Research by Piff, Paul K., & Moskowitz, Jake P. (2017).

Written by Shannon Cantalupo, B.S.

We often see individuals, belonging to the rich social class, having fun and expressing positive emotions on social media.  But is this real? Do rich class individuals, defined as those with more income, display more positive emotions than those from “other” or middle and working social classes?

University of California Researchers tested whether a relationship exists between individuals in a rich social class and positive emotions.  Positive emotions included: amusement, awe, compassion, contentment, enthusiasm, love and pride. Each of 1,519 participants provided their household income, which defined their membership in a rich or other social class. And, each completed multiple surveys about their social class and positive emotions.

Results? Rich class individuals were more concerned with self-oriented emotions such as pride and contentment. They also showed more amusement in their everyday lives. However, “other” class individuals reported more feelings of care for others such as love and compassion. Other class individuals also reported feeling more awe than rich class individuals. Enthusiasm was the only positive emotion that did not differ between social classes.

So, if you are not wealthy, it seems your joy is from sharing with others. Isn’t that pretty high class anyway?

Reference:

Piff, P. K., & Moskowitz, J. P. (2017). Wealth, poverty, and happiness: Social class is differentially               associated with positive emotions. Emotions, 18(6), 902-905.

Research by Vasiljevic, Milica., Couturier, Dominique-Laurent., Frings, Daniel., Moss, Antony. C., Albery, Ian. P., Marteau T. M. (2018)Vasiljevic, Milica., Couturier, Dominique-Laurent., Frings, Daniel., Moss, Antony. C., Albery, Ian. P., Marteau T. M. (2018)

Written by  Shannon Cantalupo, B.S. 

Have you ever looked at the label for alcohol content when deciding which alcoholic drink to take?  Or, calories? Oh, FDA doesn’t require calories on alcohol labels but alcohol can add significant weight gain.

United Kingdom researchers studied how labeling of wine and beer impacted how much an individual consumed. They hypothesized that the lower the alcohol content on the beverage label, the more the user would consume.

They split 264 weekly wine and beer drinkers into three groups, for the purpose of wine or beer taste testing. They gave Group 1 alcohol with a verbal description of “Super Low,” the lowest alcohol percentage (4% Alcohol by Volume for wine or 1% for beer. Group 2 with a verbal description of “Low,” (8%, 3%) and Group 3 Regular “alcohol” but no labeled alcohol percentage.

Results? The “Super Low” Group consumed more in total volume of the beverage than Regular “alcohol” Group, but neither of these groups differed from the “Low” labeled group.  Thus, labels of “Super Low” led to greater consumption of alcohol.

So, next time you wisely choose the lowest alcoholic content, remember your human inclination and not allow yourself to drink even more!

Reference:

Vasiljevic, M., Couturier, D., Frings, D., Moss, A. C., Albery, I. P., Marteau T. M. (2018) Impact of lower strength alcohol labeling on consumption: A randomized controlled trial. Health    Psychology, 37(7), 658-667.

Calories from alcohol may be calculated using specific Atwater factors as provided for in 21 CFR 101.9(c)(1)(i)(A). USDA Handbook No. 74 provides a specific food factor of 7.07 calories per gram of alcohol.

Research by Fox, Jesse, and Rooney, Margaret C. (2015).

Written by Shannon Cantalupo, B.S.

Have you ever scrolled through Facebook and seen selfie after selfie of the same person and wondered, “What makes someone post so many pictures of themselves?”

Ohio State University researchers wanted to know what personality traits in men predicted their use of social networking and posting. They examined the traits of narcissism (or excessive self-interest), Machiavellianism (or cunning self-promotion), psychopathy (antisocial, lacking empathy, egotistical) and self-objectification (seeing themselves as objects as media portrays men) in relation to:

–           time spent on social networking.

–           posting “selfies”

–           using photo editing

A male, nationally representative sample, ages 18 – 40, completed a trait self-objectification questionnaire ranking their various body traits.   They also completed a combined personality measure of narcissism, Machiavellianism, and psychopathy, and reported the amount of time spent on social networking sites, the number of “selfies” posted and how often they edited photos.

Results? Those with excessive self-interest (or narcissism) and self-objectification traits spent more time on social networking sites and photo editing. Excessive self-interest and less consideration of others (psychopathy) predicted an increase in selfies posted.

So, the old saying may be true! A picture is worth 1000 words — about YOU!!

Reference:

Fox, J., and Rooney, M., C. (2015). The dark triad and trait self-objectification as predictors of men’s use and self-presentation behaviors on social networking sites. Personality and Individual Differences, 75, 161-165.

Research by Solomon, Stephen S. & King, James G. (1995).

Written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

Why do some cities have red and others have lime-yellow fire trucks?  Human factors and ergonomics research showed that the color-transmitting cones in our eyes don’t work well in the dark. We are most sensitive to greenish-yellow colors under dim conditions, making lime shades easiest to see at night, dusk, and dawn. In a FEMA study, fluorescent colors, especially yellow-green and orange, are easiest to spot in daylight.

A four-year study involving nine cities and 750,000 fire vehicle trips found that lime-yellow fire trucks were half as likely as red trucks to be involved in intersection accidents. Another study confirmed that while fluorescent yellow-green and orange may increase vehicle visibility, the report also concluded that quick recognizability of the vehicle was more important than just paint color.

Researchers found that adding reflective striping significantly increases a vehicle’s nighttime visibility, distinctive pattern, and conspicuousness.  In 2012 motor vehicle accidents caused more than 10 percent of firefighter deaths plus injuring and killing civilians. Thus, using psychological research is essential so communities can optimize their emergency fleets, have fewer accidents, and save more lives. Let’s insure safety and maximize visibility. Paint all emergency vehicles lime-yellow and add fluorescent stripes.

Cited Research:

Federal Emergency Management Agency (2009). Emergency Vehicle Visibility and Conspicuity Study (FEMA Publication No. FA-323). Emmitsburg, Maryland.

Research by Puterman, E., Weiss, J., Beauchamp, M., R., Mogle, J., & Almedia, D., M. (2017).

Written by Shannon Cantalupo, B.S.

Ask any runner. They will tell you that running makes them feel better. But can exercise really help you deal with stress?

Human Development Researchers were interested in the following questions:

—Is a stressful event experienced less negatively if you exercise regularly?

—Would negative affect be alleviated on days that individuals exercise?

—Is negative affect less if you exercise right before the stressor?

For eight evenings in a row, researchers measured over 2,000 participants’ daily stressors, activity per day, activity status and negative mood. They considered participants active if exercising for 170 minutes or more per week.

Results indicated that regular exercisers showed a 14% reduction in negative mood reactivity on days they encountered stress.  All participants’ negative mood reactivity was 17% lower on active compared to inactive days. Lastly, researchers found that inactive participants reported less negative mood in response to a stressful situation when they had exercised right before they experienced it.

Handle life’s ups and downs. If you want to react better to stress, exercising 20 minutes a day might be the key! Anticipating an upcoming stressful experience? Then, just plan to do some physical activity beforehand!  When we feel strong we can handle the world!

Reference:

Puterman, E., Weiss, J., Beauchamp, M., R., Mogle, J., & Almedia, D., M. (2017). Physical activity and negative affective reactivity in daily life. Health Psychology, 36(12), 1186- 1194.

Research by Reicher, Stephen D., & Haslam, S. Alexander. (2006). Haney, C., Banks, W. C., & Zimbardo, P. G. (1973).

Update by Bethany Wellman, M.S.

A previous PSM (#48) reviewed Dr. Philip Zimbardo’s 1973 famous Stanford Prison Study. In all sciences, studies are repeated to verify findings.

Zimbardo’s study created a mock prison, assigning 24 male students either to the role of prisoner or prison guard to learn how people interact.  Due to hostile and abusive behaviors by the guards toward the prisoners who became anxious, depressed and hopeless, the study was stopped in 6 days, not 2 weeks as designed. The researchers were surprised how quickly these new behaviors and identities emerged.

New information drastically changed the conclusions.  A 2006 UK study attempted to replicate aspects of the experiment but did not find similar results.  These researchers revised theories on unequal power relationships opposed to Zimbardo’s. A recent Journalist, retrospectively interviewed participants, concluding the experiment was manipulated differently from what was reported, thus did not have authentic results.  Digitized tapes reveal experimenters (the “Wardens”) modeled and encouraged aggression from the prison guards. Some prisoners reported acting the “role of a victim of abuse” versus responding naturally.

Psychology, like all science, is self-correcting. Psychological scientists strive to find inaccuracies in others’ studies and theories. They strive for the truth.

References:

Blum, B. (2018, June 7). The Lifespan of a Lie. In Medium. Retrieved August 15, 2018, from https://medium.com/s/trustissues/the-lifespan-of-a-lie-d869212b1f62

Haslam, S. Alexander, Reicher,  Stephen, & Van Bavel, Jay. (2018). Rethinking the ‘nature’ brutality: Uncovering the role of identity leadership in the Stanford Prison Experiment.

Haney, C., Banks, W. C., & Zimbardo, P. G. (1973). Interpersonal dynamics in a simulated prison. International Journal of Criminology and Penology, 1, 69-97.

Reicher, Stephen, Haslam, S. Alexander and Bavel, Jay Van. (2018). Time to change the story.

http://thepsychologist.bps.org.uk/time-change-story/

Reicher, S. D., & Haslam, S. A. (2006). Rethinking the psychology of tyranny: The BBC prison study. British Journal of Social Psychology, 45, 1–41

334-361 Sugar & Attention

Research by Giles, Grace E., Avanzato, Benjamin F., Mora, Belén, Jurdak, Nicole A. and Kanarek, Robin B. (2018).

Written by Shannon Cantalupo, B.S.

Can sugar help your attention or memory? What if you thought you were consuming sugar but really weren’t?

Many avoid soda because of health. Others drink soda to enhance their brain performance while studying or to feel energized.  Research on how sugar affects brain functioning is still inconsistent. Tufts University research psychologists evaluated how high-fructose corn syrup affects cognition, attention and mood. They compared 4 groups totaling 105 participants.  Two Groups drank soda with sugar. Group 1 knew it, Group 2 was told it was artificial sweetener, not sugar. Group 3 and 4 drank soda with artificial sweetener, Group 3 was told it was artificial sweetener. Group 4, told it was sugar. Afterwards, they gave cognitive tasks and mood questionnaires to all groups.

Only participants that consumed sugar showed an increase in sustained attention. Individuals who thought they were drinking soda with sugar when they were not reported feeling more tension than the other groups. This may be due to their negative perceptions of drinking an unhealthy drink. None of the groups improved their performance on any of the memory tasks.

So, drinking sugary soda, may enable you to study longer but it will not help you remember it!

Reference:

Giles, Grace E., Avanzato, Benjamin F., Mora, Belén, Jurdak, Nicole A. and Kanarek, Robin B. (2018). Sugar Intake and Expectation Effects on Cognition and Mood. Experimental and Clinical Psychopharmacology, 26(3), 302–309.

Research by Senn, Charlene. Y., Eliasziw, Misha., Barata, Paula. C., Thurston, Wilfreda. E., Newby-Clark, Ian. R., Radtke, Lorraine., & Hobden, Karen. L. (2015).

Written by Bethany Wellman, M.S.

Female college students are at significant risk for being sexually assaulted. How can women reduce their risk?

Over 900 first-year female students at three Canadian universities completed one of two groups. In the Assess, Acknowledge, Act sexual assault resistance group, the participants were taught and practiced skills to recognize danger and engage in effective verbal and physical self-defense. There were four classes of 3 hours. The second group consisted of the common university practice of one group session on sexual assault education with brochures and university policy discussion.

At one-year follow-up, all participants completed a survey regarding sexual victimization. The 1-year risk of completed rape was significantly lower in the resistance group (5%) than in the education and policy group (10%), meaning a 46% relative risk reduction. Also, their attempted rape was significantly lower (3% vs. 9%).

A rigorous sexual assault resistance program was successful in decreasing the occurrence of college female sexual victimization, suggesting the importance of a more extensive course in preparing them mentally and physically to defend themselves and recognize dangerous situations. Let’s stop rape and sexual assault! In all schools implement a thorough sexual assault prevention course with knowledge, skills, and practice.

Reference:

Senn, C. Y., Eliasziw, M., Barata, P. C., Thurston, W. E., Newby-Clark, I. R., Radtke, L., & Hobden, K. L. (2015). Efficacy of a Sexual Assault Resistance Program for University Women. The New England Journal of Medicine, 372, 2326-2335.

332-359 Cue Creativity

Research by Green, Adam. E., Cohen, Michael. S., Kim, Joseph. U., & Gray, Jeremy. R. (2012).

Written by Bethany Wellman, M.S.

Is creativity a stable personality trait an individual possesses or does it depend on a state of mind?

Psychological researchers sought to identify whether performance on a task requiring creative thinking could be improved when directly attempting to be creative. First, 40 undergraduate students viewed four sets of words and indicated whether or not they found the word pairs to be acceptably similar. Next, word pairings were placed in colored lettering.  Participants were instructed to think more creatively when seeing word pairs in green writing versus purple writing when deciding whether the words were similar or not.

Researchers found that when they asked participants to think creatively, they were more likely to label highly creative word pairs correctly and did not identify false comparisons as valid. These results indicate that people are better able to reason with higher level thinking as well as enhance their performance when instructed to think more creatively.

Although this study does not cover all aspects of creativity, findings can be usefully applied in education and learning. Challenge students to use their creative mind to assist in developing their abilities to learn new concepts.  And remind yourself to be creative!

Reference:

Green, A. E., Cohen, M. S., Kim, J. U., & Gray, J. R. (2012). An explicit cue improves creative analogical reasoning. Intelligence, 40, 598-603.

331-358 Time & Close Friendship

Research by Hall, Jeffrey. A. (2018).

Written by Bethany Wellman, M.S.

Having friends predicts happiness and life satisfaction. How long does it take to make a new friend?

A University of Kansas scientist examined over 450 participants across two studies who had recently relocated to a new residence. In study one, participants completed a questionnaire regarding a person they had just met. In study two, students wrote on what they talked about.

Overall, hours spent with another was associated with having closer friendships. In study one, the time spent engaging in leisure activities also predicted closeness. Results indicate that the chance of developing a casual friend versus an acquaintance is doubled when spending about 43 hours together in the first 3 weeks after meeting. In study two, the type of discussion people had (joking, sharing, and catching up) predicted their level of closeness. Furthermore, those who remained only acquaintances rarely spent more than 30 hours together in over 9 weeks. Overall, it takes 40 to 60 hours to move from acquaintanceship to casual friendship.

It takes time to make a new friend. But think what value your social life plays in your happiness.  Make meaningful conversation. Invest in time with others.  Now that’s how you make a friend!

Reference:

Hall, J. A. (2018). How many hours does it take to make a friend? Journal of Social and Personal Relationships, 1-19

330-357 Self-Affirmation & Self Control

Research by  Burson, Aleah., Crocker, Jennifer., & Mischkowski, Dominik. (2012)

Written by Bethany Wellman, M.S.

When we feel excluded, this is a threat to our self-esteem. Self-Affirmation theory suggests that focusing on values helps us handle threats to our self-esteem. Which values help us feel better?

Psychology researchers examined 92 student participants who had either been “chosen” to be a partner, “excluded” (not chosen) or “accidentally excluded” (left alone to work) and placed them in one of three groups to write 10 minutes:

¨ the self-enhancement group wrote about values related to them personally- like, wealth, success, and influence,

¨ the thinking of others group wrote about values applicable to the greater good- like, honesty, compassion, forgiveness, and protecting the environment,

¨ the no value group wrote about their daily routine, not about their values.

Participants who wrote about values that enhance others had more self-control than the self-enhancement group writing about just their personal values, and much more than the no value group. We need not focus only on our own skills and success to effectively avoid threats and boost our self-esteem and self-control.

Remember to affirm yourself, affirm your values. Take action. Focus on the greater good related to benefiting others, the world, to best boost your own self-esteem!

Reference:

Burson, A., Crocker, J., & Mischkowski, D. (2012). Two types of value-affirmation: Implications for self-control following social exclusion. Social Psychological and Personality Science, 3(4), 510-516.

329-356 Values & Defensiveness

Researched by Crocker, Jennifer., Niiya, Yu., & Mischkowski, Dominik. (2008).

Written by Bethany Wellman, M.S.

Defensiveness to avoid criticism can be an obstacle in communicating effectively. Past research indicates that reflecting on an important value can reduce defensiveness.

To understand why, psychological researchers did two studies. Participants (about 250 undergraduates) ranked six values in order of personal importance. For 10 minutes, one group wrote about their most important value, the other wrote about their least important value. Then answered questions about their feelings when writing.

Results indicated that participants who discussed important values reported more positive feelings of love and connection, than those who wrote about an unimportant value. The second study, replicated this effect, but to elicit defensiveness they also reviewed information on unhealthy outcomes of smoking. Results showed smokers who wrote about a value that resulted in feelings of love and affection, were more likely to accept the article’s harmful findings compared with smokers who wrote about an unimportant value (thus, were more defensive). Love explained the relationship between values affirmation and acceptance of threatening information for smokers, but not for nonsmokers.

