Lower resting energy expenditure and fat oxidation in Native American and Hispanic infants born to mothers with diabetes

OBJECTIVE: To determine whether exposure to diabetes in utero affects resting energy expenditure (REE) and fuel oxidation in infants.

STUDY DESIGN: At 35 ± 5 days after birth, body composition and REE were measured in full-term offspring of Native American and Hispanic women with either well-controlled diabetes (13 girls, 11 boys) or normal healthy pregnancies (18 girls, 17 boys).

RESULTS: Control of dysglycemia during gestation in the women with diabetes mellitus met current clinical standards, shown by average glycated hemoglobin (5.9 ± 0.2%; 40.6 ± 2.3 mmol/mol). Infant body mass (offspring of women with diabetes: 4.78 ± 0.13, control offspring: 4.56 ± 0.08 kg) and body fatness (offspring of women with diabetes: 25.2 ± 0.6, control offspring: 24.2 ± 0.5 %) did not differ between groups. REE, adjusted for lean body mass, was 14% lower in offspring of women with diabetes (41.7 ± 2.3 kJ/h) than control offspring (48.6 ± 2.0, P = .025). Fat oxidation was 26% lower in offspring of women with diabetes (0.54 ± 0.05 g/h) than control offspring (0.76 ± 0.04, P < .01) but carbohydrate oxidation did not differ. Thus, fat oxidation accounted for a lower fraction of REE in the offspring of women with diabetes (49 ± 4%) than control offspring (60 ± 3%, P = .022). Mothers with diabetes were older and had higher prepregnancy body mass index than control mothers.

CONCLUSIONS: Well-controlled maternal diabetes did not significantly affect body mass or composition of offspring at 1-month old. However, infants with mothers with diabetes had reduced REE and fat oxidation, which could contribute to adiposity and future disease risk. Further studies are needed to assess the impact differences in age and higher prepregnancy body mass index.

Maths anxiety in psychology undergraduates: A mixed-methods approach to formulating and implementing interventions

A key challenge to educators in disciplines that, while not maths based, nevertheless
contain some maths component, is mathematics anxiety. Over the years, a number of
intervention strategies have been tested, seeking reduce maths anxiety in undergraduates.
Many of these studies, however, contain methodological issues that challenge their validity. It
is also unclear how many of these studies decide which type of interventions to use. This
research sought to correct both of these issues. In Study 1, focus groups were carried out to
explore which interventions students believed would most likely reduce their maths anxiety.
Study 2 implemented those interventions that Study 1 showed to be practical and potentially
effective, utilising a large sample of Year 1 and Year 2 psychology undergraduates,
controlling for potential methodological confounds. Results showed that only one
intervention (teaching quantitative research methods using real-life examples) had any
significant effect on maths anxiety, and this was slight. These results, while not impressive by
themselves, do suggest ways in which larger-scale interventions could seek to proceed in
terms of reducing maths anxiety.

Supporting Mothers Bereaved by Suicide in Northern Ireland:Integrating Research and Practice

Psychological distress in mothers of children admitted to a nutritional rehabilitation unit in Malawi - a comparison with other paediatric wards

In a previous study we found a very high prevalence of psychological distress in mothers of children admitted to a nutritional rehabilitation unit (NRU) in Malawi, Africa. The objective of this study was to compare the prevalence and severity of maternal distress within the NRU with that in other paediatric wards. Given the known association between poor maternal psychological well-being and child undernutrition in low- and middle-income countries, we hypothesised that distress would be higher among NRU mothers. Mothers of consecutive paediatric inpatients in a NRU, a high-dependency (and research) unit and an oncology ward were assessed for psychological distress using the Self-Reporting Questionnaire (SRQ). Two hundred sixty-eight mothers were interviewed (90.3% of eligible). The prevalence of SRQ score ≥8 was 35/150 {23.3% [95% confidence interval (CI) 16.8- 30.9%]} on the NRU, 13/84 [15.5% (95% CI 8.5-25.0%)] on the high-dependency unit and 7/34 [20.6% (95% CI 8.7-37.9%)] on the oncology ward (χ(2)  = 2.04, P = 0.36). In linear regression analysis, the correlates of higher SRQ score were child diarrhoea on admission, child diagnosed with tuberculosis, and maternal experience of abuse by partner; child height-for-age z-score fell only just outside significance (P = 0.05). In summary, we found no evidence of greater maternal distress among the mothers of severely malnourished children within the NRU compared with mothers of paediatric inpatients with other severe illnesses. However, in support of previous research findings, we found some evidence that poor maternal psychological well-being is associated with child stunting and diarrhoea.

