers: Engage in hostile, aggressive thinking and talk out loud: they insult other drivers, express disbelief about other’s driving, or think of getting revenge. Take more risks on the road: they drive 10 to 20 mph over the speed limit, rapidly switch lanes, tailgate and go through red lights. Get angry faster and act more aggressively such as swear or name-call, yell at other drivers, or honk in anger. And they’re likely angry not just behind the wheel, but throughout the day. Had twice as many car accidents in driving simulations and reported more near-accidents and speeding tickets. Experienced more anger, anxiety and impulsiveness. Work or home stress exacerbates high-anger drivers to express their anger outward and act impulsively One third of drivers report having road rage, although less than 2 percent engage in serious violent behavior. Let’s monitor and reduce our anger and stress, the risks are too high.

Written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

References: Epley, N., & Schroeder, J. (2014). Mistakenly seeking solitude. Journal of Experimental Psychology: General, 143(5), 1980. When in public, do you generally ignore strangers? Do you prefer to sit in solitude enjoying your own company? Although previous research has shown connecting with others increases happiness, many people choose not to talk with strangers. This is apparent on public transportation, as people often do not speak to each other and avoid eye contact. In a joint research program of Business and Psychology Dr. Nicholas Epley and Juliana Schroeder conducted nine experiments asking over 800 commuters to either commute as normal, talk to a stranger, or sit in solitude. Most predicted that sitting by themselves would produce more happiness than interacting with a stranger. However, participants who connected with a stranger reported enjoying the commute more than persons who did not speak to anyone. Those who were spoken to had equally positive experiences as those instructed to talk. Why did most expect the opposite outcome? They believed that other people would not be interested in interacting. This mistaken idea about the benefits of solitude keeps people from enjoying the positive consequences of social interaction. Next time you’re riding the bus or taking a train, don’t be afraid to interact with those around you! Make your trip a positive one!

Written by Mara Rowcliffe, BS

References Deffenbacher, J. L., Filetti, L. B., Lynch, R. S., Dahlen, E. R., & Oetting, E. R. (2002). Cognitive-behavioral treatment of high anger drivers. Behaviour Research and Therapy, 40(8), 895-910. doi:10.1016/S0005-7967(01)00067-5 Galovski, T.E.; Blanchard, E.B.; Malta, L.S.; Freidenberg, B.M. (2003). The psychophysiology of aggressive drivers: comparison to non-aggressive drivers and pre- to post-treatment change following a cognitive-behavioral treatment. Behaviour Research & Therapy, 41(9), 1055. Galovski, T. E. & Blanchard, E. B. (2004). Road rage: A domain for psychological intervention? Aggression and Violent Behavior: A Review Journal, 9, 105-127. Galovski, T. E. & Blanchard, E. B. (in press). Psychological treatments of angry and aggressive drivers. In D. A. Hennessy and D. L. Wiesenthal (Eds.), Contemporary Issues in Traffic Research and Road User Safety. Hauppauge, N.Y.: Nova Science Publishers, Inc. Galovski, T. E., Malta, L. S., & Blanchard, E. B. (2005). Road Rage: Assessment and Treatment of the Angry, Aggressive Driver. Washington, DC: APA Books. Road Rage: How to Avoid Aggressive Driving (2013). AAA Foundation for Traffic Safety. Retrieved from https://www.aaafoundation.org/sites/default/files/RoadRageBrochure.pdf For more details see: http://www.apa.org/research/action/rage.aspx American Psychological Association, February 2014 What can be done about road rage? To help drivers with excessive anger stay cool, Psychologist Jerry Deffenbacher taught them either relaxation/deep breathing and coping skills techniques or to change problematic thoughts and shift their perspective about negative events. Both groups practiced these skills to better control their anger while visualizing frustrating driving situations, such as someone cutting them off in traffic. They also practiced these skills when actually driving. Both interventions were equally effective in curbing road rage yet couldn’t completely eliminate a driver’s anger, but did reduce its frequency and intensity. Also risky behavior decreased. A year later, people continued to control their anger roughly as they had immediately after treatment. Dr. Tara Galovski, also designed a cognitive-behavioral therapy for angry drivers that included deep relaxation, stress coping skills, and learning different ways to think about roadway events and stressors. These strategies reduced anger and aggression, both behind the wheel and in general. The treatment group averaged a 64 percent drop in aggressive driving behaviors, and marked reductions in distress and anger. Three months later, they maintained improvements. If anger is a problem for you, please get therapy for your own and others’ safety.

Written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

References: Dunn, E. W., Aknin, L. B., & Norton, M. I. (2008). Spending money on others promotes happiness. Science, 319 (5870), 1687-1688. Does money buy happiness? According to psychologists Elizabeth Dunn Lara Aknin, and Michael Norton it depends on how you spend it. In their experiment, participants rated their happiness in the morning and then were given either $5 or $20 to spend by the end of the day. Half of the participants had the instructions to spend the money on a bill or gift for themselves. The other half was instructed to spend the money on a gift for someone else or to make a charitable donation. At the end of the day, participants called the rese archers to once again report their level of happiness. The individuals who spent their money on someone else reported higher happiness levels than those who spent the money on themselves. In addition, the amount of money did not make a difference, just the way it was spent. In a second study, new participants chose which group they believed would bring more happiness, spending on themselves or someone else. The majority chose $20 over $5, and believed that spending it on themselves would make them happier. But they were incorrect! Give it a try! As you prepare for the holidays, feel good about buying something for someone else!

Written by Mara Rowcliffe, BS

References: Legg, A. M., & Sweeny, K. (2013). Do You Want the Good News or the Bad News First? The Nature and Consequences of News Order Preferences. Personality and Social Psychology Bulletin, 0146167213509113. Do you want to receive the good news or the bad news first? Does it make a difference if you’re the one delivering the message? Psychologist Angela Legg evaluated the order preferences for news givers and receivers, and the potential consequences of these preferences. Participants were randomly designated as either a news recipient or news giver. Results revealed that the two groups differed. Receivers preferred to hear the bad news first, getting the bad news out of the way. In contrast, the news givers were equally divided between starting with the good or the bad. The news givers who either felt uncomfortable giving bad news first or thought they could better focus on problem solving if they received the bad news last, gave the good news first. However, those thinking how the recipient would feel if hearing the bad news first, ended on a positive note. In fact, those who received the bad news first (as recipients prefer), afterwards worried less but also were less likely to make efforts to change. When giving good and bad news, consider the person you’re talking to. For some people you may think it important to reduce their anxiety while others more important to motivate them!

Written by Mara Rowcliffe, BS

References: Toepfer, S. M., & Walker, K. (2009). Letters of gratitude: Improving well-being through expressive writing. Journal of Writing Research, 1(3), 181-198. Feelings of being grateful can be powerful, helping us to appreciate what we have. Does expressing sincere gratitude make you a happier person? Drs. Stephen Toepfer and Kathleen Walker at Kent State University assessed whether writing letters of thanks would increase well-being. Researchers gave some classes an assignment to write three letters of gratitude over 8 weeks that were then mailed. They were instructed to be thoughtful, and reflective, focusing on something specific and meaningful a person did for which they were grateful. Other classes did not write any letters. The researchers assessed the differences between the classes on happiness, gratitude and life satisfaction. Results revealed that writing three letters of thanks increased both happiness and gratitude. These measures increased each time a participant wrote another letter, and was higher than the individuals who did not participate in letter writing. The increase of well being over time shows that sustained writing is beneficial. We can influence our own positive feelings. Increase your level of happiness and gratitude right now! Send an email, letter, or text thanking someone for something specific they did. Not only will you increase your own well being, you may brighten someone’s day!

Written by Mara Rowcliffe, BS

References: Tolin, D. F., Stevens, M. C., Villavicencio, A. L., Norberg, M. M., Calhoun, V. D., Frost, R. O., … & Pearlson, G. D. (2012). Neural mechanisms of decision making in hoarding disorder. Archives of general psychiatry, 69(8), 832-841. Do you have clutter in your house? Most people do. If it’s a kitchen table full of mail, or a desk piled high with papers, it generally doesn’t interfere with life. However, some individuals have a hoarding disorder. Clutter overtakes their homes. Until recently, hoarding was classified as a type of obsessive-compulsive disorder (also known as OCD). However, research indicates it is a separate illness. Psychologist David Tolin and colleagues evaluated how brains of individuals with a hoarding disorder are different from adults without mental health diagnoses and those with OCD. By using an fMRI, researchers observed brain activity of participants while they were asked whether or not to throw something away. Results showed individuals who hoard items took longer to make decisions, and decided to keep more items. In addition, they exhibited more brain activity in both the anterior cingulate cortex, a region associated with identifying mistakes under stress, and the mid-to anterior insula, a region related to emotional decisions. Finally, those who hoard also showed a higher increase of anxiety, and sadness when making decisions. Psychological research brings hope for sufferers. Examining brain waves related to specific thoughts can lead to more effective treatments.

Written by Mara Rowcliffe, BS

Reference: Liu, P. J., Rim, S., Min, L., & Min, K. E. (2023). The surprise of reaching out: Appreciated more than we think. Journal of personality and social psychology, 124(4), 754–771. https://doi.org/10.1037/pspi0000402 “Do people value and appreciate when we contact them?” Psychologists wanted to know. In a series of 13 studies, researchers randomly assigned 200 participants to one of two roles: initiator or responder. They asked initiators to recall the last time they reached out to someone "just because" or "just to catch up." They asked the responders to recall the last time someone reached out to them identifying whether the interaction occurred via email, text, or phone after a long break. Results? Initiators estimated lower appreciation from others when they reached out. In contrast, responders recalled feeling more appreciated when someone reached out to them to their surprise. This suggests people may underestimate the value of their efforts because they don’t expect the other to appreciate it so. The findings show that we underestimate how much others value our efforts to connect. Their focus on being surprised led to responders’ greater appreciation. Conclusion? Surprise someone! Reach out! Give a simple appreciation, comment, joke, or question. Send a loved one a text, write a friend a letter, a birthday card, or give a small gift to someone you care about. They likely will welcome your kindness and appreciate your reaching out!

Written by Kristin M. Harris, Ph.D.

Reference: Gallagher, S., Howard, S., McMahon, J, & Palmieri, C. (2023). Christmas cards: are senders full of joy and good cheer? Cogent Psychology, 10 (1), 1-7. https://doi.org/10.1080/23311908.2022.2151727 Did you know that people with depression often struggle during the holidays or on religious days? Even though the holiday or season is festive with decorations, parties, and social activities, some people experience the holiday blues and thus remember losses. Psychologists asked, “Are higher levels of depressive symptoms associated with how often people send cards on religious holidays?” United Kingdom researchers analyzed data already collected from a larger UK study finding over 2,400 participants who said they had some religious affiliation, Christian – (Anglican, Roman Catholic, Presbyterian, Baptist, Methodist) and Hindu, Muslim, Jewish, Sikh, Buddhist. All reported how often their family sent holiday cards. Results? Depressed individuals were more likely to "never" send cards, while non-depressed individuals were more likely to "always" send them. This pattern was evident only among Christians, not among non-Christians or the non-religious. For Christians, the level of depression may indicate how often a person sends Christmas cards. Especially for those who have regularly sent cards or those friends who don’t, reach out to them! You may be able to help them have a “merry” instead of a “blue” Christmas.

Written by Kristin M. Harris, Ph.D.

References: Kazak, A. E., Alderfer, M., Rourke, M. T., Simms, S., Streisand, R., & Grossman, J. R. (2004). Posttraumatic stress disorder (PTSD) and posttraumatic stress symptoms (PTSS) in families of adolescent childhood cancer survivors. Journal of pediatric psychology, 29(3), 211-219. Have you ever wondered about or experienced the long-term emotional impact a family faces when their child is diagnosed with a life-threatening illness? Most survivors of childhood cancer and their family members are able to adapt after the diagnosis and treatment. However, some families experience severe emotional distress that may affect their ability to function. Psychologists at the Children’s Hospital of Philadelphia evaluated the rates of posttraumatic stress disorder (PTSD) in adolescent childhood cancer survivors and their parents. Results revealed that PTSD symptoms are common in families of childhood cancer survivors. In fact, parents reported more symptoms than their adolescents, revealing that the stress of cancer impacts the whole family. Though there were no differences between parents in current levels of PTSD, 18% more mothers than fathers had PTSD at one point since their child’s diagnosis. Out of all the families, 99% had at least one family member with symptoms of re-experiencing the trauma (nightmares, feeling it was happening again, or anxious memories). This study demonstrates that families with childhood cancer survivors often experience anxiety, troublesome memories, or avoiding the cancer experience. Psychological support for all family members should be included as part of the child’s treatment!

Written by Mara Rowcliffe, BS.

References: Van Boven, L., & Ashworth, L. (2007). Looking forward, looking back: anticipation is more evocative than retrospection. Journal of Experimental Psychology: General, 136(2), 289. When you were a kid did you count down the days until your birthday? Do you remember all the excitement you felt anticipating the upcoming event? Social psychologist Leaf Van Boven and marketing specialist Laurence Ashworth teamed up to further understand the emotions involved in anticipating or looking back on an event. They evaluated four different types of events: ones that were positive, negative, routine, or hypothetical. In all cases participants reported more intense emotions when anticipating an event, rather than looking back on one. For example, participants completed a questionnaire two weeks before Thanksgiving, and two weeks after Thanksgiving. This included questions asking them “how happy will this upcoming Thanksgiving make you?” compared to “how happy did this past Thanksgiving make you?” Results revealed the anticipation of Thanksgiving Day made participants happier than reflecting upon the past holiday. This study shows the influence anticipation can have on well-being. When you want to boost your mood, plan something you enjoy. Call up a friend and set up a lunch date, or pick out the movie you want to go see during the weekend. The act of planning and looking forward to the event itself will help you increase your happiness!

