Impact of Interpersonal Conflict on Individuals High in Unmitigated Communion1

The current study examined the impact of interpersonal conflict on mood and physical symptoms for individuals who scored high on a personality characteristic called unmitigated communion (UC), as compared to individuals who did not score high in UC. UC is defined as a focus on others to the exclusion of the self. Forty‐one undergraduate students participated in 7 consecutive nightly interviews. Participants described their social interactions, indicated whether the interaction involved interpersonal conflict, and indicated their distress and physical symptoms at the end of the day. Multilevel modeling analysis demonstrated that conflict adversely affected UC and non‐UC individuals similarly on the same day, but had a more negative impact for UC individuals on the following day.     

Planning and problem solving skills following focal frontal brain lesions in childhood: analysis using the Tower of London.

Problem solving skills were investigated in children with focal lesions using the Tower of London test (TOL; Shallice, 1982). The scoring procedure was elaborated from previous studies to delineate separate processes contributing to overall performance in children. Thirty-one children with focal frontal pathology, 18 children with focal pathology in other brain regions (extra-frontal), 17 children with generalized pathology and 38 healthy children participated in the study. Results suggest a distributed network for problem solving skills, particularly cognitive flexibility and goal setting skills. Within the frontal group, children with lesions involving the right pre-frontal cortex had greatest problems with self-regulation, with rule breaks most common among this group. As these skills develop relatively early in comparison to other aspects of executive function, right pre-frontal regions may play a particularly important role in the development of executive skills in childhood, with damage to these regions rendering children vulnerable to a range of cognitive and social deficits.     

The influence of gender,age, Psychological resilience and family interaction factors upon anxiety and depression in non-autism spectrum disorder siblings of children with an autism spectrum disorder

The influence of gender, age, Psychological resilience and family interaction factors upon generalised anxiety disorder (GAD) and major depressive disorder (MDD) was investigated in 75 non-autism spectrum disorder (NASD) siblings who had a brother or sister with an autism spectrum disorder (ASD). GAD and MDD were much more prevalent than in comparable age group samples, and adolescent females had the highest MDD rates. Several Psychological resilience skills were significantly associated with lower GAD and MDD, particularly being able to recognise mistakes in their thinking (for children) and being able to remain in control of their anger (for adolescents). Suggestions are made for ways of encouraging NASD siblings to develop skills that may assist them in avoiding these disorders.     

Implementing Firearms Restriction for Preventing U.S. Army Suicide

Suicide among U.S. Army soldiers remains a significant concern for both population health and personnel readiness, with firearms constituting the majority of soldier suicides. Means restriction, or removing an at-risk soldier’s access to lethal means, is a well-established procedure for reducing suicides. Nonetheless, various cultural, legal, and practical concerns may encumber firearms restriction implementation in the U.S. Army. This article reviews policy relevant to firearms restriction, including federal laws, Department of Defense directives, and U.S. Army regulations. Recommendations are provided for providers and commanders that balance the rights of soldiers with the need to ensure safety. In particular, installation restriction, field settings, enlisting supportive others, unit engagement, and off-installation storage are discussed. These approaches span the public health intervention model, providing numerous potential avenues to a balanced approach for firearms restriction in preventing suicide.     

Stability from variation: The case of face recognition the M.D. Vernon memorial lecture

A theme running through M.D. Vernon's discussions of visual perception was the key question of how we perceive a stable world despite continuous variation. The central problem in face identification is how we build stable representations from exemplars that vary, both rigidly and non-rigidly, from instant to instant and from encounter to encounter. Experiments reveal that people are rather poor at generalizing from one exemplar of a face to another (e.g. from one photograph to another showing a different view or expression) yet highly accurate at encoding precise details of faces within the range shown by several slightly different exemplars. Moreover, provided instructions do not encourage subjects explicitly to attend to the way that different exemplars vary, faces are retained in a way that enhances familiarity of the prototype of the set, even if this was not presented for study. It is suggested that our usual encounters with continuous variations of facial expressions, angles, and lightings provide the conditions necessary to establish stable representations of individuals within an overall category (the face) where all members share the same overall structure. These observations about face recognition would probably not have come as any great surprise to Maggie Vernon, many of whose more general observations about visual perception anticipated such conclusions.     

Perspectives on Increasing Positive Attitudes Toward Larger Members in Fitness Centers

Physical activity (PA) attenuates weight-associated morbidity and mortality but PA-based weight bias dissuades many people from engaging in and enjoying physical activity. Guided by self-determination theory, we implemented concept mapping with current and past members and employees of fitness centers. One hundred ideas were generated, representing the concepts of programming, fitness culture, code of conduct, professional development, and physical environment/amenities. The ideas can help design interventions that increase positive attitudes that are autonomous, shared throughout a fitness center, and promote inclusivity.     

The contribution of visual processing to academic achievement in adolescents born extremely preterm or extremely low birth weight

Children born extremely preterm (EP, <28 weeks) and/or extremely low birth weight (ELBW, <1000 g) have more academic deficiencies than their term-born peers, which may be due to problems with visual processing. The aim of this study is to determine (1) if visual processing is related to poor academic outcomes in EP/ELBW adolescents, and (2) how much of the variance in academic achievement in EP/ELBW adolescents is explained by visual processing ability after controlling for perinatal risk factors and other known contributors to academic performance, particularly attention and working memory. A geographically determined cohort of 228 surviving EP/ELBW adolescents (mean age 17 years) was studied. The relationships between measures of visual processing (visual acuity, binocular stereopsis, eye convergence, and visual perception) and academic achievement were explored within the EP/ELBW group. Analyses were repeated controlling for perinatal and social risk, and measures of attention and working memory. It was found that visual acuity, convergence and visual perception are related to scores for academic achievement on univariable regression analyses. After controlling for potential confounds (perinatal and social risk, working memory and attention), visual acuity, convergence and visual perception remained associated with reading and math computation, but only convergence and visual perception are related to spelling. The additional variance explained by visual processing is up to 6.6% for reading, 2.7% for spelling, and 2.2% for math computation. None of the visual processing variables or visual motor integration are associated with handwriting on multivariable analysis. Working memory is generally a stronger predictor of reading, spelling, and math computation than visual processing. It was concluded that visual processing difficulties are significantly related to academic outcomes in EP/ELBW adolescents; therefore, specific attention should be paid to academic remediation strategies incorporating the management of working memory and visual processing in EP/ELBW children.