Integrated learning communities as a peer support initiative for first year university students

Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.     

Causes and Means of Healing: An Islamic Ontological Perspective

Journal of Religion and Health - Healthcare practitioners are increasingly aware that patients may utilize faith-based healing practices in place of conventional medicine based on their spiritual...     

Breastfeeding and offspring’s compassion and empathy in adulthood: A study with an over 30-year follow-up

This study investigated whether breastfeeding predicts offspring’s dispositional compassion and empathy from early adulthood to middle age. The parents of the participants (N = 1,394) of the Young Finns study answered questions about breastfeeding in 1983, and the participants’ compassion and empathy were evaluated in 1997‒2012 (participants were aged 20‒50 years). Breastfeeding did not predict the course of compassion or empathy in adulthood at the age of 20‒50 years. The associations remained non-significant, when adjusted for age, gender, socioeconomic factors, and a wide range of characteristics of the family environment (including mother’s gestational age; premature birth; birth weight; number of other children at home; parental mental disorder; parental relationship status; parental postnatal smoking; parental postnatal alcohol use; parenting behavior; and child’s externalizing behavior). In conclusion, breastfeeding seems not to predict offspring’s compassion or empathy in adulthood. The findings may present a hopeful perspective for children growing up with non-breastfeeding caregivers.     

The effects of pre- and postweaning rearing conditions on latent inhibition and partial reinforcement extinction effect in male rats

Male rats were either handled daily or left undisturbed (nonhandled) during the first 21 days of life. At weaning (Day 22) animals in each early treatment condition were assigned to two housing conditions, isolated or grouped, creating four early/late treatment conditions: Handled-Grouped (HG), Handled-Isolated (HI), Nonhandled-Grouped (NHG), and Nonhandled-Isolated (NHI). At maturity, all animals were tested in the latent inhibition (LI, Experiment 1) and the partial reinforcement extinction effect (PREE, Experiment 2) paradigms. In LI, animals receiving prior nonreinforced preexposure to a stimulus (PE) show subsequently retarded conditioning to that stimulus as compared to nonpreexposed (NPE) controls. In the PREE, partially reinforced (PRF) animals exhibit higher resistance to extinction as compared to continuously reinforced (CRF) controls. LI and PREE were obtained in the HG condition, but were impaired in NHG and HI animals. The pattern of impairment was different in the two conditions. The absence of LI in NHG males was due to increased suppression in the PE group, whereas in HI males, was due to decreased suppression in the NPE group. Likewise, the attenuation of the PREE in NHG males stemmed primarily from decreased resistance to extinction in the PRF group, whereas in HI males, it resulted from increased resistance to extinction in the CRF group. The combination of nonhandling and isolation led to the reinstatement of both LI and PREE: normal LI and PREE were obtained in the NHI animals. These results demonstrate that early rearing experience interacts with later experience differentially depending upon the later experience.     

Memory-modulatory effects of centrally acting noradrenergic drugs: possible involvement of brain cholinergic mechanisms.

Post-training administration of the centrally acting muscarinic agonist oxotremorine (50.0 microgram/kg, ip) facilitated 48-hr retention, in mice, of a one-trial step-through inhibitory avoidance response. Oxotremorine-induced memory facilitation was not prevented by the simultaneous post-training administration of the central beta-adrenoceptor antagonist propranolol (2.0 mg/kg, ip). In contrast, post-training administration of atropine (0.5 mg/kg, ip), but not methylatropine (0.5 mg/kg, ip), completely prevented the facilitatory effects of the central beta-adrenoceptor agonist clenbuterol (30.0 micrograms/kg, ip) on retention. Low subeffective doses of clenbuterol (3.0 micrograms/kg, ip) and oxotremorine (6.25 or 12.5 micrograms/kg, ip) potentiated their effects and facilitated retention when given simultaneously immediately post-training. These results suggest that clenbuterol may induce memory facilitation through an increase of the release of acetylcholine in the brain. Post-training administration of a high dose of clenbuterol (1.0 mg/kg, ip) significantly impaired retention. Clenbuterol (1.0 mg/kg, ip)-induced impairment of retention was completely prevented by simultaneous post-training administration of oxotremorine (6.25, 12.5, or 50.0 micrograms/kg, ip). The centrally acting anticholinesterase physostigmine (21.5 or 68.0 micrograms/kg, ip) partially prevented clenbuterol-induced impairment of memory. The peripherally acting anticholinesterase neostigmine (68.0 micrograms/kg, ip) modified neither retention nor the amnestic effects of clenbuterol. Considered together, these findings are consistent with the view that brain muscarinic cholinergic mechanisms are involved in both the facilitatory and impairing effect of post-training clenbuterol on the modulation of memory storage.     

“They've Put Nothing in the Pot!”: Brexit and the Key Psychological Motivations Behind Voting 'Remain' and 'Leave'

In June 2016, the United Kingdom voted to leave the European Union. Voting followed a general trend: disadvantaged areas of the United Kingdom tended to vote “leave,” and more affluent areas tended to vote “remain.” This project investigates the psychological variables underlying this overall trend by distinguishing four psychological motivations: the need for justice, threat reduction needs, need to belong, and the need for control. Participants were recruited from different areas across Greater Manchester (N = 158). A survey assessed voting preference, socioeconomic status, collective relative deprivation (CRD), perceptions of threat from immigration, European and British identification, sense of control in life, and relative gratification. Discriminant function analysis showed that leave voting was characterized by greater realistic threat, symbolic threat, CRD, and British identification. Remain voting was characterized by strong European identification. Findings highlight that a need for justice, threat-reduction needs, and identity needs were key predictors of voting behavior.     

Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.     

Gains v. losses,or context dependence generated by confusion?

Animal Cognition - Tversky and Kahneman introduced the term framing for the finding that people give different answers to the same question depending on the way it is posed. One form of framing...     

Perception of the symmetrical patterning of human gait by infants

Two experiments tested 3- and 5-month-old infants' sensitivity to properties of point-light displays of human gait. In Experiment 1, infants were tested for discrimination of point-light displays of a walker and a runner, which, although they differed in many ways, were equivalent with regard to the phasing of limb movements. Results revealed that 3-month-old, but not 5-month-old, infants discriminated these displays. In Experiment 2, the symmetrical phase-patterning of the runner display was perturbed by advancing two of its limbs by 25% of the gait cycle. Both 3- and 5-month-old infants discriminated the walker display from this new phase-shifted runner display. These findings suggest that 3-month-old infants respond to the absolute and relative motions within a single limb, whereas 5-month-old infants respond primarily to the relations between limbs and, in particular, to the bilateral symmetry between the limbs.