Changes in Sleep as a Function of Adolescent Development

Adolescence is marked by dramatic changes in sleep. Older adolescents go to bed later, have an increased preference for evening activities, and sleep less than younger adolescents. This behavior change is driven by external factors, notably increased pressures from academic, social, and extracurricular activities and by biological circadian factors. There are also substantial changes in sleep architecture across adolescence, with dramatic declines in slow wave sleep, and slow wave activity (delta, ~ 0.5–4.5 Hz). These changes are associated with underlying changes in brain structure and organization, with a decrease in synaptic density likely underlying the reduction in high amplitude slow waveforms. While changes in sleep across adolescence are a normal part of development, many adolescents are getting insufficient sleep and are consequently, less likely to perform well at school, more likely to develop mood-related disturbances, be obese, and are at greater risk for traffic accidents, alcohol and drug abuse.     

Exploring the Construct of Perceived Job Discrimination in Selection

This paper examines the new concept of perceived job discrimination (PJD) and an associated model relating to applicant propensity to case initiation (APCI) in selection. The construct is explored and related concepts and avenues for future research are suggested. In particular we propose potential avenues for further theoretical development including the use of attribution theory and self‐serving bias, the theory of relational demography and we introduce the concept of ‘political validity’ to be considered when evaluating selection practices. We suggest a variety of research design approaches to consider in investigating the PJD construct and associated APCI further.     

Postnatal debriefing: have we thrown the baby out with the bath water?

Postnatal debriefing is offered by 78% of maternity services in the UK despite little evidence from randomised controlled trials (RCTs) that it is effective. RCTs in this area have applied debriefing as a prophylactic to all or high risk women, rather than as a treatment for women who request it. This pragmatic trial therefore evaluated existing postnatal debriefing services that provide debriefing as a treatment for women who request it. Forty-six women who met criterion A for posttraumatic stress disorder (PTSD) and requested debriefing 1.3–72.2 months (median 16 weeks) postpartum completed measures of depression, PTSD, support and negative appraisals of the birth before and one month after debriefing. Women were compared with others who gave birth in the same hospitals during the same time period (n = 34), who met criterion A for PTSD but had not requested debriefing. Results showed PTSD symptoms reduced over time in both groups but greater decreases were observed in women who attended debriefing. Debriefing also led to reduction in negative appraisals but did not affect symptoms of depression. Therefore, results suggest providing debriefing as a treatment to women who request or are referred to it may help to reduce symptoms of PTSD.     

The construction of self-injury in the clinical literature: a sociological exploration

This article presents a sociologically informed critique of a range of academic literatures relating to self-injury. It is noted how a lack of consensus on definitional issues, together with the inaccurate portrayal of the "typical self-injurer" in the clinical literature, has impeded the development of a sound understanding of self-injury. Some of the more problematic explanations for self-injury are explored. The individualistic focus of existing research is found to be inadequate, since it fails to account for the social context in which self-injury occurs. Social scientific approaches critically examine psychiatric and psychological constructions of self-injury, explore wider social and cultural meanings of the behavior, and examine its distribution across different social groups. The inclusion of social scientific perspectives into current debates will greatly improve understanding of self-injury.     

Power becomes you: The effects of implicit and explicit power on the self

Some power cues are explicit, obvious and salient, while others are implicit, subtle and harder to detect. Drawing from research demonstrating that people assimilate to implicit cues and contrast from explicit ones, we suggest that implicit and explicit power cues have different effects on people. Two laboratory experiments found that when power cues were implicit, people in high power conditions assimilated to stereotypes of power; they had relatively higher independent self construals, and they were more likely to see themselves as autonomous from, rather than connected to, others. The opposite effect emerged when power cues were explicit. These effects were replicated in a third study, where working adults rated their own power at work and the explicitness of power cues in their workplaces. We also found that power and cue explicitness predicted co-worker support, and that this effect was mediated by self construals. These results suggest that the way power is conveyed and expressed can influence important outcomes in organizations.     

Students’ perception of teachers’ two-way feedback interactions that impact learning

Social Psychology of Education - Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is...     

The role of metacognitive beliefs in auditory hallucinations

The mechanisms contributing to the occurrence of auditory hallucinations have not been fully described, although many researchers agree that they may result from some type of misattributed cognitive event. A number of authors have shown that this misattribution may be influenced by ‘top down' processes such as beliefs and expectations. This type of cognitive bias has also been implicated in other psychological disorders. One area of focus, particularly within the anxiety disorders, has been on metacognitive beliefs and their role in the occurrence and maintenance of symptoms. Metacognitive beliefs have not been widely investigated in psychosis and tools to investigate them have not been developed. In this study, a metacognitions questionnaire [MCQ; Cartwright-Hatton, S., & Wells, A. (1997). Journal of Anxiety Disorders, 11(3),279–296.] (previously used with anxiety disorders) was modified and used to assess metacognitive beliefs with schizophrenic patients. Metacognitive beliefs were compared between schizophrenic patients who were currently experiencing auditory hallucinations and schizophrenic patients who had never had hallucinations. A group of patients with anxiety disorders and a group of non-patients were used as controls. Hallucinating and non-hallucinating schizophrenics scored significantly higher than both the non-patient group and the anxiety patient group on the amount to which they believed their thoughts should be consistent with each other. Hallucinators and anxiety controls had significantly lower confidence in their cognitive processes than non-hallucinating schizophrenics and normal controls. The significance of these findings are discussed in relation to the literature on cognitive processes in hallucinations.     

Articulatory drift in the speech of children with articulation and phonological disorders

This study used electropalatography to identify articulatory drift in alveolar stops (/t/ and /d/) produced by 10 children with functional articulation and phonological disorders. Drift involves an abnormal change in place of articulation that occurs during stop closure. An index was used to measure drift, with higher values indicating greater drift. The results showed that drift was higher for children who produced undifferentiated gestures (articulations with increased tongue-palate contact). Drift is an important characteristic of articulation because it is believed to reflect impaired speech motor control. In addition, drift could explain some perceptually based speech errors that are frequently reported in functional disorders.     

Familiarity breeds attraction: effects of exposure on the attractiveness of typical and distinctive faces

Several studies have shown that facial attractiveness is positively correlated with both familiarity and typicality. Here we manipulated the familiarity of typical and distinctive faces to measure the effect on attractiveness. In our first experiment, we collected ratings of attractiveness, distinctiveness, and familiarity using three different groups of participants. Our stimuli included 84 images of female faces, presented in a full-face view. We replicated the finding that attractiveness ratings negatively correlate with distinctiveness ratings. In addition, we showed that attractiveness ratings were positively correlated with familiarity ratings. In our second experiment, we demonstrated that increasing exposure to faces increases their attractiveness, although there was no differential effect of exposure on typical and distinctive faces. Our results suggest that episodic familiarity affects attractiveness ratings independently of general or structural familiarity. The implications of our findings for the 'face-space' model are discussed.