Coyness in Early Infancy

The present exploratory study reports the presence of ‘coy’ smiles beginning at 2‐3 months in infancy, consisting of smiling with simultaneous gaze and head aversion and curving arm movements. Five infants were video‐taped in natural interaction in their homes once a week between 7 and 20 weeks of age. These smiles were elicited in contexts of social attention, and were more likely following the renewed onset of attention. They occurred in interaction with familiar adults, with strangers and with the self in a mirror. Such expressions have previously only been reported in adults and in toddlers in the second year and have been interpreted as self‐conscious emotional reactions deriving from newly developing self‐conscious cognitions. The morphological and functional similarities between these early expressions and those reported in toddlers and adults suggest a developmental continuity in these reactions.     

The association between adolescent risk behaviours and feelings of sadness or hopelessness: a cross-sectional survey of South African secondary school learners

Poor mental health in adolescents has shown associations with engagement in other risk behaviours. However, evidence of this association in Sub-Saharan Africa, particularly South Africa, is lacking. This study examines the associations between pertinent risk behaviours and feelings of sadness or hopelessness amongst a nationally representative sample of South African school going adolescents. Data was analysed from the South African Youth Risk Behaviour Survey 2011 (n=10,997), a cross-sectional national survey among grades 8–11 school learners. Logistic regression examined the association of demographic, substance use, violent behaviour, sexual activity and suicidal plans and attempts with the primary outcome, feelings of sadness or hopelessness. Having feelings of sadness or hopelessness was significantly associated with more senior grades, being bullied (AOR:1.67, 95% CI: 1.42–1.96), being assaulted by a partner (1.33 [1.05–1.68]), forced sex (1.78 [1.37–2.32]); gang membership (1.32 [1.06–1.65]), binge drinking (1.37 [1.14–1.65]), ever having sex (1.23 [1.02–1.47]), having ≥1 partner/s in preceding three months (1.25 [1.02–1.53]), having made a plan to attempt suicide (2.50 [1.95–3.21]) and suicide attempt (1.49 [1.21–1.85]). Adolescents in South Africa are experiencing a multiple burden of risk. Health promotion strategies targeting adolescent mental health and risk behaviours need to be developed and implemented in a timely and comprehensive manner.     

Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment

A cross-domain latent growth curve model was used to examine the trajectories of change in student perceptions of four critical dimensions of school climate (i.e., teacher support, peer support, student autonomy in the classroom, and clarity and consistency in school rules and regulations) among 1,451 early adolescents from the beginning of sixth through the end of eighth grade; and the effects of such trajectories on the rate of change in psychological and behavioral adjustment. Findings indicated that all of the dimensions of perceived school climate declined over the 3 years of middle school. Furthermore, declines in each of the dimensions of perceived school climate were associated with declines over time in psychological and behavioral adjustment. Moreover, the direction of effects between each dimension of perceived school climate and psychological or behavioral adjustment were often unidirectional rather than bi-directional, underscoring the role of perceived school climate in the psychological and behavioral health of early adolescents. Gender and socioeconomic class differences in these patterns are noted.     

Facial expressions are more easily produced on the upper-lower compared to the right-left hemiface

Clinical research has concentrated on differences in intensity of expression between the right and left hemiface as a means to assess hemispheric differences in motor control. However, observations by social psychologists suggest that control of facial expression may be organized predominantly across the upper-lower hemiface because during social interactions individuals may produce brief facial blends of emotions, in which the upper and lower face display a different emotion. Full facial versus upper/lower and right/left facial blends of emotion were posed by 20 subjects, 10 men and 10 women ranging in age from 20 to 37 years. The subjects rated the difficulty of each pose on a 5-point Likert scale. Digital photographs of the poses were taken and the full and half-facial poses were shown in random order to four judges who indicated what pose was being performed. The results were very robust and confirmed that facial blends of emotion are more easily and accurately posed on the upper-lower than on the right-left hemiface. Our results are consistent with recent anatomical studies showing separate cortical areas for motor control of the upper versus lower face in primates. Based on recent research exploring hemispheric differences in perceiving facial blends of emotion, the left hemisphere may be more involved with modulating lower facial expressions and the right hemisphere more involved with modulating upper facial expressions.     

Physical aggression toward teachers: Antecedents,behaviors, and consequences

School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction. Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions.