Judging trustworthiness from faces: Emotion cues modulate trustworthiness judgments in young children

By adulthood, people judge trustworthiness from appearances rapidly and reliably. However, we know little about these judgments in children. This novel study investigates the developmental trajectory of explicit trust judgments from faces, and the contribution made by emotion cues across age groups. Five‐, 7‐, 10‐year‐olds, and adults rated the trustworthiness of trustworthy and untrustworthy faces with neutral expressions. The same participants also rated faces displaying overt happy and angry expressions, allowing us to investigate whether emotion cues modulate trustworthiness judgments similarly in children and adults. Results revealed that the ability to evaluate the trustworthiness of faces emerges in childhood, but may not be adult like until 10 years of age. Moreover, we show that emotion cues modulate trust judgments in young children, as well as adults. Anger cues diminished the appearance of trustworthiness for participants from 5 years of age and happy cues increased it, although this effect did not consistently emerge until later in childhood, that is, 10 years of age. These associations also extended to more subtle emotion cues present in neutral faces. Our results indicate that young children are sensitive to facial trustworthiness, and suggest that similar expression cues modulate these judgments in children and adults.     

A Cluster Analysis of Peer Support Training Needs for Foster Parents

Peer volunteers provide valuable support to foster parents. However, there has been limited research on what they consider to be valuable preparation for the role. In the present study, they were asked: “What is essential training for peer support volunteers to receive before starting?”. Fifteen participants grouped 41 different responses that were analyzed using multidimensional scaling and cluster analyses. The resulting concepts included: (a) self-care, (b) effective use of self, (c) policies and procedures, (d) finding information and (e) how to address common challenges.

     

Developing and Testing Crisis Line Facilitation to Encourage Help Seeking in Adults Receiving Inpatient Treatment for a Suicidal Crisis

Military veterans are at overall greater risk of suicide than nonveterans and have experienced increases in rates of suicide that are on par with or exceed those of the general population. The Department of Veterans Affairs has undertaken several initiatives to reduce suicide among veterans, including the development and expansion of the Veterans Crisis Line (VCL). The VCL has the potential to reduce suicidal behaviors, but it is likely underutilized by high-risk veterans. This paper describes the development of Crisis Line Facilitation (CLF) a brief intervention, designed to increase use of the VCL in this high-risk population. In a single session, CLF presents psychoeducational information about the VCL, discusses the participant’s perceived barriers and facilitators to future use of the VCL, and culminates in the veteran calling the VCL with the therapist to provide firsthand experiences that may counter negative impressions of the line. The intervention development process, intervention and control condition, and self-reported change indices are presented. Preliminary results (N = 301) suggest that veterans receiving CLF may experience a significant increase in comfort with, and confidence in, using the VCL during future crises compared to those in the control condition.     

Distorting Face Representations in Newborn Brains

What role does experience play in the development of face recognition? A growing body of evidence indicates that newborn brains need slowly changing visual experiences to develop accurate visual recognition abilities. All of the work supporting this “slowness constraint” on visual development comes from studies testing basic-level object recognition. Here, we present the results of controlled-rearing experiments that provide evidence for a slowness constraint on the development of face recognition, a prototypical subordinate-level object recognition task. We found that (1) newborn chicks can rapidly develop view-invariant face recognition and (2) the development of this ability relies on experience with slowly moving faces. When chicks were reared with quickly moving faces, they built distorted face representations that largely lacked invariance to viewpoint changes, effectively “breaking” their face recognition abilities. These results provide causal evidence that slowly changing visual experiences play a critical role in the development of face recognition, akin to basic-level object recognition. Thus, face recognition is not a hardwired property of vision but is learned rapidly as the visual system adapts to the temporal structure of the animal's visual environment.     

Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial

Journal of Psychopathology and Behavioral Assessment - The purpose of the study was to a) examine school readiness (SR) outcomes in preschoolers with externalizing behavior problems (EBPs) and...     