Written by Mara Rowcliffe, BS

References: Lill, M. M., & Wilkinson, T. J. (2005). Judging a book by its cover: descriptive survey of patients’ preferences for doctors’ appearance and mode of address. BMJ, 331(7531), 1524-1527. First impressions are important, so how can you dress for success? New Zealand researchers assessed patients’ preferences regarding their doctor’s style of dress and introductions. Their study consisted of 450 patients in a hospital setting. Participants viewed photographs of doctors wearing different dress styles and rated their level of comfort with particular items of appearance. Results revealed patients preferred doctors who wore semi-business attire (tie, no suit coat, dress shoes) and who had a smiling face. The next preference was semi business attire without a smiling face followed by those who wore a white coat, formal suit, casual dress, and jeans. Older patients preferred white coats. Patients favored doctors who wore conservative clothing such as long sleeves, closed-toed shoes, and dress pants or skirts. These items were preferred, again especially by the elderly, over less conservative items such as short tops, facial piercings, brightly dyed hair, several rings, and earrings worn by men. In addition, most patients selected to be called by their first name, but preferred doctors to introduce themselves by their full name and title. Professional appearance does matter for everyone. If you want to make a good first impression, dress professionally and especially don’t forget to smile!

Written by Mara Rowcliffe, BS.

References: Galatzer-Levy, I. R., & Bonanno, G. A. (2014). Optimism and Death Predicting the Course and Consequences of Depression Trajectories in Response to Heart Attack. Psychological science, 25(12), 2177-2188. Having a heart attack is scary and recovery can be a daunting process. Some people may feel overwhelmed and discouraged when attempting to make healthier lifestyle changes to reduce their risk of having another one. The good news is research is being done to understand the causes of increased risk of death in order to help prevent it. Psychologists Isaac Galatzer-Levy and George Bonanno assessed the course of depression in relation to heart attacks. They evaluated 2,147 older adults by looking at any depression symptoms from six years before their first reported heart attack to four years after. Results revealed that participants who developed depression after their first heart attack were significantly more at risk to dying than those individuals who did not have depression. Participants who demonstrated depression prior to their first heart attack followed by recovery after their heart attack were not at increased risk for death. Developing depression following a heart attack increases your risk for death. If you have had a heart attack and are struggling emotionally, don’t be afraid to ask for help from a mental health professional or join a post-operative support group. It may save your life!

Written by Mara Rowcliffe, BS.

References: Boothby, E. J., Clark, M. S., & Bargh, J. A. (2014). Shared experiences are amplified. Psychological science, Retrieved 1/13/15 DOI: 0956797614551162. Did you know that sharing an experience with someone else influences your perception of the event? Yale University psychologists Margaret Clark and John Bargh and doctoral student Erica Boothby conducted two studies to assess the impact of shared experiences. In their first study, participants tasted what was deemed as “pleasant” chocolate. Participants considered the chocolate to be more enjoyable and flavorful when they tasted it at the same time as another participant compared to when they tried the chocolate with another participant present but engaging in another activity. These results indicated that shared experiences are intensified compared with unshared experiences. In their second study the researchers wanted to find out whether this finding applied to unpleasant experiences. Participants tasted bitter chocolate and perceived it to be less likeable when another person tried it with them. Therefore, if an experience is positive or negative it is intensified when shared with someone else. When dealing with unpleasant events, handling things alone may make them more tolerable. When anticipating happy events and activities you like, to enhance the experience, invite a friend along!

Written by Mara Rowcliffe, BS.

References: Chernyak, N., & Kushnir, T. (2013). Giving preschoolers choice increases sharing behavior. Psychological science, 0956797613482335. Can we promote positive social behaviors in preschool children? Psychologists Nadia Chernyak and Tamar Kushnir evaluated three and four year olds to understand what motivates them to share. Children were given a choice to keep and play with a toy for themselves or share it with others who might be sad (attempting to elicit the child’s compassion). Sometimes the toy had little value or a greater value fun toy (thus a more costly choice to share it). Or, they would just be told to share the toy and thus not be initiating their own choice. Which of these conditions or choices would make a difference in the likelihood of sharing in the future? While most of the children shared the less valued item, those who made the costly choice previously were more likely to share the valued “Froggie” toy with others. These results indicate that giving children the opportunity to make costly choices when encouraged to share helps promote later positive sharing. Encourage your children to make thoughtful choices to help others. Let them feel responsible for resulting good feelings from self-pride, your praise, or the recipient’s gratitude. This will lead to future sharing and helping.

Written by Mara Rowcliffe, BS.

References: Solomon, B. C., & Jackson, J. J. (2014). The Long Reach of One’s Spouse Spouses’ Personality Influences Occupational Success. Psychological science, 0956797614551370. You marry your spouse “for better, for worse” and “for richer, for poorer,” but does your choice of partner make you richer or poorer? That is the question Psychologist Joshua Jackson and colleagues evaluated. Does a person’s personality characteristics impact their spouses’ work environment? In a longitudinal study, they examined 4,500 married individuals assessing their spouse’s personality traits and how they related to participants’ occupational success. The personality traits assessed included openness, conscientiousness, extraversion, agreeableness, and neuroticism. Success at work included job satisfaction, income, and likelihood of being promoted. The results indicated that one’s partner’s conscientiousness, doing their work well and thoroughly, predicted future income, job satisfaction and likelihood of promotion. This was the case for both male and female participants and dual or single employed couples. How to explain the association between occupational success and partner conscientiousness? Conscientiousness led to sharing household tasks, thus reducing stress, allowing time to recharge, and focus better at work. Participants also likely modeled their spouse’s conscientiousness at work and had greater relationship satisfaction and thus spilled over into greater job satisfaction. So think as a couple how you both can create conditions that allow you to foster your occupational careers and creative endeavors!

Written by Mara Rowcliffe, BS

References: Williams, C., & Wood, R. L. (2010). Impairment in the recognition of emotion across different media following traumatic brain injury. Journal of clinical and experimental neuropsychology, 32(2), 113-122. Do you know that someone who has experienced a head trauma resulting in a traumatic brain injury (that is, TBI) might be impaired in relating to others? Neuropsychologists Claire Williams and Rodger Wood assessed the TBI person’s ability to recognize emotions. They evaluated 64 adults with a TBI and compared their performance with adults who had NOT even experienced a head trauma. Measures assessed participants’ accuracy in recognizing basic emotions, such as happiness, anger, and sadness, during 28 videoed scenes of actors engaged in conversation. Participants were also shown faces presented for 5 seconds on a computer screen and asked which emotion best described the facial expression. Results showed that the participants with a TBI were less accurate in identifying emotions compared to those individuals without TBI. Both groups were equal in speed. Additionally, both were less accurate in identifying negative vs. positive emotions, with the TBI group being the least accurate. Most importantly, the TBI group was more accurate recognizing emotions displayed through video compared to still photographs. Detecting emotions is important in facilitating happy relationships. Don’t assume a person with TBI can read your emotions. Verbally share how you are feeling, so they can more accurately understand you.

Written by Mara Rowcliffe, BS.

References: Gable, S. L., Gosnell, C. L., Maisel, N. C., & Strachman, A. (2012). Safely testing the alarm: Close others’ responses to personal positive events. Journal of personality and social psychology, 103(6), 963. Do you know how to help your family and friends feel supported? Social Psychologists from the University of California, Veterans Affairs and E-Harmony laboratory came together to evaluate what influences people’s perceptions of the quality of their social support. In three studies consisting of over 280 participants, the researchers compared the differences between receiving or giving support after a positive versus negative event. Results revealed that providing support for your friend or partner following a negative event is hard. This may involve risks and setbacks particularly if the support you give is not consistent with what your friend or partner needs. Results also indicated that supporting a spouse or friend during the good times might be more important than doing so when things get rough. Participants who felt supported during positive events, such as getting a promotion, reported feeling better about themselves and their relationships. However, feeling supported after experiencing a negative event, such as losing ones job, did not always yield positive results. Acknowledging accomplishments and giving praise after a positive event can help your friend or spouse feel cared for. When unfortunate events occur, why not ask them what they need from you in order to feel supported?

Written by Mara Rowcliffe, BS.

References: Forest, A. L., & Wood, J. V. (2012). When Social Networking Is Not Working Individuals With Low Self-Esteem Recognize but Do Not Reap the Benefits of Self-Disclosure on Facebook. Psychological Science, 0956797611429709. Do you struggle with making social connections? Can using social networking websites strengthen your relationships? Psychology researchers Joanne Wood and Amanda Forest explained that websites such as Facebook make it easier for individuals with low self-esteem to engage in self-disclosure, necessary for developing intimacy. They evaluated 80 Facebook users by measuring their self-esteem and how Facebook helps them express themselves. Participants were asked to identify how comfortable they were with self-disclosing on Facebook versus in person. As the researchers anticipated, results showed that participants with lower self esteem viewed Facebook as a safer place to self disclose than those with higher self-esteem. In addition, those with lower self esteem also indicated that the social networking website offered more opportunities to connect with others compared to the individuals with high self-esteem. However, Facebook status updates showed that participants with low self-esteem express less positivity and more negativity when compared to those with higher self-esteem. Although individuals with lower self-esteem saw Facebook as a safer place for self-disclosure, their tendency to reveal more negativity may prevent them from gaining positive social benefits. People like and seek positive, happy, energetic friends. On social media, share ideas, but especially the positive aspects of life!

Written by Mara Rowcliffe, BS.

References: Foroughi, C. K., Werner, N. E., Nelson, E. T., & Boehm-Davis, D. A. (2014). Do interruptions affect quality of work?. Human Factors: The Journal of the Human Factors and Ergonomics Society, 56(7), 1262-1271. Do you have a lot of interruptions when working? How do these distractions impact your work products? Human Factors psychology researchers at George Mason University wanted to determine if interruptions affect the quality of work performed. They compared 54 students writing essays under three different conditions. In all situations, students outlined the essay using pen and paper, and then wrote the essay on a computer. During one condition, participants were interrupted while outlining, during another condition they were interrupted while they were writing, and for a third condition, no interruptions occurred. Interruption consisted of disrupting the participants by having them answer unrelated questions using a pen and paper. Results revealed that the quality of work significantly diminished when the participants were interrupted compared to when they were not. In addition, participants wrote significantly fewer words when they were interrupted during writing the essay, but not during the outlining process of the essay. This study suggests that interrupting a task can negatively impact both the quantity and quality of the work. When you need to get work done and want to do it well, find a quiet room away from possible interruptions!

Written by Mara Rowcliffe, BS.

References: Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. science, 331(6014), 211-213. Do you get nervous before an exam or presentation? Feeling stressed before an important event can negatively affect performance. Psychologist Gerado Ramirez and a co-author designed an intervention to improve scores on high-pressure exams. They believed that writing about one’s worries before an exam allows a re- evaluation of the situation, thus reduces worries and boosts scores. To test this theory, they divided participants into two groups. After a math pre-test showing their typical performance, researchers created a stressful environment by video taping, rating them, and giving monetary incentives. Additionally, high-level performance depended on a partner’s scores. Participants were told their partner already completed the exam and performed highly. Thus, it was entirely up to them to win the reward. Before the test, one group wrote for 10 minutes about their thoughts and feelings regarding the exam, while the other group sat quietly. Math performance on the pre-test was the same for both groups. However, the group that engaged in the writing activity before the high-pressure exam performed significantly better than the other group. If you’re nervous before an exam or presentation, take a few minutes to jot down your thoughts and feelings. This might improve your performance!

Written by Mara Rowcliffe, BS.

References: Helfinstein, S. M., Mumford, J. A., & Poldrack, R. A. (2014). If All Your Friends Jumped Off a Bridge: The Effect of Others’ Actions on Engagement in and Recommendation of Risky Behaviors. Journal of Experimental Psychology: General, Vol 144(1), 12-17. If your friend jumped off a bridge, would you jump too? Psychologist Sarah Helfinstein and colleagues noticed a difference between the types of risky behaviors people would recommend to others and those they engage in themselves. In order to understand why this difference exists, they evaluated 400 participants who reported their willingness to engage in a series of risky behaviors themselves and their willingness to recommend these same behaviors to a loved one. They identified how good of an idea it would be to engage in these risky behaviors, what level of risk is involved, and whether they know someone who has previously engaged in the behavior. Results revealed that when they observed that others engaged in the risky behavior, they were more willing to engage in the risk compared when either they perceived the risk as high or were unwilling to recommend it to others. This suggests that an individual’s decision to engage in risky behaviors is more influenced by others’ choices instead of their own better judgment. If you wouldn’t recommend a risk to a loved one, why is it okay for you? Take time to think how you might be persuaded by others’ fool-hardiness, instead of your own good judgment.

Written by Mara Rowcliffe, BS.

References: Buehlman, K. T., Gottman, J. M., & Katz, L. F. (1992). How a couple views their past predicts their future: Predicting divorce from an oral history interview. Journal of Family Psychology, 5(3-4), 295. What leads a couple to a successful marriage or divorce? Dr. John Gottman, a leading researcher on marital satisfaction, conducted a long-term study to figure this out! Married couples participated in an interview where they answered a set of open-ended questions about the history of their relationship. Next, they visited a laboratory where the researchers observed their behavior during a 15-minute discussion of two problem areas in their relationship. Three years later, participants were asked to complete a questionnaire regarding marital satisfaction, and current marital status. By evaluating seven relationship dimensions, Dr. Gottman successfully predicted which couples would be in a stable marriage or divorced in 94% of the cases. The predictions were based on the couple’s problem solving behavior and emotional expression. The couples that were divorced or separated within three years, described their lives as more chaotic, did not show positivity when discussing their past, and were far more negative when attempting to solve a problem. Among these couples, the husbands and wives showed a greater tendency to complain or criticize one another. To strengthen your marriage, work together to solve problems. Put effort into complimenting your partner. Show some positivity and let them know why you appreciate and love them!

Written by Mara Rowcliffe, BS.

