They are afraid of the animal, so therefore I am too: Influence of peer modeling on fear beliefs and approach-avoidance behaviors towards animals in typically developing children

This study investigated the effect of filmed peer modeling on fear beliefs and approach–avoidance behaviors towards animals in 8- to 10-year-old typically developing children. Ninety-seven children randomly received either a positive or negative modeling film in which they saw peers interact with a novel animal. Before and after this film, children’s fear beliefs and avoidance tendencies towards the modeled and non-modeled control animal were measured. A behavioral approach task was also administered post-modeling. Following positive peer modeling, children’s fear beliefs and avoidance tendencies towards the modeled but also towards the non-modeled animal decreased significantly. After negative modeling, children’s fear beliefs towards the modeled animal increased significantly, but did not change for the non-modeled animal. Negative modeling did not change avoidance tendencies for the modeled animal, while it decreased children’s avoidance of the non-modeled animal. No significant effects were observed on the behavioral approach task. These results support Rachman’s indirect pathway of modeling/vicarious learning as a plausible mechanism by which children can acquire fears of novel stimuli and stresses the important fear-reducing effects of positive peer modeling. Clinical implications and directions for future research are discussed.     

Coming to our senses: the application of somatic psychology to group psychotherapy

Somatic psychology, the interplay of the body, the mind, the emotions, and the social context, significantly contributes to the theory and practice of group therapy. The processing of sensory experiences in the here-and-now of the therapy group helps group members to develop self-awareness, the ability to understand their relationships with others, and the capacity for empathy. When group members know what they experience, they can understand how others feel and resonate emotionally with those feelings. Neurobiology, sensory processing, and attachment theories help us to understand how the sense of self develops somatically. Principles of somatic therapies are applied to group therapy practice in working with attachment disorders, transference impasse, and trauma. The importance and implications of the group therapist's embodied attunement are explored.     

Trauma reactivity, avoidant coping, and PTSD symptoms: a moderating relationship?

In the immediate aftermath of a traumatic event, many individuals experience physiological reactivity in response to reminders of the traumatic event that typically lessens over time. However, an overreliance on avoidant coping strategies may interfere with the natural recovery process, particularly for those who are highly reactive to trauma reminders. In the current investigation, we examined avoidant coping as a moderator of the association between heart rate reactivity to a trauma monologue measured shortly after a traumatic event and severity of posttraumatic stress disorder (PTSD) symptoms measured several months later. Fifty-five female survivors of assault completed PTSD diagnostic interviews and a self-report coping measure and participated in a trauma monologue procedure that included continuous heart rate measurement. These procedures were completed within 1 month of the assault and again 3 months postassault. After we controlled for the effect of initial symptom levels, the interaction of heart rate reactivity to the trauma monologue and avoidant coping measured at Time 1 was associated with PTSD symptom severity at Time 2. Individuals who are relatively highly reliant on avoidant coping strategies and relatively highly reactive to trauma reminders may be at greatest risk of maintaining or potentially increasing their PTSD symptoms within the first few months following the trauma. These findings may help inform early intervention efforts for survivors of traumatic events.     

The dread factor: how hazards and safety training influence learning and performance

On the basis of hypotheses derived from social and experiential learning theories, we meta-analytically investigated how safety training and workplace hazards impact the development of safety knowledge and safety performance. The results were consistent with an expected interaction between the level of engagement of safety training and hazardous event/exposure severity in the promotion of safety knowledge and performance. For safety knowledge and safety performance, highly engaging training was considerably more effective than less engaging training when hazardous event/exposure severity was high, whereas highly and less engaging training had comparable levels of effectiveness when hazardous event/exposure severity was low. Implications of these findings for theory testing and incorporating information on objective risk into workplace safety research and practice are discussed.     

