Co-creating change within a child protection system: integrating art therapy with family therapy practice

This paper considers family art therapy intervention using a partnership developed between an art therapist and a family therapist within a child protection system. The aim of this co-working relationship is to bring together skills that can amplify the child's voice within the family, using art as a means of extending the family story. The use of metaphor adds to the repertoire of skills available when working with families, and offers a particular form of communication in which children can more easily engage. By co-working, we also bring together our personal and professional stories, creating multiple ideas and ways of seeing and taking account of differences in the life experiences of individual families.     

Emotional after‐effects on the P3 component of the event‐related brain potential

Agrowing body of literature indicates that affective states can influence cognitive processes. The core assumption of Ellis and Ashbrook's (1988) model explaining these emotional after‐effects on cognition is that the emotional state regulates the allocation of processing resources. A negative emotional state is supposed to pre‐empt capacity normally allocated to the cognitive task at hand. This is assumed to occur because the negative emotional state leads to an increase in intrusive, irrelevant thoughts, which compete with relevant cognitive activities and thus result in a lack of attention given to relevant features of the task to be performed. In the present study, the hypothesis that negative emotions lead to a reduced information‐processing capacity and that this is observable on a very basic level of information processing is tested. Therefore, 102 participants were assigned to three independent groups, each inducing one of a negative, a positive, or a neutral mood by means of a 3‐minute video‐clip. Shortly after the video‐clip, two acoustical stimuli with increasing information were presented, while the P3 component of the event‐related brain potential on these stimuli was measured as a psychophysiological indicator of cognitive resource allocation. In addition, the expenmental manipulation was checked by assessing subjective and external mood ratings as well as cortical alpha activity. Results show that the videos did in fact induce positive, neutral, or negative mood. Moreover, even when controlling for video‐related unspecific cortical arousal, a significant emotional after‐effect was found on the P3 component of the event‐related brain potential, indicating reduced information‐processing capacity, particularly in the negative mood condition. The reported data support Ellis and Ashbrook's model of emotional after‐effects on cognitive processes. As those effects were observable after an event that did not demand a high amount of cognitive resources, this suggests that even tasks that do not heavily engage central processing resources and are not likely to be influenced by cognitive strategies, seem to be affected by a negative emotional state.     

Why Did They "Choose" to Stay? Perspectives of Hurricane Katrina Observers and Survivors

ABSTRACT— Models of agency—powerful implicit assumptions about what constitutes normatively "good" action—shaped how observers and survivors made meaning after Hurricane Katrina. In Study 1 , we analyzed how 461 observers perceived survivors who evacuated ( leavers ) or stayed ( stayers ) in New Orleans. Observers described leavers positively (as agentic, independent, and in control) and stayers negatively (as passive and lacking agency). Observers' perceptions reflected the disjoint model of agency, which is prevalent in middle-class White contexts and defines "good" actions as those that emanate from within the individual and proactively influence the environment. In Study 2 , we examined interviews with 79 survivors and found that leavers and stayers relied on divergent models of agency. Leavers emphasized independence, choice, and control, whereas stayers emphasized interdependence, strength, and faith. Although both leavers and stayers exercised agency, observers failed to recognize stayers' agency and derogated them because observers assumed that being independent and in control was the only way to be agentic.     

Social attention in keas, dogs, and human children

Understanding animals’ abilities to cooperate with and learn from each other has been an active field of research in recent years. One important basis for all types of social interactions is the disposition of animals to pay attention to each other—a factor often neglected in discussions and experiments. Since attention differs between species as well as between individuals, it is likely to influence the amount and type of information different species and/or observers may extract from conspecifics in any given situation. Here, we carried out a standardized comparative study on attention towards a model demonstrating food-related behavior in keas, dogs and children. In a series of experimental sessions, individuals watched different conspecific models while searching, manipulating and feeding. Visual access to the demonstration was provided by two observation holes, which allowed us to determine exactly how often and for how long observers watched the model. We found profound differences in the factors that influence attention within as well as between the tested species. This study suggests that attention should be incorporated as an important variable when testing species in social situations.     

Children’s multiplicative transformations of discrete and continuous quantities

Recent studies have documented an evolutionarily primitive, early emerging cognitive system for the mental representation of numerical quantity (the analog magnitude system). Studies with nonhuman primates, human infants, and preschoolers have shown this system to support computations of numerical ordering, addition, and subtraction involving whole number concepts prior to arithmetic training. Here we report evidence that this system supports children’s predictions about the outcomes of halving and perhaps also doubling transformations. A total of 138 kindergartners and first graders were asked to reason about the quantity resulting from the doubling or halving of an initial numerosity (of a set of dots) or an initial length (of a bar). Controls for dot size, total dot area, and dot density ensured that children were responding to the number of dots in the arrays. Prior to formal instruction in symbolic multiplication, division, or rational number, halving (and perhaps doubling) computations appear to be deployed over discrete and possibly continuous quantities. The ability to apply simple multiplicative transformations to analog magnitude representations of quantity may form a part of the toolkit that children use to construct later concepts of rational number.     

TESTIMONY,MEMORY AND THE LIMITS OF THE A PRIORI

Philosophical Studies -     

The role of stimulus material in determining release from proactive inhibition

The release from proactive inhibition (PI) paradigm has been widely used as a technique for exploring the encoding dimensions of short-term memory for verbal items. PI release data have been used not only to infer particular memory codes but also to index their relative salience. In the present study, the effects of manipulating the colour (red or black) in which the stimulus material is printed were investigated in two separate experiments. No release effect was obtained in the first, where common two-syllable words were presented. In the second, where consonant trigrams were presented, a large effect was found. Since the same colour feature was manipulated in each experiment, it is argued that this pattern of results has serious implications for the use of PI release data as a technique for mapping the encoding dimensions of short-term memory.     

Personality scale and item correlates of WAIS abilities

A cross-validation methodology was employed to identify 16PF scales and items that significantly correlated with performance on the verbal, spatial, and memory/numerical abilities measured by the WAIS in a nonpsychiatric sample of 489 adults. For both men and women larger personality-ability correlations resulted in all analyses for verbal ability than for spatial or memory/numerical ability. The 16PF scale analysis offered results generally consistent with Cattell's research. The item analyses produced rather similar results for both sexes for verbal and spatial abilities. For verbal ability three major correlates resulted: communicative competence, equanimity/low anxiety, and a desire for times alone. Though few in number the item correlates of spatial ability suggested a dispassionate, nontemperamental style of interaction with one's environment as the major correlate. Memory/ numerical ability was somewhat independent of 16PF item responses for women, but was associated with fastidiousness in men. Possible cause-effect relationships were suggested and implications for future research discussed.