Happy Being Me in the UK: A controlled evaluation of a school-based body image intervention with pre-adolescent children

This study evaluated an adapted version of ‘Happy Being Me’, a school-based body image intervention, with girls and boys aged 10–11 years. Forty-three children participated in a three-week intervention, and 45 children formed a control group. Both groups completed measures of body satisfaction, risk factors for negative body image, eating behaviors, self-esteem, and intervention topic knowledge, at baseline, post-intervention, and 3-month follow-up. For girls, participation in the intervention resulted in significant improvements in body satisfaction, appearance-related conversations, appearance comparisons, eating behaviors and intervention topic knowledge at post-intervention, although only the change in body satisfaction was maintained. There was also a significant decrease in internalization of cultural appearance ideals from baseline to follow-up. For boys, participation in the intervention resulted in significant improvements in internalization and appearance comparisons at post-intervention; however, neither of these changes were sustained at follow-up. There were no improvements in the control group over time.     

Development of rule-based eye-hand-decoupling in children and adolescents

In the present study, we characterize how the ability to decouple guiding visual information from a motor action emerges during childhood and adolescence. Sixty-two participants (age range 8–15 yrs.) completed two eye-hand coordination tasks. In a direct interaction task, vision and motor action were in alignment, and participants slid their finger along a vertical touch screen to move a cursor from a central target to one of four peripheral targets. In an eye-hand-decoupled task, eye and hand movements were made in different planes and cursor feedback was 180° reversed. We analyzed whether movement planning, timing and trajectory variables differed across age in both task conditions. There were no significant relationships between age and any movement planning, timing, or execution variables in the direct interaction task. In contrast, in the eye-hand-decoupled task, we found a relationship between age and several movement planning and timing variables. In adolescents (13–15 yrs.), movement planning and timing was significantly shorter than that of young children (8–10 yrs.). Eye-hand-decoupled maturation emerged mainly during late childhood (11–12 yrs.). Notably, we detected performance differences between young children and adolescents exclusively during the eye-hand decoupling task which required the integration of rule-based cognitive information into the motor action. Differences were not observed during the direct interaction task. Our results quantify an important milestone for eye-hand-decoupling development in late childhood, leading to improved rule-based motor performance in early adolescence. This eye-hand-decoupling development may be due to frontal lobe development linked to rule-based behavior and the strengthening of fronto-parietal networks.     

Child and adolescent psychopathy: Assessment issues and treatment needs

The identification of psychopathic traits in childhood and adolescence is a topic of growing interest for scientific research. The development of models to predict violent behavior, together with efficient preventive and therapeutic programs, is a major goal when assessing youths with psychopathic traits. This paper focuses on the construct of child and adolescent psychopathy, while approaching historical and conceptual issues. By discussing the “state of the art” of the construct, we will analyze different instruments to assess psychopathy in children and adolescents, as well as the available treatment modalities. Finally, we will present possible lines for research and clinical intervention according to an evolutionary approach to anger and antisocial behavior.     

Undifferentiated facial electromyography responses to dynamic,audio‐visual emotion displays in individuals with autism spectrum disorders

We examined facial electromyography (fEMG) activity to dynamic, audio‐visual emotional displays in individuals with autism spectrum disorders (ASD) and typically developing (TD) individuals. Participants viewed clips of happy, angry, and fearful displays that contained both facial expression and affective prosody while surface electrodes measured corrugator supercilli and zygomaticus major facial muscle activity. Across measures of average and peak activity, the TD group demonstrated emotion‐selective fEMG responding, with greater relative activation of the zygomatic to happy stimuli and greater relative activation of the corrugator to fearful stimuli. In contrast, the ASD group largely showed no significant differences between zygomatic and corrugator activity across these emotions. There were no group differences in the magnitude and timing of fEMG response in the muscle congruent to the stimuli. This evidence that fEMG responses in ASD are undifferentiated with respect to the valence of the stimulus is discussed in light of potential underlying neurobiological mechanisms.     

Cultural Adjustment of International Students at an African University

The study explored the cultural adjustment needs of international students enrolled with an African university. Participants were 33 students (males = 13, females = 20). They took part in-depth individual interviews and focus group discussions on pertinent adjustment needs. Data gathered from the interviews were transcribed and content analysis was performed. Findings suggested adjustment needs were ameliorated by available opportunities such as presence of supportive people, availability of services and academic facilities, political stability, as well as individual qualities such as self determination and inner strength. Challenges such as language problems, lack of social support networks, financial problems and role strain made student adjustment problematic. Prospective solutions to these needs included implementing comprehensive orientation programmes; expanding support networks for international students; improving information dissemination about available services on campus and outside as well as empowering students with knowledge and skills to cope with psychological challenges of adjustment.     

Music,identity, and musical ethnocentrism of young people in six Asian,Latin American,and Western cultures

Ethnomusicologists and sociologists have extensively discussed the symbolic role of music in the creation, maintenance, and expression of cultural and national identity, while the underlying social psychological processes remain unexplored. We elaborate psychological mechanisms of identity construction and identity expression through culture‐specific music preferences. We propose and test a model linking music preferences to national identity via musical ethnocentrism in six student samples from Brazil, Germany, Hong Kong, Mexico, New Zealand, and the Philippines. In each context, culture‐specific music styles were related to national identity of its listeners and musical ethnocentrism mediated these effects. This paper bridges culture‐specific and universal perspectives on music and identity by examining the underlying psychological processes in Asian, Latin, and Western cultures.