Research by Peaceful Means: Methodologies in Peace Psychology

Methodologies in Peace Psychology (Bretherton & Law, 2016) offers a multidisciplinary perspective on the relation between research and methodologies, making it a useful read not only for those interested in peace psychology, but also for all researchers and practitioners interested in mixed and participative methods. The edited volume offers a multifaceted approach to the topic, incorporating global authors with different backgrounds and perspectives who are at diverse stages of their academic careers. Thus, it complements a traditional Western-focused approach, making a unique contribution to the literature.

Practice guidelines in clinical psychology: An uncertain future for a clinical profession

Practice guidelines have long been surrounded by controversy. Despite an almost instinctive outcry against these protocols among many clinicians, current versions provide therapists with considerable freedom in their practice. This paper examines the utility and possible negative evolution of such guidelines.

An evaluation of the Socrative (personal response system) app for increasing student engagement and learning in an undergraduate psychology curriculum.

Personal response systems using hardware such as 'clickers' have been around for some time, however their use is often restricted to multiple choice questions (MCQs) and they are therefore used as a summative assessment tool for the individual student. More recent innovations such as 'Socrative' have removed the need for specialist hardware, instead utilising web-based technology and devices common to students, such as smartphones, tablets and laptops. While improving the potential for use in larger classrooms, this also creates the opportunity to pose more engaging open-response questions to students who can 'text in' their thoughts on questions posed in class. This poster will present two applications of the Socrative system in an undergraduate psychology curriculum which aimed to encourage interactive engagement with course content using real-time student responses and lecturer feedback. Data is currently being collected and result will be presented at the conference.
The first application used Socrative to pose MCQs at the end of two modules (a level one Statistics module and level two Individual Differences Psychology module, class size N≈100), with the intention of helping students assess their knowledge of the course. They were asked to rate their self-perceived knowledge of the course on a five-point Likert scale before and after completing the MCQs, as well as their views on the value of the revision session and any issues that had with using the app. The online MCQs remained open between the lecture and the exam, allowing students to revisit the questions at any time during their revision.
This poster will present data regarding the usefulness of the revision MCQs, the metacognitive effect of the MCQs on student's judgements of learning (pre vs post MCQ testing), as well as student engagement with the MCQs between the revision session and the examination. Student opinions on the use of the Socrative system in class will also be discussed.
The second application used Socrative to facilitate a flipped classroom lecture on a level two 'Conceptual Issues in Psychology' module, class size N≈100). The content of this module requires students to think critically about historical and contemporary conceptual issues in psychology and the philosophy of science. Students traditionally struggle with this module due to the emphasis on critical thinking skills, rather than simply the retention of concrete knowledge. To prepare students for the written examination, a flipped classroom lecture was held at the end of the semester. Students were asked to revise their knowledge of a particular area of Psychology by assigned reading, and were told that the flipped lecture would involve them thinking critically about the conceptual issues found in this area. They were informed that questions would be posed by the lecturer in class, and that they would be asked to post their thoughts using the Socrative app for a class discussion. The level of preparation students engaged in for the flipped lecture was measured, as well as qualitative opinions on the usefulness of the session. This poster will discuss the level of student engagement with the flipped lecture, both in terms of preparation for the lecture, and engagement with questions posed during the lecture, as well as the lecturer's experience in facilitating the flipped classroom using the Socrative platform.

