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Friendship and self-harm: a retrospective qualitative study of young adults' experiences of supporting a friend who self-harmed during adolescence.
INTRODUCTION: Self-harm amongst young people is becoming increasingly prevalent. Understanding, responding to, and supporting young people who self-harm is vital. Friends are typically the first and sometimes the only source of support sought by adolescents who self-harm. Despite their important role as confidants, friends' perspectives and experiences remain poorly understood. METHODS: We conducted retrospective qualitative semi-structured interviews, prompted by an adapted version of the Card Sort Task for Self-Harm (CaTS-FF), about the experiences of nine female young adults (18-20 years old) who supported a friend who self-harmed during adolescence. Data were analyzed using thematic analysis. RESULTS: Four themes were developed: (1) "I did not realize my friend was on the road to self-harm": Friends' reactions to self-harm; (2) "That's what friends do": the role of friends; (3) The impact of supporting a friend who self-harms; and (4) "They were quite formative years": reflecting on growth through the experience. DISCUSSION: The present findings highlight the complex experiences of young people supporting a friend who self-harms. Despite being willing to take on the role of a supporter, participants experienced a range of difficult emotions and consequences. The temporal transition running through the four themes reflects the evolving nature of participants' attitudes, knowledge, and friendships. Overall, results highlight the unmet needs of adolescents supporting young people who self-harm, as well as identifying potential pathways to "support the supporters" toward resilience.
Attention and social communication skills of very preterm infants after training attention control: Bayesian analyses of a feasibility study.
BACKGROUND: Very preterm (VP) infants (born 28 to <32 weeks of gestation) are at risk of cognitive delays and lower educational attainments. These risks are linked to anomalies in attention and information processing that emerge in the first years of life. Early interventions targeting attention functioning may equip VP infants with key building blocks for later attainments. METHODS: We tested the feasibility of a randomised trial where VP infants took part in a computerised cognitive procedure to train attention control. Ten healthy VP infants aged approximately 12 months (corrected age) and randomly allocated with 1:1 ratio to the training (interactive computerised presentations) or an active control procedure completed the study. Before and after the training programme, participating infants completed a battery of screen-based attention tests, naturalistic attention and communication tasks, and temperament assessments. In a previous study we analysed the data concerning feasibility (e.g. recruitment and retention). In the paper presented here we considered the infants' performance and used Bayesian regression in order to provide credible treatment estimates considering the data collected. RESULTS: Estimates indicate moderate treatment effects in visual memory: compared to controls, trained infants displayed improvements equivalent to 0.59 SD units. Trained infants also improved in their abilities to attend to less salient stimuli presentations by 0.82 SD units, compared to controls. However, results did not indicate relevant gains in attention habituation or disengagement. We also reported moderate improvements in focused attention during naturalistic tasks, and in directing other people's attention to shared objects. DISCUSSION: The results warrant further investigation concerning the effectiveness of training attention control in VP infants, extending this line of research beyond our small and homogeneous sample of healthy VP infants. This study also emphasises the utility of Bayesian approaches in estimating potentially relevant effects in small samples or exploratory studies. The scope for further research on early attention control training is discussed in light of studies indicating VP children's susceptibility to positive environmental inputs. TRIAL REGISTRATION: Registration ID: NCT03896490. Retrospectively registered at Clinical Trials Protocol Registration and Results System (clinicaltrials.gov).
Training attention control of very preterm infants: protocol for a feasibility study of the Attention Control Training (ACT).
