Changes over time among homeless young people in drug dependency, mental illness and their co-morbidity

A cross-national survey was conducted among 358 recently homeless young people in Melbourne and Los Angeles. Drug dependence and mental illness were assessed at baseline, 6 and 12 months. At each time point, participants were classified as no condition, drug dependent, having a mental illness or dual condition. Low levels of drug dependence or mental illness or both were reported at each data point. Most young people were classified as neither drug dependent nor having mental illness at baseline and remained so for the 12-month period and few remained drug dependent, or had continuing mental illness or both. Half to two-thirds of young people classified as having one or both conditions were subsequently reclassified as "no condition". There was no evidence of a consistent pathway from either drug dependence or mental illness to co-morbidity. Most young people reported an absence of mental illness and/or drug dependence at each time point. Improvement from one or both conditions at each transition suggests it may be more effective to provide interventions to address drug dependence and mental health problems to young people early in their experience of homelessness.     

Analyzing individual differences in sentence processing performance using multilevel models

The use of multilevel models is increasingly common in the behavioral sciences for analyzing hierarchically structured data, including repeated measures data. These models are flexible and easily implemented via a variety of commercially available statistical software programs. We consider their application in the context of an eye-movement experiment testing readers' responses to a semantic plausibility manipulation in temporarily ambiguous sentences. Multilevel models were used to study the relationship between working memory capacity and the extent to which readers were disrupted by syntactic misanalysis. This represented a cross-level interaction between an individual difference measure and a sentence-level characteristic. We compare a multilevel modeling approach to a standard approach based on ANOVA.     

Activating Effects of Resources Relative to Threat and Responsibility in Person‐Relative‐to‐Event Theory of Coping With Threat: An Educational Application1

Person‐relative‐to‐event (PrE) theory is a general theory of coping with threat that emphasizes the relationship between level of appraised threat relative to level of appraised person resources, and personal responsibility (Duval & Mulilis, 1999; Mulilis & Duval, 1995, 1997, in press; Mulilis, Duval, & Bovalino, 2000; Mulilis, Duval, & Rombach, 2001). While the theory has assumed that level of personal responsibility moderates the effects of appraised levels of resources relative to threat, nevertheless it also has been suggested (Mulilis & Duval, 1997) that these processes might, in fact, occur in an independent and parallel manner. Alternatively, Brickman (1987) suggested that a person attributes responsibility for the solution of a problem to self only to the extent that the person perceives that he or she is in control of future events surrounding the problem. Using an academic assessment as the threatening event, the present study was conducted to test these competing assumptions in the context of an educational setting. Results of this investigation support the previous suggestion of the authors that personal responsibility and resources relative to threat appear to operate as independent and parallel cognitive processes in PrE theory. Implications of these results for improved academic performance are discussed.     

Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences

Because program experiences are more amendable than mentor or mentee characteristics, they may be important factors to consider in buffering the negative impact of youth risk on the quality of the mentor–mentee bond. Data from 455 mentees (ages 11–18; 57% male) and their undergraduate student mentors (82.3% female) from the Campus Connections mentoring program were used to assess whether youth risk and mentors’ program experiences (i.e., program structure, supportive relationships with staff, opportunities for skill building, support for efficacy and mattering, and opportunities to belong) were associated with mentoring relationship quality and whether mentors’ experience within the program moderated the association between youth risk and mentoring relationship quality. Results indicated that environmental, but not individual, risk was negatively associated with relationship quality. Mentors’ experiences with the program were positively associated with mentoring relationship quality, and in many cases, above and beyond youth level of risk. Finally, mentors’ perception of program structure, supportive relationships, and opportunities for skill building attenuated the negative relationship between environmental, but not individual, risk and relationship quality. Mentors’ experiences of program support for efficacy and mattering and opportunities to belong were not significant moderators in any model. Implications for programs and future research directions are presented.     

Promoting positive community relations: what can RE learn from social psychology and the shared space project?