Attentional Biases for Emotional Faces in Young Children of Mothers with Chronic or Recurrent Depression

Attentional biases for negative stimuli have been observed in school-age and adolescent children of depressed mothers and may reflect a vulnerability to depression. The direction of these biases and whether they can be identified in early childhood remains unclear. The current study examined attentional biases in 5–7-year-old children of depressed and non-depressed mothers. Following a mood induction, children participated in a dot-probe task assessing biases for sad and happy faces. There was a significant interaction of group and sex: daughters of depressed mothers attended selectively to sad faces, while children of controls and sons of depressed mothers did not exhibit biases. No effects were found for happy stimuli. These findings suggest that attentional biases are discernible in early childhood and may be vulnerability markers for depression. The results also raise the possibility that sex differences in cognitive biases are evident before the emergence of sex differences in the prevalence of depression.     

Predicting Rape Empathy Based on Victim, Perpetrator, and Participant Gender, and History of Sexual Aggression

This study examined empathy for a hypothetical rape victim and perpetrator based on gender of victim, perpetrator and participant, and sexual aggression experience. Undergraduates (n?=?591, 333 female) from a United States east coast mid-size public university completed the Rape Victim and Perpetrator Empathy Scales (victim and perpetrator gender experimentally varied), and the Sexual Experiences Survey. Hypotheses were partially supported. Empathy was greater with the victim of a man than a woman. Women with victimization experience were especially empathic with a female victim. Men without victimization experience were relatively non-empathic with a male victim. Empathy was greater with a female than a male perpetrator, especially when her victim was male or when reported by women. A male rapist received the greatest empathy from men with perpetration experience. Findings are consistent with cultural expectations that women are victims and men are aggressors, and may imply that similarity in experience can facilitate rape empathy.     

The persuasive effects of framing messages on fruit and vegetable consumption according to regulatory focus theory

According to Regulatory Focus theory (RFT), outcomes in persuasive messages can be framed in four different ways, as gains, non-gains, losses or non-losses. In study 1, the persuasiveness of all four frames was compared and the presence/absence effect that was expected on the basis of the feature-positive effect was verified: Statements about present outcomes (gain, loss) were more persuasive than those about absent outcomes (non-gain, non-loss). However, this study failed to support the prediction that a gain-framed message would be more persuasive than a loss-framed message when promoting a prevention behaviour. Study 2 was designed to examine the latter finding. It was hypothesised that the threat posed by the loss-framed message in study 1 was too low to elicit a defensive reaction. Therefore, in study 2, the personal relevance of the gain and the loss framed message was manipulated. Consistent with predictions, the gain-framed message was more persuasive than the loss-framed message, but only when the message was personalised to increase self-relevance. Moreover, the effect was due to a significant drop in persuasion in the loss condition, probably caused by a defensive reaction. These data shed a new light on the findings of past framing studies.     

“What It Means To Be a Woman:” Ambivalent Sexism in Female College Students’ Experiences and Attitudes

This study used content analysis to examine if themes related to ambivalent sexism (Glick and Fiske 1996) emerged when female students wrote an essay answering the question “What does it mean to be a woman?” and examined the relationship between Ambivalent Sexism Inventory (ASI) scores (Glick and Fiske 1996) and content analysis. Participants were 78 female undergraduate students in the Southeastern U.S. Findings revealed themes related to ambivalent sexism were present in 99% of essays, indicating that ambivalent sexism is highly relevant to women’s gendered experiences. Furthermore participants’ ASI scores were positively correlated with a sexism score created from coded essay content. The discussion addresses theoretical and contextual implications of the findings.     

Learned liking versus inborn delight: can sweetness give sensual pleasure or is it just motivating?

In this study, we separated for the first time the learned liking for a particular level of sweetness in a familiar drink from the infantile delight in sweetness as such ("the sweeter, the better"). It is widely assumed that sensing a liked food or drink evokes a pleasurable experience, but the only psychological evidence for this assumption has been tongue movements that are elicited specifically by sweet taste in animals and human neonates. We found that adults felt such movements in response to drinking juice at both their personally preferred level of sweetness and levels they deemed so sweet as to be undrinkable. Yet only the intolerably strong level of sweetness elicited enjoyment of the experienced movements, elevation of mood, and a sense of smiling. Hence, the pleasure that adults experience during ingestion could be exclusively linked with the congenital sweetness reflex that sends mother's milk down an infant's throat.