To help reduce defensiveness and increase concern for others outside ourselves, remember what is important, our values, rather than temporary self-threat and protecting ourselves.

Reference:

Crocker, J., Niiya, Y., & Mischkowski, D. (2008). Why does writing about important values reduce defensiveness? Self-affirmation and the role of positive, other-directed feelings. Psychological Science, 19, 740-747.

328-355 Active Listening & Communication

Researched by Weger, Harry., Castle Bell, Gina., Minei, Elizabeth. M., & Robinson, Melissa. C. (2014). 

Written by Bethany Wellman, M.S.

Communication is a key skill in workplaces and in relationships. One communication skill is  “active listening” where you  fully concentrate on what your conversational partner is saying, make eye contact, ask questions, and periodically express what you understand the other is saying and feeling.

Researchers set out to compare using active listening, with unsolicited advice and simple acknowledgements in partner communication. Researchers trained 10 student confederates to use these three different modes of responding with 115 undergraduates in conversation for approximately 5 minutes.  Afterwards, the participants reported on whether they felt understood, their satisfaction with the communication, and their degree of social attraction.

Results? When trained students utilized active listening, their partners reported feeling more understood than when their partners gave advice or merely acknowledged their story. Both active listening and advice giving resulted in higher conversational satisfaction and feeling more social attraction.

Think of how good it feels to be heard by another. Be responsive in your conversations. Prevent miscommunication. Actively listen to others, tell them what you understand that they mean, so they know you understand. When appropriate, offer advice that can assist others.  Tune into others. Being heard and understood is powerful!

Reference:

Weger, H., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13-31.

Researched by Pennebaker, James. W., Kiecolt-Glaser, Janice. K., & Glaser, Ronald. (1988).

Written by Bethany Wellman, M.S.

We usually keep our deepest feelings about traumatic events inside. What is the impact of writing down our feelings?

Researchers separated 50 undergraduates into two groups. For four days, one group wrote about their deepest thoughts and feelings about the most traumatic and upsetting experiences of their lives.  The other group did not share their thoughts or feelings but instead described assigned events or objects in detail.  Before and after their sharing, researchers tested participants’ immune functioning, blood pressure, heart rate and skin response.  Additionally, students completed questionnaires before and after to assess their mood and experienced symptoms. After 6 weeks students returned for follow up physiological and questionnaire assessments.

Writing about traumatic experiences, resulted in both positive physiological effects and less psychological distress after six weeks compared to individuals who did not. However, immediately after trauma writing, they exhibited more symptoms and negative mood. Thus, it is not easy to confront one’s difficult issues, but doing so brings longer term relief.

Keeping difficult experiences inside actually hurts you emotionally and physically.  To help understand a traumatic experience, try writing down your feelings and thoughts about it and it is likely to result in some relief from your distress and physical symptoms.

Reference:

Pennebaker, J. W., Kiecolt-Glaser, J. K., & Glaser, R. (1988). Disclosure of Traumas and Immune Function: Health Implications for Psychotherapy. Journal of Consulting and Clinical Psychology, 56(2), 239-245.

Researched by Milulincer, Mario., Shaver, Phillip. R., Gillath, Omri., & Nitzberg, Rachel. A. (2005).

Written by Bethany Wellman, M.S.

Bowlby, a noted psychologist, proposes a theory of attachment that suggests that a person’s temperament and attachment is related to helping and compassion for others.

To test this theory, researchers conducted a series of 5 stress-inducing experiments in both Israel and the U.S. to see if increasing a person’s security and feelings of attachment to others, would increase their compassion and altruistic behaviors. Researchers elicited attachment security by showing participants names of people previously identified as those who provide a safe haven or secure base for them; in the nonattachment condition, participants were presented random stranger names.

When participants felt secure, they took on extra work to help someone needy, and demonstrated greater compassion and helpfulness even when they experienced neither material nor emotional benefit. They also expressed willingness to help both their families as well as acquaintances. In all experiments, avoiding or having anxiety about attachment was related to distress and to not helping others.

Overall, creating feelings of attachment and security led people to greater compassion and willingness to help those in distress. Let’s help all children and peoples around the world and here at home feel safe and secure to create world peace, altruism, and cooperativeness.

Reference:

Milulincer, M., Shaver, P. R., Gillath, O., & Nitzberg, R. A. (2005). Attachment, Caregiving, and Altruism: Boosting Attachment

Researched by Kuo, Ming. (2015).

Written by Bethany Wellman, M.S.

How exactly does nature promote our health?

To identify the underlying causal mechanism, Dr. Ming Kuo reviewed approximately 80 cognitive science research studies examining the multiple ways in which contact with nature promotes health.

She found 21 connections between nature and health These included results indicating environmental sights and sounds provide deep relaxation, attention restoration, impulse control, and better sleep which is important to psychological and physical wellbeing. Additional psychological and physiological benefits from contract with nature include decreases in diabetes, depression, cardiovascular disease, as well as a boost in the body’s ability to fight infections. Being out in nature generates phytoncides and mycobacterium in the body which largely enhance immune system functioning. The research results show that the immune system, is one of the central links between nature and the nurturance of human health and wellbeing.

Let’s create healthy natural habitats near our living spaces with plants, moving water, soil, and trees to inspire awe, deep relaxation, and vital physical movement. By nurturing nature, we will nurture ourselves!

Reference:

Kuo, M. (2015). How might contact with nature promote human health? Promising mechanisms and a possible central pathway. Frontiers in Psychology, 6, 1-8.

Researched by Anderson, Craig. A., Carnagey, Nicholas. L., & Eubanks, Janie. (2003).

Written by Bethany Wellman, M.S.

Do violent music lyrics help vent powerful feelings or increase aggressive thoughts and emotions?

Psychology researchers completed five experiments to examine effects of songs with violent lyrics on aggressive thoughts and hostile feelings. More than 500 Midwestern college students listened to both violent songs, referencing aggression and acts of violence, and nonviolent songs. Word-association tasks tested whether the students linked more non-aggressive words with aggressive words or filled incomplete words with vowels to make aggressive words. After hearing the songs, they reported their feelings of hostility and ranked sentences based on their emotions.

Results demonstrated that students who heard a violent song felt more hostile than those who heard a similar but nonviolent song. These effects were replicated across songs and song types with an overall increase of aggressive thoughts when listening to any type of music inferring violence. The findings were true despite the listeners’ gender and personality differences, as well as their reactions to the different performing artists and musical styles. This research indicates that listening to violent and angry songs does not “vent” powerful feelings but likely brings up angrier thoughts and emotions.

Be aware of the dangers of listening to angry lyrics. Find alternative ways to resolve anger.

Reference:

Anderson, C. A., Carnagey, N. L., & Eubanks, J. (2003). Exposure to Violent Media: The Effects of Songs With Violent Lyrics on Aggressive Thoughts and Feelings. Journal of Personality and Social Psychology, 84(5), 960-971.

Researched by Nishi, Akihiro., Shirado, Hirokazu., Rand, David., & Christakis, Nicholas. A. (2015).

Written by Bethany Wellman, M.S.

We value equality but our economy has great disparity. What influences inequality?

Yale researchers divided 1500 participants into groups who played a cooperation game. Each round, individuals could choose to cooperate by reducing their wealth so to increase the wealth of all, or defect by paying nothing and providing no benefits. Individuals were informed of the choices made by their neighbors and were given the option to change neighbors. They were randomly assigned to one of three conditions:

1.No initial inequality: each started with the same monetary amount.

2.Initial wealth inequality: ‘rich’ subjects received a larger amount than ‘poor’ subjects.

3.Visibility of their neighbors’ wealth condition: either subjects only knew their own wealth or subjects could see both their own and their neighbors’ wealth.

Results indicate that in unequal situations, wealth visibility leads to greater inequality than when wealth is invisible. Making wealth visible leads to less overall cooperation, inter-connectedness, and wealth. Inequality alone has little effect on cooperation, interconnectedness or overall wealth accumulation. Thus, it is not inequality per se that is so problematic, but rather visibility that adversely affects cooperation.

Remember, displaying wealth, reduces other’s cooperation and increases disparities.

Reference:

Nishi, A., Shirado, H., Rand, D., & Christakis, N. A. (2015). Inequality and visibility of wealth in experimental social networks. Nature, 526, 426-429.

 Researched by Twenge, Jean. M., Ciarocco, Natalie. J., Baumeister, Roy. F., DeWall, C. Nathan., & Bartels, J. Michael. (2007).

Written by Bethany Wellman, M.S.

What happens when we feel our social belonging is threatened or taken away?

Social psychologist Jean Twenge and colleagues engaged 260 participants across seven experiments to study the impact of social exclusion on prosocial behaviors, such as being helpful, respectful, and kind. In each experiment, after an assessment, one group was “socially excluded” by being told in their future they would likely be alone, compared to each of the other groups told they’d likely enjoy rich personal relationships (future belonging), be accident prone (misfortunate), or (given no predictions).

Overall, when participants were in the excluded group, there was substantial reductions in their prosocial behavior. The excluded participants did such things as donated less money, did not volunteer further, were less helpful after a mishap, and cooperated less in a game. Rejection hurts. When socially excluded, the participants had reduced feelings of empathy, the key factor in their acting less prosocial.  The exclusion did not impact their mood, self-esteem, belongingness, trust, control, or self-awareness.

Be generous and inclusive of others, it encourages cooperation, helpfulness, and especially other’s empathy. To decrease stress and increase other’s as well as our own emotional well-being, reach out to, respect everyone.

Reference:

Twenge, J. M., Ciarocco, N. J., Baumeister, R. F., DeWall, C. N., & Bartels, J. M. (2007). Social Exclusion Decreases Prosocial Behavior. Journal of Personality and Social Psychology, 92(1), 56-66.

Based on research by Schott, Malte., & Wolf, Jule. (2018).

Written by Bethany Wellman, M.S.

In Europe, do election posters persuade voters’ decisions during campaigns? What is the impact of displaying specific policy content on posters instead of the usual generalities?

German psychologists gave 5 surveys for a total of over 400 participants.  They studied persons’ reactions to policy messages on election posters. They concluded that political party affiliation influenced understanding and acceptance of the policies.

Participants rated the policies from their favored political parties significantly more positively than those from unfavored political parties. Results indicated participants were influenced by the reasoning behind the policies.  The stronger their support and familiarity with their preferred political party, the more likely they understood and accepted the reasoning behind the policies. The reasoning behind the policies, guided the participants’ voting behaviors.  In addition, the impacts of their policy evaluation transferred from their political party to their political club’s policy evaluation.  Therefore, election posters can have greater influence beyond just the political vote.

These results suggest that attitudes formed from election posters can powerfully influence public opinion.  Thus, when election posters include educational policy statements, they inform and spur debate and public discussion.

Reference:

Schott, M., & Wolf, J. (2018). Election poster persuasion: Attitude formation in the void. Social Psychology, 49(1), 3-15.

http://dx.doi.org/10.1027/1864-9335/a000323

Based on research by Maner, Jon. K., Gailliot, Matthew. T., & Miller, Saul. L. (2009). written by Bethany Wellman, M.S.

Couples in romantic relationships are often confronted with other romantic opportunities. What keeps people in relationships away from these tempting alternatives?

Florida State Psychologists examined the instinctive practices that protect committed couples. In study one, 120 participants engaged in a task that associated certain words with mating or neutral themes. Next, participants rated photographs of people on the level of attractiveness of these same and opposite sexed individuals. In study two, researchers primed 160 participants towards either mating or neutral themes using word games. Then, single participants and those committed to a relationship viewed photos of attractive and average looking individuals while the researchers measured their length of time viewing or attending to each photograph.

Results of both studies demonstrate that persons not in a relationship increased their attention time to physically attractive individuals whereas committed partners did not. Even when committed couples were primed to focus on mating and romance, they were less attentive to the attractive alternatives than were single participants.

Overall, these findings suggest that when in a committed relationship our minds may automatically protect us. We are not easily drawn to alluring alternatives, when our focus is on our current partner.

Reference:

Maner, J. K., Gailliot, M. T., & Miller, S. L. (2009). The implicit cognition of relationship maintenance: Inattention to attractive alternatives. Journal of Experimental Social Psychology, 45, 174-179.

Based on research by Aron, Arthur., & Fraley, Barbara. (1999) written by Bethany Wellman, M.S.

What is one indication that a romantic relationship is close, thriving and likely to last?

Theorists have suggested that those in close relationships have “self-other overlap” where partners share interests, mannerisms, traits, values and goals.

Cognitive Psychology researchers had 150 New York University students complete surveys measuring closeness and relationship experience, as well as rate themselves on traits; then they rated the overlap of traits with their partner’s. The longer the Reaction time to select each trait the less close the self-trait was to the partner’s. Three months later, to test whether these overlaps related to a lasting relationship, students again rated their closeness to their partner.

They measured passion, love, intimacy, closeness, commitment, and character traits.

Results confirmed that those who reported continued close relationships, also had continued matching traits. The stronger the initial reports of love, and overlap of traits, the more likely the close relationship was maintained over the three months’ time.

We may suddenly ‘fall in love’ but the relationship is more likely to last when we evaluate our partner’s traits as similar to ours in habits, values, and goals.

Reference:

Aron, A., & Fraley, B. (1999). Relationship Closeless As Including Other in the Self: Cognitive Underpinnings and Measures. Social Cognition, 17(2), 140-160.

Based on research by Gulledge, Andrew. K., Gulledge, Michelle. H., & Stahmann, Robert. F. (2003). written by Bethany Wellman, M.S.

In romantic relationships, how important is physical affection to happiness, satisfaction and conflict resolution?

Brigham Young researchers had 300 college students complete a survey on relationship satisfaction, interests and attitudes about physical affection outside of sexual intimacy. Seven categories of physical touching affection were: massages, caressing, cuddling, holding hands, hugging, and kissing on the face and lips. Participants indicated their favorite and expressive types of physical affection, their attitudes towards and frequency of use of each type.

Results? Couples using more frequent nonsexual physical affection were happier and more satisfied with their relationship. Both genders thought lip kissing was most intimate and expressed love. Men said they cuddled most frequently; women said they held hands. Males most favored lip kissing; woman favored cuddling. The more physical affection, the more relationship satisfaction for all types except for holding hands (least favored by men) and caressing behaviors (least favored by women). Amount of conflict is not related to the type or amount of physical affection used. Yet, people reported conflict was more resolvable with higher amounts of physical affection.

What is your partner’s favorite affectionate touching? Be generous. Express your love. Boost your mutual satisfaction. It’ll help during tough times.

Reference:

Gulledge, A. K., Gulledge, M. H., & Stahmann, R. F. (2003). Romantic Physical Affection Types and Relationship Satisfaction. The American Journal of Family Therapy, 31, 233-242.

Based on research by Weigel, Daniel. J., Davis, Bret. A., & Woodard, Kristy. C. (2014). written by Bethany Wellman, M.S.

Commitment in romantic relationships can be a great satisfaction and fulfilment. Yet, commitment can also bring conflict and potential loss. To study the impact of relationship commitment; Nevada social psychologists conducted four studies, each investigating over 200 individuals’ own words based on their commitment experiences.

Their studies revealed that people can see their romantic commitments in three major ways. Those with strong positive feelings of commitment feel fulfillment, affection, and longing. Those having negative feelings about commitment see barriers in their relationship and may experience doubt, jealousy, confusion and hurt. Finally, a third factor of commitment is constraint. Some feel obligated to maintain their relationship, thus may feel stuck, angry, and long for ways out.   They feel constrained and confined. However, those who feel more safe, secure, and content in having commitment constraints, are most romantically involved. They want commitment with constraint, and thus perceive more satisfaction and relationship quality.

Do you experience happiness and feel positive about your commitment constraints with your romantic partner? That must mean your relationship is thriving!

Reference:

Weigel, D. J., Davis, B. A., & Woodard, K. C. (2014). A two-sided coin: Mapping perceptions of the pros and cons of relationship commitment. Journal of Social and Personal Relationships, 1-24.

Based on research by Fivecoat, Hayley. C., Tomlinson, Jennifer. M., Aron, Arthur., & Caprariello, Peter. A. (2014). written by Bethany Wellman, M.S.

Does your partner support your efforts to follow your passions and use your talents? Does encouraging your partners’ skills, knowledge acquisition and vision build strong relationships?

Social Psychologists tested whether active versus passive support for a partner’s self-expansion would increase relationship satisfaction in a learning situation and/or in a stressful situation. First, 60 couples completed a computer puzzle together to learn to communicate with each other via only instant messaging. Half had added stress when they were told that afterwards they’d reteach photography skills they would learn. During the learning session, they thought their partner was responding, but researchers either pretended to be the individual’s partner with messages actively encouraging (‘‘I bet you’ll be really good at that’’) or weakly supporting (‘‘sounds all right’’).

Those in longer relationships (1-5 years) increased in their relationship satisfaction when receiving active support for self-expansion. This result did not hold for shorter term couples or for couples receiving messages in the stressed group.