In this article we considered the relevance of specific claims that ‘multi-faith’ approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with diverse others reduces prejudice. Survey responses from 92 RE teachers across the UK were examined to determine the extent to which strategies for promoting positive community relations were embedded within classroom practice. We next examined whether teachers intuitively used social psychological theory – namely the contact hypothesis – to promote positive communities in their classrooms. Results demonstrated that the majority of surveyed RE practitioners perceived community relations to be a core aim of RE and that contact theory was applicable to their practice. Teachers reported examples of how they embed both contact theory and RE in their classrooms but not all of these aligned with social psychological theory. Findings suggest that successful practice in RE may be further developed by integrating theoretical principles of the contact hypothesis. Implications and future directions will be discussed.     

Neural bases of moderation of cortisol stress responses by psychosocial resources

Psychosocial resources have been tied to lower psychological and biological responses to stress. The present research replicated this relationship and extended it by examining how differences in dispositional reactivity of certain neural structures may underlie this relationship. Two hypotheses were examined: (a) psychosocial resources are tied to decreased sensitivity to threat and/or (b) psychosocial resources are associated with enhanced prefrontal inhibition of threat responses during threat regulation. Results indicated that participants with greater psychosocial resources exhibited significantly less cortisol reactivity following a stress task, as predicted. Analyses using functional magnetic resonance imaging revealed that psychosocial resources were associated with greater right ventrolateral prefrontal cortex and less amygdala activity during a threat regulation task but were not associated with less amygdala activity during a threat sensitivity task. Mediational analyses suggest that the relation of psychosocial resources to low cortisol reactivity was mediated by lower amygdala activity during threat regulation. Results suggest that psychosocial resources are associated with lower cortisol responses to stress by means of enhanced inhibition of threat responses during threat regulation, rather than by decreased sensitivity to threat.     

The role of working memory in decoding emotions

Decoding facial expressions of emotion is an important aspect of social communication that is often impaired following psychiatric or neurological illness. However, little is known of the cognitive components involved in perceiving emotional expressions. Three dual task studies explored the role of verbal working memory in decoding emotions. Concurrent working memory load substantially interfered with choosing which emotional label described a facial expression (Experiment 1). A key factor in the magnitude of interference was the number of emotion labels from which to choose (Experiment 2). In contrast the ability to decide that two faces represented the same emotion in a discrimination task was relatively unaffected by concurrent working memory load (Experiment 3). Different methods of assessing emotion perception make substantially different demands on working memory. Implications for clinical disorders which affect both working memory and emotion perception are considered.     

Mindfulness and self-acceptance

The present article will focus on the cognitive theory of mindfulness and its importance in achieving unconditional self-acceptance. The goal of the mindful perspective is to increase cognitive flexibility and to thereby increase behavioral flexibility and the ability to adapt to one’s current environment in a meaningful manner. Empirical evidence spanning four decades attests to the beneficial effects of a mindful vs. mindless perspective. The article will focus on the following aspects of mindfulness as they apply to self-acceptance: the importance of authenticity, the tyranny of evaluation, the benefits of mistakes, the mindlessness of social comparison, the trap of rigid categories, and the acceptance of self as a mindful choice. The article concludes with a number of mindfulness applications geared toward enhancing self-acceptance.     

Tend and Befriend: Biobehavioral Bases of Affiliation Under Stress

ABSTRACT— In addition to fight-or-flight, humans demonstrate tending and befriending responses to stress—responses underpinned by the hormone oxytocin, by opioids, and by dopaminergic pathways. A working model of affiliation under stress suggests that oxytocin may be a biomarker of social distress that accompanies gaps or problems with social relationships and that may provide an impetus for affiliation. Oxytocin is implicated in the seeking of affiliative contact in response to stress, and, in conjunction with opioids, it also modulates stress responses. Specifically, in conjunction with positive affiliative contacts, oxytocin attenuates psychological and biological stress responses, but in conjunction with hostile and unsupportive contacts, oxytocin may exacerbate psychological and biological stress responses. Although significant paradoxes remain to be resolved, a mechanism that may underlie oxytocin's relation to the health benefits of social support may be in view.