A survey of the impact of owning a service dog on quality of life for individuals with physical and hearing disability: a pilot study

Background Quality of life refers to a person’s experienced standard of health, comfort and happiness and is typically measured using subjective self-report scales. Despite increasing scientific interest in the value of dogs to human health and the growing demand for trained service dogs, to date no research has reported how service dogs may affect client perceptions of quality of life. Method We compared quality of life scores on the 16 item Flanagan quality of life scale from individuals who owned a trained service dog with those who were eligible to receive a dog, but did not yet have one (waiting list control). Data were analysed separately from two groups; those with a service dog trained for individuals with physical disabilities (with physical service dog: n = 72; waiting for a service dog: n = 24; recruited from Dogs for Good database) and those with a hearing service dog (with hearing service dog = 111; waiting for a service dog = 30; recruited from Hearing Dogs for Deaf People database). Results When controlling for age and gender individuals scored higher on total quality of life scores if they owned a service dog or a hearing service dog, but this was only statistically significant for those with a service dog. Both groups (physical service dog and hearing service dog) scored significantly higher on items relating to health, working, learning and independence if they owned a service dog, in comparison to those on the waiting list. Those with a physical service dog also scored significantly higher on items relating to recreational activities (including items relating to reading/listening to music, socialising, creative expression), and those involving social interactions (including items relating to participating in organisations, socialising, relationship with relatives). Additionally, those with a physical service dog scored higher on understanding yourself and material comforts than those on the waiting list control. In contrast, those with a hearing service dog appeared to receive fewer benefits on items relating to social activities. Conclusions Owning a service dog can bring significant specific and potentially general benefits to the quality of life of individuals with physical disabilities and hearing impairments. These benefits may have considerable implications for individuals with disabilities, society and the economy by promoting independence, learning and working abilities

Refining Anger: Summarizing the Self-Report Measurement of Anger

The current paper presents a five-factor measurement model of anger summarizing scores on public-domain self-report measures of anger. Exploratory and confirmatory factor analyses of self-report measures of anger (UK, n = 500; USA, n = 625) suggest five replicable latent anger factors: anger-arousal, anger-rumination, frustration-discomfort, anger-regulation, and socially constituted anger. Findings suggested a 5-factor interpretation provided the best fit of the data. We also report evidence of measurement invariance for this 5-factor model of anger across gender, age, and ethnicity. The findings suggest a useful and parsimonious account of anger, summarizing over 50 years of research around the self-report measurement of anger

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.

AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. RESULTS: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). CONCLUSIONS: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning

Aim: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. Sample and method: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students’ resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students’ perceptions of teacher support

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.

AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. RESULTS: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). CONCLUSIONS: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support

Self-disclosure with dogs: dog owners’ and non-dog owners’ willingness to disclose emotional topics

Many owners talk to their pets about a wide range of issues, but there is very little research that has considered the content of this, or its impact on owner wellbeing. Verbal disclosure brings a range of potential health benefits, yet a number of factors may prevent individuals from confiding in their partners or friends (confidants). As such, in some circumstances, dogs may provide a more favorable alternative focus for disclosure. In a survey, we assessed dog owners’ (n = 286) and non-dog owners’ (n = 64) self-reported willingness to talk to their dog (dog owners only), their partner and their confidant. We used the Emotional Self Disclosure Scale (ESDS) for non-dog owners, and an adapted version of this for dog owners: Emotional Self Disclosure Scale–Dog Owners (ESDS-DO). Both dog owners and non-dog owners demonstrated a greater willingness to disclose to their partner than a confidant. For dog owners, their dog appeared to play a similar role as their partner, with greater willingness to talk to their dog about depression, jealousy, anxiety, calmness, apathy, and fear-related emotions, compared with a confidant. When talking about jealousy and apathy, dog owners reported greater willingness to talk to their dog than their partner or a confidant, but between-group comparisons (dog owner vs non-dog owner) revealed that dog owners and non-dog owners did not significantly differ in their willingness to talk to their partner or confidant, suggesting human relationships were not negatively affected by confiding to the dog. Participant age and length of relationship with their partner did not affect disclosure patterns for dog owners or non-dog owners. Males and females showed different willingness to disclose to confidants, but not to dogs. The results have implications for considering the value of dogs for human psychological health

Behavioural and molecular characterisation of the Dlg2 haploinsufficiency rat model of genetic risk for psychiatric disorder

Genetic studies implicate disruption to the DLG2 gene in copy number variants as increasing risk for schizophrenia, autism spectrum disorders and intellectual disability. To investigate psychiatric endophenotypes associated with DLG2 haploinsufficiency (and concomitant PSD-93 protein reduction) a novel clinically relevant Dlg2+/− rat was assessed for abnormalities in anxiety, sensorimotor gating, hedonic reactions, social behaviour, and locomotor response to the N-Methyl-D-aspartic acid receptor antagonist phencyclidine. Dlg gene and protein expression were also investigated to assess model validity. Reductions in PSD-93 messenger RNA and protein were observed in the absence of compensation by other related genes or proteins. Behaviourally Dlg2+/− rats show a potentiated locomotor response to phencyclidine, as is typical of psychotic disorder models, in the absence of deficits in the other behavioural phenotypes assessed here. This shows that the behavioural effects of Dlg2 haploinsufficiency may specifically relate to psychosis vulnerability but are subtle, and partially dissimilar to behavioural deficits previously reported in Dlg2+/− mouse models demonstrating issues surrounding the comparison of models with different aetiology and species. Intact performance on many of the behavioural domains assessed here, such as anxiety and reward processing, will remove these as confounds when continuing investigation into this model using more complex cognitive tasks