Encourage your partner, “Yes take that class!” “You would be terrific!” “You can do it.” To enhance your relationship, actively take a role in cheering your partner towards their dreams!

Reference:

Fivecoat, H. C., Tomlinson, J. M., Aron, A., & Caprariello, P. A. (2014). Partner support for individual self-expansion opportunities: Effects on relationship satisfaction in long-term couples. Journal of Social and Personal Relationships, 1-18.

Based on research by Laurenceau, Jean-Philippe., Barrett, Lisa. F., & Pietromonaco, Paula. R. (1998). written by Bethany Wellman, M.S.

What builds a strong relationship?

We can easily reveal facts about ourselves, but it is more difficult to share our thoughts and feelings about our experiences. Thus, if when we do, the other person shows they are listening and care, do we feel closer, more intimate?

Theorists Reis and Shaver’s model of intimacy suggests that self-disclosure and partner responsiveness equally impact our relationship’s level of intimacy. Social psychologists tested this theory in two studies. Over 2 weeks, 150 undergraduates recorded events and their reactions in a diary immediately after their social interactions. For each interaction, participants reported their self-disclosures, partner disclosures, perceived partner’s responsiveness, and rated on a 5-point scale the degree of intimacy experienced in the interactions.

When both the self and partner disclosed, the person felt more intimacy, especially if the partner listened and responded showing they understood, accepted and cared for them. Additionally, emotional self-disclosure (that is, talking about feelings) predicted intimacy more so than when sharing just personal facts about themselves.

Build more intimacy in your relationship. Tune in to your partner emotionally, share your feelings and experiences and respond to your partner’s needs.

Reference:

Laurenceau, J., Barrett, L. F., & Pietromonaco, P. R. (1998). Intimacy as an Interpersonal Process” The Importance of Self-Disclosure, Partner Disclosure, and Perceived Partner Responsiveness in Interpersonal Exchanges. Journal of Personality and Social Psychology, 74(5), 1238-1251.

Based on research by Soddard-Dare, P., DeRigne, L., Collins, C. C., Quinn, L. M., & Fuller, K. (2018). written by Bethany Wellman, M.S.

Are “benefits” to the worker, like paid sick leave, really beneficial?

Researchers utilized the National Health Interview Survey Data to examine the relationship between paid sick leave and psychological distress. Among 18,000 employed adults, 60% had paid sick leave, 83% health insurance. Psychological distress was evaluated by a survey measuring mental health symptoms and their impact. In their analysis, they controlled for factors such as income, demographics, family factors and health insurance that may impact the outcomes of the study.

Results indicated that workers who lack paid sick leave benefits report significantly more psychological distress and are 1.5 times more likely to report having their feelings interfere significantly in their life and activities. Thus, their distress likely impacts their work environment, relationships, and productivity. Paid sick leave is less available for those who are younger, less educated, and with lower incomes, so these individuals are more at risk of for psychological distress and its negative impacts.

Paid sick leave promotes behavioral health. Therefore, to adequately care for employees, paid time off is essential to their health and wellbeing. What makes happier employees, is cost effective and benefits employers too.

Reference:

Soddard-Dare, P., DeRigne, L., Collins, C. C., Quinn, L. M., & Fuller, K. (2018). Paid Sick Leave and Psychological Distress: An Analysis of U.S. Workers. American Journal of Orthopsychiatry, 88(1), 1-9.

Based in research by Nestadt, Paul S., Triplett, P., Fowler, D. R., & Mojtabai, Ramin. (2017). written by Bethany Wellman, M.S.

Suicide is the 4^th leading cause of death in the U.S. Firearms account for 51% of suicides in 2016. Suicide rates are higher in rural areas at 19 per 100,000 people versus urban areas, at 11 per 100,000 people.

To assess what explains rural/urban differences in suicide rates, Johns Hopkins researchers analyzed 6000 adult suicide cases in Maryland from 2003 to 2015. They classified each case by the county of residence and urban or rural, sex, age, race, and method of suicide.

These results indicate that suicide rates were higher in rural compared with urban counties. The higher rural suicide rates were limited to firearm suicides. Non-firearm suicide rates were not significantly higher. This held only for white men, and 89% of firearm suicides were by men. Women were significantly less likely to complete suicide in rural as well as urban areas regardless of method.

Overall, rural men are more likely to own firearms, that are the weapons of choice to commit suicide. Thus, men have greater availability of firearms, driving the increased rate of firearm related suicide in rural areas. To decrease suicide rates, findings suggest the need for having more firearm safety and control in rural areas.

Reference:

Nestadt, P. S., Triplett, P., Fowler, D. R., & Mojtabai, R. (2017). Urban–Rural Differences in Suicide in the State of Maryland: The Role of Firearms. AJPH Rural Health, 107(10), 1548-1553.

Based on research by Bamberger, Peter A., Koopmann, J, Wang, M., Larimer, M., Nahum-Shani, I., Geisner, I., & Bacharach, Samuel B. (2018). written by Bethany Wellman, M.S.

College students anxiously pursue their first job post-graduation. Since the 2008 recession, college graduates experience challenges in securing employment, with only 46% of 2016 graduates receiving a job offer pre-graduation.

Psychologists’ sought to examine how specifically alcohol use, impacts college students’ employment after graduation. Researchers surveyed 830 graduates from four diverse U.S. universities before and one month after graduation about employment as well as the frequency and quantity of their alcohol use

Results showed the frequency of heavy drinking episodes adversely impacts the probability of employment after graduation. Average use (< 5 drinks/week) had no adverse effect on the likelihood of employment. However, there was a significant negative effect for those who engaged in one to two periods of heavy drinking (four or more drinks over a 2-hr period per week), lowering the odds of employment upon graduation by 10% compared to other non-heavy drinkers. Even when engaging in once per week heavy drinking there was 6% lower odds of gaining employment compared to those with little to no heavy drinking.

College students and everyone: If you drink, drink only in moderation to achieve success. Focus on your primary goals.

Reference:

Bamberger, P. A., Koopmann, J., Wang, M., Larimer, M., Nahum-Shani, I., Geisner, I., & Bacharach, S. B. (2018). Does College Alcohol Consumption Impact Employment Upon Graduation? Findings From a Prospective Study. Journal of Applied Psychology, 103(1), 111-121.

Based on Research by Lisdahl, Krista. M., Wright, N.E., Medina-Kirchner, C., Maple, K. E., & Shollenbarger, Skyler. (2014). written by Bethany Wellman, M.S.

Cannabis is the 2^nd most popular drug used in adolescence as 23% of high school seniors and 20% of college students have used marijuana in the last month; 6% smoked cannabis daily. Wisconsin psychologists reviewed over 100 studies examining neurological consequences for young adult marijuana users (ages 15-25).

Results? First, adolescence is a sensitive developmental period as the brain’s white matter, essential in processing speed, continues developing. Cannabis use is significantly damaging to white matter development as well as grey matter and areas responsible for executive functioning. Second, cognition appears impacted significantly, particularly in verbal memory and attention with mood symptoms and memory deficits. Third, persistent cannabis use predicts a significant reduction in intelligence. Fourth, cannabis use impacts blood flow throughout the body, having long term deficits in vascular functioning. Lastly, the starting age of use impacts the amount and degree of deficits experienced. Cannabis use prior to age 18 reduces cognitive performance overall.

Cannabis use, even once per week, impacts adolescent brain functioning in attention, learning, processing speed, and executive functioning. Legalizing marijuana increases likelihood of use. Young People! Get educated. Save your precious brain. Don’t use Cannabis.

Reference:

Lisdahl, K. M., Wright, N. E., Medina-Kirchner, C., Maple, K. E., & Shollenbarger, S. (2014). Considering Cannabis: The Effects of Regular Cannabis Use on Neurocognition in Adolescents and Young Adults. Current Addict Rep, 1, 144-156.

Based on research by Sweet, Dawn. M., Meissner, Christian. A., & Atkinson, Dominick. J., 2017.  written by Bethany Wellman, M.S.

Terrorist attacks seem all too frequent. To act preventively, how accurate are security personnel in identifying threat indicators in potential offenders’ behavior?

Iowa State University psychologists conducted three experiments to assess accuracy of law enforcement versus untrained personnel to detect concealed weapons.

In study one, about 50 officers and 50 students assessed whether a person was concealing a handgun and reported any behavioral indicators supporting their decision. Both officers and participants poorly identified the concealed weapon. In study two, in three videos showing several students with backpacks, both groups correctly identified the ‘concealed bomb’ only 44% of the time. In Study three, officers and students evaluated a series of videos where one of 2 persons concealed a “bucket of water” in a backpack. Again, there were no significant differences between law enforcement and students, both scored only slightly above chance. However, in all trials, the more experience an officer had, the more likely they said weapons were concealed. The more experienced officers were less accurate.

Sadly, we humans including trained police, can’t detect who is dangerous. With experience, we are often more likely to perceive threats when they are not there. High tech detect needed!

Reference:

Sweet, D. M., Meissner, C. A., & Atkinson, D. J. (2017). Assessing Law Enforcement Performance in Behavior-Based Threat Detection Tasks Involving a Concealed Weapon or Device. Law and Human Behavior, 41(5), 411-421.

309-335 Implicit and Explicit Memories

Based on research done by Voss, Joel. L., & Paller, Ken. A. (2009), written by Bethany Wellman, M.S.

Much of what we know may be outside our awareness, in “implicit memory.” Our brain “sees or continually monitors and learns sensory information” without our awareness. Does storing these implicit memories occur in the same part of the brain as the purposefully recalled or explicit memories?

Northwestern neuropsychologists recruited participants to view a series of kaleidoscope images while monitoring their brains. For half of the images they asked participants to actively try to memorize the image. While participants focused on memorizing half the images, the researchers greatly distracted them from memorizing them. Later, participants viewed pairs of similar kaleidoscope images in a recognition test and answered a series of yes/no questions regarding the memory and confidence recalling the material.

The outcome? Participants were more accurate in selecting the correct image when they were in the distraction group versus when they purposely tried to remember. Additionally, participants made more accurate decisions when guessing than when memorizing. The evidence suggests that unconscious learning is going on in a different part of the brain than our conscious learning.

Our brains are complex. Our history is to survive effectively in varied environments. You may know more than you think you know!

Reference:

Voss, J. L., & Paller, K. A. (2009, March). An Electrophysiological Signature of Unconscious Recognition Memory. Nature Neuroscience, 12(3), 349-355.

308-334 Adolescent Stress

Based on research done by Fuligni, Andrew., Telzer, Eva., Bower, Julienne., Cole, Steve., Kiang, Lisa., & Irwin, Michael, (2009), written by Bethany Wellman, M.S.

Puberty and the teenage years are stressful. Past research indicates that stress is linked to cardiovascular health risks. When does it start?  Does teen stress impact adulthood health outcomes?

UCLA researchers examined the relationship between CRP (C-Reactive Protein, an indication of cardiovascular difficulties) and teen’s interpersonal stress. They asked 70 adolescents to keep a record of their daily experiences of poor interpersonal interactions regarding family, peers and their school life for a period of 14 days. Surveys questioned participants as to whether a stressful event had happened to them regarding discipline, arguments, and/or being bullied. Second, participants gave blood sample approximately 9 months later to identify the presence of CRP.

Teens, who reported a higher frequency of interpersonal conflicts, had increased levels of CRP nine months later. Adult development of cardiovascular disease is associated with high CRP. These results held, despite controlling for the teens’ weight, socioeconomic status, substance use, life events, or being sensitive to rejection.

Helping children, teens and families handle interpersonal conflicts with effective communication, kindness, and conflict resolution skills early on may be essential for their later good physical health.

Reference:

Fuligni, A., Telzer, E., Bower, J., Cole, S., Kiang, L., & Irwin, M. (2009). A Preliminary Study of Daily Interpersonal Stress and C-Reactive Protein Levels Among Adolescents From Latin American and European Backgrounds. Psychosom Med, 71(3), 329-333.

307-333 Eye Contact and Connectedness

Feeling disconnected from other people? Can a small signal be impactful in helping us feel related to others and the world around us?

Social Psychologists conducted an experiment to see if being acknowledged by a stranger via eye contact would decrease feelings of disconnection and if being looked through as if not there would increase feelings of disconnection. They randomly selected 300 participants from Purdue university.

First, a research assistant walked along a campus pathway, identified a subject by either directly meeting the person’s eyes, then smiling; or looking towards the individual, but did not meet their gaze. Afterwards, another researcher stopped the individual and asked how disconnected they felt from other people, on a scale of 1 to 5. Results showed that with or without a smile, those who experienced eye contact reported feeling less disconnected from others, than those who were passed by as if they weren’t there.

Look Up! Attention from others matters! People need connection for personal wellbeing and happiness. Even a momentary, small signal from a stranger is impactful in a person’s feeling of connectedness. That’s the power of human social connection.

Reference:

Wesselmann, E. D., Cardoso, F. D., Slater, S., & Williams, K. D. (2012). To Be Looked at as Though Air: Civil Attention Matters. Psychological Science, 23(2), 166-168.

306-331 Cyberbullying

In a study done by Law, Danielle. M., Shapka, Jennifer. D., Hymel, Shelley., Olson, Brent., & Waterhouse, Terry. (2012) written by Bethany Wellman, M.S.

In a technology driven world, electronic aggression, appears to take on different characteristics than typical schoolyard bullying.

In two studies, researchers compared electronic aggression to traditional bullying, and adolescent’s experiences with cyberbullying.

In the first study 18,000 adolescents, grades 8–12, shared experiences with physical, verbal, social, and cyberbullying as a bully and as a victim. Results showed that adolescents clearly distinguished a bully from a victim in traditional bullying. To study cyberbullying, 700 11-to-18 years olds reported their experience of cyberbullying. The adolescents recalled the methods used for the aggressive act (such as sending mean messages or posting embarrassing pictures) but students did not report the roles involved in the aggression (bully, victim, or witness). Cyberbullying allows victims to become bullies in retaliation online without fear of immediate physical threats common in traditional in-person bullying. Yet with ready public sharing of comments and embarrassing photos, cyberbullying can have even more devastating emotional consequences for victims.

The big takeaway? Let’s educate youth about how to respond with kind instead of mean humor as ‘just joking’ behavior can escalate to public bullying and have serious consequences for a victim’s mental health. wellbeing, and academic achievement.

PSM 305-330 Positive Perceptions of Others

In a study done by Wood, Dustin., Harms, Peter. D., & Vazire, Simine (2010) written by Bethany Wellman, M.S. 

The perceiver effect refers to how an individual tends to describe other people in a population.

Psychologists examined the extent to which the perceptions of others impact one’s own happiness and emotional stability. They studied 160 college students’ ratings of positive and negative characteristics of three people they knew, as well as their own personality characteristics. Participants also completed depression and narcissism measures.

Results? Researchers found that being positive towards others is associated with participants’ rating themselves, and others’ rating them, positively: enthusiastic, happy, kind-hearted, courteous, emotionally stable and capable. How positively participants see others was an indicator of their own life satisfaction, and how much others liked them. Those who perceived others negatively exhibited narcissism and antisocial behavior. The psychologists repeated the study after twelve months and found that how positively people perceive others is a stable trait, unlikely to change across time.

Your perceptions of others reveal much about your own personality. Look for the positives in others and it may lead to a more positive view of yourself.

Reference:

Wood, D., Harms, P. D., & Vazire, S. (2010). Perceiver Effects as Projective Tests: What Your Perceptions of Others Say about You. Journal of Personality and Social Psychology, 99(1), 174-190. 

PSM 304-329 Genetics and Leadership

Based on research done by Neve, Jan-Emmanuel. D., Mikhaylov, Slava., Dawes, Christopher. T., Christakis, Nicholas. A., & Fowler, James. H. (2013) written by Bethany Wellman, M.S.

What role does genetics play in our becoming a leader?

To identify whether heredity plays a role in the development of leaders, researchers studied genetic samples of over 1100 twins. To understand the importance of genetic and environmental influences, they compared identical twins who share 100% of their genes with fraternal twins who share only 50% genes. They collected information regarding participant’s traits, behaviors as well as details regarding participants’ jobs, relationships, and past leadership.

Findings show that inherited genes explain about a quarter of leadership behaviors. They analyzed genetic markers finding the genotype, rs4950 is residing on a special receptor gene (CHRNB3). The results suggest that what determines whether an individual occupies a leadership position is the complex product of genetic and environmental influences. While results do not pinpoint a precise connection of this gene to leadership tendencies it is hypothesized that the gene may influence job roles chosen as well as personality that predisposes people to take leadership positions.

Although environmental factors predominantly develop, inspire, and encourage leadership, genetic studies open new directions to suggest investigating new and different relationships between traits or factors that might aid our understanding of leadership and its development.

References:

Neve, J. D., Mikhaylov, S., Dawes, C. T., Christakis, N. A., & Fowler, J. H. (2013). Born to lead? A twin design and genetic association study of leadership role occupancy. The Leadership Quarterly, 24, 45-60. 

PSM 303-328 Premarita Factors and Long Marriages

Based on research done by Clements, Mari. L., Stanley, Scott. M., & Markman, Howard. J. (2004) written by Bethany Wellman, M.S.