BACKGROUND: Children born preterm may display cognitive, learning, and behaviour difficulties as they grow up. In particular, very premature birth (gestation age between 28 and less than 32 weeks) may put infants at increased risk of intellectual deficits and attention deficit disorder. Evidence suggests that the basis of these problems may lie in difficulties in the development of executive functions. One of the earliest executive functions to emerge around 1 year of age is the ability to control attention. An eye-tracking-based cognitive training programme to support this emerging ability, the Attention Control Training (ACT), has been developed and tested with typically developing infants. The aim of this study is to investigate the feasibility of using the ACT with healthy very preterm (VP) infants when they are 12 months of age (corrected age). The ACT has the potential to address the need for supporting emerging cognitive abilities of VP infants with an early intervention, which may capitalise on infants' neural plasticity. METHODS/DESIGN: The feasibility study is designed to investigate whether it is possible to recruit and retain VP infants and their families in a randomised trial that compares attention and social attention of trained infants against those that are exposed to a control procedure. Feasibility issues include the referral/recruitment pathway, attendance, and engagement with testing and training sessions, completion of tasks, retention in the study, acceptability of outcome measures, quality of data collected (particularly, eye-tracking data). The results of the study will inform the development of a larger randomised trial. DISCUSSION: Several lines of evidence emphasise the need to support emerging cognitive and learning abilities of preterm infants using early interventions. However, early interventions with preterm infants, and particularly very preterm ones, face difficulties in recruiting and retaining participants. These problems are also augmented by the health vulnerability of this population. This feasibility study will provide the basis for informing the implementation of an early cognitive intervention for very preterm infants. TRIAL REGISTRATION: Registered Registration ID: NCT03896490. Retrospectively registered at Clinical Trials Protocol Registration and Results System (clinicaltrials.gov).
Bridging the gap: A network approach to Dark Triad, Mental Toughness, the Big Five, and perceived stress
AbstractObjectiveWe employed the network methodology to explore the connections between the Dark Triad (DT) traits with Mental Toughness (MT) and the degree to which they account for perceived stress beyond the Big Five (B5).MethodNetwork analyses were undertaken to explore connections between the DT, MT, and perceived stress, independently in two samples, and in the combined dataset; and whether B5 factors are responsible for the connections that emerged in the original network.ResultsDT and MT traits improved the prediction of perceived stress above the B5. Furthermore, narcissism occupied a strategic position in the network acting as a bridge between prosocial and “dark” sides of personality. The pattern of network connections could not be explained by B5 traits alone.ConclusionsThe results suggest that there is more to personality than what can be captured by the B5 and that broadening the domain of personality beyond the B5 can improve the prediction of important outcomes, such as perceived stress. Narcissism is a unique trait and studying its connection with MT may be the key to moving forward from a dichotomous way of perceiving personality traits, as beneficial or malevolent, to focusing on a dynamic continuum of personality.
Comparing the impact of contextual associations and statistical regularities in visual search and attention orienting.
During visual search, we quickly learn to attend to an object's likely location. Research has shown that this process can be guided by learning target locations based on consistent spatial contextual associations or other statistical regularities. Here, we tested how different types of associations guide learning and the utilisation of established memories for different purposes. Participants learned contextual associations or rule-like statistical regularities that predicted target locations within different scenes. The consequences of this learning for subsequent performance were then evaluated on attention-orienting and memory-recall tasks. Participants demonstrated facilitated attention-orienting and recall performance based on both contextual associations and statistical regularities. Contextual associations facilitated attention orienting with a different time course compared to statistical regularities. Benefits to memory-recall performance depended on the alignment between the learned association or regularity and the recall demands. The distinct patterns of behavioural facilitation by contextual associations and statistical regularities show how different forms of long-term memory may influence neural information processing through different modulatory mechanisms.
'Not my mess'?: How do supporters of individuals with hoarding difficulties rate the quality of the support they offer?
OBJECTIVES: Hoarding difficulties (HD) affect many people and cause upset and danger for the person, as well as friends and family. Previous research found that people with HD feel less adequately socially supported compared with individuals with obsessive compulsive disorder (OCD). This study used the perspective of those offering support to infer whether people with HD view their support differently, or if there is a gap in support quality compared with those with OCD. DESIGN: The design was cross-sectional, comparing those supporting OCD with those supporting HD. METHODS: An online questionnaire was completed by 116 people offering support (POS) to people with these conditions. Support quality was measured using an adapted, proxy version of the Revised Norbeck Social Support Questionnaire. The research hypothesized that POS(HD) would not differ on support ratings compared with POS(OCD); or that POS(HD) would report comparatively lower ratings across support components. Secondary analysis investigated group differences in stigmatized attitudes and associative stigma; internalized stigma by virtue of having a connection to a stigmatized individual. RESULTS: POS(HD) rated their wish to support and the perceived success as significantly lower. Public stigma was rated more highly by POS(HD) relative to POS(OCD) and associative stigma felt more acutely by POS(HD). CONCLUSIONS: Motivation to support was significantly lower in the HD group with associative stigma a significant predictive factor. Further research involving dyads is needed to investigate what is causing this shortfall in support. Clinical research for HD interventions should also examine how involving POS could enhance treatment outcomes.