Reference: Liming, K. W., Brook, J., & Akin, B. (2021). Cumulative adverse childhood experiences among children in foster care and the association with reunification: A survival analysis. Child abuse & neglect, 113, 104899. https://doi.org/10.1016/j.chiabu.2020.104899 Do adverse childhood experiences (called “ACEs”) affect kids in foster care? ‘ACEs’ are verbal, physical, and sexual abuse, domestic violence, household mental illness or substance abuse, incarcerated household members, and parental separation or divorce. Researchers asked, What impact do ‘ACEs’ have on kids reuniting with their families? They assessed ~3,000 US children in foster care, ages 6–18, for exposure to adverse events over 4 years. Researchers measured how quickly these children in foster care reunited with their families. Results? Children in foster care with more ACEs were less likely to reunite with their families. Those with 10 or more ACEs were 42% less likely to reunify. At the study’s end, only 35% of foster children reunify with their families, 18% were adopted or under guardianship, and 47% remain in foster care likely due to the child’s family not being able to provide child safety. Yet, Let’s educate and help all parents know how to raise healthy, kind children without physical punishment, the harm of verbal or sexual abuse. Let’s train foster parents to make sure foster children feel loved and learn to respond to kind correction without fear of harsh punishment or humiliation.

Written by Kristin M. Harris, Ph.D.

Reference: Schneider, E., Liwinski, T., Imfeld, L., Lang, U. E., & Brühl, A. B. (2023). Who is afraid of Christmas? The effect of Christmas and Easter holidays on psychiatric hospitalizations and emergencies-Systematic review and single center experience from 2012 to 2021. Frontiers in psychiatry, 13, 1049935. https://doi.org/10.3389/fpsyt.2022.1049935 Christmas and New Year’s Eve are just around the corner! The holiday season brings promise of new memories and high expectations yet can trigger stress and conflict. For some, feelings of loneliness intensify leading to mental distress with people seeking emergency psychiatric hospitalizations. Psychologists wanted to know, “Is there evidence for more psychiatric emergencies around Christmas?” Swiss Researchers reviewed 25 studies examining annual and Christmas-related changes in suicide attempts, psychiatric emergencies, and 26,000 hospitalizations in U.S., Europe, and South America. They also analyzed acute admissions around Christmas and Easter, with Easter as a comparison. Results? Christmas did not show increased psychiatric emergencies, with lower psychiatric hospitalizations on Christmas and on other holidays compared to regular days. Christmas admissions were 25% lower and Easter admissions were 21% lower compared to the yearly average. December had the lowest admission numbers, with Christmas days, December 23rd to 26th having fewer admissions. As the holidays approach, take comfort in the research: The season doesn’t necessarily bring a spike in crises. Whether you’re celebrating with family, friends, or solo, remember that your kindness, being helpful, and understanding can make this time of year a little brighter for everyone. Relax and enjoy yourselves!

Written by Kristin M. Harris, Ph.D.

Reference: Oscarsson, M., Carlbring, P., Andersson, G., & Rozental, A. (2020). A large-scale experiment on New Year's resolutions: Approach-oriented goals are more successful than avoidance-oriented goals. PloS One, 15(12), e0234097. https://doi.org/10.1371/journal.pone.0234097 Have you made your 2025 New Year’s resolutions yet? Swedish Psychologists studied resolutions to see how to improve success rates. They recruited 1,000 adults from social media and news platforms, dividing them into three groups: Group 1. Minimum contact: received brief science-based setting goals suggestions, with follow- up every 6 months. Group 2. Some support: same info as Group 1, monthly email suggestions plus participants identified a friend to give social support to help them toward their goal. Group 3. Extensive support: had the same as Group 2, plus encouraged to formulate specific, measurable, realistic, and time-framed goals plus monthly emails with tips on challenges, motivation, and mindset. Results? Many resolutions were about physical health, weight loss, and eating habits. After one year, 55% said they were still following their resolutions. Those with goals to increase behaviors (e.g. running, kind acts) were 59% successful compared to those 47% trying to stop doing behaviors (e.g. stop eating high calorie foods). Group 2 with social support but less suggestions in emails had the highest success rate. Make a specific New Year’s resolution to increase a positive behavior. Get a friend’s support and make specific steps to help you reach your goal!

Written by Kristin M. Harris, Ph.D.

References: Schlichting, M. L., & Preston, A. R. (2014). Memory reactivation during rest supports upcoming learning of related content. Proceedings of the National Academy of Sciences, 111(44), 15845-15850. Do you know how to study smart? What can you do when studying to enhance your learning? Psychology and neuroscience researchers found that taking a break when studying has multiple benefits. Mental rest helps individuals remember previously learned material and improve future learning. Thirty-five individuals participated in a University of Texas experiment by completing two learning tasks, with a rest period in between. The first task included memorizing a series of paired photos. The only instructions for the short break included staying awake, and thinking about whatever they wanted to. Next, participants completed a similar photo memorization task. Using an MRI, researchers conducted brain scans to determine what participants focused on during their break. Results showed that participants who thought about the first task during the rest break did better on the second task. This improvement was even greater when the two tasks were related. Taking a break and relating previous knowledge to the new task made it easier for these participants to learn during the second task by synthesizing the new with the old, thus learning the new material better. To study smart, take a break. Allow time to relate what you know to what you are trying to learn.

Written by Mara Rowcliffe, BS.

References: Kumar, A., Killingsworth, M. A., & Gilovich, T. (2014). Waiting for Merlot Anticipatory Consumption of Experiential and Material Purchases. Psychological science, 0956797614546556. Do you need an extra reason to buy those summer concert tickets or plan a beach vacation? According to new psychological research, spending money on doing something provides more anticipatory happiness than on looking forward to having material purchases. While buying a new television may technically last longer, research guided by Dr. Thomas Gilovich and graduate student Amit Kumar suggests there is more pleasure in using that money for an experiential activity or event. In their experiment, they directed 97 participants to think about an upcoming experiential or material purchase. Participants rated their level of anticipation on a scale from extremely unpleasant to extremely pleasant. They also reported an estimated cost of the purchase. Results of this study indicated that anticipating an experience was more pleasant than waiting for a new material possession. In addition, the costs for the experiential and material purchases were the same. Before spending your money on a new item, consider experiencing a new activity instead. Anticipating the upcoming event will be more exciting and help to create long lasting memories. You could take a cruise, see a new show, participate in cooking classes, or even ride in a hot air balloon!

Written by Mara Rowcliffe, BS.

References: Gawronski, B., Rydell, R. J., Vervliet, B., & De Houwer, J. (2010, October 4). Generalization Versus Contextualization in Automatic Evaluation. Journal of Experimental Psychology: General. Advance online publication. doi: 10.1037/a0020315 Let’s say you showed up late for the first day of a new job. It’s likely this didn’t create a good first impression. But are you stuck with that negative image? Psychologists examined the truth behind the saying, “you never get a second chance to make a first impression.” Participants viewed either positive or negative information on a computer screen about someone they did not know, hence creating a first impression. Later, they observed new inconsistent information about the same person. In some cases, the researchers subtly changed the background color of the computer screen to examine whether the context of the information affected the participants’ impressions. The participants’ spontaneous reactions to an image of the individual were measured. Results indicated participants’ reactions were only influenced by the second impression when the information was displayed against the same background in which the first impression was learned. In all other cases, participant’s reactions were still overpowered by the first impression when the individual was shown against a different background. Change a first impression by challenging it within the same situation. If you showed up late the first day, consistently arrive to work on time, even early, to overcome the impression you once made.

Written by Mara Rowcliffe, BS.

References 3DePasquale, J. P. & Geller, E. S. (1999). Critical success factors for behavior-based safety: A study of 20 industry-wide applications. Journal of Safety Research, Vol. 30, pp. 237-249. 2Fox, D. K., Hopkins, B. L., & Anger, W. K. (1987). The long-term effects of a token economy on safety performance in open-pit mining. Journal of Applied Behavior Analysis, 20, 215-224. 1Occupational Safety & Health Administration (2014). Worker injuries, illnesses, and fatalities. Retrieved from https://www.osha.gov/oshstats/commonstats.html Can research from over 25 years ago still be an effective technique used to improve safety in high-risk environments? In 2013 an estimated 4,400 workers were killed on the job.1 Fortunately, several techniques exist from the field of behavior analysis that have proven effective in increasing safety. A token economy is a technique from applied behavior analysis that involves earning tokens for engaging in desired behaviors that can later be exchanged for desired prizes. Consultants and the University of Kansas adopted this simple technique to increase safety at two open pit mines in the 1970’s.2 Employees earned tokens (in this case, trading stamps) for working without damaging equipment or being involved in an accident. Bonus stamps could be earned if all members of their group were safe for a given month. However, stamps could be lost for accidents, damaging equipment, or failing to report accidents. Employees traded stamps for thousands of valuable items from an on-site store. Results demonstrated a dramatic decrease in work-related injuries. Tokens were continued for over ten years. Companies use these same, yet expanded techniques today.3 The savings from decreased accidents and injuries far outweigh the cost of the program. Does your company have safety risks? Adopt behavior analysis techniques that can help.

Written by Byron Wine, Ph.D., BCBA-D.

References: Silver, R.C., Holman, A., McIntosh, D.N., Poulin, M., and Gilrivas, V. (2002). Nationwide Longitudinal Study of Psychological Responses to September 11. Journal of the American Medical Association, Vol. 228, pp. 1235-1244. What is Posttraumatic Stress Disorder? PTSD is an anxiety disorder that can develop after exposure to a terrifying event, grave physical harm, or threat. Traumatic events may include assaults, natural or human-caused disasters, terrorist attacks, vehicle accidents, physical and sexual abuse, or military combat. Those suffering from PTSD can have trouble in their jobs, school, or personal relationships, want to isolate themselves from others, and may develop phobias. Many re-experience the ordeal in the form of flashback episodes, memories, nightmares, or frightening thoughts, especially when they are exposed to sights, smells, or sounds that remind them of the trauma. Psychologist Roxane Silver studied the effects of the 9/11/01 terrorist attacks. She found that the severity of exposure to the event, rather than the degree of loss, predicted people’s level of distress. For example, those seeing the planes crash into the trade center experienced more PTSD symptoms than people who experienced financial losses because of the attacks. Simply watching traumatic events on TV was traumatic to some, especially if watched repeatedly and those with pre-existing mental or physical health difficulties. Prevent trauma in your family: Limit your and your child’s TV watching of traumatic films and news, especially local TV news violence.

Written by Based on research by Silver, Roxane C., Holman, A., McIntosh, D.N., Poulin, M., and Gilrivas, V. (2002), adapted by Juanita N Baker, Ph.D.

References Geller, E.S. (2005). Behavior-based safety and occupational risk management. Behavior Modification, Vol. 29, pp. 539-561. Skinner, B. F. (1938). The Behavior of Organisms: An Experimental Analysis. Acton, Mass.: Copley Publishing Group. Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan. Skinner, B. F. (1974). About Behaviorism. New York: Alfred A. Knopf. For more details see: http://www.apa.org/research/action/safer.aspx American Psychological Association, February 2014 Successful applications of BBS programs adhere to the following key principals (Geller, 2005): Focus interventions on specific, observable behaviors. Look for external factors to understand and improve behavior. Use signals to direct behaviors, and use consequences to motivate workers. Focus on positive consequences (not punishment) to motivate behavior. Use a science-based approach to test and improve BBS interventions. Don’t let scientific theory limit the possibilities for improving BBS interventions. Design interventions while considering the feelings and attitudes of workers within the organization. How do behavior-based safety programs help companies cut accidents and injuries? Through systematic observation, analysis and intervention. Psychologists developed a systematic approach called behavior analysis to increase safe behaviors, reduce risky behaviors and prevent accidental injury at work sites. Organizations adopting this approach, term it behavior-based safety (BBS). BBS grew from early research by psychologist B.F. Skinner. A variety of strategies and tactics apply his behavioral psychological principles to change specific behaviors. Rather than try to get people to change via motivation or attitude, BBS programs successfully “act people into thinking differently.” In other words, they change behavior first in order to change attitude. A behavior-based safety program starts by identifying a critical behavior to change. Trained observers study and record behaviors to obtain baseline measures of their frequency, duration and rate. Next, these experts cue workers to use safer target behaviors and reward their changes. Observers again record the target behavior’s frequency, duration or rate, comparing the before and after measures to determine how well the program worked. On average injuries drop 30% in the first year, 80% after 7 years! Success! Identify, measure, and reward safer target behaviors.

Written by Juanita N. Baker, Ph.D.

References: Ryu, J., Horkayne-Szakaly, I., Xu, L., Pletnikova, O., Leri, F., Eberhart, C., … & Koliatsos, V. E. (2014). The problem of axonal injury in the brains of veterans with histories of blast exposure. Acta neuropathologica communications, 2(1), 153-153. Did you know during the First World War, shell shock was used to describe the mysterious reaction of some soldiers to trauma in combat? Symptoms included “exhibiting helplessness and an inability to reason, sleep, walk or talk.” New research may have identified the specific brain injury that explains why some soldiers’ lives are devastated by the condition. Psychologist Francesco Leri and researchers from Johns Hopkins University conducted autopsies on US combat veterans. These veterans survived improvised explosive device (IED) blasts in Iraq or Afghanistan but later died of other causes. The autopsies were compared to other individuals who experienced head trauma such as from a car accident, or drug overdose. The comparison revealed the IED surviving soldiers had “a distinctive honeycomb pattern of broken and swollen nerve fibers” in their brain’s frontal lobe and other areas. This area is in charge of decision making, control, and reasoning. We now know these sometimes hidden brain injuries may contribute to social and psychological problems encountered by some combat veterans such as depression, anxiety, and what we label today as Post-traumatic Stress Disorder. If veterans you know have some of these difficulties, understand they also may be neurologically based. Give them encouragement, acceptance, and appreciation.

Written by Mara Rowcliffe, BS.