Can we predict martial satisfaction years ahead?

Denver psychologists followed 100 couples starting from engagement with yearly follow-ups for 13 years measuring change in satisfaction and marital difficulties. Couples reported on their conflict management skills, problem solving, emotional expression, and communication skills. Researchers categorized couples into one of three groups; divorced, distressed, and happy marriages, based on marital status and satisfaction over time.

Results indicated that premarital negative interactions, like being defensive and blaming others, and poor conflict management predicted worse marital outcomes 13 years later. Furthermore, factors such as younger age at marriage and lower premarital happiness increased the risk for distress and dissolving the marriage.

The basis of marital discord begins before couples take vows. Problems in a relationship, identified from the beginning, predict unhappiness and/or divorce. Yet, intervention for change may be helpful.

Manage conflict openly as it arises. Avoid blame, apologize readily, and thank your partner often. Seek to resolve conflicts, encourage and recognize your partner’s successes. Daily, say what you like that they did and “I love you.”  These may be the recipe for a long and happy marriage.

Reference:

Clements, M. L., Stanley, S. M., & Markman, H. J. (2004). Before they said “I do”: Discriminating among marital outcomes over 13 years. Journal of Marriage and Family, 66(3), 13-26.

PSM 302- 327 Living Space and Cognition

Based on research done by James, Bryan. D., Boyle, Patricia. A., Buchman, Aron. S., Barnes, Lisa. L., & Bennett, David. A. (2012), written by Bethany Wellman, M.S.

Has your life space narrowed? Are you less involved outside the home? Research indicates reduced living spaces may have adverse health outcomes including chronic illness, depression, and cognitive decline.

Neuroscientists examined the relationship between life space (i.e., the average distance of movement from bedroom to the outside world) and the risk of Alzheimer’s disease. They collected data from 1,300 seniors, without initial dementia, in Chicago retirement and senior housing facilities. Participants completed neurological and cognitive tests with measures of living quarters and usage of space. After an 8-year follow-up, a more constricted life space was associated with greater risk of Alzheimer’s and cognitive impairment. Participants who did not venture out of their living space regularly were twice as likely to develop Alzheimer’s. Restriction of movement and lack of environmental experiences appear to be highly predictive of those who develop Alzheimer’s and cognitive difficulties.

This may only indicate individuals with developing cognitive difficulties reduce their activities and social interactions. Or, health and psychological concerns may keep seniors closer to home.

Help seniors in your life remain healthy by keeping active, staying involved in the world around them as well as venturing outside of their homes.

References:

James, B. D., Boyle, P. A., Buchman, A. S., Barnes, L. L., & Bennett, D. A. (2012). Life Space and Risk of Alzheimer Disease, Mild Cognitive Impairment, and Cognitive Decline in Old Age. American Journal of Geriatric Psychiatry, 19(11), 961-969. 

PSM 301-321 Healthy Lunch & Recess

Based on research done Price, Joseph., & Just, David. R., (2015) written by Bethany Wellman, M.S.

In school cafeterias, how do we get kids to eat healthy: like, fruits and veggies; when chips, sugary, and oil-laden snacks seem more on their radar?

Researchers from Cornell and Brigham Young Universities evaluated seven Utah elementary schools with 2500 first through sixth graders to see the impact that time of recess has on the amount of fruits and vegetables consumed. Three schools moved recess to before lunch whereas the other four left recess after lunch. Researchers observed the amount of food wasted at lunch time in both pre-and post-recess schools. Findings indicate that in schools with lunch after recess, consumption of fruits and veggies increased by 54% overall and 45% in the number of children eating at least one serving of fruits or veggies, compared to schools with lunch before recess, which had a small decrease in healthy food consumption. Researchers suggest that lunch after recess causes students to feel hungrier and more time for relaxed eating, versus hurrying through lunch to get to recess for more play time.

Schools! Make recess before lunch. Kids will eat more fruit and vegetables, thus, increasing childhood health and decreasing the waste of healthy food options.

References:

Price, J., & Just, D. R. (2015). Lunch, recess and nutrition: Responding to time incentives in the cafeteria. Preventive Medicine, 71, 27-30. 

PSM 300-325 Mental Health Court

Based on research done Costopoulos, Julie. S., and Wellman, Bethany. L., (2017) written by Bethany Wellman, M.S.

Those with severe mental illnesses are at risk for being charged with misdemeanor crimes such as trespassing or disorderly conduct, secondary to deficits of their illness. Jails fill with repeat sentences for the mentally ill, but treatment is not provided. Mental health treatment may be more effective and less expensive than incarceration in reducing recidivism. Can mental health courts that mandate treatment reduce the future incarceration of those with mental illness?

Psychologist researchers examined 118 defendants’ criminal history and diagnoses prior to beginning mental health court and for three years after. Of these offenders, 80 graduated from the mental health court while 38 failed to meet mental health treatment guidelines (due to drug or alcohol use or homelessness). Prior criminal behavior, no matter how serious, was not an indicator of reoffending after treatment for both completers and those failing to graduate. Even when participants reoffended after failing treatment, they committed less serious crimes, with the severity of offenses declining the longer they remained in the mental health court.

This 3-year follow-up study gives hope to utilizing mental health court to alleviate the cyclical nature of incarcerating the mentally ill, while also preserving tax dollars.

Reference:

Costopoulos, J. S., & Wellman, B. L. (2017). The Effectiveness of One Mental Health Court: Overcoming Criminal History. Psychological Injury and Law, 10(3), 254-263.

PSM 299-324 Coping Wih Misfortune

Based on research done Bulman, Ronnie. J., & Wortman, Camille. B., (1977) written by Bethany Wellman, M.S

How does one who experiences a serious accident cope with their misfortune?

Do victims’ beliefs about the causes of their tragic accidents affect their ability to cope?

Psychological researchers interviewed 29 individuals paralyzed in serious accidents about their beliefs about the cause of their accident, whether anyone was to blame, and their current happiness. The victim’s social worker and nurse rated their coping skills.

Results identified that blaming another was predictive of diminished coping skills; however, self-blame was a predictor of positive coping. Likely, self-blamers believed they were still in control, and could make decisions to enhance their lives now and make it meaningful. All participants posed the question, “Why me?” with most developing specific hypotheses to understand why the accident occurred. For those who had their accident while engaging in an enjoyable activity, they coped better seeing their accident as unavoidable.  Oppositely, if a participant felt an injustice had occurred, blaming another, they more likely had trouble coping.

To stop blaming is not easy. However, deciding to take control of one’s life now, and working to make one’s life meaningful, will more likely lead to coping and happiness.

Reference:

Bulman, R. J., & Wortman, C. B. (1977). Attributions of Blame and Coping in the “Real World’ Severe Accident Victims React to Their Lot. Journal of Personality and Social Psychology, 35(5), 351-363.

PSM 298-323 Meaningful Conversations and Happiness

Based on research done Mehl, Matthias. R., Vazire, Simine., Holleran, Shannon. E., & Clark, C. Shelby., (2010) written by Bethany Wellman, M.S.

How do happy people spend their time and what do they talk about with others?

Psychologists examined 80 undergraduate students who wore an Electronically Activated Recorder that sound recorded 30 seconds every 13 minutes, daily, for four days. They coded each recording to determine if the participant was alone or talking with others and whether the conversation was meaningful or small-talk. Overall, 18% was small talk, 36% was meaningful conversation. Participants also completed surveys on life satisfaction and happiness, twice, three weeks apart.

Results indicated that those who had less alone time and more time talking with others were happier. The happiest participants spent 25% less time alone than did the unhappiest participants, and 70% more time talking with others. Furthermore, participants reporting greater life satisfaction had more meaningful conversations and less small talk. These findings suggest that having a social life brings about happiness; and greater life satisfaction was associated with conversations that are deep and meaningful, versus superficial

Throughout this season take a few extra moments to engage in meaningful conversation with your loved ones, spread happiness to them and create happiness in your own life!

Reference:

Mehl, M. R., Vazire, S., Holleran, S. E., & Clark, S. (2010). Eavesdropping on Happiness: Well-being is Related to Having Less Small Talk and More Substantive Conversations. Psychological Science, 21(4), 539-541.

PSM 297-322 Parenthood Gender Gap

Based on research done Yavorksy, Jill. E., Kamp Dusch, Claire. M., & Schoppe-Sullivan, Sarah. J. (2015) written by Bethany Wellman, M.S.

How much time do fathers spend with their first child? Traditionally men and women experienced unequal responsibilities. Has parenthood division of labor changed among U.S. educated, dual-earner new parents?

Ohio State researchers surveyed a community sample of employed and educated couples becoming first time parents. Participants were asked to complete a time diary and surveys regarding their completed work during pregnancy and post childbirth on the division of labor in their home.

Both partners engaged in paid work over 40 hours/week- both before and after birth by self-estimates and time diaries. Pre- and post-birth, men spent about 3 hours more in paid work than women. On housework, couples reported equal time before the child, but afterwards men’s housework was 4 hours less than women’s. Additionally, child care averaged 22 hours for moms but only 14 hours for dads. This in-home work gap between couples wasn’t present before kids yet was notable after.

Quality child nurturing like reading to, massaging, soothing, talking to, playing, or expanding your babies’ minds and senses, had a two-hour gender gap. Dads! Your child needs quality nurturing to stimulate their brains and learn! Ensure equal parenting time!

References:

Yavorksy, J. E., Kamp Dusch, C. M., & Schoppe-Sullivan, S. J. (2015). The Production of Inequality: The Gender Division of Labor Across the Transition to Parenth. Journal of Marriage and Family, 77, 662-679. 

PSM 296-320 Noticing Feelings in Nature

Based on research done Passmore, Holli-Anne., & Holder, Mark. D., (2017) written by Bethany Wellman, M.S.

How much does nature need to be a part of our lives to develop positive outcomes such as life satisfaction and happiness?

Psychologists wanted to identify if attending to the environment in a daily routine would cause personal or social benefit. They assigned nearly 400 students to one of three groups: nature, human-built or no change. They instructed participants in the nature and human-built groups to focus on how nature or human-built objects in their everyday surroundings made them feel. They asked participants to photograph and describe scenes that aroused their emotions. After two weeks, all participants completed questionnaires examining their overall wellbeing.

Researchers found more positive emotions, uplifting experiences, sense of connectivity (to others, to nature and life as a whole) in noticing one’s feelings in the nature over the human built and no change groups. Interestingly, participants across all groups reported equal time spent in nature, yet those focusing on their feelings in nature were the most impacted. When reviewing the photographs’ descriptions, researchers found more positive emotional themes associated with nature than human-built photos.

Examining nature and our related feelings enhances our well-being. Open your doors and connect with your feelings and nature!

References:

Passmore, H., & Holder, M. D. (2017). Noticing nature: Individual and social benefits of a two-week intervention. The Journal of Positive Psychology, 12(6), 537-546.

PSM 295-319 The Power of Awe!

Based on research done by Piff, Paul. K., Dietze, Pia., Feinberg, Matthew., Stancato, Daniel. M., & Keltner, Dacher, (2015) written by Bethany Wellman, M.S.

Can awe or wonder outside of our own regular experience transport us from our everyday concerns and inspire us to help others and our community?

Over 2000 participants across five studies helped researchers test this idea. The first four studies demonstrated that a person’s overall disposition and inclination to experience awe predicted more generosity, less feelings of entitlement, increased ethical decisions and positive social and community values.

The fifth study took participants to different settings: amongst towering trees or towering buildings to view these objects for one minute, then rate their emotional experiences. Participants in the nature experience reported greater awe experiences and less anger than participants who viewed the tall buildings. Then, examiners staged an “accident” where pens spilled in front of both groups of individuals. Participants in awe inspiring nature, gathered up more pens, thus were more helpful than in the buildings setting. Results further demonstrated that experiencing awe created less focus on selfish interest, more on seeing oneself as part of life, of humanity, thus doing more good in the world.

What experiences inspire awe for you? Try nature, to enhance family, friends, and community concern for each other and our country!

References:

Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the Small Self, and Prosocial Behavior. Journal of Personality and Social Psychology, 108(6), 883-899.

294-318 Sex Ed & Teen Health

Based on research done by Jozkowski, Kristen., & Crawford, Brandon. L. (2016), written by Bethany Wellman, M.S.

Research on the sexual health of US citizens identifies higher rates of teen pregnancies and sexually transmitted infections but lower rates of sex education within various southern states.

Researchers reviewed statistics on sexual health from federal and state resources. Though the US average for teens 15-19 is 29 pregnancies/1000, the Southern states reviewed, range over 40/1000. Findings indicate 83% pregnancies of 18-19 year olds are unplanned with highest rates of teen pregnancies among Hispanic and Black Americans. Sexually Transmitted Disease rates are nearly double the national average for teen females in southern states except HIV, which is higher in urban populations.

Research suggests variable rates of sex education programs across states. However, a consistent finding in the Southern states is the lack of comprehensive sexual education, as 61% of school clinics are prohibited from providing contraceptives and 84% are required to provide abstinence only sex education, although only evidence based sex-education has demonstrated reduction in teen pregnancy and sexually transmitted diseases.

The key in lessening infections and unplanned pregnancies is to improve access to sexual health services in both school and community clinics to help students make educated decisions regarding this important area of their lives.\

References:

Jozkowski, K., & Crawford, B. L. (2016). The Status of Reproductive and Sexual Health in Southern USA: Policy Recommendations for Improving Health Outcomes. Sex Res Soc Policy, 13, 252-262.

Kirby. D. (2008). The Impact of abstinence and comprehensive sex and STD/HIV education programs on adolescent sexual behavior. Sexuality Research & Social Policy, 5(3), 18-27. www.cfw.org/Docuent.Doc?id=283

293-317 Healthcare & Mentally Ill

Based on research done by Pelletier, Jean, Lesage, Alain, Bonin, Jean-Pierre, Bordeleau, Julie, Rochon, Nathalie, Baril, Sylvain, & Medina, Karen, (2016) written by Bethany Wellman, M.S.

Patients with Schizophrenia have 70% higher mortality from their physical illness compared with the general population. Medical staffs’ miscommunication with seriously mentally ill patients may cause misdiagnosing, poor maintenance of pain, and lack of effective medical care. Medical staff may misattribute chronic and serious mentally ill patients’ physical symptoms to their mental illness.  Or, they think these patients aren’t interested in details of their health issues and medications.

To pilot test health promotion skills training, a nurse and a patient with serious mental illness taught patient problem solving and communication skills to twenty primary care providers.

Providers’ pre- and post-training surveys revealed greater awareness of the deficiencies in treatment and resources needed for quality care of medical patients with mental health needs. They learned specific and pertinent medicines, counseling skills, and the effectiveness of counseling. We need further research to see if this training will help physicians and nurses to early diagnose and treat them, thus decreasing mortality.

Encourage and support primary care providers to collaborate with other professionals in working effectively with mental health patients. Training helps develop comprehensive strategies as well as understanding the existence of deficiencies in care. Open, skillful, and kind communication is key!

References:

Pelletier, J., Lesage, A., Bonin, J., Bordeleau, J., Rochon, N., Baril, S., & Medina, K. (2016). When Patients Train Doctors: Feasibility and Acceptability of Patient Partnership to Improve Primary Care Providers’ Awareness of Communication Barriers in Family Medicine for Persons with Serious Mental Illness. Mental Health in Family Medicine, 12, 112-118.

292-316 Air Rage & Inequality

Based on research done by DeCelles, Katherine. A., & Norton, Michael. I., (2016) written by  Bethany Wellman, M.S.

Air travelers have experienced increasing incidents of air rage, identified as aggressive behavior and a lack of consideration for others.

To identify reasons for this increase, organizational behavioral researchers reviewed 4000 passenger incidents from a large international airline. The researchers found that air rage is four times more common in economy class with flights that have a first-class section than in flights without. Economy class, especially, with larger cabin areas (with more people), longer flights, and experiencing longer delays, had greater chance of air rage. Front boarding planes where economy class had to pass through first class section to board were two times more likely to have an incident in economy class and twelve times more likely in first class. Incidents in first class were usually due to expressing strong anger (36% first class vs 28% economy class) whereas economy incidents were more likely to result in panic, being upset (6% economy vs 2% in first class).

Airlines might want to examine their practices of reducing space and services for economy class and highlighting the first class’ inequalities. Meanwhile, encourage equality and respect for everyone.

References:

DeCelles, K. A., & Norton, M. I. (2016). Physical and situational inequality on airplanes predicts air rage. PNAS Early Edition, 1-4. www.pnas.org/cgi/doi/10.1073/pnas.1521727113

291-315 Altruism & Good Health

Based on research done by Schwartz, Carolyn., Meisenhelder, Janice., Ma, Yunsheng., & Reed, George., (2003) written by Bethany Wellman, M.S.

Altruism is the practice of giving time, skills, or a donation for the wellbeing of others. Does helping others have any benefit to the altruistic person or does all benefit go to those receiving help?

Researchers surveyed 2000 Presbyterian church members across the US to identify whether helping behaviors related to physical and mental wellbeing. Questionnaires evaluated participants interest in giving and receiving help, prayer habits, religious coping strategies and self-reported physical and mental health.

