How can we improve our Northampton Area Psychology (NAP) teachers’ group provision?

The Northampton Area Psychology (NAP) Teachers Group is a historical collaboration initiative led by Psychology lecturers from the University of Northampton working with local Psychology A level teachers. NAP meetings are a resource for both parties to facilitate exchange of ideas, a community of staff, communication and alignment of curriculum updates and new research in the field of Psychology. The meetings also offer networking opportunities, resources share, alignment of Further / Higher Education curriculum specifications and continuing professional development. These meetings previously have taken place bi-annually. In addition to this NAP events have been part of the collaboration and are arranged and ran by Psychology staff and students. These events are aimed at inspiring local students by giving them the opportunity to take part in their own research. Events can increase students’ subject knowledge, develop skills for their current assessments and offer a unique discussion point in their UCAS statement demonstrating commitment to the subject and readiness to participate in extracurricular activities. It also gives the students the opportunity to experience and gain an insight into studying at the University of Northampton. The aim of this project was to understand and gain perspectives from Psychology Teachers on what is important to them in terms of a collaboration with the University of Northampton in the field of Psychology. Findings to be presented will illustrate best practice for how NAP meetings are carried out, frequency of meetings, as well as benefits for those engaging in them, including for teacher practice and student university transitions

Evaluating the outcomes of intergenerational shared experiences in learning environments: Perspectives from HE (Higher Education) students

This study evaluated the barriers, enablers, and outcomes of intergenerational activities, by interviewing students in higher education who engaged in intergenerational activities. This student-led and co-designed URB@N project focused on current HE students’ experience of activities involving older adults aged 65+ and younger adults, for those who had taken part in at least one intergenerational activity. This poster will illustrate how such research enabled an understanding of HE student involvement and experiences in these activities, including what activities are typically undertaken in HE settings; self-reported outcomes, barriers and facilitators for students and for the success of activity engagement, including how this impacts the student experience

Are better communicators better readers? : an exploration of the connections between narrative language and reading comprehension

The association between receptive language skills and reading comprehension has been established in the research literature. Even when the importance of receptive skills for reading comprehension has been strongly supported, in practice lower levels of skills tend to go unnoticed in typically developing children. A potentially more visible modality of language, expressive skills using speech samples, has been rarely examined despite the longitudinal links between speech and later reading development, and the connections between language and reading impairments. Even fewer reading studies have examined expressive skills using a subgroup of speech samples – narrative samples – which are closer to the kind of language practitioners can observe in their classrooms, and are also a rich source of linguistic and discourse-level data in school-aged children. This thesis presents a study examining the relationship between expressive language skills in narrative samples and reading comprehension after the first two years of formal reading instruction, with considerable attention given to methodological and developmental issues. In order to address the main methodological issues surrounding the identification of the optimal linguistic indices in terms of reliability and the existence of developmental patterns, two studies of language development in oral narratives were carried out. The first of the narrative language studies drew data from an existing corpus, while the other analysed primary data, collected specifically for this purpose. Having identified the optimal narrative indices in two different samples, the main study examined the relationships between these expressive narrative measures along with receptive standardised measures, and reading comprehension in a monolingual sample of eighty 7- and 8-year-old children attending Year 3 in the UK. Both receptive and expressive oral language skills were assessed at three different levels: vocabulary, grammar and discourse. Regression analyses indicated that, when considering expressive narrative variables on their own, expressive grammar and vocabulary, in that order, contributed to explain over a fifth of reading comprehension variance in typically developing children. When controlling for receptive language however, expressive skills were not able to account for significant unique variance in the outcome measure. Nonetheless, mediation analyses revealed that receptive vocabulary and grammar played a mediating role in the relationship between expressive skills from narratives and reading comprehension. Results and further research directions are discussed in the context of this study’s methodological considerations.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

If the Mask Fits: Psychological Correlates with Online Self-Presentation Experimentation in Adults