Adolescent internalizing symptoms: The importance of multi-informant assessments in childhood.
BACKGROUND: Childhood internalizing symptoms can be associated with adolescent internalizing symptoms, but only a small proportion of symptomatic children are at long-term risk. Our objectives were to (1) distinguish between typical and atypical levels of internalizing symptoms using mother- and teacher-assessments and (2) test the association between childhood internalizing symptoms and adolescent generalized anxiety, depression, and social phobia symptoms in boys and girls. METHODS: Multi-trajectory models were used to estimate the evolution of mother- and teacher-reported internalizing symptoms across childhood (1.5 to 12 years) in a large population-based cohort (n = 1431). Multiple linear regression models were implemented to estimate the association between childhood group membership of internalizing symptoms and self-reported specific internalizing symptoms at 15 years by sex. RESULTS: Five groups of childhood internalizing symptoms were identified: Mother & teacher low (22.6%), Mother moderate/teacher low (37.9%), Mother moderate/teacher high (18.3%), Mother high/teacher low (11.8%) and Mother & teacher high (9.5%). Multiple linear regression models showed that compared to the low group, (1) boys in the high group reported higher social phobia symptoms (p = 0.04), (2) girls in the high group reported higher depression (p = 0.01) and generalized anxiety (p
What do we mean when we talk about socioeconomic status? Implications for measurement, mechanisms and interventions from a critical review on adolescent mental health.
Low socioeconomic status (SES) is a well-established risk factor for general and mental health problems. However, there is no widely accepted definition or operationalisation for SES, leading to varied interpretations in research. In a critical review of the child and adolescent mental health literature, we map how SES is defined and measured. We examined 334 relevant papers from 2013 to 2024 and found significant variability in the operationalisation of SES. Our analysis revealed fundamental problems such as the lack of clear definitions, insufficient detail on variables used and limited measures directly reported by adolescents. We discuss issues related to measurement techniques and their impact on reproducibility, policy development and intervention design. Based on our findings, we recommend using SES measures that directly assess the socioeconomic position of children and adolescents. Additionally, we recommend researchers improve transparency and specificity in reporting the measures used and the rationale behind their selection. The wide range of distinct measures used to represent SES, coupled with insufficient reporting, likely hampers our understanding of which underlying factors truly drive observed effects and impedes the establishment of causal relationships. This, in turn, makes the path to effective health interventions more challenging.
Three-layer model with absorption for conservative estimation of the maximum acoustic transmission coefficient through the human skull for transcranial ultrasound stimulation.
Transcranial ultrasound stimulation (TUS) has been shown to be a safe and effective technique for non-invasive superficial and deep brain stimulation. Safe and efficient translation to humans requires estimating the acoustic attenuation of the human skull. Nevertheless, there are no international guidelines for estimating the impact of the skull bone. A tissue independent, arbitrary derating was developed by the U.S. Food and Drug Administration to take into account tissue absorption (0.3 dB/cm-MHz) for diagnostic ultrasound. However, for the case of transcranial ultrasound imaging, the FDA model does not take into account the insertion loss induced by the skull bone, nor the absorption by brain tissue. Therefore, the estimated absorption is overly conservative which could potentially limit TUS applications if the same guidelines were to be adopted. Here we propose a three-layer model including bone absorption to calculate the maximum pressure transmission through the human skull for frequencies ranging between 100 kHz and 1.5 MHz. The calculated pressure transmission decreases with the frequency and the thickness of the bone, with peaks for each thickness corresponding to a multiple of half the wavelength. The 95th percentile maximum transmission was calculated over the accessible surface of 20 human skulls for 12 typical diameters of the ultrasound beam on the skull surface, and varies between 40% and 78%. To facilitate the safe adjustment of the acoustic pressure for short ultrasound pulses, such as transcranial imaging or transcranial ultrasound stimulation, a table summarizes the maximum pressure transmission for each ultrasound beam diameter and each frequency.