Results found no relationship between obtaining help and better physical functioning, as physical wellbeing was already rated high. However, helping others and obtaining help were both meaningful predictors of mental health, after adjusting for participant’s demographics, religious practices, and significant life incidents. Providing help to others was more related to positive mental health than was obtaining help. However, when participants felt overwhelmed by the demands from others there was a negative impact on mental health.  Overall, giving help to those in need benefitted participants more than other coping strategies such as religious activities and stress management.  Yet with better mental health we are more likely to help others.

In any case, everyone feels better when we help each other.

References:

Schwartz, C., Meisenhelder, J., Ma, Y., & Reed, G. (2003). Altruistic Social Interest Behaviors Are Associated With Better Mental Health. Psychosomatic Medicine, 65, 778-785.

290-314 Moral Credit

Based on research done by Sachdeva, Sonya., Iliev, Rumen., Medin, Douglas. L. (2009) written by Bethany Wellman, M.S.

Does prior good behavior give us moral credit to opt out of future moral behavior? This idea, referred to as moral self-licensing, suggests past generous acts alleviate guilt of present bad behaviors or leads us to be less likely to choose positive behaviors.

Researchers asked 50 college students to describe themselves using moral, immoral, or neutral words. Later, participants had the opportunity to donate a portion of their participant compensation to charity. Those discussing themselves in positive words donated one fifth the amount as those who described themselves using negative terms

In a second study, participants wrote a story about themselves or someone they knew. There was no difference in donation between people assigned to write positive versus negative things about someone else. Apparently, our immediate view of ourselves impacts our future decisions and our self-licensing decreases motivation to give or do good works.  Yet many people consistently are more generous than others.

How can we consistently be giving and avoid self-licensing? Periodically we can review our highest ideals and make moral behavior a routine. Recycle regularly, help others daily, give to charity routinely; with the habit, the decision will become easier.

289-313 Kids & Guns

Based on research done by Jackman, Geoffrey. A., Farah, Mirna. M., Kellermann, Arthur. L., & Simon, Harold. K., (2001) written by Bethany Wellman, M.S.

Every year guns accidentally kill approximately 400 children. Parents: could your child be at risk?

Pediatric researchers sampled 30, eight to ten-year-old boys and their families on firearm practices, storage, and their sons’ interests in firearms. They observed each boy with a playmate for 15 minutes in a room with two water-guns and one real hand gun placed in drawers. Results showed that 70% of the boys found the handgun, of these 76% handled the gun and of those who handled the gun, 62%, or the majority, pulled the gun’s trigger. Nearly half of the boys who found the weapon believed it was a toy or were unsure whether it was real. Parental reports of their sons’ interest level did not predict whether the boys would engage the weapon or not.

This study dramatically illustrates the danger of having weapons accessible to children. Teaching children gun safety is imperative. However, over 90% of the boys in this study who touched the handgun reported having been taught gun safety in the past. Despite the lesson, they handled the gun.

Don’t tempt children. Keep weapons securely stored, inaccessible to kids.

References:

Jackman, G. A., Farah, M. M., Kellermann, A. L., & Simon, H. K. (2001). Seeing Is Believing: What Do Boys Do When They Find a Real Gun? Pediatrics, 107(6), 1247-1250.

288-312 Effective Apologies

Based on research done by Lewicki, Roy. J., Polin, Beth., & Lount, Robert. B., (2016) written by Bethany Wellman, M.S.

What is the key to forgiveness? What is an effective apology?

Researchers studied what components of an apology were most effective following two types of offenses, competence based (such as not understanding something) or integrity based (knowing you’re doing something wrong) as well as which type of apology was more forgivable. To find which component or combination of components were most effective, six components of an apology were derived from prior research:

            express regret,

            explain the violation,

            acknowledge responsibility,

            proclaim remorse,

            offer restoration, and

            request forgiveness.

Participants read a scenario depicting a violation of trust based on an offender’s lack of knowledge or lack of integrity. They then examined the effectiveness, credibility, and adequacy with different combinations of the apology components. Researchers found the most positive response to violations was where the offender lacked knowledge as well as the apologies with more components. However, acknowledging responsibility was viewed as most important, followed by an offer to fix the problem and an explanation.

To obtain forgiveness start by making moral decisions so when you must ask for forgiveness it is for mere forgetfulness or lack of awareness. When apologizing, take responsibility for your actions and offer ways to fix your mistake.

References:

Lewicki, R. J., Polin, B., & Lount, R. B. (2016). An Exploration of the Structure of Effective Apologies. International Association of Conflict Management, 9(2), 177-196. 

287-311 Forgiveness for well-being 

Based on research done by Witvliet, Charlotte. VanOyen., DeYoung, Nathaniel. J., Hofelich, Alicia. J., & DeYoung, Paul. A. (2011) written by Bethany Wellman, M.S

When faced with trauma caused by someone else, is it possible to again find a sense of wellbeing? How we respond to trauma may be key.

Our initial human response is to blame, get angry and ruminate about the event. Psychologists examined three alternative responses: subduing negative emotions, concentrating on the trauma, and contemplating compassion for the offender. They asked 54 college students to identify an offense against them while participating in 4 simulated exercises:  focusing on the offense, rethinking their response to the offense, or managing negative feelings about the offense.  Researchers monitored physical reactions of heart rate, facial indications of emotion and muscle contractions. Afterwards, participants rated their anger, willingness to forgive, sadness, and empathy.

Results? Focusing on the offense caused faster heart rates and increased negative emotions. Managing negative emotions helped lower muscle contractions but did not assist in forgiving an offender nor increasing positive emotions. Empathetically rethinking an offense and calming emotions led to decreased negative emotions, muscle calmness, and healthy heart rate. When participants attempted to develop compassion for their offender, positive emotions and forgiveness increased.

After a trauma; forgiveness is the path to happiness.

References:

Witvliet, C. V., DeYoung, N. J., Hofelich, A. J., & DeYoung, P. A. (2011). Compassionate reappraisal and emotion suppression as alternatives to offense-focused rumination: Implications for forgiveness and psychophysiological well-being. The Journal of Positive Psychology, 286-299

285-308 #2 Psychosis & Antipsychotics

Based on research done by Harrow, Martin, Jobe, Thomas H., & Faull, Robert N., (2012) written by Bethany Wellman, M.S.

Standard treatment for psychoses (where thoughts and emotions are impaired, with delusions and/or hallucinations) is anti-psychotic medication, often prescribed for life. Some takers either believe they no longer need or have unwanted side effects, thus stop using them. Are antipsychotics needed lifelong??

Psychologists at U of Illinois College of Medicine evaluated 140 patients with psychosis, some with mood disorder, others with Schizophrenia. Over 20 years, researchers assessed symptomology, level of functioning, and recovery at a critical phase and six other stages of their illness.

Results showed that at 2-years, 35% patients did not take antipsychotic medications and had no significant differences from those still medicated. Patients off antipsychotics at 4.5-years had less psychosis than those on antipsychotics, and higher indications of recovery (i.e., no hospitalizations, less symptoms). The majority of patients on antipsychotic meds relapsed during the 20 years, but only 11% not taking them.

Some with psychosis were able to stay off antipsychotics and still maintain well-being.   Not all diagnosed with schizophrenia and psychotic mood disorders need antipsychotic medications for life, particularly with effective psychotherapy, family support, and resources at their disposal. More research is needed.

References:

Harrow, M., Jobe, T. H., & Faull, R. N. (2012). Do all schizophrenia patients need antipsychotic treatment continuously throughout their lifetime? A 20-year longitudinal study. Psychological Medicine, 2145-2155. doi:10.1017/S0033291712000220

286-309 Intimate Female Partner Violence &mental health outcomes

Based on research done by Delara, Mahin (2016) written by Bethany Wellman, M.S.

Physical intimate partner violence is pandemic, experienced by women in all societies and social classes having detrimental effects on women’s mental and physical health.

A Canadian psychologist examined 54 peer reviewed studies in English on the impact of partner violence on women’s mental health. Female victims of physical partner violence have an eight times greater risk of developing depression. Anxiety disorders were two to eight percent more likely, depending on the severity of abuse. In one study, 52% of female victims developed PTSD. Victims feel greater loss of control in their relationship, are at risk of substance abuse, and have increased suicidal thoughts. Lastly, factors that put women at greater risk of experiencing partner violence were identified such as prior mental health problems, history of childhood abuse, employment instability, and lower income.

Intimate partner violence is never acceptable. It always causes damage physically and this research shows it also has psychological effects, impacting mental health. Prohibit physical hitting, kicking, and causing pain. Seek treatment and support as well as skill training to settle conflicts nonviolently. The mental health and wellbeing of the victim and the partner depend on it.

References:

Delara, M. (2016). Mental Health Consequences and Risk Factors of Physical Intimate Partner Violence. Mental Health in Family Medicine, 12, 119-125.

284-306 Epidemic of Psychological Distress

Based on research done by Baxter, Amanda. J., Scott, Kate. M., Ferrari, Alize. J., Norman, Rosana. E., Vos, Theo., & Whiteford, Harvey. A. (2014) written by Bethany Wellman, M.S.

With daily news of war, violence, and disasters, are the rates of clinical depression and anxiety on the rise over the past few decades?

Multiple international researchers examined over 200 world-wide studies on anxiety and depressive disorders between 1990 and 2010 as well as surveys of general health and psychological distress. Overall, no evidence demonstrated an increase in major depression (currently at 4.4%) and anxiety at 4.0%.  All increases in numbers were due to population inflation.  Yet, there is evidence for a rise in psychological distress, including feelings of excessive worry and unhappiness but not to the point of a clinical diagnosis.  Increased distress may be due to technology impacts (such as less sleep, less physical activity) and higher rates of obesity with physical consequences.  Increased public awareness of anxiety and depression and misinterpreting distress as severe problems, may lead to our belief in higher rates of psychological disorders.

Rates of clinical diagnoses of anxiety and depression are in fact not on the rise, but psychological distress is. Professional psychological help for clinically diagnosed anxiety and depression are effective. You can also consult on steps to handle your stress. Eat healthy, exercise, get sleep. Nurture your social relationships.

References:

Baxter, A. J., Scott, K. M., Ferrari, A. J., Norman, R. E., Vos, T., & Whiteford, H. A. (2014). Challenging the myth of an “epidemic” of common mental disorders: trends in the global prevalence of anxiety and depression between 1990 and 2010. Depression and Anxiety, 00, 1-11. 

283-307 Remeber Good Deeds

Bases on research done by Tasimi, Arber., & Young, Liane. (2016) written by Bethany Wellman, M.S.

Young children 2-3 years old often share their toys and help others. How do we keep their generosity going?

Some adults, after thinking of past good deeds, seem to give themselves moral credit and thus justify future selfish behavior. Do children use their past good deeds to feel so confident in their moral goodness that they then justify not sharing?

Psychology researchers from Yale and Boston College examined whether children between the ages of 6 to 8 became more or less generous after telling about a time they were nice to someone, or when they were mean, compared to children who were asked to only tell about a neutral time watching a movie.

Results showed that children became more generous after relating a time in which they were nice to someone. Moreover, children, unlike adults, when recalling multiple prior prosocial behaviors were even more generous. This generosity was not encouraged by instructing children on prosocial behavior as there was no increase in generosity after recalling good deeds by others. They also did not give less after recalling a negative behavior.

Encourage generosity. Ask children to tell you about times they helped or shared what they had with others.

References:

Tasimi, A., & Young, L. (2016). Memories of good deeds past: The reinforcing power of prosocial behavior in children. Journal of Experimental Child Psychology, 147, 159-166.

Based on research done by Kapitány, Rohan., & Nielsen, Mark. (2017) written by Bethany Wellman, M.S.

When someone yawns, does it make you yawn, too? Yawning is contagious, right?

Researchers set out to answer whether yawns happened more often in the presence of others or when alone, whether yawning was in fact contagious and if there is a relationship between one triggering yawn to other’s subsequent yawns.

To best answer these questions, 80 participants in Australia completed 16 sessions in which they sat facing each other, half were blindfolded. All listened to an audio program. Afterwards, they responded to a survey questioning their interest in the audio program, level of sleepiness, recollection of yawning during the session, and general yawning tendencies.

Results indicated that blindfolded participants had significantly less yawns during the session than those not blindfolded, which indicates that the observation of yawns increases yawning behavior. Furthermore, it was found that after yawning once, people are likely to yawn again within 5 minutes of their first yawn.  Due to long periods in between yawns the findings couldn’t say for certain that yawning is contagious yet it does seem to occur more often in social circumstances and comes most often in clusters.

Is yawning contagious? Maybe, just maybe.

References:

Kapitány, R., & Nielsen, M. (2017). Are Yawns really Contagious? A Critique and Quantification of Yawn Contagion. Adaptive Human Behavior and Physiology, 3, 134-155.

281-304 Smiling, the best medicine copy

Based on research done by Labroo, A. Aparna., Mukhopadhyay, Anirban., & Dong, Ping. (2014) written by Bethany Wellman, M.S.

Is smiling really the best medicine?

Prior research indicates that smiling can enhance positive feelings. Increased air flow, cools blood to the brain and activates the frontal cortex. People often associate smiling with happiness. Is this true for everyone?

Researchers tested over 250 individuals across 3 studies examining the impact of smiling on wellbeing. One study examined beliefs about smiling and the frequency in which smiling predicted wellbeing. The second examined facial activity in relationship to happiness. The third examined how beliefs about smiling impacted happiness.  This study postulated that people smile not only to endorse happiness but also to mask a negative emotion or to evoke happiness.

Findings indicate that frequent smiling does not cause happiness as the impact a smile has on wellbeing is determined by the individual’s theory on why smiling occurs. If someone associates smiling with faking happiness, they usually feel decreased happiness after smiling, thus reducing wellbeing. Findings even suggest that smiling more often can make a person less happy, thus declining wellbeing.

Smiling is only the best medicine if it comes from true happiness; not a mask to cover negative emotions or an attempt to bring about happiness. Smile when you’re happy!

References:

Labroo, A. A., Mukhopadhyay, A., & Dong, P. (2014). Not always the best medicine: Why frequent smiling can reduce wellbeing. Journal of Experimental Social Psychology, 53, 156-162.

280-302 Divorce, A Reason copy

Based on research done by Birditt, Kira. S., Brown, Edna., Orbuch, Terri. L., & Mcllvane, Jessica. M. (2010) written by Bethany Wellman, M.S.

Divorce rates in the U.S. are as high as 50% in first marriages. Can initial marital destructive patterns of behavior, predict divorce years later?

In 1986, Psychologists examined 373 newlyweds, 53% Black and 47% White. The partners’ reports of destructive behaviors (such as yelling, blame, criticism, insults, and contempt) and withdrawal (like leaving the situation or keeping quiet) during marital conflicts in the 1st year predicted higher divorce rates in years 3, 7, and 16 years.

By year 16, 55% of Black Americans and 36% of White Americans divorced. Initial conflict behaviors used, not race, predicted divorce years later. Constructive behaviors remain consistent long-term. Over the years, women reduced their destructive and withdrawal behaviors, but husbands did not change theirs. Use of quiet withdrawal during conflict led to lower divorce among Black, but not White couples.

Couples: Face your difficulties without harmful words or avoidance. Identify destructive acts like blame, insult, and withdrawal. Learn to negotiate and settle disputes. Listen to your partner. Try to understand their needs when they express concerns. Face problems by expressing your views without yelling. Find ways you can work together so you both meet your needs.

References:

Birditt, K. S., Brown, E., Orbuch, T. L., & Mcllvane, J. M. (2010). Marital Conflict Behaviors and Implications for Divorce over 16 Years. Journal of Marriage and Family, 72(5), 1188-1204. 

PSM 279-303 Fruits and Veggies

Based on research by Mujcic, Redzo., & Oswald, Andrew. J. (2016) written by Bethany Wellman, M.S.

Do you make sure that half your diet includes fruits and vegetables? If not, listen up!

Behavioral health and economic researchers examined the food diaries kept for 3 years 2007, 2009, and 2013 by over 12,000 Australians before and after an Australian public Healthy Eating Campaign. They wanted to find out whether the amount of fruit and veggies eaten related to an individual’s self-reported mental health and level of happiness. Researches took into consideration aspects of the diarist’s life such as, difficult personal situations and fluctuating financial stabilities when considering these results. They measured change in fruit/veggie consumptions from one time period to the next. When participants consumed greater amounts of fruits and veggies, they rated their life satisfaction, happiness, and their overall wellbeing higher in comparison to those that did not change or ate less fruits and veggies.

Results suggest that greater consumptions of fruits and veggies can provide immediate benefit to your mental health in a much shorter turnaround time than the longer-term benefits to physical health.

Like momma said, “Eat your fruits and veggies!” you’ll be happier for it.

Reference:

Mujcic, R., & Oswald, A. J. (2016). Evolution of Well-Being and Happiness After Increases in Consumption of Fruit and Vegetables. American Journal of Public Health, 106(8), 1504-1510.

