Predictors and correlates of coping well with early motherhood in the Australian Longitudinal Study on Women's Health

Women who become mothers at an early age are characterised by socio-economic disadvantage and unhealthy lifestyles; however, some cope extremely well. This paper describes Australian women who become mothers at an early age, in order to identify factors that predict coping. The younger cohort of the Australian Longitudinal Study of Women's Health was used to identify 1064 young women who became mothers between Survey 1 and Survey 2. These women were categorised on the basis of the Mental Health Index of the SF-36 as having High, Normal or Low mental health. Survey 1 data were used to examine predictors, and Survey 2 data to examine correlates, of mental health. Surprisingly, few socio-demographic or health-related variables predict level of coping with early motherhood. Women who would have High mental health as mothers were likely to be in paid work, had few symptoms, and had low levels of stress. They were least likely to have a history of miscarriage and most likely to use contraception. There were no significant effects for other socio-demographic factors, or health-related behaviours. In the longer term, however, all young mothers may suffer an increasing level of disadvantage and distress relative to their peers.     

The warpy thoughts scale: a new 20-item instrument to measure dysfunctional attitudes

Cognitive theories of psychopathology propose that specific negative cognitive schema held by individuals can increase their likelihood of experiencing depressive episodes. While it has been argued that such dysfunctional attitudes are state measures that occur primarily during periods of depression, a range of research has supported the view that holding dysfunctional attitudes is ongoing, persisting prior to and following depressive episodes. To date, the need for a parsimonious measure of dysfunctional attitudes has not been well addressed. Using data provided by 4545 participants in a free on-line cognitive behavioural therapy program, MoodGYM, we have developed the Warpy Thoughts Scale (WTS), a 20-item instrument measuring dysfunctional attitudes. This scale provides 3 first order factors (Relationships, Achievements and Entitlements) and a higher order factor, Warpy Thoughts, from which a Warpy Thoughts score can be obtained. Confirmatory factor analyses on this model indicated that it provides robust results for men and women and for individuals in a wide range of ages. WTS scores were moderately correlated with levels of depressive and anxiety symptoms (0.39 and 0.40, respectively) and explained up to one-fifth of the variance of these mental health measures. Further validation of the WTS against other measures of dysfunctional thoughts is required.     

Motion and color processing in school-age children and adults: an ERP study

Stimuli designed to selectively elicit motion or color processing were used in a developmental event-related potential study with adults and children aged 6, 7 and 8. A positivity at posterior site INZ (P-INZ) was greater to motion stimuli only in adults. The P1 and N1 were larger to color stimuli in both adults and children, but earlier to motion stimuli only in adults. Finally, the P2 was larger to color stimuli in adults but larger to motion stimuli in children, and earlier to motion stimuli only in children. The findings across components indicate development from middle childhood to adulthood in aspects of both the motion and color processing systems indexed by this paradigm, but are consistent with an hypothesis of a more protracted time course of development for the motion as compared to the color processing system.     

Students’ knowledge about the value of discussions for teaching and learning

We are particularly interested in looking at teaching and learning from students perspectives. Focussed interviews and written responses from a number of linked investigations with middle-school and tertiary students highlighted that students perceive discussion to be a valuable teaching -- learning technique. This paper provides text extracts, organised into six key themes, to illustrate students understandings about how discussion helps them to learn. We conclude that, across the whole participant group, knowledge about the various potentials of discussion for learning is wide ranging. However, at the individual level, some students perspectives appear limited. We propose that specific attention to enhancing students pedagogical knowledge about techniques such as discussion should accompany subject matter instruction.     

Obstacle avoidance in novel visual environments improved by variable practice training

Motor performance on simple tasks improves after training in variable practice. We asked if locomotor skill during an obstacle-avoidance task in a novel sensorimotor environment improved through training in variable practice on other complex tasks. 40 normal adults practiced gross motor skills while wearing either sham lenses, one of several visual distortion lens (constant practice), or three different visual distortion lenses (variable practice). Posttests on obstacle avoidance with novel lenses showed significantly better scores with variable practice and one of the constant groups vs sham lenses. Constant and variable practice groups did not differ. Thus, performance in a novel environment improves after training on similar type novelty, even when practice and test conditions differ. Constant practice was effective only if the subjects used the lens efficacious in training. Variable practice increases the likelihood of efficacious training when adaptive performance is required in a novel environment.     

Different Ways to Hurt: An Elderly Woman's Narrative of Suffering

This article presents and interprets the case study of an elderly woman's story of suffering. It results from interviews conducted with African-American and Caucasian men and women, aged 70 and above, concerning their personal definitions, attributions, and theories about suffering. Elders' experiences of suffering were examined under the rubrics of gerontology, narrative, and religious studies. Key themes offered in this case study are: (a) How the life course unfolds because of or despite suffering, (b) what moral status an elder confers on past or present suffering, (c) how a personal sense of the sacred accommodates suffering, (d) how this particular respondent alters her identity based on assimilating the new information of suffering, and (e) how the story of suffering stands out against or blends in with the backdrop of the life story. The uniqueness of this case study also mirrors commonalities of elders' narratives of suffering, particularly those of women. This elder's story demonstrates that smaller individual suffering is rooted in the frame of the larger public world. It also illustrates that the language women use to attribute, define, and theorize suffering is embedded in relationships.     

Alexithymia,memory of emotion,emotional awareness,and perfectionism

The Toronto Alexithymia Scale (TAS-20; R. M. Bagby, J. D. A. Parker, & G. J. Taylor, 1994) is a self-assessment instrument designed to measure deficits in meta-emotional functioning (e.g., difficulties in identifying and describing emotions). Four studies were carried out to examine the association between the TAS-20 and (a) performance measures of meta-emotional functioning (memory of emotion and emotional awareness; Studies 1-2) and (b) measures of perfectionistic standards that may possibly be involved in the self-assessment of abilities-difficulties (Studies 3-4). The TAS-20 failed to correlate in the predicted direction with the performance measures but showed sizable correlations with measures of perfectionism. Moreover, perfectionism was found to predict TAS-20 scores independent of depression, anxiety, and somatic complaints. The results are discussed in terms of the TAS-20 measuring primarily certain aspects of meta-emotional self-efficacy.