Attention allocation in social anxiety during a speech

Cognitive models assume that social anxiety is associated with and maintained by biased information processing, leading to change in attention allocation, which can be measured by examining eye movement. However, little is known about the distribution of attention among positive, neutral and negative stimuli during a social task and the relative importance of positive versus negative biases in social anxiety. In this study, eye movement, subjective state anxiety and psychophysiology of individuals with high trait social anxiety (HSA) and low trait social anxiety (LSA) were measured during a speech task with a pre-recorded audience. The HSA group showed longer total fixation on negative stimuli and shorter total fixation on positive stimuli compared to the LSA group. We observed that the LSA group shifted attention away from negative stimuli, whereas the HSA group showed no differential attention allocation. The total duration of fixation on negative stimuli predicted subjective anxiety ratings. These results point to a negative bias as well as a lack of a positive bias in HSA individuals during social threat.     

Patient Perceptions of Telephone vs. In-Person <Emphasis Type="Italic">BRCA1/BRCA2</Emphasis> Genetic Counseling

Telephone genetic counseling (TC) for hereditary breast/ovarian cancer risk has been associated with positive outcomes in high risk women. However, little is known about how patients perceive TC. As part of a randomized trial of TC versus usual care (UC; in-person genetic counseling), we compared high risk women’s perceptions of: (1) overall satisfaction with genetic counseling; (2) convenience; (3) attentiveness during the session; (4) counselor effectiveness in providing support; and (5) counselor ability to recognize emotional responses during the session. Among the 554 participants (TC, N?=?272; UC, N?=?282), delivery mode was not associated with self-reported satisfaction. However, TC participants found counseling significantly more convenient than UC participants (OR?=?4.78, 95 % CI?=?3.32, 6.89) while also perceiving lower levels of support (OR?=?0.56, 95 % CI?=?0.40–0.80) and emotional recognition (OR?=?0.53, 95 % CI?=?0.37–0.76). In exploratory analyses, we found that non-Hispanic white participants reported higher counselor support in UC than in TC (69.4 % vs. 52.8 %; OR?=?3.06, 95 % CI?=?1.39–6.74), while minority women perceived less support in UC vs. TC (58.3 % vs. 38.7 %; OR?=?0.80, 95 % CI?=?0.39–1.65). We discuss potential research and practice implications of these findings which may further improve the effectiveness and utilization of TC.     

Some views are better than others: evidence for a visual bias in object views self‐generated by toddlers

How objects are held determines how they are seen, and may thereby play an important developmental role in building visual object representations. Previous research suggests that toddlers, like adults, show themselves a disproportionate number of planar object views – that is, views in which the objects' axes of elongation are perpendicular or parallel to the line of sight. Here, three experiments address three explanations of this bias: (1) that the locations of interesting features of objects determine how they are held and thus how they are viewed; (2) that ease of holding determines object views; and (3) that there is a visual bias for planar views that exists independently of holding and of interesting surface properties. Children 18 to 24 months of age manually and visually explored novel objects (1) with interesting features centered in planar or ¾ views; (2) positioned inside Plexiglas boxes so that holding biased either planar or non‐planar views; and (3) positioned inside Plexiglas spheres, so that no object properties directly influenced holding. Results indicate a visual bias for planar views that is influenced by interesting surface properties and ease of holding, but that continues to exist even when these factors push for alternative views.     

A COMPARISON OF WHITE AND HISPANIC WOMEN'S STORIES OF ADJUSTMENT TO THE BIRTH OF A CHILD

As part of a larger project designed to inform prevention and treatment of postpartum depression and promote positive mother–child relationships in diverse families, this study describes personal stories of postnatal adjustment from 14 White and 9 Hispanic women recruited from prenatal care clinics. Qualitative interviews conducted in the mothers’ primary language (English or Spanish) were analyzed using a modified grounded theory content‐analysis approach. The coding scheme developed to capture the women's discourse about their experiences included child temperament and health; intergenerational patterns; work demands and job loss; schedule changes; increased responsibilities; difficulties with parenting tasks; emotional distress; social stressors and resources; coping strategies; and changes in work, personal, social, and marital domains. More White mothers than Hispanic mothers reported changes in time structure, work stressors, use of psychotropic medication, informational support, and social support from other mothers and professionals; however, within‐group differences were more evident than were cross‐group ethnic differences. Analyses of qualitative interviews led to the integration of Belsky's Determinants of Parenting Model (1984) and the Double ABCX Model of Family Adjustment and Adaptation (McCubbin & Patterson, 1983) into a hybrid third theoretical framework.     

The Effect of a Swarm of Local Tornados on Tornado Preparedness: A Quasi‐Comparable Cohort Investigation1

Previous research has indicated that experience with natural disasters appears to affect the extent to which populations act to mitigate and prepare for these events. Such efforts, however, have failed to disclose precisely why this relationship appears viable. Furthermore, rarely have these investigations included pre‐ and post‐tornado data from similar populations. In an effort to investigate further the effects of the mechanisms underlying the relationship between experience with disasters and preparedness actions, relevant data were assessed for 2 samples from the same population before and after the occurrence of a swarm of local tornados. Results indicate that tornado preparedness levels increased significantly following the tornados. Furthermore, appraised threat of tornados and personal responsibility for preparedness actions also increased significantly following the tornados. Implications of these results are discussed.     

It’s my safe space: The life-saving role of the internet in the lives of transgender and gender diverse youth

Abstract

Background: Public awareness of Transgender and Gender Diverse (TGD) identities has grown significantly; however, acceptance and support remain elusive for many TGD youth. Resultant experiences of marginalization and stigmatization contribute to elevated rates of psychological distress and suicidality among TGD youth. Emergent evidence suggests that the internet may offer TGD youth safety, support, and community previously unavailable.

Aim: The primary aim of this qualitative inquiry is to engage in an in-depth exploration of the online experiences and processes which help protect against psychological distress and promote well-being among TGD youth.

Methods: Data were culled from a mixed-methods, online study of sexual and gender minority youth from across the United States and Canada which followed Institutional Review Board approved protocols. Participants for this study represent a sample (n?=?260) of TGD participants aged 14–22 (x? = 17.30). Data were analyzed using Charmaz’ grounded theory strategies.

Results: Data revealed that the internet offers TGD youth affirming spaces that, for the most part, do not exist in their offline lives. Online, TGD youth were able to engage meaningfully with others as their authentic selves, often for the first time. These experiences fostered well-being, healing, and growth through five processes: 1. Finding an escape from stigma and violence, 2. Experiencing belonging, 3. Building confidence, 4. Feeling hope, and 5. Giving back.

Discussion: The unique and innovative ways in which participants use online spaces to foster resilience offer important insights to inform affirmative practices with TGD young people.