PSM 278-301 Sex Offenders Registry

Based on research by Ackerman, Alissa. R., Levenson, Jill. S., & Harris, Andrew. J. (2012)  written by Bethany Wellman, M.S. 

After Megan’s Law passed in 1996, establishing the first sex offender registry, the public could find out where sex offenders lived in their communities.

Researchers examined registered sex offenders living in five of the states with 45% of the national population: California, Texas, Michigan, New York and Florida. In 2012, researchers identified that the Florida’s registry of 56,000 registered sex offenders included offenders that were deceased, incarcerated, hospitalized, deported, or living in another jurisdiction. When accounting for these factors, this study found the recalculated rate for Florida was only 132 (instead of 300) sex offenders per 100,000 residents, and concluded that 60% of all sex offenders listed in the Florida registry were not living in the community after all.

Accurate data are needed. Inaccurate listed Registry numbers are misleading and spike community fears regarding stranger danger. The majority of sex offenders are within the family, known to victims. Teach children “No one has the right to touch your body without your permission. Say, ‘No!’ and immediately tell another trusted adult.”  Get to know all your neighbors. The more friendlier eyes, the more support and protection for everyone. It takes a neighborhood.

Reference:

Ackerman, A. R., Levenson, J. S., & Harris, A. J. (2012). How many sex offenders really live among us? Adjusted counts and population rates in five US states. Journal of Crime and Justice, 1, 1-11. 

PSM 277-300 Ignorance is Bliss

Based on research by Gigerenzer, Gerd., & Garcia-Retamero, Rocio. (2017) written by Bethany Wellman, M.S.

If you had a crystal ball, would you like to see into your future?

European psychologists examined the desire to be ignorant of both future positive events, such as the sex of an unborn baby and negative events, like divorce. From a set of 10 possible events, they surveyed over 2000 people’s interest in knowing the future outcome. They found approximately 87% would not want to know about future negative occurrences, only 55%) wanted to know positive events. How did those wanting to know the future differ from those who didn’t?

Those wanting ignorance were unlikely to take chances and more likely to take precautions, such as purchase insurance. Regret theory suggests, persons who know the future suffer twice, from regret of the future as well as the tragedy itself. Anticipating this “double” suffering, they want to avoid suffering. Their ignorance leads them to take more precautions; remaining ignorant also allows them the pleasure of surprise for positive events. Those with “an ignorance is bliss approach” might take more precautions like wear seatbelts or have health checkups.

This study implies Crystal Ballers have less inclination, and thus might want to prepare for a safer future.

Reference:

Gigerenzer, G., & Garcia-Retamero, R. (2017). Cassandra’s Regret: The Psychology of Not Wanting to Know. Psychological Review, 124(2), 179-196.

PSM 276-299 Work Value & Job Performance

Based on research by Grant, Adam (2008) written by Bethany Wellman, M.S.

Does the importance of the task denote how well you will complete it? What factors help decide what tasks are important enough to put effort into them?

Psychologist Adam Grant, in a three-series experiment, investigated how the value placed on work tasks influenced one’s job performance. First, participants who were informed of their task’s importance, compared to participants with no information, had higher levels of job performance. Second, job dedication increased when the tasks were seen as providing social benefit and contribution, such as saving lives or duty to community. Third when participants value the welfare of others and believe their work makes a contribution, their value of the tasks and their job performance increased overall. 

People work harder when the task has meaning, positively impacts society, or has an identifiable impact. We all need to feel our work is meaningful and that we are making a difference. Employers- share with your employees the impact their work has and provide a vision for what their work can do. Employees- seek out information about the value of tasks you have, it will likely increase your motivation and willingness to do the job and do it well.

Reference:

Grant, A. (2008). The Significance of Task Significance: Job Performance Effects, Relational Mechanisms, and Boundary Conditions. Journal of Applied Psychology, 93(1), 108-124. 

PSM 275-298 Stress & Distraction

Based on research by Wolgast, Martin., Lundh, Lars-Gunnar., 2017 written by Bethany Wellman, M.S.  

When you are stressed, do you distract yourself to help you calm down? Do you attempt to ignore stress or cope with it? There is a big difference.

Swedish researchers examined over 600 participants from the community and 172 in mental health treatment to examine how the strategy of distraction can be helpful or harmful to a person, depending on the reasoning for distraction. Participants rated their ability to control emotions and overall well-being. Researchers asked whether distraction was used to accept or avoid difficulties.

Does accepting life events, whether positive or negative, help us handle stressors better? Results indicated that participants who accepted the stressors they distracted themselves from, had higher ratings of overall wellbeing than participants who used avoidance as their reasoning for distraction. Furthermore, those with mental health problems utilize more avoidance in their approach compared to the community sample.

Remember: acceptance is key! If you are going to distract yourself from stressors then make sure you have accepted how these stressors impact your life versus ignoring them and hoping they will go away. Accept the things you cannot change and use distraction to let go of the past to go forward in the right direction.

Reference:

Wolgast, M., & Lundh, L. Is Distraction an Adaptive or Maladaptive Strategy for Emotion Regulation? A Person-Oriented Approach. Journal of Psychopathology Behavior Assessment, 39, 117-127. 

PSM 274-297 Loneliness & Health

Based on research by Perissinotto, Carla. M., Cenzer, Irena. S., & Covinsky, Kenneth. E. (2012) written by Bethany Wellman, M.S.

Imagine your grandfather has been frequently ill. The doctor tells you that his problem might be because he is lonely. Could that be true?

Researchers assessed the health of over 1600 participants age 60 years and older for six years while also surveying their loneliness (feeling isolated, left out, and lacking of companionship). They examined overall decline in daily living activities, such as bathing, toileting, dressing, eating; and how they completed normal tasks that required mobility, stair climbing and using upper body strength. Researchers compared these health outcomes to the participants’ sense of loneliness. 

When compared to those not lonely, the 43% who reported loneliness were more likely to have a decline in their activities of daily living. Loneliness was significantly related to increased risk of death and overall functioning decline. Although those who were lonely were more likely to live alone, the majority lived with someone.

How can we engage all our community members in life-long meaningful activities with others, and thus fuller relationships?   Your sharing activities and communication are valuable in helping you and your loved ones live happier, healthier and longer lives.

Reference:

Perissinotto, C. M., Cenzer, I. S., & Covinsky, K. E. (2012). Loneliness in Older Persons: A Predictor of Functional Decline and Death. Arch Intern Med, 172(14), 1078-1083.

PSM 295 Final Swearing with physical and social pain

Based on research by Philipp, Michael. C., & Lombardo, Laura. (2016) written by Bethany Wellman, M.S.

Why do people swear and use profanity? Does it really help lessen physical or social distress?

Past research indicated that methods that help people handle their physical pain can also help social pain. We talk in terms of social hurts in physical terms, like “hurt feelings and broken hearts.” Australian and New Zealand psychologists examined the impact cursing has on decreasing the impact of physical and social pain for 62 participants. The “no social pain” group wrote about a social situation when they felt accepted. The “social distress” group wrote about when they felt socially excluded. Then participants immersed their hands in ice water for 2 minutes while either repeating aloud their usual swear word, or a non-swear word. Then, they rated their physical and social pain.

The “social distress” group showed an increase in social pain and increased sensitivity to physical pain. Those using swear words reduced their physical and psychological pain. However, those who swore daily had a lower pain threshold, removing their hand sooner from the ice water.

Let’s tolerate some cussing, knowing people use it to reduce pain. Yet if we start the swearing habit, will our tolerance for pain decrease?

Reference:

Philipp, M. C., & Lombardo, L. (2016). Hurt feelings and four letter words: Swearing alleviates the pain of social distress. European Journal of Social Psychology, 00. 

PSM 294 Climate Change on Mental Health

Based on research by Waite, Thomas D., Chaintarli, Katerina, Beck, Charles R., Bone, Angie, Amlot, Richard, Kovats, Sari, Reacher, Mark, Armstrong, Ben, Leonardi, Giovanni, Rubin, James G., Oliver, Isabel (2017) written Bethany Wellman, M.S.

Hurricane season is here! You may have supplies and an emergency plan but are you mentally preparing for the stress? With the impact of climate change, natural disasters are on the rise. Mental health implications are legitimate concerns.  

A year after widespread flooding in England, researchers surveyed over 2000 people who lived in flooded areas to gauge the impact climate disasters have on mental health functioning. Of those disrupted by flooding, who lost communication or evacuated their home, 10% reported depression, 11% anxiety, and 15% PTSD. But those whose homes flooded, had double the impact on their depression, anxiety, and PTSD. Disruption of social and health care access increased risk. Both groups reported significantly more problems than those not impacted by the flood. Those not impacted had similar problem rates as previous population surveys taken during years with no prior disasters

This study supported the need to prioritize mental health when aiding victims of natural disasters. The more damage received, the more likely a mental health problem occurs. Communities, prepare for hurricanes AND educate the public about coping strategies. Providing disaster mental health care leads to better community recovery.

Reference:

Waite, T. D., Chaintarli, K., Beck, C. R., Bone, A., Amlot, R., Kovats, S., & Reacher, M. (2017). The English national cohort study of flooding and health: cross-sectional analysis of mental health outcomes at year one. BMC Public Health, 17(129). doi:10.1186/s12889-016-4000-2

PSM 293 Coping with breaking up

Based on research by Lewandowski, Gary W. (2009) adapted by Juanita Baker, Ph.D from the American Psychology Association.

Breaking up with a romantic partner can be devastating. Break-ups can result in depression. When asked about how a recent break-up influenced them, people list loneliness, distress, rejection, worthlessness and a loss of self or sense of who they are as a person. What is an effective coping strategy to promote growth?

Researchers examined whether a writing intervention facilitated coping with a romantic break-up in nearly a hundred single participants who experienced break-ups in the past three months. One group wrote about the positive aspects of their break-up. Another wrote about the negative aspects, while a third wrote about a topic unrelated to the break-up. All groups wrote at home for 15 to 30 minutes daily for three consecutive days without any feedback from the experimenter.

Both males and females who focused their writing on positive aspects of their break-up (such as factors leading up to it, the actual break-up, and the time right afterwards) reported 2 days later, more positive emotions (e.g., confident, happiness, optimism, and thankfulness) regarding their relationship’s end and did not experience any increase in negative emotions.

Reduce Heartache. Write down all the positive aspects of your break-up!

Reference:

Lewandowski, G. (2009). Promoting positive emotions following relationship dissolution through writing. The Journal of Positive Psychology, 4(1), 21-31.

For more details see:

http://www.apa.org/research/action/romantic-relationships.aspx

American Psychological Association

psm 292 Self-Critical Depression

Based on research by Ehret, Anna M., Joormann, Jutta, & Berking, Matthias (2015) written by Bethany Wellman, M.S.

Are you consistently critical of yourself? Do you give yourself little credit or compassion? Although it may seem like you are being humble or perfectionistic, this mindset can put you at risk for developing depression. Depression, one of the most common mental health problems, impacts more than 16 million people/year in the U.S.¹

German Psychologists surveyed patients diagnosed with Major Depressive Disorder, depressed patients who sought and successfully completed treatment, and persons never depressed. Researchers compared the participants’ symptoms and thoughts regarding their outlook on life.

Those who had never had depression had lower scores in self-criticism and higher scores in self-compassion compared with depressed individuals or those in remission. The depressed and patients in remission had higher perfectionistic beliefs as well as constantly reviewed their shortcomings and stressors, and less easily forgave or reassured themselves. Thus, being critical and unforgiving of oneself sets us up for risk of future depression.

Friend, give yourself a break. Stop being so hard on yourself. Give yourself credit for what you accomplish and your positive qualities. Remember be compassionate towards yourself. Your mental health and well-being depends on it.

Reference:

Ehret, A. M., Joormann, J., & Berking, M. (2015). Examining risk and resilience factors for depression: The role of self-criticism and self- compassion. Cognition and Emotion, 29(8), 1496-1504. 

¹National Institutes of Health: https://www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adults.shtml

269-291 Aggressive Driving

Based on research by Nelson, Nancy G., Dell’Oliver, C., Koch, C., & Buckler, Robert (2001) written by Bethany L. Wellman, MS.

Aggressive driving contributes to 1/3 of motor vehicle accidents. Does personality help explain the behavior?

Researchers investigated the relationship among driver personality, aggressive driving, and driver performance. For over 300 persons, they examined five personality factors and the driver’s anger.  Results showed a person’s emotional stability, agreeableness, conscientiousness and driving anger predicted aggressive driving.  The most outstanding finding indicated that the higher the driver’s anger and the lower their agreeableness, the more aggressive driving.  Not surprisingly, aggressive driving was positively related to both car accidents and road violations.

So, if a person experiences a great deal of anger when driving, lacks a general flexibility and courtesy, lacks conscientiousness of their responsibilities, or has some instability in their emotions, they are much more likely to be an aggressive driver and thus create more accidents and road violations.

Before you drive, take a minute to relax, rid yourself of negative emotions, keep your cool, and take a larger perspective that everyone wants to be safe, yet people make mistakes.  Remember that nobody likes dealing with crazy traffic…it just might save your or someone else’s life.

Be safe out there y’all!

Reference:

Dahlen, E. R., Edwards, B. D., Tubre, T., Zyphur, M. J., & Warren, C. R. (2012). Taking a look behind the wheel: An investigation into the personality predictors of aggressive driving. Accident Analysis and Prevention, 45, 1-9. doi:10.1016/j.aap.2011.11.012

268-290 Fido at the Office

Based on research by Colarelli, Stephen M., McDonald, A. M., Christensen, M. S., & Honts, Christopher. (2017) written by Mara Rowcliffe, MS.

We love and value dogs. But do you know your furry companion may help you get along better with others?

Psychology researchers from Central Michigan University evaluated the benefits of dogs being present during work projects . Their first experiment asked participants to work together to come up with a 15-second advertisement and slogan for a fake project.  The next experiment included playing the prisoner’s dilemma game, were individuals needed to decide whether to cooperate with each other for the common good, or to just consider their own individual needs.  Each experiment had two groups, one with a dog present, and one without.  The group interactions were videotaped.  After these tasks, participants were asked to report how satisfied they felt with the group and how much they trusted their group members.  Independent raters reviewed the video tapes for verbal and physical signs of bonding, closeness, and cooperation.  Results revealed that groups with a dog present showed more closeness than those without.  They also demonstrated more cooperation and their group members reported they trusted each other more.

Another reason why dogs are great! They even help people get along while working

References:

Colarelli, Stephen M., McDonald, A. M., Christensen, M. S., & Honts, Christopher. (2017). A Companion Dog Increases Prosocial Behavior in Work Groups. Anthrozoös, 30(1), 77-89

267-289 Keeping Your Child Awake

Based on research by Cheung, Celeste H., Bedford, R., De Urabain, I. R. S., Karmiloff-Smith, A., & Smith, Tim J. (2017) written by Mara Rowcliffe, MS.

Touchscreens for toddlers can be stimulating and educational, teaching language, coordination, and even basics of reading and math. Busy parents like to keep their child occupied with TV, videos and games. Yet the screens expose us all to high energy blue light, shown to disrupt normal sleep schedules. But what about kids?

A UK study showed 75% of kids between the ages 6 months to three years use a touchscreen device such as an iPad or smartphone every day. In this study, researchers distributed an online survey to 715 parents and asked them to described their child’s technology use including daily exposure to television, touchscreen use and sleep habits. Results revealed that for every additional hour spent using a touchscreen, the children lost almost 16 minutes of sleep.  The more media use, the longer it took children to fall asleep, and less time they spent sleeping during the night.  Though they spent more time sleeping during the day, overall, sleep was still less.

Further research is needed. Yet, since we know sleep is essential for a child’s healthy development, caution suggests to limit screen time, especially an hour before sleep time. Have regular bedtimes.

References:

Cheung, C. H., Bedford, R., De Urabain, I. R. S., Karmiloff-Smith, A., & Smith, T. J. (2017). Daily touchscreen use in infants and toddlers is associated with reduced sleep and delayed sleep onset. Scientific Reports, 7.

266-288 Express Appreciation

Based on research by Berger, Andrea R., & Janoff‐Bulman, Ronnie. (2006) written by Mara Rowcliffe, MS.

If you live with a partner, how do you decide how to divide up household and family duties?

Being able to divvy up the labor of everyday life can greatly benefit a relationship when it is agreed upon by both partners. However, there are negative aspects to having specific duties if it becomes your “job” and you feel you “should” to do it, instead of “want” to.  This may cause resentment, less willingness to do partner favors, and less gratitude.

Psychology researchers evaluated dating and long-term marital cohabitating partners. These individuals were asked to describe their household duties, whether they felt appreciated by their partner for completing them, and how satisfied they were in their relationships.  Results for both groups indicated the more someone felt appreciated by their partner for the duties they fulfilled, the more they indicated wanting to do them and even enjoying them.  For some people, completing more chores meant they were less satisfied in their relationships.  However, this impact disappeared for those who felt appreciated for the chores they did.

Key to relationship happiness? Find ways to express appreciation for your partner’s completed tasks. Offer to help. Let them know you are grateful.