References: Denis, Dan., French, C. C., Rowe, R., Zavos, H., Nolan, P. M., Parsons, M. J., & Gregory, A. M. (2015). A twin and molecular genetics study of sleep paralysis and associated factors. Journal of sleep research. Related Articles Have you experienced an episode of sleep paralysis? When waking up or falling to sleep, were you unable to move or speak? You may feel short of breath, a sense of danger, or a strange presence in the room. If this has happened to you, don’t panic! Sleep paralysis is not dangerous, and most likely not a sign of a serious problem. In fact, it is relatively common as an estimated 65% of people may experience it at some point. While the cause is unknown, recent research has identified possible contributing factors. English Psychologists examined the role of heredity by evaluating 862 twins and siblings. They assessed differences in a specific gene involved in circadian rhythms, the 24-hour biological rhythms that control the sleep and wake cycle. Results revealed that genetics was a factor in 53% of cases of sleep paralysis. Participants with certain variations of the gene were more likely to experience sleep paralysis. Individuals with disrupted sleep, anxiety, stressful or traumatic events were also more likely to experience sleep paralysis. Knowing sleep paralysis is temporary, that it will pass and understanding these physiological components can help reduce your fear associated with this potentially scary experience.

Written by Mara Rowcliffe, BS.

Cited Research DePasquale, J. P. & Geller, E. S. (1999). Critical success factors for behavior-based safety: A study of 20 industry-wide applications. Journal of Safety Research, Vol. 30, pp. 237-249. Hermann, J.A., Ibarra, G.V., and Hopkins, B.L. (2010). A safety program that integrated behavior-based safety and traditional safety methods and its effects on injury rates of manufacturing workers. Journal of Organizational Behavior Management, Vol. 30, pp. 6-25. Improved safety culture and labor-management relations attributed to changing at-risk behavior process at Union Pacific (2009). U.S. Department of Transportation Federal Railroad Administration Research Results, RR09-19. Leigh, J. P. (2011). Economic Burden of Occupational Injury and Illness in the United States. Milbank Quarterly, Vol. 89 (4), pp. 728-772. For more details see: http://www.apa.org/research/action/safer.aspx American Psychological Association, February 2014 Related Articles How can companies save billions? Occupational injury and illness cost U.S. companies an estimated $250 billion in 2007. Behavior-based safety or BBS programs demonstrate that targets and documenting behavior change saves lives, money and productivity. Successful safety interventions include interviews with previously injured workers; the establishment of safety performance objectives for supervisors; a weekly safety review with systemic data collection; and managers provide immediate and weekly feedback about workers’ safe and unsafe behaviors. These programs have been used to help injury rates at numerous industrial sites drop to all-time lows. BBS is used in thousands of companies worldwide, including ExxonMobil, Estée Lauder, and Pfizer Pharmaceuticals. Industrial psychologist Jaime Hermann and colleagues showed BBS programs improved safety at a Mexican automobile plant. Compared to sister plants that did not receive the intervention, the BBS plant saw a 92% reduction in “first-time medical visits.” The BBS plant experienced a 96% drop in severity injury rate, such as lacerations, burns, broken bones and amputations. Sometimes, workers were unaware how they put themselves at risk. BBS provided social support to act more safely despite production and efficiency pressures. Safety first also saves dollars!

Written by Based on research by Hermann, Jaime A., et al. (2010), adapted by Juanita N. Baker, Ph.D.

References Chaddock-Heyman, L., Erickson, K. I., Holtrop, J. L., Voss, M. W., Pontifex, M. B., Raine, L. B., Kramer, A. F. (2014). Aerobic fitness is associated with greater white matter integrity in children. Frontiers in Human Neuroscience, 8, 584. doi:10.3389/fnhum.2014.00584 Previous research has shown children who are more physically active perform better in school, but do we know why? Psychologist Laura Chaddock-Heyman and colleagues at the University of Illinois Beckman Institute conducted a research study to answer this question. They evaluated 9 and 10-year-old children by assessing their aerobic fitness and examining MRI brain images. The children who were more physically fit had more brain white matter than those who were not as physically fit. White brain matter is responsible for connecting different parts of the brain together, and is important for attention and memory functioning. These results show that improved fitness as a result of exercise, may lead to beneficial changes in the brain such as strengthening the way messages are sent throughout the brain via the white brain matter. Physical activity is essential to keeping children’s brains active and open to learning. This study demonstrates physical education class and recess in school may be just as influential for school performance as spending time in the classroom. To promote brain activity, learning, and better school performance, encourage your children to exercise! Continue brain development after school. Enroll them in a sport and send them outside to play and run.

Written by Mara Rowcliffe, BS.

References: Wiedemann, D., Burt, D. M., Hill, R. A., & Barton, R. A. (2015). Red clothing increases perceived dominance, aggression and anger. Biology Letters, 11(5), 20150166. Did you know the color of your clothing alone might influence how others perceive you? Psychologist Michael Burt partnered with Anthropology colleagues from Durham University to examine this relationship. They asked 100 men and women volunteers to rate images of men in different colored t-shirts for both aggression and dominance, and identify the images or model’s emotion. Results revealed the men in the images were viewed as more aggressive and angry when they were wearing red compared to the other t-shirt colors. Additionally, the male volunteers also considered the men wearing red to be more dominant while the female volunteers did not. Researchers attributed these results as being inherited from our ancient ancestors. Red often signals aggression in animals and the tendency for men to turn red in the face when they are angry may help serve as a warning sign of danger. You may want to consider the implications of wearing red in certain social situations like a job interview. Being seen as dominant or aggressive may be an advantage in some cases but a disadvantage in others. When teamwork, cooperation, and coming to an agreement are essential, pick a different color than red!

Written by Mara Rowcliffe, BS.

References: Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2012). Kindness counts: Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. PloS one, 7(12), e51380. Do you know the benefits of encouraging prosocial behaviors (like sharing and helping others) in your children? Psychology researchers led by Sonya Lyubomirsky conducted an experiment in 19 classrooms to examine the impact of preadolescents using prosocial behaviors. Over 400 students between ages 9 and 11 were randomly divided into two groups, those instructed to perform three acts of kindness each week, and those instructed to visit three places each week. Students reported their activities each week for the course of one month. Examples of locations visited included grandmas house, grocery store, and shopping center. Acts of kindness included sharing their lunch, helping mom bring in groceries, and giving their friend a hug when they were sad. Before and after the experiment students reported their life satisfaction, happiness, and mood. They also circled names of classmates with whom they would like to be in school activities. Results showed that students in both groups improved in overall well-being. However, those who performed kind acts experienced larger increases in peer acceptance and thus less bullying. Being well liked by classmates benefits the youth and relates to important academic and social outcomes. Model kind acts and discuss being helpful, generous, and giving away kindnesses with youth.

Written by Mara Rowcliffe, BS.

Cited Research Hooker, E. (1957). The adjustment of the male overt homosexual. Journal of Projective Techniques, 21, 18-31. Additional Sources Bohan, J. S. (1996). Psychology and sexual orientation: Coming to terms. New York: Routledge. For more details see: http://www.apa.org/research/action/ptsd.aspx American Psychological Association, May 28, 2003 Psychologist Evelyn Hooker, in 1957, was the first scientist to empirically test the then widely-held social cultural assumption that gay men were mentally unhealthy and maladjusted. She compared 30 homosexual males and 30 heterosexual males matched for age, IQ, and education. Dr. Hooker administered projective tests. Two independent experts, unaware of each subject’s sexual orientation, evaluated the men’s overall adjustment. They classified two-thirds of both groups as highly adjusted. The experts could not distinguish respondents’ sexual orientation better than chance. Subsequent research, sparked by her study, supports her research showing homosexuals are as psychologically adjusted as heterosexuals. This began to dismantle the myth that homosexual men and women are inherently unhealthy. With accumulating empirical results, the American Psychiatric Association in 1973 dropped homosexuality as a personality disorder. The American Psychological Association supported this move, stating that “homosexuality per se implies no impairment in judgment, reliability or general social and vocational capabilities. Mental health professionals should take the lead in removing the stigma of mental illness long associated with homosexual orientation.” Although prejudice and stigma still exist in society, this research has helped millions of gay men and women gain acceptance.

Written by Based on research by Hooker, Evelyn (1957), adapted by Juanita N. Baker, Ph.D.

References: Montopoli, M., Stevens, L., Smith, C., Montopoli, G., Passino, S., Brown, S., Camou, L., Carson, K., Maaske, S., Knights, K., Gibson, W., Wu., J. (2015). The acute electrocortical and blood pressure effects of chocolate. NeuroRegulation. Chocolate has been known as the food for Gods and a gift of love, but does eating chocolate have benefits besides being a delicious treat? Previous research suggests chocolate widens blood vessels, lowers blood pressure long term, and contains mild stimulants. Psychologist. Larry Stevens with colleagues at North Arizona University, collaborating with a mathematician from Western Arizona College, conducted a study to examine the stimulant effects of eating chocolate containing 60% cacao in comparison with, low (0%) cacao chocolate, drinking sugar water, or plain water. After eating 60% cacao chocolate or drinking one of the types of water or low 0% cacao, participants’ blood pressure, brain activity, and mood were measured before and after a 60-min digestion period. Results revealed for those participants who ate 60% cacao chocolate, their brain activity showed increased levels of alertness and attention. Their blood pressure did increase, but only for a short time period. No mood changes were found. So if you need a quick pick me up to improve your attention and alertness and it’s too close to bedtime for any caffeine, grab a piece of high cacao chocolate!

Written by Mara Rowcliffe, BS.

References Beaman, C. P., Powell, K., & Rapley, E. (2015). Want to block earworms from conscious awareness? B (u) y gum!. The Quarterly Journal of Experimental Psychology, Have you ever had a song stick in your head all day? Do you sing the same lines over and over annoying yourself and possibly those around you? Here’s some good news! Recent research has discovered a simple and easy way to put a stop to it! The auditory cortex is the part of the brain that processes the sounds we hear. This brain region is triggered when listening to a song so when we hear a tune again, our brain fills in the rest repeatedly causing the annoying phrase repetition. Psychology researchers in the UK wondered if they could interrupt this process, by counting or doing something. Chewing was proposed to help interrupt auditory memories by providing a distraction of irrelevant sounds. Research participants heard catchy songs while either chewing or not chewing gum. The individuals who chewed gum reduced the number of times they re-experienced the song. Additionally, researchers compared the effectiveness of gum chewing with a simple motor activity. During the introduction of a new song, half of the participants tapped their fingers to the beat, while the others engaged in gum chewing. Tapping was less effective than chewing in preventing the re-experiencing of the tune. Next time you worry about getting a catchy song stuck in your head, reach for some gum!

Written by Mara Rowcliffe, BS.

References: Ouellet‐Morin, I., Fisher, H. L., York‐Smith, M., Fincham‐Campbell, S., Moffitt, T. E., & Arseneault, L. (2015). INTIMATE PARTNER VIOLENCE AND NEW‐ONSET DEPRESSION: A LONGITUDINAL STUDY OF WOMEN’S CHILDHOOD AND ADULT HISTORIES OF ABUSE. Depression and anxiety, 32(5), 316-324. Domestic violence means violent and aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. In addition, children are often traumatized and abused too. Psychologists at the University of Montreal assessed the impact of domestic violence on the risk for developing depression. Participants consisted of over 1,000 mothers who did not have a previous history of mental illness. During the course of ten years, the researchers conducted several interviews with the participants to determine whether they had experienced violence from their spouses, and any mental health disorders. In addition, they evaluated the role of certain factors from the participant’s personal history such as childhood abuse and economic poverty. The results revealed over 1/3 of participants reported experiencing violence from their spouses. These women also reported a larger history of childhood abuse, drug use, economic poverty, and early pregnancies. Even when controlling for the impact of childhood abuse, the women who reported domestic violence were two times more likely to suffer from depression. Domestic violence is always unacceptable. It not only results in physical damage, but also causes psychological scars. . Seek help if family members physically or verbally harm.

Written by Mara Rowcliffe, BS.

References: Richardson, M., Moore, D. A., Gwernan-Jones, R., Thompson-Coon, J., Ukoumunne, O., Rogers, M., … & Ford, T. J. (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research. Health technology assessment (Winchester, England), 19(45), 1-470. Do you know a child that struggles to stay focused or pay attention, acts impulsively, or is so active they are often disruptive? Some children with these behaviors are assessed to have Attention Deficit Hyperactivity Disorder, also known as ADHD, one of the most frequently diagnosed childhood disorders. These symptoms are likely to cause difficulty in school so it’s important to know methods to help our children. Psychologist Michelle Richardson and UK colleagues reviewed 54 effective outcome studies that evaluated many different ways to support these children. Research demonstrates that making changes to the classroom can improve academic performance for children with ADHD. The most frequent positive finding is teachers and/or parents providing daily report cards. These give short, clear, specific expectations, a consistent routine with appropriate praise, attention, incentives, and consequences. These encourage the child’s motivation by giving consistent and regular feedback. Another strategy shown to improve academic performance is teaching the child study and organizational skills. This helped them reduce hyperactive behavior and increase attention. Often children with ADHD are treated expediently with medication, but consult and consider effective, longer lasting options such as classroom and home techniques and behavioral counseling to assist in improving classroom success.

Written by Mara Rowcliffe, BS.

References: Trew, J. L., & Alden, L. E. (2015). Kindness reduces avoidance goals in socially anxious individuals. Motivation and Emotion, 1-16. Related Articles Can doing good deeds improve the quality of life for socially anxious people? According to previous research, performing acts of kindness to benefit others increases our own happiness. However, individuals with social anxiety have difficulty interacting with others, as they may feel threatened or worried about being embarrassed. This likely leads them to avoid social interactions, which may result in missing the opportunity to form relationships and gain social support. Canadian Psychologists conducted a new study to determine whether socially anxious people performing good deeds would change their level of anxiety when interacting with others. Three groups of participants, who experienced high levels of social anxiety, either performed acts of kindness, were exposed to social interactions, or just recorded what happened each day. Results indicated the group instructed to perform good deeds experienced a faster reduction in anxiety. Acts of kindness actually encouraged social interaction as it promoted positive expectations of their social environment. This resulted in reducing their social anxiety, making it less likely that they would avoid social situations. So just jump in and help someone else. You can alleviate your own feelings of discomfort in social situations; and perhaps gain social support and new friendships!