Examining the Three-Step Theory (3ST) of Suicide in a Prospective Study of Adult Psychiatric Inpatients

This study examined the validity and predictive utility of the three-step theory (3ST) of suicide in psychiatric patients. Participants were 190 consecutively admitted adult psychiatric inpatients (53% female, 60% White, ages 18–73) assessed at three time points: baseline, 4 weeks later (n = 112), and 3 months postdischarge (n = 102). Results were broadly supportive of the 3ST. First, at baseline, an interactive model of pain and hopelessness accounted for substantial variability in suicidal desire, even when controlling for depression and lifetime ideation. This result replicated in different genders and age ranges (i.e., 18–32 and 33–73). Further, pain and hopelessness were robust predictors of suicidal desire weeks and months into the future. Second, among those with pain and hopelessness, lower connectedness, as well as the extent to which pain exceeds connectedness, were robust predictors of higher suicidal desire. Last, a baseline measure of practical capability for suicide predicted suicide attempts both retrospectively and prospectively, even when controlling for lifetime ideation—however, dispositional and acquired contributors to capability were less predictive. Results support the validity and predictive utility of the 3ST, and suggest that the theory may have utility for guiding risk assessment and intervention.     

Stressing the feedback: attention and cardiac vagal tone during a cognitive stress task

Objectives: The present study examined relationships among gaze behaviour and cardiac vagal tone using a novel stress-inducing task.

Methods: Participants’ (N?=?40) eye movements and heart rate variability (HRV) were measured during an unsolvable computer-based task randomly presenting feedback of “Right” and “Wrong” answers distinctly onscreen after each trial. Subgroups were created on the basis of more frequent eye movements to the right (“Correct”-Attenders; n?=?23) or wrong (“Incorrect”-Attenders; n?=?17) areas onscreen.

Results: Correct-Attenders maintained HRV from baseline to the stress task. In contrast, Incorrect-Attenders spent significantly more time viewing “Wrong” feedback, exhibited a reduction in HRV during the stress condition (p?Conclusions: Results demonstrate that pervasive attention to negative feedback (“Wrong”) elicits perseverative stress and negative self-evaluations among university students. This study highlights the potential for studying attentional biases and emotional distress through combined measures of gaze behaviour and cardiac vagal tone.     

The Impact of Integrated Behavioral Healthcare on Glycemic Control

Integrated behavioral healthcare (IBH) is the “standard of care” to address psychosocial factors impacting diabetes outcomes; it is not standard in practice. This longitudinal, retrospective, chart-review examines IBH impact on glycemic control in an adult diabetes clinic. Adults (n?=?374) with?≥?1 behavioral health encounter,?≥?2 hemoglobin A1c (HbA1c) values, and HbA1c value?>?8% at initial IBH visit were included. Mixed effects linear piecewise models examined differences in slope trajectories for 365 days pre- and post-IBH intervention. Pre-intervention slope was not significant (z?=?? 1.09, p?=?0.28). The post-intervention slope was significant (z?=?? 6.44, p?<?0.001), indicating a significant linear decrease in HbA1c values. Results demonstrated that prior to engaging with behavioral health, there was no change in HbA1c. After initial IBH visit, there was a predicted reduction of?>?1% in HbA1c over the following year. These results suggest that IBH significantly improves patients’ metabolic status. Next steps for IBH research are offered.

     

Prevalence and effects of life event exposure among undergraduate and community college students

The purposes of this study were to assess lifetime and recent exposure to various life events among undergraduate and community college students and to assess the relation between event exposure and a broad range of outcomes (i.e., mental and physical health, life satisfaction, grade point average). Undergraduate students from a midwestern university (N = 842) and a community college (N = 242) completed online measures of lifetime event exposure and outcomes at Time 1 and recent event exposure at Time 2 two months later. Life events assessed included events that did and did not meet the definition of a traumatic event (i.e., posttraumatic stress disorder Criterion A1) in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000) as well as directly (e.g., own life-threatening illness) and indirectly (e.g., others' illness) experienced events. Students reported experiencing many lifetime and recent Criterion A1 and non-A1 events, and community college students reported more events than did university students. Generally, individuals who reported more lifetime events also reported poorer outcomes (e.g., poorer health). The number of non-Criterion A1 and directly experienced events tended to be more strongly correlated with negative outcomes than were the number of Criterion A1 and indirectly experienced events reported. These findings suggest that non-A1 events are important to assess and can be significantly related to outcomes for students.