References:

Berger, A. R., & JANOFF‐BULMAN. (2006). Costs and satisfaction in close relationships: The role of loss–gain framing. Personal Relationships, 13(1), 53-68.

265-287 Empathetic Protection

Based on research by Turgoose, David, Glover, N., Barker, C., & Maddox, Lucy (2017) written by Mara Rowcliffe, MS.

How can police officers, therapists, attorneys, and victim advocates continue to work with trauma? Do they get used to the pain and suffering of others?

Anyone can experience burnout from feeling overworked and stressed. However, those in helping professions who work with people in distress are at higher risk.  Compassion fatigue is the term used to describe the loss of motivation and ability to alleviate suffering.  What’s the best way to manage it?

Psychologists evaluated 142 British police officers in a special unit who worked specifically with rape and sexual assault survivors. Participants answered questions about their levels of compassion fatigue, emotional and psychological exhaustion, and secondary traumatic stress.  They took tests measuring their empathy level and burnout.

Results revealed, surprisingly, police officers with higher levels of empathy displayed lower levels of burnout. The researchers stated that empathically engaging with victims may serve as a protective factor against burnout.  They hypothesized seeing things from the victim’s view, and understanding their feelings, helps them feel empathy and may give their work purpose and meaning.

Helping professionals, don’t be afraid to connect and feel for those you are helping. Learn to de-stress.  Know your work is important.

References:

Turgoose, David, Glover, N., Barker, C., & Maddox, L. (2017, March 2). Empathy, Compassion Fatigue, and Burnout in Police Officers Working With Rape Victims. Traumatology. Advance online publication. http://dx.doi.org/10.1037/trm0000118

264-286 Everyday Creative Activity

Based on research by Conner, Tamlin S., DeYoung, C. G., & Silvia, Paul J. (2016) written by Mara Rowcliffe, MS.

Can engaging in creative activities elicit positive emotions and more life satisfaction?

Psychologists analyzed surveys from over 650 young adults instructed to maintain a daily online diary for 13 days. These participants daily recorded how much time they spent doing creative activities and their overall emotional health.  They evaluated their levels of positivity, negativity, and an overall sense of meaning, purpose, engagement, and a social connection in their lives.

Results revealed that people who engaged in more creative activities than usual, reported higher levels of positive emotion, purpose, and meaning the following day, while negative emotions did not change. The researchers noted a strong pattern, for all personalities, indicating that doing creative activities today predicts improvements in well-being tomorrow.

How do you incorporate creativity into your life? What activities allow you creative expression? How can you promote creativity and meaningfulness in your work and life? Devise a novel solution to a problem, express original ideas, cook a new culinary dish, write a poem or song, sing or play music, draw, paint, or make a craft project, even tell a joke, engage in conversation, or encourage others?

The options are endless, the reward is great!

References:

Conner, T. S., DeYoung, C. G., & Silvia, P. J. (2016). Everyday creative activity as a path to flourishing. The Journal of Positive Psychology, 1-9.

263-285 Charitable Giving & Identified Victim

Based on research by Kogut, Tehila, & Ritov, Ilana (2005) written by Mara Rowcliffe, M.S.

What influences an individual’s willingness to financially contribute to a charitable cause?

Psychology researchers from The Hebrew University, Israel examined people’s willingness to donate and help others. In their experiment, they asked participants to help either an anonymous sick child or one who was identified by their name and age. 

The researchers surprisingly found that the donation amounts did not differ. However, once a photo was added to the descriptions, then the donation amount significantly increased.  In addition, they examined whether participants would choose to donate more money to an individual who is suffering, or a group of people in need.  They discovered that people were more willing to donate more to a single child than when asked to help a group of eight children.  This occurred even when the single child and the other children were all identified by their name, age, and photograph. Those participants who reported more distress and concern about the child gave more.

When fundraising for an important cause, consider how best to elicit help. Provide specific examples of an individual in need and how a contribution may positively benefit them.  Focus on providing details and stories of the individual.

Reference:

Kogut, T., & Ritov, I. (2005). The “identified victim” effect: An identified group, or just a single individual?. Journal of Behavioral Decision Making, 18(3), 157-167.

262-284 Exercise Optimism

Based on research done by Sergeant, Susan, & Mongrain, M. (2014) written by Mara Rowcliffe, MS.

Did you know there are simple and accessible strategies to help you gain a positive or optimistic perspective?

Psychology researchers evaluated the effectiveness of an online positive psychology intervention developed to promote optimism. They randomly assigned 466 adult participants to receive either the intervention or to write about their daily activities.  These participants completed several tasks geared at promoting optimism.  They listed things that made them feel like their life was enjoyable, enriching, and worthwhile.  They then listed three things that could help them see the bright side of a difficult situation.  These activities took place every day for three weeks.  Next, the researchers conducted a follow up 1 and 2 months after the intervention period. Results revealed that those individuals who participated in the intervention reported a greater engagement in life and less negative thinking.  Participants who initially tended to be pessimistic significantly benefitted from the activities, as they displayed less depressive symptoms following the interventions. However, these benefits appeared to fade over time indicating that they need to be repeated every now and then.

Focus on what makes your life worthwhile. Think, what is the bright side today?

References:

Sergeant, S., & Mongrain, M. (2014). An online optimism intervention reduces depression in pessimistic individuals. Journal of consulting and clinical psychology, 82(2), 263.

261-283 Virtual Reality Exposure & Anxiety Disorders

Based on research done by McLay, Robert N., Wood, D. P., Webb-Murphy, J. A., Spira, J. L., Wiederhold, M. D., Pyne, J. M., & Wiederhold, B. K. (2011) written by Brittany Haage, B.S.

Exposure therapy is a well-established effective treatment for anxiety disorders. Clients are gradually exposed to the situations or objects that cause them to be fearful. Encouraging them to face their fears by small steps, reduces their automatic reactions to be afraid.

Often real-life trauma like war, fire, rape, spiders and snakes, cannot be safely or gradually approached, except in imagination, which also works, yet is not as controlled. Using technological advances, Virtual Reality Exposure Therapy (VRET) has introduced a modern take on exposure therapy. With Virtual Reality headsets, the person navigates through digitally constructed, yet harmless environments representing their frightening former trauma.  Physical safety is assured. VRET even helps to increase client attendance.

VRET is effective for people with Post-Traumatic Stress Disorder (PTSD) and a variety of anxiety disorders. Research shows that service men and women who were in military combat in Iraq and Afghanistan and also suffered from PTSD, had a greater reduction in their PTSD symptoms with VRET compared to treatment as usual (90% medications). VRET has potential to be a very effective way to cut treatment costs and most importantly, reduce the pain this population often endures on a larger scale.

References:

McLay, Robert N., Wood, D. P., Webb-Murphy, J. A., Spira, J. L., Wiederhold, M. D., Pyne, J. M., & Wiederhold, B. K. (2011). A randomized, controlled trial of virtual reality-graded exposure therapy for post-traumatic stress disorder in active duty service members with combat-related post-traumatic stress disorder. Cyberpsychology, behavior, and social networking, 14(4), 223-229.

260-281 Grad School & Stress

Based on research by Nelson, Nancy G., Dell’Oliver, C., Koch, C., & Buckler, Robert (2001) written by Bethany Wellman, M.S.

Graduate School like some jobs can be stressful. Wonder how to handle the stress and plan for success?

Psychologists set out to identify the relationship between clinical psychology graduate student coping style and social support as related to their health and success. They surveyed 53 clinical psychology doctoral students based on their stress, psychological health, social support and coping styles. Academic success was measured by the student’s current GPA. 

The study predicted that more successful students would be healthier, less stressed, have more social support and use positive coping strategies. Guess what? Their results found just that! Interestingly, the most successful students used a “venting” strategy to emotionally cope with their stress, gained more support from family and friends, and were female.  The higher the person’s distress, the less they sought social support, the less social support they had and less contact with a mentor or professor.

So, take care of your bodily needs. Plan time for self-care. Seek medical services when needed. And use coping strategies. When you’re feeling stressed turn to your peers, friends, and family and share your emotions and seek their support. As the saying goes, better out than in.

Reference:

Nelson, N. G., Dell’Oliver, C., Koch, C., & Buckler, R. (2001). Stress, Coping, and Success among Clinical Psychology Graduate Students. Psychological Reports, 88, 759-767.

259-280 Social Media Sharing Risks

Based on research by Based on research by Groth, Gabrielle, Longo, Laura, & Martin, Jessica. (2016) written by Written by Megan Hart, B.S.

The majority of college students use social media frequently, however many are not aware of the consequences of posting risky behavior (e.g., excessive alcohol or drug use) on social media.

University at Albany-SUNY Researchers Gabrielle Groth and colleagues examined the relationship between college students posting risky photos and text to social media and their engaging in substance use and health risk behaviors. Users posted photos of their own use and also dared others to engage in riskier behaviors, e.g. drinking alcohol while skateboarding or alcohol mixed with oil. The results indicated that nearly 90% of college students utilize social media and of those who do, 60-85% share alcohol related content. However, only 29% students reported posting photos of themselves using, but 56% others using. Studies show students likely overestimate peers’ frequency of substance use and health risk behaviors. Thus, social media may mislead students to think everyone is doing it, thus lure them into riskier alcohol use.

Social media users, don’t feel pressure to post pictures showing you or others drinking alcohol or engaging in other health risky behaviors. Be confident in your values, decide what is best for you! And remember, half of the employers check an applicant’s social media before hiring.

References:

Groth, G. G., Longo, L. M., & Martin, J. L. (2016). Social media and college student risk behaviors: A mini-review. Addictive Behaviors, 65, 87-91. http://dx.doi.org.ezproxy.net.ucf.edu/10.1016/j.addbeh.2016.10.003

258-279 Memory Enhancing Works

Based on research done by Willis, Sherry L., Tennstedt, S.L., Marsiske, Michael et al (2006) written by American Psychological Association, adapted by Juanita N Baker, Ph.D.

What can be done for older adults who start showing signs of memory problems?

Psychologist Michael Marsiske and colleagues found that short mental workouts improved performance and was sustained. They studied approximately 2,800 volunteers assigned to none or one of three 10-hour thinking skills trainings (memorizing, reasoning or visual concentration).

Half of those trained received an extra eight hour “booster” training. Five years later, compared to untrained controls, each training group still showed a significant performance advantage on learned thinking skills. Those receiving booster training showed even more significant benefit in reasoning and visual concentration. In addition, training “transferred” to real world skills of daily living. The reasoning-trained group showed the most improvement. The Booster trained group in visual concentration was significantly quicker at speeded everyday activities, including accurately reading instructions on medicine bottles, finding items in a pantry, or reacting to road signs on a computer.

Use it or lose it! Learn a new language, play a new musical instrument, or take an adventure. Use memory skills, e.g., link new learning to something personally meaningful. Volunteer, learn new subjects, and solve puzzles. Stay mentally active and boost your memory in a variety of ways!

References:

Willis, Sherry L.; Tennstedt, S.L.; Marsiske, Michael; 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.

Based on research done by Steger, Michael F., Littman-Ovadia, H., Miller, M., Menger, L., & Rothmann, S. (2013) written by Tessly A. Dieguez, B.A.

Do you work with a moody and unpleasant coworker? Their negative outlook and complaints about life and work can be draining, making us reluctant to be near them.

Research psychologists led by Michael Steger examined work engagement, meaningful work, and dispositions of employees. Their findings? Employees saw their work as meaningful if it had a satisfying purpose, contributed to the greater good, helped their personal growth, and helped them understand the world around them. Employees tended to be more engaged in their work if they perceived it as meaningful. Specifically, they found that employees prone to negativity experienced the same enthusiasm and commitment to their work as employees prone to positive moods as long as their work was perceived as meaningful. Employees who are prone to negative moods can still be enthusiastic about and committed to their work, if they see their work as meaningful.

How to handle negative coworkers? Find common purpose in work goals. Encourage and praise collaboration and achieving worthwhile work objectives. Give them reasons for tasks, frequently reminding them of your joint mission. Focus on making work meaningful, then workplaces can be more pleasant environments for everyone.

References:

Steger, M. F., Littman-Ovadia, H., Miller, M., Menger, L., & Rothmann, S. (2013). Engaging in work even when it is meaningless: Positive affective disposition and meaningful work interact in relation to work engagement. Journal of Career Assessment, 21(2), 48-361.

256-279 A Meaningful Happy Life

Based on research by Baumeister, R. F., Vohs, K. D., Aaker, J. L., & Garbinsky, E. N. (2013) written by Mara Rowcliffe, MS.

What choices lead to a life full of happiness, one full of meaning? Can we have both?

A psychology research study identified key differences between a happy life and a meaningful one. Researchers evaluated almost 400 adults’ relationships between their level of happiness and meaning.  They reviewed details of their lives including their behavior, mood, relationships, health, stress levels, work, and more.

Results indicated that while a meaningful life and a happy one tend to overlap, they exhibit some key differences. First, having good health, wealth, and overall ease in life was related to happiness but not meaning. Happiness involved focusing more on the present, whereas meaning focused on a broader life view of the past, present, future, and the relationships between them.  Happiness linked to being a taker rather than a giver, whereas meaningfulness linked to giver, and less taker. Yet, meaningful lives included challenges.  Participants who showed higher levels of worry and stress also exhibited more meaningfulness but less happiness.  This suggests that striving for meaning and purpose does lead to challenges and stress, but perhaps deeper sense of fulfillment.

Consider what gives your life meaning. Do your choices promote a sense of purpose, happiness, or both?

Reference:

Baumeister, R. F., Vohs, K. D., Aaker, J. L., & Garbinsky, E. N. (2013). Some key differences between a happy life and a meaningful life. The Journal of Positive Psychology, 8(6), 505-516.

255-278 Sweet White Lie

Based on research by Warneken, F., & Orlins, E. (2015) written by Mara Rowcliffe, MS.

People tell lies to gain power, hide their mistakes, and retain their reputations. Lies break trust, essential for positive relationships. Thus, we teach children NOT to lie. Yet, “white lies” are sometimes thought “polite” to avoid hurting someone’s feelings. At what age are children sensitive to others’ feelings, telling “white lies,” to avoid hurting them?

In one psychology study, adults showed elementary aged children two drawings. One was drawn well, the other wasn’t.  If the adult didn’t display any sense of pride regarding their artwork, the children were truthful and shared their honest opinions about the picture.

If the adult showed a lack of confidence in their artwork abilities, appeared sad about not being a good artist, children by seven years old used white lies to try to reassure the adult that the picture was good. They also evaluated whether children would use white lies after the behavior was modeled by an adult.  Results showed that after modeling, even young children were more likely to use a white lie to reassure the sad adult.  They chose kindness over honesty.

Reward children for telling the truth but teach honest ways to answer to encourage, not hurt others.

References:

Warneken, F., & Orlins, E. (2015). Children tell white lies to make others feel better. British Journal of Developmental Psychology, 33(3), 259-270.

254-277 Everybody Is Not Doing It 2

Based on research Helms, Sarah W., Choukas-Bradley, S., Widman, L., Giletta, M., Cohen, G. L., & Prinstein, Mitchell J. (2014) written by Mara Rowcliffe, MS.

Are Teens accurate judges of their peers’ participation in dangerous and risky behaviors? What if they’re wrong?

A psychology study evaluated the perceptions of 200 plus high schoolers. Participants identified which of their peers belonged to which social group: jocks, popular kids, burnouts, or brains.  Next, they reported how frequently they believed these groups participated in behaviors such as smoking, drinking, marijuana use, sex, vandalism, theft, studying and exercising.  Then they rated themselves on how frequently they engaged in these same behaviors. This allowed researchers to compare the real behaviors and perceptions of these behaviors.

Results revealed participants consistently overestimated how frequently their peers engaged in risky behaviors. While the jocks and popular kids were seen as the most liked and respected, they were also viewed as using more substances, having more sexual partners, and breaking the rules more often.  However, their self-reported risky behaviors were much less frequent.  Higher perceptions of popular peers’ substance use in Grade 9 significantly predicted greater increases in adolescents’ own substance use in Grade 11.  Misperceptions may lead to the teens’ own greater use.

Teens, not everything may be what it seems. Everybody is, in fact, NOT doing it!

References:

Helms, Sarah W., Choukas-Bradley, S., Widman, L., Giletta, M., Cohen, G. L., & Prinstein, Mitchell J. (2014). Adolescents misperceive and are influenced by high-status peers’ health risk, deviant, and adaptive behavior. Developmental psychology, 50(12), 2697.

253-276 Escalating Dishonesty

Based on research Garrett, Neil, Lazzaro, S.C., Ariely, Dan & Sharot, Tali. (2016) written by Juanita N Baker, Ph.D.

Does lying promote further lying? And does it escalate into more serious dishonesties?

MRI imaging can detect emotional responses by indicating stronger activity in the amygdala when individuals have potent emotional experiences. Using MRI imaging, researchers had participants advise an individual about the amount of money in a glass jar filled with pennies. The participants knew whether their dishonesty about the amount of money in the jar was self-serving and benefited or not their advisee, or would be self-harming and benefit the advisee alone. Unbeknownst to the participants, the researcher could identify the extent of their dishonesty.