Written by Mara Rowcliffe, BS.

References Doherty, K.A. and Desjardins, J.L. (2015). The benefit of amplification on auditory working memory function in middle-aged and young-older hearing impaired adults. Fronts. Psychol. 6:721. doi: 10.3389/fpsyg.2015.00721 Do you find it difficult to carry on a conversation in a noisy restaurant? Even mild hearing loss might be contributing due to its impact on auditory working memory. Working memory is the system for temporarily storing and managing information required to carry out complex cognitive tasks, including understanding communications. Recent research by psychologist Karen Doherty tested whether hearing loss itself negatively affects auditory working memory. Two groups, one middle-aged, the other, older adults, both with mild to moderate hearing loss, completed two measures of working memory under quiet and noisy conditions, with and without hearing aids. In both conditions, participants’ performance on auditory memory tests was significantly better when wearing hearing aids in contrast to when not wearing hearing aids. This difference was most pronounced in noisy conditions. Those with hearing loss may have to work so hard to process information, that their working memory capacity’s limits are exceeded, reducing comprehension. Thus, hearing aids worn during even the early stages of age-related hearing loss can improve auditory working memory and comprehension. If you have a hearing loss at any age, wear a hearing aid and you will find those restaurant conversations take less effort and are more enjoyable.

Written by Juanita N. Baker, Ph.D.

Cited Research Schlossberg, N. (2004). Retire Smart, Retire Happy: Finding Your True Path in Life. Washington, D.C.: American Psychological Association. For more details see: http://www.apa.org/research/action/retire.aspx American Psychological Association, April 14, 2005 Additional Sources Ronald Manheimer (1999). A Map to the End of Time. New York: W.W. Norton & Co. Vaillant, G. (2002). Aging Well: Surprising Guideposts to a Happier Life. New York: Little, Brown and Company Freedman, M. (1999). Prime Time: How Baby Boomers will Revolutionize Retirement and Transform America. New York: Public Affairs. Monitor on Psychology cover issue: Redefining Retirement (November 2004) APA public information brochure: Psychologists Makes a Significant Contribution: Psychology and Aging Are you thinking about retirement? People often plan for their retirement financial portfolio, but have you prepared your psychological portfolio? Many people neglect this critical aspect of planning for their future and that is where psychologists can help people prepare for a smoother retirement transition. Psychologist Dr. Nancy Schlossberg encourages people to think of retirement as a career change…you are leaving something, and about to begin something new. In a study of 100 retirees, Dr. Schlossberg found that retirement is not one, but many transitions. Coping with these transitions depends upon: the role of work and family in your life, how satisfying your work has been, the timing of retirement and how well planned for, one’s expectations, the degree to which a meaningful life is established and one’s health and sense of financial security. There are varied approaches to retirement: Continuers continue using existing skills and interests; Adventurers start entirely new endeavors; Searchers explore new options; Easy Gliders enjoy unscheduled time letting each day unfold; Involved Spectators care deeply about the world, but are less active; Retreaters take time out or disengage from life. Use your talents, find meaning in new opportunities, be fully alive, enjoy and de-stress too!

Written by Based on research by Schlossberg, Nancy K. (2004), adapted by Juanita N. Baker, Ph.D.

References Kim, J.E. & Moen, P. (2002). Retirement Transitions, Gender, and Psychological Well-Being; A Life-Course, Ecological Model. Journal of Gerontology: PSYCHOLOGICAL SCIENCES, 57B, 3, 212–222. Do men and women have similar retirement experiences? Developmental psychologists Jungmeen Kim and Phyllis Moen recruited from large organizations in New York white couples born 1922-44 and interviewed them twice, two years apart. Some were working, just retired or retired for two years. They found retirement is a complex process and depends upon gender, prior psychological resources, and the spouse’s status. Males experienced positive life satisfaction changes during the 1st year post-retirement, especially for those who had lower morale on the job. However, men retired for two years reported greater increases in depression and this depended upon their spouse’s status, with less depression when wives were not working. This relationship did not occur with women retirees. Changes in income adequacy affected men’s morale but not women’s, while marital quality mattered more for women’s happiness than for men. Both genders felt less psychological well-being when they had poorer physical health. However, their sense of greater personal control led to increased morale and less depression. Take control in retirement. Problem solve together about both of your concerns, finances, relationship, and optimal health. Work towards your own and encourage your partner’s dreams and full potentials, even in retirement!

Written by Juanita N Baker, Ph.D.

References: Cotten, S. R., Ford, G., Ford, S., & Hale, T. M. (2014). Internet use and depression among retired older adults in the United States: A longitudinal analysis. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 69(5), 763-771. Did you know using the Internet might help older adults reduce their probability of becoming depressed? The National Institute of Mental Health reports that as many as 10% of Americans over the age of 50 are affected by late life depression. In a recent longitudinal study of 3000 older adults, who completed a questionnaire at four different time periods, researchers evaluated the relationship between Internet use and emotional well being. Results revealed that Internet use may help reduce feelings of loneliness and isolation by helping participants maintain contact with their social network, engage social support, and obtain information for decision making. In fact, Internet use led to a 33% reduction in the probability of developing depression. This was especially apparent for those individuals who lived alone as it increased their social support, contact, and feelings of connectedness. Unlike other media, the Internet can be fully interactive and provide a sense of control. Using the Internet can positively contribute to the mental well being of older adults. So get on line and encourage your loved ones to log online and stay connected too! This may reduce their and your feelings of loneliness and decrease the probability of becoming depressed.

Written by Mara Rowcliffe, BS.

References: Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and identity, 9(3), 225-240. Am I worthy? What do other people think of me? Am I attractive? Will I “fit in?” These are the types of questions many people ask themselves as they develop their own identity. While self-reflection and comparing ourselves to others are important parts of growth, judging ourselves negatively may lead to mental health problems such as anxiety, depression, and even suicide. But do we need to be taught self-kindness? Would recognizing that imperfection is a shared aspect of the human experience influence our sense of well-being? A recent psychology research study examined both adolescents and college students to determine how self-kindness contributes to mental health. They measured participants’ levels of self-compassion, depression, anxiety, and various levels of social and family support. Participants who displayed more self-compassion reported less depression and anxiety as well as greater feelings of social connectedness. Participants with more self-compassion had greater levels of maternal support, family closeness and family harmony. The ability to handle our inadequacies, failures, and rejections with self-understanding, caring, and concern rather than with harsh self-judgment and hopelessness promotes self-compassion in both adolescents and college students. Kick those self-critical thoughts to the curb and have some self-compassion!

Written by Mara Rowcliffe, BS.

References: Bratman, G. N., Hamilton, J. P., Hahn, K. S., Daily, G. C., & Gross, J. J. (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. Proceedings of the National Academy of Sciences, 112(28), 8567-8572. Did you know taking a stroll through the park can improve mental health? According to a new study, spending time in nature soothes the mind and subsequently changes the way our brains work. Psychology researchers examined the effect a 90-minute walk might have on an individual’s tendency to worry. Their study at Stanford University consisted of 38 healthy adults completing a questionnaire to evaluate their typical level of worrying. The researchers also assessed brain activity in each volunteer’s subgenual prefrontal cortex, a part of the brain that has been strongly associated with worry. The participants were randomly divided into two groups; those who took a walk through a quiet park, and those who walked next to a loud and hectic highway. Following their stroll, the participants repeated the questionnaire and brain assessment. Results revealed the walk next to the highway did not soothe people’s mind as their brain activity was still high and their worry scores were unchanged. However, those who partook in the nature stroll exhibited reduced activity in their subgenual prefrontal cortex and reported less worrying. Whenever you have the chance, spend some time outside and enjoy nature! It may bring you peace of mind and reduce your worry.

Written by Mara Rowcliffe, BS

Reference: Bushman, B. J. (2002). Does venting anger feed or extinguish the flame? Catharsis, rumination, distraction, anger, and aggressive responding. Personality and social psychology bulletin, 28(6), 724-731. Does venting anger feed the fire or extinguish the flame? Psychoanalyst Sigmund Freud held venting anger would bring catharsis or release of strong emotions. Ohio State University psychologist Dr. Brad Bushman conducted a study to determine if venting anger and frustration is beneficial. Six hundred college students wrote an essay about abortion. They were matched with a partner who pretended to have the opposite view and rated the student’s essay negatively on organization, writing style, and originality. Dr. Bushman gave different instructions to students in three groups. The “rumination” group was to hit a punching bag while thinking about the person who graded their essay. The “distraction” group hit the punching bag while focusing on becoming physically fit. The third group did not partake in punching the bag. Results revealed that the students in the rumination group were the most angry and aggressive. Students in the third group did nothing to vent their frustration and yet were the least angry and aggressive. SO the research demonstrated that venting does NOT decrease anger, it increases it. So what can you do instead when frustrated? Dr. Bushman recommends: Delay your reaction by counting to 10, relax, take deep breaths or listen to calm music.

Written by Mara Rowcliffe, BS

References: Guttentag, Cathy L., Landry, S. H., Williams, J. M., Baggett, K. M., Noria, C. W., Borkowski, J. G., et al. (2014). “My Baby & Me”: Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental psychology, 50(5), 1482. What challenges does a new parent face with a new baby? A recent study evaluated “My Baby and Me,” a parent intervention program for at risk families. Psychology researchers recruited 361 pregnant women from families with low socioeconomic status and no high school diploma. They were randomly divided into a coaching group or non-coaching group. Mothers in the coaching group were taught basic responsive parenting skills such as: show interest in their child’s activities, smile, use a warm tone of voice and touches, encourage children’s efforts, avoid unnecessary restrictions, and attend appropriately to their baby without being intrusive. They learned to use rich language and skills to support their child’s development. The no-coaching group mothers received only weekly telephone calls and educational materials about parenting. After the training when the baby was 2.5 years old, videotaped observations of mother and child interaction showed coached mothers exhibited more sensitivity, warmth, more verbal explanations, praise and interaction with their child. Their babies initiated conversations, demonstrated larger vocabularies, positive emotions, and fewer behavioral problems when compared to the non-coaching group. Parents are their baby’s first teacher and need skill training to be loving and encourage baby’s full development! Let’s make this training available here.

Written by Mara Rowcliffe, BS.

Reference: Gruber, J., Mauss, I. B., & Tamir, M. (2011). A dark side of happiness? How, when, and why happiness is not always good. Perspectives on Psychological Science, 6(3), 222-233. Gruber, J., Johnson, S.L., Oveis, C., & Keltner, D. (2008). Risk for mania and positive emotional responding: Too much of a good thing? Emotion, 8, 23–33. Can happiness ever be a bad thing? According to Psychologist June Gruber and her colleagues in a review of the research, happiness does have a dark side. While it’s generally considered a positive experience, happiness might sometimes lead to negative outcomes. They determined that excessive levels of any emotional experience, including happiness could lead to problems. The research indicated that extreme positive emotion might result in risk taking behaviors and ignoring threats, thereby affecting physical safety. Additionally, They noted that happiness is not always beneficial in every situation, as there are wrong times to feel positive emotions and appropriate times to feel negative emotions. For example, most people are not likely to feel happy during a distressing or negative event. Many people also report wanting to be happier than they already are. However, the research illustrates that when they pursue happiness directly and don’t end up as happy as they would expect, their feeling of failure may make them feel even worse. It’s OK not to be happy. Accept where you are, find happiness not just in pleasures but love and help others, strive to do meaningful work, and appreciate all aspects of life…not just the happy moments.

Written by Mara Rowcliffe, BS.

Reference: Rogge, R. D., Cobb, R. J., Lawrence, E., Johnson, M. D., & Bradbury, T. N. (2013). Is skills training necessary for the primary prevention of marital distress and dissolution? A 3-year experimental study of three interventions. Journal of consulting and clinical psychology, 81(6), 949. Online guide, list of movies and opportunity to even participate in research: University of Rochester’s Relationship Questions: http://www.wdev.rochester.edu/news/divorce-rate-cut-in-half-for-couples-who-discussed-relationship-movies/movie-list-and-questions.pdf https://rochester.edu/news/divorce-rate-cut-in-half-for-couples-who-discussed-relationship-movies/ Questions: http://www.surveygizmo.com/s3/1508519/movie http://www.surveygizmo.com/s3/1508519/movie How can we cut divorce rates and help couples be happier? Dr. Ronald Rogge’s psychology research team examined whether skills training can reduce marital dissolution. They evaluated and randomly assigned 174 engaged and newly wed couples to one of four groups. Two of the groups attended 60-hours of skill training. Group 1 learned how to manage conflict and problem solve. Group 2 learned skills related to acceptance, empathy, and support. Group 3 had relationship training. For four weeks they watched a movie, answering questions about film couple relationships. Group 4 received no intervention. Results revealed that 24% of the couples that did not participate in any intervention ended their relationship within three years. All three intervention groups divorced only 11%.. Low-dose, low-cost interventions like watching and thinking about films of couples interacting may open new avenues for couples to have more fulfilling and enduring relationships. A key ingredient appears to become aware of interactions in relationships and what behaviors are constructive. Enhance your relationship. Go to the movies! With your partner, analyze and discuss the film’s couple’s relationship, comparing your relationship with theirs. Spot the conflicts and their helpful interactions. Did they understand, listen, express feelings, apologize, and empathize well?