Second Wave Positive Psychology: Exploring the Positive–Negative Dialectics of Wellbeing

Positive psychology has tended to be defined in terms of a concern with ‘positive’ psychological qualities and states. However, critics of the field have highlighted various problems inherent in classifying phenomena as either ‘positive’ or ‘negative.’ For instance, ostensibly positive qualities (e.g., optimism) can sometimes be detrimental to wellbeing, whereas apparently negative processes (like anxiety) may at times be conducive to it. As such, over recent years, a more nuanced ‘second wave’ of positive psychology has been germinating, which explores the philosophical and conceptual complexities of the very idea of the ‘positive.’ The current paper introduces this emergent second wave by examining the ways in which the field is developing a more subtle understanding of the ‘dialectical’ nature of flourishing (i.e., involving a complex and dynamic interplay of positive and negative experiences). The paper does so by problematizing the notions of positive and negative through seven case studies, including five salient dichotomies (such as optimism versus pessimism) and two complex processes (posttraumatic growth and love). These case studies serve to highlight the type of critical, dialectical thinking that characterises this second wave, thereby outlining the contours of the evolving field.

Day 1. Free Communications – Psychology (Session 2): The influence of body language and expected competency on gaze behaviour while forming an initial impression of a tennis player.

D1.S3.4(4). BASES Conference 2015 (Burton-on-Trent), 1-2 December. British Association of Sport and Exercise Sciences

Flourishing as a dialectical balance: emerging insights from second-wave positive psychology

Positive psychology, an emergent branch of scholarship concerned with wellbeing and flourishing, initially defined itself by a focus on “positive” emotions and qualities. However, critics soon pointed out that this binary logic—classifying phenomena as either positive or negative, and valorising the former while disparaging the latter—could be problematic. For example, apparently positive qualities can be harmful to wellbeing in certain circumstances, while ostensibly dysphoric emotional states may on occasion promote flourishing. Responding to these criticisms, over recent years a more nuanced “second wave” of positive psychology has been developing, in which wellbeing is recognized as involving a dialectical balance of light and dark aspects of life. This article introduces this emergent second wave, arguing that it is characterized by four dialectical principles. First, the principle of appraisal states that it is difficult to categorically identify phenomena as either positive or negative, since such appraisals are fundamentally contextually dependent. Second, the principle of co-valence holds that many states and qualities at the heart of flourishing, such as love, are actually a complex blend of light and dark elements. Third, the principle of complementarity posits that not only are such phenomena co-valenced, but that their dichotomous elements are in fact co-creating, two intertwined sides of the same coin. Finally, the principle of evolution allows us to understand second-wave positive psychology as itself being an example of a dialectical process. This article is published as part of a collection entitled “On balance: lifestyle, mental health and wellbeing”.

The Influence of Causal Explanations and Diagnostic Labeling on Psychology Students’ Beliefs About Treatments, Prognosis, Dangerousness and Unpredictability in Schizophrenia

This study explored views of 566 Italian psychology students about schizophrenia. The most frequently cited causes were psychological traumas (68%) and heredity (54%). Thirty-three percent of students firmly believed that people with the condition could recover. Reporting heredity among the causes, and identifying schizophrenia were both associated with prognostic pessimism, greater confidence in pharmacological treatments and lower confidence in psychological treatments. Schizophrenia labeling was also associated with higher perception of unpredictability and dangerousness. Compared to first year students, fourth/fifth year students more frequently reported heredity among the causes, and were more pessimistic about schizophrenia recovery. Stigma topics should be included in future psychologists’ education.

Dynamics and dilemmas in social psychology: social relations, identities and cognition

This paper aims to provide a systematised overview of the paradigmatic orientations in social psychology in Portugal by identifying the most cited publications. Results show that the eight most cited thematic are: (1) deviance and reactions to deviance, (2) methodology, (3) prejudice and discrimination, (4) gender studies, (5) risk, environment and safety, (6) information processing, social judgment, familiarity and mood, (7) social representations and (8) social justice and belief in a just world. These eight most salient thematics can be sorted into three current paradigmatic orientations in contemporary social psychology: (a) social cognition; (b) the study of collective beliefs, ideologies and social representations; and (c) the study of identity and its impact on intra- and intergroup processes. The paper finishes with a reflection on the future developments of the discipline and the dilemmas that social psychology in Portugal could face.

Cradling ashes : a surrealist opera : how music and psychology can function together to express depraved heart syndrome : for countertenor, soprano, tenor, violin, viola, horn in F, piano, and tape.

Original wav file in this record was 0 bytes; re-extracted a new wav file from the CD in Special Collections Nov 2016 and replaced the original wav file in this record.