The implementation of telehealth to assess, monitor and treat neurodevelopmental disorders: a systematic review

Background: In response to COVID-19 there is increasing momentum behind the development and delivery of telehealth. To assess the anticipated exponential growth in telehealth it is important we accurately capture how telehealth was used in specific fields of mental health prior to COVID-19. Objective: The aim of this review was to highlight how telehealth had been used with clinical samples in the neurodevelopmental (NDD) field, including for patients with NDD, their families, and healthcare professionals. To identify which technologies show greatest potential for implementation into health services the review evaluates the technologies for effectiveness, economic impact, and readiness for clinical adoption. Methods: A systematic search of the literature was undertaken (April 2018 - updated until December 2019) using: Medline, Web of Science, Scopus, CINAHL Plus, Embase, and PsycInfo. Data extracted included the type of technology, how the technology was used (assessment, treatment, monitoring), participant characteristics, reported outcomes and the authors’ views on clinical effectiveness, user impact (including feasibility and acceptability), economic impact, and readiness for clinic adoption. A quality review of the research is reported using the Oxford Centre for Evidence-Based Medicine (OCEBM) Levels of Evidence. Results: A total of 42 studies met the inclusion criteria. These included participants and/or their families with autism spectrum disorders (ASD; n=21), attention deficit hyperactivity disorders (ADHD; n=8), ADHD and/or ASD (n=3), communication - disorders (n=7), and tic disorders (n=2). The majority of studies were with children/young people and/or their caregivers. The focus of most studies was treatment (n=33), rather than assessment (n=4) or monitoring (n=5). Telehealth services demonstrated promise for being clinically effective, predominantly in relation to diagnosing and monitoring NDDs. In the treatment of NDD, telehealth services were usually equivalent to control groups. There was some evidence for positive user and economic impact, including service delivery efficiencies, such as increasing treatment availability and decreasing waiting times. However, these factors were not widely recorded across all the studies. Telehealth was demonstrated to be cost-effective in the few studies that considered this. The quality of the studies varied, with many having small sample sizes and inadequate control groups. Only 11/42 were randomized controlled trials, the main other methodologies included case studies or case series (n=12), qualitative studies (n=6), and non-comparative trials (n=5). Conclusions: The use of telehealth has the potential to increase the availability of treatment, decrease waiting times for diagnosis, and aid in the monitoring of NDD. Further research, with more robust and adequately powered study designs as well as consideration of cost-effectiveness and efficiency savings, is needed. The review highlights the extent of the use of telehealth technologies prior to COVID-19 and the movement to invest in remote access to treatments

Left gaze bias in humans, rhesus monkeys and domestic dogs

While viewing faces, human adults often demonstrate a natural gaze bias towards the left visual field, that is, the right side of the viewee’s face is often inspected first and for longer periods. Using a preferential looking paradigm, we demonstrate that this bias is neither uniquely human nor limited to primates, and provide evidence to help elucidate its biological function within a broader social cognitive framework. We observed that 6-month-old infants showed a wider tendency for left gaze preference towards objects and faces of different species and orientation, while in adults the bias appears only towards upright human faces. Rhesus monkeys showed a left gaze bias towards upright human and monkey faces, but not towards inverted faces. Domestic dogs, however, only demonstrated a left gaze bias towards human faces, but not towards monkey or dog faces, nor to inanimate object images. Our findings suggest that face- and species-sensitive gaze asymmetry is more widespread in the animal kingdom than previously recognised, is not constrained by attentional or scanning bias, and could be shaped by experience to develop adaptive behavioural significance

Reduced expression of the psychiatric risk gene DLG2 (PSD93) impairs hippocampal synaptic integration and plasticity

Copy number variants indicating loss of function in the DLG2 gene have been associated with markedly increased risk for schizophrenia, autism spectrum disorder, and intellectual disability. DLG2 encodes the postsynaptic scaffolding protein DLG2 (PSD93) that interacts with NMDA receptors, potassium channels, and cytoskeletal regulators but the net impact of these interactions on synaptic plasticity, likely underpinning cognitive impairments associated with these conditions, remains unclear. Here, hippocampal CA1 neuronal excitability and synaptic function were investigated in a novel clinically relevant heterozygous Dlg2+/− rat model using ex vivo patch-clamp electrophysiology, pharmacology, and computational modelling. Dlg2+/− rats had reduced supra-linear dendritic integration of synaptic inputs resulting in impaired associative long-term potentiation. This impairment was not caused by a change in synaptic input since NMDA receptor-mediated synaptic currents were, conversely, increased and AMPA receptor-mediated currents were unaffected. Instead, the impairment in associative long-term potentiation resulted from an increase in potassium channel function leading to a decrease in input resistance, which reduced supra-linear dendritic integration. Enhancement of dendritic excitability by blockade of potassium channels or activation of muscarinic M1 receptors with selective allosteric agonist 77-LH-28-1 reduced the threshold for dendritic integration and 77-LH-28-1 rescued the associative long-term potentiation impairment in the Dlg2+/− rats. These findings demonstrate a biological phenotype that can be reversed by compound classes used clinically, such as muscarinic M1 receptor agonists, and is therefore a potential target for therapeutic intervention