Online self-presentation refers to the ways in which individuals share aspects of the self to portray a particular image. Being online presents opportunities for individuals to experiment with different versions of the self as part of identity development but also to manage how others perceive them. Research has shown that personality can influence online self-presentation behaviors, but these studies have mainly focused on internal characteristics, and more research is needed exploring the relational facets of personality. This study aims to investigate the extent to which an individual's self-concept clarity, self-monitoring tendency, self-esteem, and social anxiety predict different presentations of the online self. A cross-sectional online survey was conducted with 405 adult participants from Australia, the United Kingdom, and the United States. Results show that individuals with higher self-concept clarity and self-monitoring are more likely to present a single consistent online and offline self. Younger adults and those with greater social anxiety are more likely to present idealized self-images online, and participants with higher social anxiety and lower self-esteem are more likely to prefer online, rather than offline, communication. Findings are broadly consistent with the literature, and suggest the need for more systematic investigation into a variety of personality variables that take into account the relational nature of identity formation and impression management. This research emphasizes the multifaceted nature of online self-presentation behaviors, and the ways in which they are differentially influenced by personality variables

Brief Remote Intervention to Manage Food Cravings and Emotions during the COVID-19 Pandemic: A Pilot Study

As a result of the COVID-19 pandemic people have endured potentially stressful challenges which have influenced behaviours such as eating. This pilot study examined the effectiveness of two brief interventions aimed to help individuals deal with food cravings and associated emotional experiences. Participants were 165 individuals residing in United Kingdom, Finland, Philippines, Spain, Italy, Brazil, North America, South Korea, and China. The study was implemented remotely, thus without any contact with researchers, and involved two groups. Group one participants were requested to use daily diaries for seven consecutive days to assess the frequency of experience of their food cravings, frequency of giving in to cravings, and difficulty resisting cravings, as well as emotional states associated with their cravings. In addition to completing daily food diaries, participants in group two were asked to engage in mindful eating practice and forming implementation intentions. Participants assessed their perceived changes in eating, wellbeing, and health at the beginning and end of the intervention. Repeated measures MANOVAs indicated that participants experienced significantly less food cravings (i.e., craving experience, acting on cravings, difficulty resisting), as well as lower intensities of unpleasant states associated with cravings across time (T1 vs. T7). In contrast to our hypothesis, the main effects of the group (food craving diary vs. food craving diary and mindful eating practice) were not significant. Participants reported less eating and enhanced wellbeing at the end of the study (T7 vs. T1). Our findings can be used to inform future remote interventions to manage food cravings and associated emotions and highlight the need for alternative solutions to increase participant engagement

Brief Emotional Eating Scale: A Multinational Study of Factor Structure, Validity, and Invariance

Emotional eating or the tendency to eat in response to emotional states can be assessed using self-report measures. The Emotional Eating Scale-II is a commonly used and reliable instrument that measures the desire to eat in response to a range of unpleasant and pleasant emotions. The current study aimed to corroborate the validity of the EES-II and expand its utility by investigating its dimensionality and testing its measurement invariance in samples from English-speaking and non-English-speaking countries. Convergent and predictive validity in respect of food craving, eating, and health indicators were also examined. This cross-national study included a total of 2485 adult participants recruited from Finland, North America, Philippines, United Kingdom, China, Italy, Spain, and South Korea, who completed the EES-II in six different languages. Factor analyses supported a four-factor structure including valence (pleasant, unpleasant) and activation (high, low) for a 12-item English version and slightly modified non-English adaptations. The model exhibited good fit in all samples, and convergent validity was demonstrated. Full invariance of factor loadings and partial invariance of factor loading, intercepts, and error variances was established across samples. Structural equation models revealed that high activation (pleasant and unpleasant) states predicted food cravings and reported eating. Overall findings across multiple samples and countries supported the factorial structure, reliability, invariance, and validity of the resulting Brief Emotional Eating Scale (BEES)

New genetic loci implicated in fasting glucose homeostasis and their impact on type 2 diabetes risk.