Results showed clear evidence of escalation in self-serving dishonesty. The magnitude of dishonesty got larger and larger as the trials progressed. Dishonesty was driven both by considerations for self and others but its escalation was driven only by whether dishonesty benefited or hurt the self. As dishonesty progressed, the brain responsiveness (as the MRI indicated) reduced or accommodated to the dishonesty. They adapted to being dishonest. People became less emotional or concerned about lying.

Beware of the first desire to tell a lie, make a cover-up, or act dishonestly as these self-serving acts are likely to grow overtime.

References:

Garrett, Neil, Lazzaro, S.C., Ariely, Dan & Sharot, Tali. (2016). The brain adapts to dishonesty. Nature Neuroscience. 19,1727–1732:  doi:10.1038/nn.4426

Do you feel satisfied with your relationships, career, and overall accomplishments?

According to a psychology research study, there’s a way to influence your feeling life satisfaction. Researchers asked midlife adults to share their life stories during a two-hour conversation. Each participant provided examples of a high point, low point, turning point, earliest memory, and notable memories from childhood, adolescence, and adulthood.  The researchers then analyzed the pattern and details of these stories.

Results indicated that participants who focused on telling stories of redemption, whereby they compensated for past errors or adversities through hard work, ingenuity, and persistence or by finding positive lessons learned from character building or new directions taken, also reported higher life satisfaction. These stories were more strongly linked to life satisfaction than those including just positive emotions.  This indicated it was not just a happy ending that led to higher satisfaction but what one gained or how one viewed their journey through challenges.   In addition to having greater life satisfaction, these participants also were more concerned about being a positive parent or contributing to their community.

Find ways to make amends. See how you’ve gained value from adversity.

Reference:

McAdams, Dan P., Reynolds, J., Lewis, M., Patten, A. H., & Bowman, P. J. (2001). When bad things turn good and good things turn bad: Sequences of redemption and contamination in life narrative and their relation to psychosocial adaptation in midlife adults and in students. Personality and Social Psychology Bulletin, 27(4), 474-485.

Based on the research done by Fredrickson, B. L., Grewen, K. M., Coffey, K. A., Algoe, S. B., Firestine, A. M., Arevalo, J. M., … & Cole, S. W. (2013) written by Mara Rowcliffe, MS

Experiencing happiness has a positive impact on your physical health. But did you know the effect may depend on where your happiness comes from?

According to psychology research, all types of happiness are not created equal.

Feeling happy for pleasure, wealth or honor, like after your favorite sports team wins a game does not provide the same health benefits as the satisfaction that occurs in achieving a higher purpose, like when you help someone in need.
University of North Carolina researchers at Chapel Hill discovered that happiness from fulfilling your life purpose or meaning is far better for your health than experiencing self-gratification. They evaluated participants’ experience of happiness, their overall health, depression levels, and collected a blood sample to measure immune system health through indices of inflammation and antiviral response.  Results indicated those individuals who described themselves as having a sense of direction and meaning in their life showed a better immune response, indicating they were healthier and more protected from illness compared to those who described their happiness that came from pleasure.

What gives your life meaning? Focus on fulfilling your purpose.  Not only will it bring happiness, but it may positively influence your health!

Reference

Fredrickson, B. L., Grewen, K. M., Coffey, K. A., Algoe, S. B., Firestine, A. M., Arevalo, J. M., … & Cole, S. W. (2013). A functional genomic perspective on human well-being. Proceedings of the National Academy of Sciences, 110(33), 13684-13689.

Based on research by Mascaro, Jennifer S., Kelley, S., Darcher, A., Negi, L. T., Worthman, C., Miller, A., & Raison, Charles (2016). written by  Mara Rowcliffe, MS

Are you compassionate, that is, have concern and desire to reduce another’s suffering? Do you sometimes feel burnt out and your compassion eroded?

Previous research indicates with intense pressure of medical school some students’ compassion may decrease. Academic and psychological demands may hinder their ability to connect with others. Psychologists gave half the volunteer 2^nd year medical students a 1.5 hour/10-week cognitive-based compassion training course exploring the nature of suffering. They asked students to meditate 20 minutes daily, guided by supplemental audio recordings.  They placed the other half on a wait list.

Results at course end indicated wait list students showed compassion decline. However, those who received training maintained their compassion.  In addition, they reported decreased depression and loneliness compared with initial levels and the wait list group.  Conclusion? Perhaps providing compassion training and/or meditation can help physicians and healthcare providers remain compassionate towards their patients while simultaneously providing self-care.  This type of training may be helpful to all in a caregiving role.

So, focus on being compassionate towards others. Ask about and listen to others’ thoughts and feelings. Express concern for what they are experiencing. If you meditate on their suffering, your compassion likely will remain strong.

Reference:

Mascaro, Jennifer S., Kelley, S., Darcher, A., Negi, L. T., Worthman, C., Miller, A., & Raison, C. (2016). Meditation buffers medical student compassion from the deleterious effects of depression. The Journal of Positive Psychology, 1-10.

Based on research done by: Scaramella, Laura V., Neppl, Tricia K., & et al. (2008). Written by: American Psychological Association, adapted by Juanita N Baker, Ph.D.

Financial worries can have a devastating long-term impact on younger children. In one study, children whose families faced economic hardship during their adolescence not only became parents themselves earlier than their peers but also treated their own children more harshly.

While open communication between parents and children is the foundation of a healthy relationship, parents, don’t overburden your children. Because young children may interpret the situation as direr than it actually is, address problems at age-appropriate levels. What you tell a younger child about the family’s financial situation should be different than what you tell an adolescent. Be sure to address their fears. Older children and teens, who have more exposure to the news, may find it reassuring to discuss their understanding of the economy and its implications for the family.

Be mindful of how you phrase things. How parents talk about their worries about the financial situation influences a child’s interpretation. Younger children may overhear statements such as “We’re going to the poor house” and take them literally. Talk to your children. Ask them for their thoughts and ideas. Listen to their concerns. Clear up any misunderstandings and address all their worries.

References:

Scaramella, Laura V., Neppl, Tricia K., & et al. (2008). “Consequences of socioeconomic disadvantage across three generations: Parenting behavior and child externalizing problems.” Journal of Family Psychology, 22 (5), 725-733.

Based on research by: Conger, Rand D., & Donnellan, M.Brent (2007). Written by: American Psychological Association, adapted by Juanita N Baker, Ph.D.

When parents have extreme economic stress, it can be difficult to leave money problems off the kitchen table. Fears about mortgages, college tuition and day-to-day expenses haunt many family homes.

Although children are extremely resilient, they are often keenly aware of tension in the household, whether it comes from financial difficulties or other problems. In APA’s 2010 Stress in America survey 91% of the children reported they know when their parents are experiencing stress because of their complaining, arguing, and yelling. Parents often underestimate how much their own stress affects their children. Nearly half of “tweens” feel sad and 38% of teens feel frustrated when their parents are worried.

When times get tough, research shows, families can enter a downward spiral. Economic difficulties, like unpaid bills or having to move in with relatives, cause parents’ stress. Parents may then take their frustration out on their children or withdraw altogether. Without parental support, children may act out or do poorly in school.

Parents, reassure your children. The family will be OK. Seek community resources. Talk with a credit counselor or psychologist to problem solve: Identify your financial stressors, make a plan, and manage your stress better.

References:

Conger, R.D., & Donnellan, M.B. (2007). “An interactionist perspective on the socioeconomic context of human development.” Annual Review of Psychology, 58, 175-199.

Based on research by: Wise, Erica H., & Haynes, Stephen N. (1983). Written by: Mara Rowcliffe, MS

Does excessive anxiety when taking tests interfere with your success? Does anxiousness about grades prevent you from thinking straight? The good news is, you can do something about this interfering anxiety.

Psychologist Stephen Haynes guided Erica Wise’s doctoral thesis to evaluate the effect of two kinds of cognitive treatment on test anxiety. Both had four sessions. Rational restructuring treatment taught participants to identify and change anxiety producing thoughts, while attentional training treatment taught participants to focus on the task of the test itself rather than their own fears of failure. Both treatments were presented in the same way, after they asked participants to imagine anxiety producing testing situations. Participants were compared on measures of anxiety with a group of individuals on a waiting list who received no treatment.

Results indicated that both treatment groups resulted in significantly lower levels of anxiety compared to the wait-list group. Those followed up after 8 months maintained their anxiety reduction skills and showed improvement in performance on evaluated tasks

If you have difficulty with anxiety prior to test taking, an assignment, or completing a performance evaluation, consider student counseling services to learn these coping skills.

References:

Wise, E. H., & Haynes, S. N. (1983). Cognitive treatment of test anxiety: Rational restructuring versus attentional training. Cognitive Therapy and Research, 7(1), 69-77.

Based on research by: Hassmen, Peter, Koivula, Nathali, & Uutela, Antti. (2000). Written by: Mara Rowcliffe, MS

It is well known that regular exercise has many positive physical benefits.  But did you know it can enhance psychological well-being too?

A Finland psychology study evaluated the association between the amount of physical exercise and several measures of psychological well-being.  3400 participants between the ages of 25 and 64, answered a survey assessing their fitness, exercise habits, and perceived health, as well as measures of depression, anger, and other personality characteristics.

The results of the study showed that participants who exercised at least two to three times a week experienced less depression, anger, cynical distrust, and stress compared to those who did not exercise as frequently.  In addition, regular exercisers also perceived their overall health and fitness to be better.  Those who exercised at least two times a week reported higher levels of a sense of confidence that their world is manageable and meaningful, and a stronger feeling of social belonging.

So, regular exercise has many psychological benefits, for women, men, and all ages.

During this holiday season, enhance your happiness!  Make sure to integrate exercise into your social life and weekly routine.  You and your loved ones will benefit physically and psychologically.

References:

Hassmen, P., Koivula, N., & Uutela, A. (2000). Physical exercise and psychological well-being: a population study in Finland. Preventive medicine, 30(1), 17-25.

Based on research by: Schnurr, Paula P., Friedman, M. J., Engel, C. C., Foa, E. B., Shea, M. T., Chow, B. K., … & Turner, C. (2007). Written by: Mara Rowcliffe, MS

Post-Traumatic Stress Disorder (PTSD) causes much pain for veterans as well as for victims of violence in our society, However, there are effective psychological treatments.

Psychologist Paula Schnurr evaluated the effects of Prolonged Exposure Therapy a form of cognitive and behavior therapy where a client re-experiences the trauma by remembering or sharing it but not avoiding the memory, or what ‘triggers’ the trauma memory. They randomly assigned 277 female veterans previously diagnosed with PTSD (70% had military sexual trauma) to 10-weekly 90 minute sessions of either prolonged exposure or present-centered supportive therapy.

Results indicated that women who received prolonged exposure experienced a greater decrease in PTSD symptoms compared to women who received present-centered supportive therapy.  Results persisted over time and showed that prolonged exposure group was more likely to no longer meet diagnostic criteria for PTSD. Conclusion? For 46% of female veterans having prolonged exposure therapy, they no longer were diagnosed PTSD after 6 months.

If you or a friend are interested in treatment for PTSD, find a mental health provider that is experienced using cognitive behavior therapy techniques and ensures that the treatment you receive is backed by research and has been shown to be effective.

References:

Schnurr, P. P., Friedman, M. J., Engel, C. C., Foa, E. B., Shea, M. T., Chow, B. K., … & Turner, C. (2007). Cognitive behavioral therapy for posttraumatic stress disorder in women: A randomized controlled trial. Jama, 297(8), 820-830.

Based on research by: Wimber, Maria, Alink, A., Charest, I., Kriegeskorte, N., & Anderson, Michael C. (2015). Written by: Mara Rowcliffe, MS

Did you know that retrieving memories of the past can cause forgetting?

United Kingdom psychology researchers evaluated how specific memories are suppressed while others are strengthened. They monitored brain activation with MRI brain scans in different areas of subjects’ brains as the subjects were asked to remember pictures they had been shown. Subjects repeatedly recalled memories of some images, resulting in these vivid images showing MRI scan activation in the Hippocampus and Visual Cortex. However, remembering these images ultimately led to forgetting other similar thus “competing” images that were not reviewed. The MRI confirmed that patterns were not activated in the prefrontal regions as predicted.

These results suggest that repeatedly questioning crime victims may actually impair or lead to less accurate recall of related yet important details of an event. This may appear as if the memory of the event is poor, when in reality the repeated recall is leading to forgetting important details.

Memory is not perfect.  When memories are important for evidence, or working through issues, be careful when interviewing. Write down detailed notes or record interviews to avoid unnecessarily repeating questions that might lead to suppressing other details.

References:

Wimber, M., Alink, A., Charest, I., Kriegeskorte, N., & Anderson, M. C. (2015). Retrieval induces adaptive forgetting of competing memories via cortical pattern suppression. Nature neuroscience, 18(4), 582-589.

Based on research by: Froh, Jeffery. J., Sefick, W. J., & Emmons, Robert A. (2008). Written by: Mara Rowcliffe, MS

How does gratitude influence early adolescence?

Psychologist Robert Emmons and colleagues evaluated the impact of a grateful outlook on well-being in adolescents. Their study consisted of 221 6^th and 7^th graders. Before beginning the study, students completed measures assessing well-being, life satisfaction, physical symptoms, reactions to aid, and positive social behavior. Researchers randomly assigned them to either a gratitude, hassles, or control condition for 2 weeks.  Students in the gratitude group were asked to list 5 things they were grateful for since yesterday.  In the hassles condition, they listed 5 things that irritated them since yesterday. The control condition had no assignment.

Results showed the gratitude group but not the hassles group increased their self-reported gratitude, optimism, life satisfaction, and decreased in negative feelings. Particularly significant was their satisfaction with their school experience immediately and at 3-week follow-up.  Creating gratitude lists increased well-being in early adolescents. And, only the hassles group increased in negative feelings.

Encourage kids to consider what they are grateful for and appreciate. Join them in creating a gratitude list for themselves individually as well as for their family, school, community, country and world. That will increase their feelings of well-being.

References:

Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213-233.

Based on research by: Zhu, Shu Hong, Stretch, Vincent, Balabanis, Mark, Rosbrook, Bradley, Sadler, Georgia, & Pierce, John P. (1996). Written by Mara Rowcliffe, MS

Are you or a loved one trying to quit smoking?  Did you know that counseling by telephone might help?

University of California Psychology researchers evaluated the effectiveness of telephone counseling on quitting cigarette smoking. They randomly divided 3,000 smokers interested in quitting into 3 groups: one received a self-help quit kit, one a quit kit plus one telephone counseling session that encouraged quitting with skills, and one a quit kit with the encouraging quitting session plus five telephone counseling sessions.

However, 25% of the participants dropped out of the study. But results showed both groups who got telephone counseling demonstrated higher abstinence rates at 12 months than the self-help only group. Abstinence rates were 15% for the self-help group, 20% for the single session group, and 27% for the six-session group, nearly doubling the rate of the kit alone. The counseling consisted of developing the client’s self-confidence in quitting, motivation, coping strategies for difficult situations, and relapse prevention skills. Additional sessions identified and augmented effective strategies and encouraged a new nonsmoker self-image.

So, if you want to quit smoking, increase your success. Consult an expert to give you valuable strategies just for your particular needs.

References:

Zhu, S. H., Stretch, V., Balabanis, M., Rosbrook, B., Sadler, G., & Pierce, J. P. (1996). Telephone counseling for smoking cessation: effects of single-session and multiple-session interventions. Journal of consulting and clinical psychology, 64(1), 202.

241-259 Parenting the Brain

Based on research by Whittle, Sarah, Simmons, J. G., Dennison, M., Vijayakumar, N., Schwartz, O., Yap, M. B., … & Allen, Nicholas B. (2014) written by Mara Rowcliffe, M.S.

Do your parenting choices influence your teenager’s brain structure?

University of Melbourne, Australia researchers evaluated the effects of positive environmental experiences on teenage brain development. Participants included 200 adolescents and their mothers.  MRI brain scans were used to evaluate the adolescent’s brain at 12 years old and again at 16 years old.  The researchers compared children whose mothers were warm, affectionate, and approving during disagreements to those whose mothers became angry and argumentative.  The 12 year olds whose mothers were affectionate and caring showed less damaging structural brain changes at age 16 than the children whose mothers were angry and argumentative.  The brain changes are linked to higher rates of sadness and anxiety, as well as a poorer sense of self control.

These results indicate that how parents approach disagreements with their children may cause actual structural changes in their child’s brain during childhood to early adolescence. Think about how to convey warmth and understanding while also providing reason and appropriate boundaries.

If you notice increasing feelings of anger or the start of an argument, stop. Take a moment to yourself before proceeding with the conversation. Try to understand your child’s concerns.  State limits kindly.

Reference:

Whittle, S., Simmons, J. G., Dennison, M., Vijayakumar, N., Schwartz, O., Yap, M. B., … & Allen, N. B. (2014). Positive parenting predicts the development of adolescent brain structure: A longitudinal study. Developmental cognitive neuroscience, 8, 7-17.