Sudden gains in internet cognitive therapy for social anxiety disorder in routine clinical practice
Background: Sudden gains are large symptom improvements between consecutive therapy sessions. They have been shown to occur in randomised controlled trials of internet-delivered psychological interventions, but little is known about their occurrence when such treatments are delivered in routine clinical practice. Objective: This study examined the occurrence of sudden gains in a therapist-guided internet-delivered Cognitive Therapy intervention for social anxiety disorder (iCT-SAD) delivered in the UK NHS talking therapies for anxiety and depression (formerly known as IAPT services). It aimed to assess whether sudden gains were associated with better therapy outcomes, and examine changes in process variables around the period of sudden gains. Methods: The study examined sudden gains based on the Liebowitz Social Anxiety Scale. Of 193 treated patients, 146 provided sufficient data to permit analysis. Linear mixed effects models were used to examine the impact of sudden gains on clinical outcomes, and examine changes in negative social cognitions, self-focused attention, and depressed mood. Results: Seventy sudden gains were found among 57 participants. The occurrence rate of sudden gains was 39 %. Individuals who experienced sudden gains had a larger reduction in social anxiety symptoms at end of intervention and at three-month follow-up. There was evidence of a reduction in the frequency of negative social cognitions prior to the gain, whereas changes in self-focused attention occurred simultaneously with the gain. Depressed mood did not show significant changes over these timepoints. Conclusions: Approximately 2 in 5 patients experienced a sudden gain whilst accessing the iCT-SAD intervention in routine practice. They were associated with better clinical outcomes following treatment compared to those who did not experience a sudden gain.
Visual hallucinations in psychosis: What do people actually see?
BACKGROUND: One in three people with psychosis experience visions. However, little is known about what people see, and current treatments have limited benefits. OBJECTIVES: To improve the understanding and treatment of visions, this study explored the phenomenology of visions in people with psychosis. METHODS: Twelve people with psychosis participated in semi-structured interviews. Reflective thematic analysis was used. RESULTS: Three main themes were generated covering important aspects of phenomenology: 'Content', 'Coherence' and 'Quality'. The first theme 'Content: People see people', demonstrated that the most distressing visions were of people. The second theme 'Coherence: Visions of people who behave like people', captured how visions were coherent with real human behaviour, often by being multimodal experiences that spoke to and touched the observer. The third theme, 'Quality: They look too real' highlighted the compelling sense of authenticity of the visions, making them indistinguishable from reality. CONCLUSION: Visions represent what we expect to see in everyday life: people, who act and look real. This powerful combination provides insight into the absorbing and all-encompassing nature of visions and their impact on participant's lives. The framework of 'Content', 'Coherence' and 'Quality' provides guidance to support clinicians and researchers to better explore the phenomenology of visions in psychosis.
Resilience, avoidant coping and post-traumatic stress symptoms among female Ukrainian refugees and internally displaced people
Background: Since the Russian full-scale invasion of Ukraine, over 10 million Ukrainians have been displaced from their homes. This has contributed to an increase in post-traumatic stress (PTS) symptoms in both refugees and internally displaced persons (IDPs). Previous research has suggested that refugees may experience higher levels of PTS due to additional stressors inherent in migration to a new country, language barriers and separation from family and social support. PTS symptoms may also be exacerbated by avoidant coping which we proposed would be more prevalent amongst refugees because of the isolating effects of migration-related stressors. Aims: The present study aimed to investigate the relationship between PTS symptoms, resilience and avoidant coping in refugees and IDPs. We predicted that refugees would report higher levels of PTS symptoms and use of avoidant coping strategies, and that avoidant coping would mediate the effect of resilience on PTS symptoms. We tested a moderated mediation model to examine whether this effect differed between IDPs and refugees. Methods: A total of 229 women (108 IDPs and 121 refugees), who were displaced after the full-scale invasion, were recruited using online platforms and volunteering centres. They completed an online questionnaire comprising measures of PTS, resilience and coping. Results: We found no significant differences in resilience, PTS symptoms or reported use of avoidance coping strategies between refugees and IDPs. As expected, avoidance coping mediated the negative association between resilience and PTS symptoms, but no group differences in this effect were observed. Conclusions: Contrary to previous research, our findings indicate that PTS symptoms may be similarly problematic for refugees and IDPs. This may be due to increased time since the invasion as many refugees may have had time to adjust. Use of avoidant coping strategies may exacerbate PTS symptoms and our study highlights the need for mental health interventions aimed at reducing PTS symptoms in Ukrainian IDPs and refugees through fostering resilience and adaptive coping strategies.