Levels of circulating glucose are tightly regulated. To identify new loci influencing glycemic traits, we performed meta-analyses of 21 genome-wide association studies informative for fasting glucose, fasting insulin and indices of beta-cell function (HOMA-B) and insulin resistance (HOMA-IR) in up to 46,186 nondiabetic participants. Follow-up of 25 loci in up to 76,558 additional subjects identified 16 loci associated with fasting glucose and HOMA-B and two loci associated with fasting insulin and HOMA-IR. These include nine loci newly associated with fasting glucose (in or near ADCY5, MADD, ADRA2A, CRY2, FADS1, GLIS3, SLC2A2, PROX1 and C2CD4B) and one influencing fasting insulin and HOMA-IR (near IGF1). We also demonstrated association of ADCY5, PROX1, GCK, GCKR and DGKB-TMEM195 with type 2 diabetes. Within these loci, likely biological candidate genes influence signal transduction, cell proliferation, development, glucose-sensing and circadian regulation. Our results demonstrate that genetic studies of glycemic traits can identify type 2 diabetes risk loci, as well as loci containing gene variants that are associated with a modest elevation in glucose levels but are not associated with overt diabetes

Diverse perspectives on interdisciplinarity from the Members of the College of the Royal Society of Canada

Various multiple-disciplinary terms and concepts (although most commonly “interdisciplinarity”, which is used herein) are used to frame education, scholarship, research, and interactions within and outside academia. In principle, the premise of interdisciplinarity may appear to have many strengths; yet, the extent to which interdisciplinarity is embraced by the current generation of academics, the benefits and risks for doing so, and the barriers and facilitators to achieving interdisciplinarity represent inherent challenges. Much has been written on the topic of interdisciplinarity, but to our knowledge there have been few attempts to consider and present diverse perspectives from scholars, artists, and scientists in a cohesive manner. As a team of 57 members from the Canadian College of New Scholars, Artists, and Scientists of the Royal Society of Canada (the College) who self-identify as being engaged or interested in interdisciplinarity, we provide diverse intellectual, cultural, and social perspectives. The goal of this paper is to share our collective wisdom on this topic with the broader community and to stimulate discourse and debate on the merits and challenges associated with interdisciplinarity. Perhaps the clearest message emerging from this exercise is that working across established boundaries of scholarly communities is rewarding, necessary, and is more likely to result in impact. However, there are barriers that limit the ease with which this can occur (e.g., lack of institutional structures and funding to facilitate cross-disciplinary exploration). Occasionally, there can be significant risk associated with doing interdisciplinary work (e.g., lack of adequate measurement or recognition of work by disciplinary peers). Solving many of the world’s complex and pressing problems (e.g., climate change, sustainable agriculture, the burden of chronic disease, and aging populations) demand thinking and working across long-standing, but in some ways restrictive, academic boundaries. Academic institutions and key support structures, especially funding bodies, will play an important role in helping to realize what is readily apparent to all who contributed to this paper—that interdisciplinarity is essential for solving complex problems; it is the new norm. Failure to empower and encourage those doing this research will serve as a great impediment to training, knowledge, and addressing societal issues

A Scalable System for Production of Functional Pancreatic Progenitors from Human Embryonic Stem Cells

Development of a human embryonic stem cell (hESC)-based therapy for type 1 diabetes will require the translation of proof-of-principle concepts into a scalable, controlled, and regulated cell manufacturing process. We have previously demonstrated that hESC can be directed to differentiate into pancreatic progenitors that mature into functional glucose-responsive, insulin-secreting cells in vivo. In this study we describe hESC expansion and banking methods and a suspension-based differentiation system, which together underpin an integrated scalable manufacturing process for producing pancreatic progenitors. This system has been optimized for the CyT49 cell line. Accordingly, qualified large-scale single-cell master and working cGMP cell banks of CyT49 have been generated to provide a virtually unlimited starting resource for manufacturing. Upon thaw from these banks, we expanded CyT49 for two weeks in an adherent culture format that achieves 50–100 fold expansion per week. Undifferentiated CyT49 were then aggregated into clusters in dynamic rotational suspension culture, followed by differentiation en masse for two weeks with a four-stage protocol. Numerous scaled differentiation runs generated reproducible and defined population compositions highly enriched for pancreatic cell lineages, as shown by examining mRNA expression at each stage of differentiation and flow cytometry of the final population. Islet-like tissue containing glucose-responsive, insulin-secreting cells was generated upon implantation into mice. By four- to five-months post-engraftment, mature neo-pancreatic tissue was sufficient to protect against streptozotocin (STZ)-induced hyperglycemia. In summary, we have developed a tractable manufacturing process for the generation of functional pancreatic progenitors from hESC on a scale amenable to clinical entry