Written by Mara Rowcliffe, BS

Reference: Dettmers, Jan, Vahle-Hinz, T., Bamberg, E., Friedrich, N., & Keller, M. (2015). Extended Work Availability and Its Relation With Start-of-Day Mood and Cortisol. When you’re not at work, do you check your email and answer work related phone calls? Mobile communication now allows 24/7 availability. Is that good for workers? According to a new study conducted by University of Hamburg psychologists, being easily accessible during off hours may adversely impact well-being. The researchers evaluated 132 working individuals in 13 companies to assess how working outside normal hours influenced people’s mood the next day. The participants completed daily surveys during four days when they were required to be available and four days when they were not required to be available during nonworking hours. Saliva samples were obtained to measure cortisol levels, a hormone the body releases in response to stress. Results indicated that extended work availability reduced energy and calmness the following morning. The individuals who were on call and conducted additional work outside of normal hours also displayed higher stress levels. The researchers concluded that being expected to respond to emails and phone calls outside of work reduces true leisure time and might inhibit imperative resting time, prohibiting work recovery. When it’s time to clock out, put your phone and computer away. Take time to relax. Rejuvenate!

Written by Mara Rowcliffe, BS.

Reference: Lee, S. J. Taylor, C. A., Altschul, I., & Rice, J. C. (2013). Parental spanking and subsequent risk for child aggression in father-involved families of young children. Children and youth services review, 35(9), 1476-1485. Can spanking harm children? Does it matter if mom or dad is the one spanking? Psychologists studied the long-term use of spanking and subsequent aggressive behavior. They assessed mothers’ and fathers’ influences independently and together to determine if there were any differences whether mom or dad delivered the punishment. Participants included 900 families where both parents lived with the child when age 3. In 44% of families, either or both parents spanked their 3 year olds at least two times in the past month. Spanked children displayed more aggression at age 5. Results revealed the more frequently children were spanked, regardless of whether mother, father, or both administered the punishment, the higher their odds of increased aggressive behavior two years later. While spanking by fathers is just as harmful to children as spanking by mothers, the greatest risk for child aggression was reported when both parents spanked more than twice in the prior month. This study illustrates that parents’ spanking reinforces and models the use of aggression. Don’t spank. Teach. Use positive techniques: set firm rules, use calm voice, tell what to do, praise helpful acts, give positive choices. Model kindness, concern for others, kind actions, mutual problem solving, make amends.

Written by Mara Rowcliffe, BS

Gračanin, A., Vingerhoets, A. J., Kardum, I., Zupčić, M., Šantek, M., & Šimić, M. (2015). Why crying does and sometimes does not seem to alleviate mood: a quasi-experimental study. Motivation and Emotion, 1-8. Does having a good cry help us feel better? Psychologists from Tilburg University, Croatia, studied the effects of crying on someone’s overall mood. They instructed 60 male and female students to watch two movies. The two movies chosen for the experiment were ones that had previously elicited tearful reactions during their pilot study. Of their participants, 28 individuals cried during the movie, whereas 32 did not. They assessed the moods of all participants before watching, immediately following, and again at twenty minutes and 90 minutes after the film viewing. Results indicated that right after seeing the movies, the non-criers’ mood was unchanged. Those who cried during the film experienced an immediate increase in negative mood afterwards. However, twenty minutes later their mood rebounded to its previous level from before watching the film. Ninety minutes later, their moods actually increased and were even better than before watching the movies whereas non-criers didn’t significantly change from before the film started. Being emotional and crying in response to a film, may lift our mood higher sometime afterward than where we started, but why? It’s still a mystery. But don’t be afraid. Cry. You may find you feel better!

Written by Mara Rowcliffe, BS

Hunter, E. M., & Wu, C. (2015). Give Me a Better Break: Choosing Workday Break Activities to Maximize Resource Recovery. Journal of Applied Psychology. American Psychological Association Vol. 100, No. 4, 000 0021-9010/15/$12.00 http://dx.doi.org/10.1037/apl0000045 How can we take effective workday breaks? Psychology and business collaborators asked, “How can individuals benefit the most from taking a break”? Researchers surveyed 95 white-collar employees over a five-day workweek. These participants documented each break they took while on the job. Breaks included any time, formal, or informal, during the workday where they were not completing required work related tasks. After each break, participants completed short surveys about their activity and well-being. Each employee took an average of two breaks per day. The results indicated that timing of breaks was a critical factor. The more hours that go by before taking a break, the less energized individuals were when they returned to the job. After a morning break, employees reported having more energy and motivation to return to work, and were better able to concentrate. Employees benefited most from breaks they preferred. Those who engaged in their own chosen activities and took a mid-morning break reported more job satisfaction, and less emotional exhaustion. They also experienced less headaches, eyestrain, and lower back pain. So be sure to take a mid-morning break. Choose what you enjoy. What do you like? Coffee, socializing with coworkers, or walking outside?

Written by Mara Rowcliffe, BS

Wansink, B., Soman, D., Herbst, K. C., & Payne, C. R. (2014). Partitioned shopping carts: assortment allocation cues that increase fruit and vegetable purchases. Available at SSRN. What are some ways to encourage healthy eating? We’ve all heard the phrase, “healthy eating begins at home,” but what is eaten at home depends upon the food in your refrigerator. However, what’s in your refrigerator depends upon what you put in your shopping cart at the grocery. Recent psychology research examined how to encourage people to purchase healthier food options such as fruits and vegetables. Participants included 172 grocery store shoppers randomly assigned to use either a normal shopping cart or one that was designed specifically to encourage healthy food choices. Researchers designed shopping carts with yellow duct tape dividing the front section, colorfully labeled “Healthy foods” with examples, from the back half for “everything else.” After shoppers paid for their groceries, the researchers analyzed shoppers’ receipt copies for their purchases. Results revealed those using the partitioned carts spent more money on fruits and vegetables compared to those using a normal shopping cart except for those who shopped hungry. Using the specially designed cart that suggested better nutrition encouraged shoppers to consider purchasing food for a balanced healthy diet. Next time you grocery shop, don’t shop hungry and leave the front section of your cart for healthy food choices!

Written by Mara Rowcliffe, BS

Matthews, D., Lieven, E., & Tomasello, M. (2007). How toddlers and preschoolers learn to uniquely identify referents for others: A training study. Child Development, 78(6), 1744-1759. How can we best help children learn to communicate effectively: By letting the child ask and guessing what they want? Or by insisting they specify what they want and giving them specific feedback? Psychologists assessed children ages 2-4, asking them to select stickers that matched images in a storybook. The stickers were unreachable so that the child had to ask for them. Initially, the children only pointed or used ambiguous identifiers to indicate which sticker they wanted. When the experimenter was in the “teacher role” and insisted the child use their words to specifically name and describe actions (e.g., the clown jumping) before getting the sticker, the children were more likely to learn to uniquely describe the sticker. However, when the child was in the “teacher” role, and the experimenter modeled being a vague identifier, and the child had to request them to be more specific so they knew which correct sticker to give, the child did not show as much improvement in their verbal specificity. Teach young children to specifically refer to something they want using descriptive words before meeting their requests. Play games that allow your child to be the primary communicator!

Written by Mara Rowcliffe, BS

Copeland, A.L., & Brandon, T.H. (2000). Testing the causal role of expectancies in smoking motivation and behavior. Addictive Behaviors, Vol. 25, pp. 445-449. Gibbons, F.X., Gerrard, M., Lane, D.J., Mahler, H.I.M., & Kulik, J.A. (2005). Using UV photography to reduce use of tanning booths: A test of cognitive mediation. Health Psychology, Vol. 24 (4). pp. 358-363. McCaul, K.D., & Mullens, A.B. (2003). Affect, thought, and self-protective health behavior: The case of worry and cancer screening. In J. Suls and K. Wallston (Eds.), Social Psychological Foundations of Health and Illness, Malden, MA: Blackwell Publishers. Stephenson, M.T., & Witte, K. (1998). Fear, threat, and perceptions of efficacy from frightening skin cancer messages. Public Health Reviews, Vol. 26, pp. 147-174. Weinstein, N.D., Lyon, J.E., Sandman, P.M., & Cuite, C.L. (1998). Experimental evidence for stages of health behavior change: the precaution adoption process model applied to home radon testing. Health Psychology, Vol. 17, pp. 445-453. Witte, K., Meyer, G., & Martell, D. (2001). Effective health risk messages: A step-by- step guide. Newbury Park, CA: Sage. For more details see: http://www.apa.org/research/action/danger.aspx American Psychological Association, July 7, 2004 Are you or a loved one engaging in behaviors that might be harmful? We all selectively tune out messages that do not support our views or habits. The good news is psychological research has shown that efforts to change people’s judgments about the risks associated with many different health-related behaviors can successfully change those behaviors, for example, in smoking, sun exposure, getting mammograms, HIV/AIDS prevention, and radon problems in homes. Contrary to the widely held belief that adolescents think that they are invulnerable, researchers at Iowa State and the University of California San Diego have shown that risk messages can be successful in changing youth’s behavior. Psychologist Frederick Gibbons and colleagues showed college students photographs of their faces using a filter that revealed the skin damage that they had already sustained from the sun. They also gave them information about the risks of sun exposure, such as premature skin wrinkling and skin cancer. This intervention was successful. Over the next month these students decreased their use of tanning booths. Health professionals who educate their patients about health risk issues and motivate them to engage in healthier behaviors have an impact. Listen, weigh the risks, act, and be healthier!

Written by Gibbons, Frederick X., Gerrard, M., Lane, D.J., Mahler, H.I.M., & Kulik, J.A. and written by American Psychological Association, adapted by Juanita N. Baker, Ph. D

Pressman, R. M., Sugarman, D. B., Nemon, M. L., Desjarlais, J., Owens, J. A., & Schettini-Evans, A. (2015). Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background. The American Journal of Family Therapy, 43(4), 297-313. Does your child’s homework cause family stress? New England psychologists conducted a study to examine children’s workload and parents’ perception of their ability to help their children. Researchers sent out a questionnaire to 1,100 English and Spanish speaking parents of children in grades K – 12. Parents indicated that their children in KG, 1st and 2nd grades, were given homework totaling 25, 28, and 29 minutes, respectively. This is more homework than what is recommended by the National Education Association. Wanting their children to succeed, yet perhaps not knowing how to encourage their children, the parents felt stress in even the early grades. As parents’ confidence in helping their children with homework decreased, the level of household stress increased. Conflicts over homework assignments were 200% more likely to occur in families with parents who did not have a college education, or who experienced language or cultural obstacles. Parents, set rules to reduce TV and distractions in study time, check homework completion. If you are concerned about the amount of homework your child brings home or how best to help them have fun reading and completing homework, tell their teacher your concerns. They can help you learn how to be effective mentors.

Written by Mara Rowcliffe, BS

Reference: Wyszynski, C. M., Bricker, J. B., & Comstock, B. A. (2011). Parental smoking cessation and child daily smoking: A 9-year longitudinal study of mediation by child cognitions about smoking. Health Psychology, 30(2), 171. If parents smoke cigarettes, will their children grow up to be smokers? Can this be prevented? Psychologists from the University of Washington investigated the impact parents’ decisions to quit smoking had on their children. They assessed over 2,000 children involved in the Washington State Hutchinson Smoking Prevention Project. The children and parents were assessed three times over the course of nine years. When the children were in 3rd grade, researchers identified and evaluated their parents’ smoking status and attempts to quit. Fifty-one percent had at least one parent who smoked or had quit smoking. The children’s attitudes regarding smoking were evaluated during the 9th grade. Finally, in the 12th grade, the researchers established whether or not the children themselves became daily smokers. Their results indicated parents who quit smoking before their children reaches 3rd grade resulted in children developing more negative thoughts about smoking, and reduced their risk of smoking. Children, who had negative general attitudes toward smoking, including the belief that cigarette smoke is bothersome, were less likely to become daily smokers by grade 12. Parents quit smoking. It may benefit your children in many ways, including being healthier and less likely to become daily smokers themselves.

Written by Mara Rowcliffe, BS

References: Gilman, A. B., Hill, K. G., & Hawkins, J. D. (2015). When Is a Youth’s Debt to Society Paid? Examining the Long-Term Consequences of Juvenile Incarceration for Adult Functioning. Journal of Developmental and Life-Course Criminology, 1(1), 33-47. Researchers studied the long-term consequences of juvenile incarceration on functioning in adulthood for individuals aged 27-33. They compared incarcerated youth with those who were never incarcerated but who experienced at least one police contact in adolescence. The groups did not differ when young on severity of delinquent acts, alcohol/drug use, family arrest history, gang involvement, poverty, race/ethnicity nor impulsiveness. The Seattle Social Development Project provided the data, which included a multiethnic community sample with an equal number of men and women. The results showed youth who were incarcerated, often labeled juvenile delinquent, were more likely as adults to engage in crime, experience incarceration, meet criteria for alcohol abuse, and receive public assistance. The researchers concluded that juvenile incarceration was not rehabilitative. It thus is not only ineffective at reducing criminal behavior later in life, but there are also unwanted and harmful consequences. Juveniles respond negatively to labeling and punishment. Let’s find suitable alternatives that do not jeopardize public safety. Let’s educate these youth and instill in them work and community values. Help them build careers, learn positive social skills so they can solve relationship problems peacefully and work together well.

Written by Mara Rowcliffe, BS.

References: Lavner, J. A., & Bradbury, T. N. (2012). Why do even satisfied newlyweds eventually go on to divorce? Journal of Family Psychology, 26(1), 1. Why do some satisfied newlyweds eventually go on to divorce? While divorce typically follows a long period of unhappiness that begins early in marriage, some couples that are very satisfied during the first four years of marriage will also go on to divorce. University of California, Los Angeles psychologists conducted a study to identify risk factors early in marriage that differentiate initially happy couples that eventually divorced compared to those who remained married. They evaluated 136 couples that reported high levels of relationship satisfaction in the first 4 years of marriage. They assessed couples on their level of commitment, communication, stress, and personality. The results revealed that even though their initial commitment was equal, the couples that divorced showed more negative communication, anger and contempt, and more often disagreed, blamed, and invalidated their partners. They also were less supportive of each other. Yes, couples that are very satisfied in the early years of marriage can be vulnerable to divorce. The key to sustainable marriages? Any two people will disagree. Just because you both are so happy, you can still destroy the relationship with verbal aggression and dismissiveness. Make sure you work together towards your partner getting their needs met too.