Effects of visual diet on colour discrimination and preference.
To what extent is perception shaped by low-level statistical regularities of our visual environments and on what time scales? We characterized the chromatic 'visual diets' of people living in remote rainforest and urban environments, using calibrated head-mounted cameras worn by participants as they went about their daily lives. All environments had chromatic distributions with the most variance along a blue-yellow axis, but the extent of this bias differed across locations. If colour perception is calibrated to the visual environments in which participants are immersed, variation in the extent of the bias in scene statistics should have a corresponding impact on perceptual judgements. To test this, we measured colour discrimination and preferences for distributions of colour for people living in different environments. Group differences in the extent of blue-yellow bias in colour discrimination were consistent with perceptual learning in local environments. Preferences for colour distributions aligned with scene statistics, but not specifically to local environments, and one group preferred distributions along an unnatural colour axis orthogonal to that dominant in natural scenes. Our study shows the benefits of conducting psychophysics with people at remote locations for understanding the commonalities and diversity in human perception.
The Science of Reading: A Handbook, Second Edition
Provides an overview of state-of-the-art research on the science of reading, revised and updated throughout The Science of Reading presents the most recent advances in the study of reading and related skills. Bringing together contributions from a multidisciplinary team of experts, this comprehensive volume reviews theoretical approaches, stage models of reading, cross-linguistic studies of reading, reading instruction, the neurobiology of reading, and more. Divided into six parts, the book explores word recognition processes in skilled reading, learning to read and spell, reading comprehension and its development, reading and writing in different languages, developmental and acquired reading disorders, and the social, biological, and environmental factors of literacy. The second edition of The Science of Reading is extensively revised to reflect contemporary theoretical insights and methodological advances. Two entirely new chapters on co-occurrence and complexity are accompanied by reviews of recent findings and discussion of future trends and research directions. Updated chapters cover the development of reading and language in preschools, the social correlates of reading, experimental research on sentence processing, learning to read in alphabetic orthographies, comorbidities that occur frequently with dyslexia, and other central topics. • Demonstrates how different knowledge sources underpin reading processes using a wide range of methodologies • Presents critical appraisals of theoretical and computational models of word recognition and evidence-based research on reading intervention • Reviews evidence on skilled visual word recognition, the role of phonology, methods for identifying dyslexia, and the molecular genetics of reading and language • Highlights the importance of language as a foundation for literacy and as a risk factor for developmental dyslexia and other reading disorders • Discusses learning to read in different types of writing systems, with a language impairment, and in variations of the home literacy environment • Describes the role of contemporary analytical tools such as dominance analysis and quantile regression in modelling the development of reading and comprehension Part of the acclaimed Wiley Blackwell Handbooks of Developmental Psychology series, the second edition of The Science of Reading: A Handbook remains an invaluable resource for advanced students, researchers, and specialist educators looking for an up-to-date overview of the field.
Learning to Read Words
In this chapter, the authors review what is known about how children learn to read words, surveying well-established findings and exploring new directions in this rapidly evolving field. They begin by considering what skills and knowledge children need to acquire if they are to become expert word readers: What, precisely, is the learning challenge? The knowledge about printed words, or orthographic knowledge, that children need to acquire to become skilled at word reading can be divided into two broad categories: sublexical knowledge about the orthographic subunits that make up words, and lexical knowledge about the precise orthographic form of individual words. Distinguishing between the sublexical and lexical domains, the authors examine key processes in word reading development from children's initial learning about letters and letter-sound mappings through to their acquisition of an expert system that recognizes words rapidly via access to rich, high-quality lexical representations.