Written by Mara Rowcliffe, BS.

References: 1Fenell, D. (1993). Characteristics of long-term first marriages. Journal of Mental Health Counseling, 15, 446–460. 2Fincham, F.D., Beach, S.R., & Davila, J. (2004). Forgiveness and conflict resolution in marriage. Journal of Family Psychology, 18, 72-81. Conflicts are inevitable in marriages. Previous surveys found seeking and granting forgiveness contributes to marital longevity and satisfaction and may allow the couple to move on from hurt feelings.1 Psychologist Frank Fincham and colleagues studied forgiveness and conflict resolution further.2 Couples who had been married at least 3 years, average age 31, from U.K. (early marriage) and 42 from U.S. (mid marriage) took measures of marital satisfaction, forgiveness, and conflict resolution and recounted a transgression with their partner’s and their own response to it. Results suggest that men and women tend to differ. In conflicts, men more likely avoid or retaliate, and women more likely bring up issues to discuss. When a wife’s compassion was lower (less likely to forgive), or when husbands avoided the conflict or retaliated, the couple had more difficulty resolving conflicts. Husbands reporting their own benevolence led to wife’s reporting more conflict resolution. The importance of partners facilitating compassion, and discouraging retaliation seems key to positive resolution. When you are in conflict, approach conflicts in positive ways to reduce your partner’s automatic tendency to avoid or retaliate. When being confronted, encourage your partner’s approach and kindness. Work toward getting both partners’ needs met.

Written by Juanita N Baker, Ph.D.

References: Tsapelas, I., Aron, A., & Orbuch, T. (2009). Marital boredom now predicts less satisfaction 9 years later. Psychological Science, 20(5), 543-545. Did you know that simple boredom or a lack of excitement might lead to troubled marriages? Psychologists examined the role of boredom in predicting relationship quality. Over a time period of 9 years they assessed 123 married couples during their 7th and 16th year of marriage. At both years, the researchers questioned the couples on their level of satisfaction and the closeness in their relationship. They also asked whether “during the past month, how often did [you] feel that [your] marriage was in a rut?” Results of their study revealed that greater boredom during their 7th year of marriage predicted less satisfaction at year 16. The findings indicate that boredom undermines feelings of closeness, which in turn undermines relationship satisfaction in the long term. Having close relationships also contributes to our overall health and happiness. Discover ways to heighten the excitement in your marriage. Doing so will increase feelings of closeness. Find shared activities based on mutual interests, values, and newness that can generate excitement for both partners. Try educational, volunteer, fun or new activities together. Contribute your skills to your community! Enhance your sense of joint life adventure.

Written by Mara Rowcliffe, BS.

References: Morris, C. E., Reiber, C., & Roman, E. (2015). Quantitative sex differences in response to the dissolution of a romantic relationship. Evolutionary Behavioral Sciences, 9(4), 270. Do most individuals experience a failed relationship before forming a lifelong partnership? Do men and women experience break ups differently? Psychology researchers evaluated the experience of breaking off a romance. Through an online survey, over 5,700 people, average age 27, from 96 countries (mostly US) described their breakups and rated their emotional and physical pain of a breakup from one to 10. Romantic relationships appear to be a universal human experience. Three fourths of the participants reported experiencing a breakup and 75% of those individuals reported multiple relationship endings. Men’s and women’s responses differed slightly.. While emotional pain was reported as more severe than physical, women expressed slightly higher levels of both than men did. Researchers noted that women initiated breakups slightly more frequently, and that in this sample for both sexes, lack of communication (rather than infidelity or distance) was the most prevalent cause for ending the relationship. While breakups may be an inevitable part of life, fostering better communication may foster better relationships. Talk to your partner openly about your feelings, sexual concerns and desires. Discuss your wants, needs, and expectations with one another.

Written by Mara Rowcliffe, BS.

References: Kross, E., Berman, M. G., Mischel, W., Smith, E. E., & Wager, T. D. (2011). Social rejection shares somatosensory representations with physical pain. Proceedings of the National Academy of Sciences, 108(15), 6270-6275. When lovers break-up with us, we say, “Oh, I’m in such pain!” How similar is social rejection to physical pain, really? Psychologist Ethan Kross and colleagues evaluated the similarities between these two different experiences. They recruited 40 individuals who experienced a recent (in the last 6 months) unwanted romantic relationship break-up. These individuals indicated that thinking about their break-up experiences led them to feel rejected. The scientists screened participants to ensure that they did not suffer from any neurological or psychiatric illness or have chronic pain. The researches elicited rejection feelings by having the participants view a photograph of their ex-partner as they thought about being rejected. They compared the experience of physical pain and rejection in the same individuals. During this process, they monitored the participants’ brains using an fMRI. Results of the fMRI revealed that the areas of the brain that respond to actual physical pain became active when individuals experienced the emotional feelings of rejection. Remember, thinking about a rejection shows the pain neurologically. Change the thinking; change the pain. Rather than concentrating on the rejection, use “self-talk” to provide encouraging “I will get through this” or alternatively “maybe the breakup was for the best” thoughts.

Written by Mara Rowcliffe, BS.

References: Pfefferbaum, B., Seale, T. W., Brandt, E. N., Pfefferbaum, R. L., Doughty, D. E., & Rainwater, S. M. (2003). Media exposure in children one hundred miles from a terrorist bombing. Annals of Clinical Psychiatry, 15(1), 1-8. Does terrorism in the news harm our children? As adults are attracted to news coverage about tragic events, so are children. While they may not be directly attempting to watch or listen, they often observe and overhear. Older children may get information regarding these events from the Internet or social media sites. To understand the impact of news coverage on children, researchers evaluated children’s media exposure following the 1995 Oklahoma City bombing. Two years after the bombing, researchers administered a survey to 88 sixth grade students in a community 100 miles from Oklahoma City. They assessed children’s emotional reactions to media coverage and their posttraumatic stress. Results revealed that print media exposure was more strongly associated with enduring posttraumatic stress than broadcast media exposure. Having a friend who knew someone impacted, and reacting emotionally to media coverage also predicted ongoing posttraumatic stress. Since these results suggest that children may have lingering reactions to publicized terrorist incidents, monitor their news coverage and limit their exposure. Talk to them about what they observed or read. Explain, correct any misunderstandings and reassure them to lessen the impact.

Written by Mara Rowcliffe, BS.

References: Jimenez, M. E., Wade, R., Lin, Y., Morrow, L. M., & Reichman, N. E. (2016). Adverse Experiences in Early Childhood and Kindergarten Outcomes. Pediatrics, peds-2015. Does childhood trauma influence school success? Psychology researchers wanted to better understand the impact trauma has on children. They interviewed the caregivers of over 1,000 kindergartners from an urban area. They discovered that more than half of the children encountered at least one of nine adverse experiences, while 12% had experienced three of them. These included neglect, physical, sexual, or psychological abuse. Trauma also consisted of living in a household with domestic abuse or with a family member who is incarcerated, has a mental illness or drug/alcohol addiction. The children who experienced at least 3 traumatic situations demonstrated 80% greater chance of having below average skills in math, language and literacy. They were also 3 times more likely to have attention and social problems. Their tendency to display aggression was more than double the children who had not experienced any trauma. When a child and parents focus their energy on handling traumatic experiences, there is less devoted to establishing a safe, secure, and healthy learning environment. If a child is struggling in school, parents and teachers: consider seeking professional help for the family. Promote communication and help the child deal with any trauma.

Written by Mara Rowcliffe, MS.

References: Hsee, C. K., Yang, A. X., & Wang, L. (2010). Idleness aversion and the need for justifiable busyness. Psychological Science, 21(7), 926-930. Are you happier being busy, or do you prefer having free time on your hands. University of Chicago researchers wanted to understand the psychology of being busy versus idle. They instructed 150 participants to fill out two surveys with a waiting time in between. While waiting, half of the participants were given a choice — to either walk to a distant location or wait idly. Part of that group was given a candy incentive to walk while the others did not receive an incentive. The other half of the participants did not have a choice or receive candy. In that group, half were asked to wait, the other half were sent to the distant location. Afterwards, researchers assessed participants’ mood. Results revealed people chose to be idle with time on their hands, if they did not have reason or incentive to be busy. However, minimal justification (candy) prompted more to seek busyness. But the real lesson is that people were happier when busy than when idle, even if busyness was forced. So think carefully about choosing free time or idleness. Instead, to be happy, be busy! Provide minor incentives to exercise or get your work done!

Written by Mara Rowcliffe, MS.

References: Cohen, S., Frank, E., Doyle, W. J., Skoner, D. P., Rabin, B. S., & Gwaltney Jr, J. M. (1998). Types of stressors that increase susceptibility to the common cold in healthy adults. Health Psychology, 17(3), 214. Is it true that stress can really affect your susceptibility to the common cold? Health psychologists conducted research to evaluate the impact of stress on developing the illness. They had 276 healthy adults complete a life stressor interview, psychological questionnaire, as well as provide blood and urine samples. Following this process they administered nasal drops with common cold viruses to each volunteer and monitored their developing the illness. Results indicated that while severe stressful life events of less than one month’s duration were not associated, severe chronic stressors one month or longer were associated with a significant increase in risk of developing the common cold. The longer the chronic stressor continued, the greater the risk for colds. These chronic stressors included difficulties involving work or unemployment and relationship problems with marital/partner, family or friends. Chronic stressors did not occur due to money-possessions, housing, crime-legal, education, reproduction, or bereavement stressors. Healthy practices in diet, sleep, and exercise, reduced the effects of chronic stress to a slight degree. To protect yourself from the common cold, be mindful of the stressors you are experiencing. Take time for your own mental and bodily needs. To reduce this stress, engage in healthy pleasurable activities.

Written by Mara Rowcliffe, BS.

References: Havermans, R. C., & Jansen, A. (2007). Increasing children’s liking of vegetables through flavour–flavour learning. Appetite, 48(2), 259-262. Can children quickly learn to like vegetables? Psychology researchers conducted an experiment to see. Learning how to increase your child’s liking of vegetables promotes healthy eating and results in children being less prone to becoming overweight. Initially 21 kids sipped 6 different puréed vegetables through straws from cups. After the children sipped each cup, they categorized the flavor as either liked, just okay, or disliked. They ranked the tastes from most to least liked. Next, researchers took only two flavors ranked in the middle and mixed sugar in one of the vegetables. Children sipped and swallowed from both drinks about every 5 minutes. The next day, the kids tasted the six different vegetables, all unsweetened. Again, they categorized and ranked them. Children exhibited an increase in preference and liking of the vegetables that were previously sweetened. The researchers concluded that pairing vegetables with a flavor the children already liked increased their preference. To improve your kid’s liking for vegetables, try adding them to a smoothie. Slowly phase out any added sugar or fruit.

Written by Mara Rowcliffe, MS.

References: Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American psychologist, 60(5), 410. Happy people are healthier, more successful, and more socially engaged. Can we increase our happiness for the long haul? Psychologist Martin Seligman investigated activities that increase happiness immediately, and determining which also last longer term, at least for 6 months. Online, over 500 adults completed one of five exercises daily over one week. Over six months they periodically measured their depression and happiness. Two exercises—using their primary strengths of character in a new and different way each day, and writing down three good things that occurred each day and then identifying their causes —increased happiness and decreased depressive symptoms that sustained for the entire six months. In another exercise, participants wrote a letter of gratitude and then delivered it in person to someone who had been particularly kind to them but whom they had never really thanked. This exercise caused large positive changes but the happiness did not last. To achieve a lasting boost in happiness, either daily for one week, write down three things that went well and identify why, or think about your top five character strengths and daily use one of them differently. Why not try both?

Written by Mara Rowcliffe, MS.

References: Malpass, R. S. & Devine, P. G. (1981). Eyewitness identification: Lineup instructions and the absence of the offender. Journal of Applied Psychology, 66, 482-489. For more details see: http://www.apa.org/research/action/eyewitness.aspx American Psychological Association, April 2014 Eyewitnesses’ identifying a perpetrator from a line-up is standard police procedure. Yet many prison inmates whose convictions hinged on eyewitness identification have later been proven innocent by DNA testing. Doubting eyewitness accuracy in the lineup procedure, psychologists Roy Malpass, and Patricia Devine, staged a crime in the middle of a lecture. A man (who was actually hired by the researchers) entered the lecture hall, exchanged heated words with the instructor and knocked over a rack of machines before running off. Each audience member was then asked to identify the man in a lineup. Results showed that the accuracy of the witnesses’ identifications depended on the instructions. Researchers gave two subtly different instructions: One implied that the witness had to choose among the suspects in the lineup, while the other implied that the witness did NOT have to make a choice. The real “criminal” was in the lineup only half the time. The researchers found that telling witnesses they didn’t have to choose a suspect led to fewer false identifications — but importantly, that instruction did not hinder witnesses’ ability to make accurate identifications. Innocent people have been executed due to eyewitness errors.

Written by Mara Rowcliffe, MS.

References: Kellerman, J., Lewis, J., & Laird, J. D. (1989). Looking and loving: The effects of mutual gaze on feelings of romantic love. Journal of Research in Personality, 23(2), 145-161. Looking for a way to enhance your love relationship or attract one? Maintaining eye contact can be a sign of attention, respect, and general interest. Is a mutual gaze a signal for love? A psychology study assessed the impact of eye gaze by pairing participants with complete strangers. Each pair was instructed either to gaze at their partner’s hands or eyes, or asked to count the other’s eye blinks for two minutes. Following this exercise, they were asked to privately describe their partner, and their own feelings in relation to their partner. Those pairs who gazed into their partner’s eyes and whose partner gazed back reported significantly greater feelings of attraction, interest, and warmth for each other. Even if they were complete strangers! However, this only occurred when both were sharing their gazes. Gazing into each other’s eyes increases love and may be the beginning of a deeper emotional bond. It must be mutual. Sharing eye contact for at least 2 minutes is one prominent cue we use as an invitation to greater intimacy, like sharing of our inner selves or touching.

Written by Mara Rowcliffe, MS.

References: Loftus, E. F., & Pickrell, J. E. (1995). The formation of false memories. Psychiatric annals, 25(12), 720-725. Thousands of studies show our memories are imperfect. Can false memories be ‘implanted’ or suggested to us? Psychologist Elizabeth Loftus conducted an experiment to better understand the creation of false memories. She interviewed a close relative to find out details of the 24 participants’ early childhood experiences plus a plausible shopping trip description. She then asked the participants to recall four specific events occurring in their childhood. Three of the events were true, and one was a false event about getting lost while shopping. Participants wrote about these 4 events in detail, and were later interviewed on two different occasions. The experiment revealed that participants remembered 68% of the true events. While 75% said they had no memory of being lost, 25% claimed to remember the fake event and they persistently reported it over the next two interviews. This study reveals that people can be misled to believe that an entire event happened to them when it actually did not. This finding might explain how interrogation has led innocent people to confess crimes they did not commit or witnesses to reveal details that did not happen.

Written by Mara Rowcliffe, MS.

Reference: Brooks, A. W., Gino, F., & Schweitzer, M. E. (2015). Smart people ask for (my) advice: Seeking advice boosts perceptions of competence. Management Science, 61(6), 1421-1435. Everyone can benefit from exchanging information and ideas, but many people are hesitant to seek advice, as they fear being seen as incompetent or stupid. A psychological study led by Harvard Business School researcher Dr. Alison Brooks indicates this fear is not justified. They randomly assigned 170 participants to either an advice-request or no advice-request group. They informed participants their purpose was studying instant messaging on performance with an anonymous partner in the room. They instructed participants to complete a brainteaser, and their partner would complete the same problem later in the study. In reality, the partner was computer-simulated so the researchers could study the impact of seeking advice. Upon completing the problem, participants received one of two messages. In the advice-request group, their “partner” said, “I hope it went well. Do you have any advice?” However, the no advice-request group only received the message, “I hope it went well.” Participants evaluated their partner. The results showed the individuals in the advice-request group rated their partner higher on competence and reported they would be more likely to ask their partner for advice on a similar task. Don’t be afraid to ask for help. Competent people seek advice!

Written by Mara Rowcliffe, MS.

References: Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental science, 7(3), 325-339. Does speaking multiple languages provide benefits beyond just being able to communicate with more people? York University, psychologists conducted a study with preschoolers to understand the differences between bilingual children and those speaking only one language. Each group completed a card task, sorting blue circles and red squares into two different bins, one marked with a blue square and the other a red circle. For the first scenario, the kids sorted the shapes by color placing blue circles or squares in the bin marked with the blue square. Both the bilingual and monolingual children were easily able to complete this task. In the next task, children sorted the objects by shape. This was more challenging for both groups because they needed to place the shapes in a bin marked with the correct shape but ignore the wrong color. For example, they needed to place blue circles in the bin marked with a red circle. Bilingual children were better at overcoming or inhibiting their first tendency to respond to color and instead use shape to sort the pieces. Teaching your child two languages from birth has multiple cognitive and control benefits for growing brains!

Written by Mara Rowcliffe, MS.

References: Kross, E., Bruehlman-Senecal, E., Park, J., Burson, A., Dougherty, A., Shablack, H., … & Ayduk, O. (2014). Self-talk as a regulatory mechanism: how you do it matters. Journal of Personality and Social Psychology, 106 (2), 304. We all have our own internal dialogue. Does the language we use when referring to ourselves influence how we think, feel, and behave under social stress? If we use non-first person pronouns such as you, he, she or our name, when referring to ourselves, instead of first person pronouns like “I, me, we, us” in past or future situations, do we give distance to the situation, think about ourselves more objectively, thus gain self-regulation? Psychologists studied the impact of using non-first person pronouns and one’s own name during introspection. They examined different types of self-talk for controlling stress regarding good first impressions. Compared with the first person group, the non-first person group performed better, displayed less distress, and engaged in less negative post-event thinking. They also found that using non-first person language leads us to evaluate future anxiety provoking events in less threatening ways. Therefore, small shifts in the language we use during self-examination of a situation influence our ability to regulate our thoughts, feelings, and behaviors. Be mindful of your internal dialogue. To remain calm, try using your name. Like, “George/Georgia Think carefully here. Does this make sense to you? “

Written by Mara Rowcliffe, MS.

References: Garrett, B. L. (2011). Convicting the innocent: Where criminal prosecutions go wrong. Cambridge, MA: Harvard University Press. Steblay, N.K., Wells, G.L., and Douglass, A.B. (2014). Eyewitness post identification feedback effect 15 years later: Theoretical and policy implications. Psychology, Public Policy, and Law (20)1, 1-18. Wells, G. L., & Bradfield, A. L. (1998). “Good, you identified the suspect:” Feedback to eyewitnesses distorts their reports of the witnessing experience. Journal of Applied Psychology, 83, 360–376. doi: 10.1037/0021-9010.83.3.360 Is asking an eyewitness, “How certain are you in your identification?” a sound way to evaluate the reliability of their testimony? Is it trustworthy? Psychologist Gary Wells and colleagues explored the ways in which giving feedback after a lineup can distort the witness’s memory. They examined 23 studies involving 7,000 participants from the United States, Canada, Australia and Europe. The results showed that when a lineup administrator confirms the witness’s choice, the witness’s confidence in that judgment is inflated and they reported afterwards that they had more ease, were quicker at identifying the person, and had more clarity. — a consequence that could later portray a level of certainty and thus distort their testimony of their actual experience. A recent analysis of 161 DNA exoneration cases indicated 57% were mistakes of witnesses who testified confidently at the trial, but who had been substantially uncertain at their initial identification. No, an eyewitness’ certainty should not be used to determine judge or jury decisions. The researchers concluded that, instead, allowing videotaping of a witnesses’ initial testimony before giving feedback, might lead to a more accurate impression, and thus a fairer judicial decision.

Written by Mara Rowcliffe, MS.

References: Gordon, A. M., & Chen, S. (2014). The Role of Sleep in Interpersonal Conflict Do Sleepless Nights Mean Worse Fights? Social Psychological and Personality Science, 5(2), 168-175. Being tired can make us grumpy and irritable. So what kind of impact does sleep quality have on our relationships? To answer this question, Psychologists Amie Gordon and Serena Chen assessed the impact of sleep on relationship conflict. They wanted to know if poor sleep influences the degree, nature, and ability to resolve conflict. In one two-week study, participants reported more conflict in their romantic relationships following a nights’ poor sleep. The second study concluded that conflict resolution occurred most often when both partners were well rested and obtained a full night of sleep. One night of sleep loss impaired problem solving, a skill that is necessary for achieving conflict resolution. The researchers noted that poorly rested individuals are likely to react negatively to problems in their relationships more often and more severely. They also have less empathy and are less accurate in assessing their partner’s emotions, crucial for working together to resolve problems. Everyone has conflicts within their relationships. When addressing them, wait until you both have had a good night’s sleep before bringing up the problem for discussion. You will have greater likelihood of resolving your conflicts!

Written by Mara Rowcliffe, MS.

References: Simons, D. J., & Levin, D. T. (1998). Failure to detect changes to people during a real-world interaction. Psychonomic Bulletin & Review, 5(4), 644-649. Are you aware of what goes on around you? Maybe less so than you think. Psychologists conducted a study on “change blindness.” a theory describing how we are selective about what we visually see. Participants included randomly selected pedestrians on a college campus. The researchers wanted to understand what these individuals notice about their surrounding environment. During the study, an actor approached the participant and requested directions. During this interaction, two men carrying a large wooden door walked between the actor and the pedestrian. This completely blocked their view of one another for several seconds. During this blocking, the actor was switched by someone completely different. The new actor had a different height, build, haircut, voice, and was even wearing a different outfit. However, only half of the participants noticed the switch! Participants from only the same social group as the actor successfully detected the swap. Enrich your life. Become friends with more diverse people, cultures, and social groups. Thus, become much more aware of and sensitive to cues and appreciate small differences between persons from our own as well as other cultures.

Written by Mara Rowcliffe, MS.

References: Cerdá, Magdalena, Moffitt, T. E., Meier, M. H., Harrington, H., Houts, R., Ramrakha, S., … & Caspi, A. (2016). Persistent Cannabis Dependence and Alcohol Dependence Represent Risks for Midlife Economic and Social Problems A Longitudinal Cohort Study. Clinical Psychological Science, 2167702616630958. Now that more research is allowed, what does research indicate about any social consequences associated with smoking marijuana? Psychology researchers conducted a longitudinal study where they evaluated over 900 participants. These adults were involved in a long-term study assessing them from birth until age 38. Participants completed up to 5 different cannabis assessments between the ages of 18 and 38. The results indicated that those who smoked marijuana four or more days per week over many years had lower paying and less skilled jobs than those who did not smoke regularly. In addition, they were in a lower socio-economic class than their parents. Regular and persistent users experienced more financial, work-related, and relationship difficulties including partner violence and controlling abuse. These challenges worsened over time as the number of years of consistent use increased. Lastly, when compared to individual’s dependence on alcohol, those who were dependent on marijuana had more difficulty covering the costs of their daily living expenses. While some states are legalizing marijuana for medical benefits, consistent use may also have negative impacts. Consider all of the potential consequences associated with cannabis use before using.

Written by Mara Rowcliffe, MS.

References: Kovács, Á. M., & Mehler, J. (2009). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106(16), 6556-6560. How does a baby cope with hearing different languages? Does being exposed to multiple languages impact babies before they can even talk? Psychology researchers conducted a study to better understand whether bilingualism had an effect on a child’s very early development. Participants included 7-month-old infants living in similar socio-economic conditions that were either raised with one language or exposed to two languages from birth. Infants were given an audio cue and then shown a puppet on one side of a screen. Both bilingual and monolingual groups quickly learned to look at the side of the screen in anticipation of the puppet. Next, the position of the puppet changed and it began appearing on the opposite side of the screen. Those infants being raised in a bilingual environment rapidly learned to adapt their anticipatory gaze to the new direction. Those infants exposed to only one language did not. The researchers concluded that being exposed to multiple languages led to improved cognitive abilities, such as controlling attention, monitoring conflict, planning, and inhibiting of habitual responses. Consider exposing your children to different languages. It may help them develop their potentials!

Written by Mara Rowcliffe, MS.

References: Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The Exposure Advantage Early Exposure to a Multilingual Environment Promotes Effective Communication. Psychological science, 26(7), 1090-1097. One must take another’s perspective, to understand their intention. Does tracking who speaks which language in multi-language situations help kids be more sensitive to others, enhancing perspective taking? University of Chicago psychologists compared children, ages 4 to 6, who speak only one language to multilingual speakers. The kids did a task where they needed to understand another’s perspective in order to interpret the meaning of the other’s language. For example, an adult asked the child, “Can you move the small car for me?” Only the child saw three toy cars: a small, medium, and large one. However, the child understood that the adult could not see the smallest car. Therefore, when requested to move the “small” car, the child needed to interpret the adult’s meaning the medium car, as seen from the adult’s point of view. The researchers discovered that bilingual children were better than monolingual children at this task. However, children who spoke only one language but were regularly exposed to another language performed just as well as bilingual children. Exposing children to multiple languages can lead to improved understanding of others’ points of view, thus improving their social interactions.

Written by Mara Rowcliffe, MS.

References: Kashdan, T. B., Goodman, F. R., Mallard, T. T., & DeWall, C. N. (2015). What triggers anger in everyday life? Links to the intensity, control, and regulation of these emotions, and personality traits. Journal of Personality. Do you know what typically triggers or sets off your anger? Psychology researchers examined situational triggers of anger over 3 weeks. They asked 170 participants, to keep a dairy of their most intense anger experience each day, and to note what caused or “triggered” their anger. They asked them to describe their anger intensity, control difficulty, and regulatory strategies. The researchers classified 2,200 anger episodes into 5 anger trigger categories. These included other people, psychological and physical distress, personal demands, environment and cause unknown. Individuals who reported anger episodes triggered either by other people or when the cause was unknown, resulted in more intense anger, difficulty controlling anger, verbal confrontation, and physical and verbal aggression, as well as self-soothing. Results suggest that understanding the type of trigger is imperative in handling our anger. When angry, it is important to identify our triggers to find ways to resolve the problem and use effective ways of handling our emotions. Anger is adaptive, signaling we have a problem. To calm yourself down, breathe deep and slow. Say, “Relax. I can figure this out.”

Written by Mara Rowcliffe, MS.

References: Rudd, M. D., Goulding, J., & Bryan, C. J. (2011). Student Veterans: A National Survey Exploring Psychological Symptoms and Suicide Risk. Professional Psychology: Research and Practice, 42, 5, 354 –360. DOI: 10.1037/a0025164 Over 2.5 million veterans have returned home from decade-long wars in Iraq and Afghanistan. Large numbers make use of available higher education benefits to return to campus. What mental health challenges should veteran students be prepared to handle? Psychologist M. David Rudd and colleagues conducted a nation-wide study to evaluate the psychological symptoms and suicide risk among current student veterans. They surveyed 628 veteran students on questions pertaining to mental health symptom severity and suicidal thoughts. Their results indicated that approximately 35% of the participants reported experiencing “severe anxiety,” 24% “severe depression,” and 45% indicated having difficulties associated with posttraumatic stress disorder. Most troubling, 46% had considered suicide, with 20% having a specific plan. The data gathered throughout this study is alarming. It suggests that many student veterans are experiencing extraordinary challenges associated with transitioning from military to collegiate life. If you or someone you know is a student veteran going through a transition, seek support, including establishing a relationship with a therapist at the Campus Counseling Center. College campuses offer a wide range of services to help promote success.

Written by Mara Rowcliffe, MS.