Media representations of early human development: Protecting, feeding and loving the developing brain

The public profile of neurodevelopmental research has expanded in recent years. This paper applies social representations theory to explore how early brain development was represented in the UK print media in the first decade of the 21st century. A thematic analysis was performed on 505 newspaper articles published between 2000 and 2010 that discussed early brain development. Media coverage centred around concern with ‘protecting’ the prenatal brain (identifying threats to foetal neurodevelopment), ‘feeding’ the infant brain (indicating the patterns of nutrition that enhance brain development) and ‘loving’ the young child's brain (elucidating the developmental significance of emotionally nurturing family environments). The media focused almost exclusively on the role of parental action in promoting optimal neurodevelopment, rarely acknowledging wider structural, cultural or political means of supporting child development. The significance of parental care was intensified by deterministic interpretations of critical periods, which implied that inappropriate parental input would produce profound and enduring neurobiological impairments. Neurodevelopmental research was also used to promulgate normative judgements concerning the acceptability of certain gender roles and family contexts. The paper argues that media representations of neurodevelopment stress parental responsibility for shaping a child's future while relegating the contributions of genetic or wider societal factors, and examines the consequences of these representations for society and family life

How the home features in young adults’ representations of loneliness: The impact of COVID‐19

Loneliness is a rapidly growing problem globally and has attracted a great deal of attention in light of the COVID-19 pandemic. Young adults, and in particular, those residing in deprived areas are currently the loneliest group in the United Kingdom. Utilizing a novel-free association technique, young adults’ experiences of loneliness were explored both prior to (n = 48) and during (n = 35) the COVID-19 pandemic. Drawing on social representations theory, a thematic analysis revealed that many young adults associated the experience of loneliness with their homes. Therefore, this comparative study aims to investigate how the home features in young adults’ representations of loneliness, prior to and during the COVID-19 pandemic using a systematic qualitative methodology. Three salient themes emerged from the data in both periods: ‘The Lonely Home,’ ‘The Socially Connected Home’ and ‘The Safe, Peaceful, Authentic Home’. ‘The Lonely Home’ and ‘The Socially Connected Home’ emerged as a dialogical antimony. Representations of home were similar across the two periods; however, there were some notable differences. In particular, the themes ‘The Socially Connected Home’ and ‘The Safe, Peaceful, Authentic Home’ were less frequently mentioned by the during-COVID-19 sample where the ‘The Lonely Home’ was more frequently mentioned by the during-COVID-19 sample. Overall, discussion of the home was more negatively valenced in the during-COVID-19 sample compared to the pre-COVID-19 sample. This comparative, exploratory study alerts us to the nature of the role that home plays in exacerbating or ameliorating loneliness both prior to and during the COVID-19 pandemic

Lay concepts of trauma in the United Kingdom: Content and predictors

OBJECTIVE: Readiness among laypeople to classify ordinary adversities as "trauma" may activate cognitive, social, and behavioral patterns that either promote proactive help-seeking or exacerbate mental health difficulties. Clinical understandings of trauma have expanded across recent decades to encompass a wide range of aversive experiences. While some have suggested lay understandings of trauma have expanded in parallel, minimal data directly reveal how the lay public conceptualize trauma. This study sought to establish the range of adversities that laypeople classify as traumatic. METHOD: In an online survey, U.K. participants (N = 214) rated the traumatic nature of 80 adversities, half of which represented prototypical precursors of trauma (e.g., physical assault and sexual abuse), and half of which involved other adversities, not typically invoked in clinical definitions of trauma. RESULTS: Prototypical precursors were judged significantly more traumatic than nonprototypical adversities, but many nonprototypical adversities were also deemed likely to cause trauma (e.g., facial disfigurement or being falsely accused of a crime). Individual variation in the propensity to interpret adversities as traumatic was significantly predicted by participants' age, ethnicity, and political orientation. CONCLUSIONS: This original evidence regarding the content and predictors of lay conceptions of trauma is relevant for sensitive delivery of clinical interventions, tailoring of other supports for populations experiencing adversity, and anticipating social responses to victims of specific adversities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Neuroscience in the Public Sphere

The media are increasingly fascinated by neuroscience. Here, we consider how neuroscientific discoveries are thematically represented in the popular press and the implications this has for society. In communicating research, neuroscientists should be sensitive to the social consequences neuroscientific information may have once it enters the public sphere

From Challenge to Opportunity: Virtual Qualitative Research During COVID-19 and Beyond

COVID-19 has required researchers to adapt methodologies for remote data collection. While virtual interviewing has traditionally received limited attention in the qualitative literature, recent adaptations to the pandemic have prompted increased discussion and adoption. Yet, current discussion has focussed on practical and ethical concerns and retained a tone of compromise, of coping in a crisis. This paper extends the nascent conversations begun prior to the pandemic to consider the wider methodological implications of video-call interviews. Beyond the short-term, practical challenges of the pandemic, these adaptations demonstrate scope for longer-term, beneficial digitalisation of both traditional and emergent interview methods. Updating traditional interview methods digitally has demonstrated how conversion to video interviewing proves beneficial in its own right. Virtual focus-group-based research during COVID-19, for example, accessed marginalised populations and elicited notable rapport and rich data, uniting people in synchronous conversation across many environments. Moreover, emergent interview methods such as the Grid Elaboration Method (a specialised free-associative method) demonstrated further digitalised enhancements, including effective online recruitment with flexible scheduling, virtual interactions with significant rapport, and valuable recording and transcription functions. This paper looks beyond the pandemic to future research contexts where such forms of virtual interviewing may confer unique advantages: supporting researcher and participant populations with mobility challenges; enhancing international research where researcher presence or travel may be problematic. When opportunities for traditional face-to-face methods return, the opportunity for virtual innovation should not be overlooked

AIDS in Britain and South Africa: A theory of inter-group blame.

Inter-group blame for AIDS has been documented across a myriad of cultures. The dynamics of the blame have not been systematically theorised. A cross-cultural study of social representations of AIDS in South Africa and in Britain was used to forge a theory of inter-group blame. Semi-structured, depth interviews were carried out with sixty young, educated, urban South African and British lay men and women. In both cultures ten white heterosexuals, ten black heterosexuals and ten homosexuals (white and black; a number with HIV/AIDS) were interviewed. Textbase Alpha and SPSS-PC were used to analyse the data. Elements of the social context were content analysed: South African and British Government AIDS campaigns and policy-maker discourse. A similar process of inter-group blame was found in the two cultures: Social representations placed responsibility for the origin and spread of AIDS with out-groups. Groups who were blamed for AIDS by hegemonic thinking held themselves responsible for AIDS. The content of the blaming aspersions in the two cultures differed: While colonial, family-centred and individualistic ideologies circulated in both cultures, social representations of AIDS were also infused with Apartheid-linked ideologies in South Africa and with conspiracy theories in Britain. The British data was characterised by high levels of reflexivity concerning AIDS-related blame. The cross-cultural tendency to project blame for AIDS onto others is determined by psycho-dynamic forces. However, historical and ideological forces shape who is blamed and who internalises the blame for AIDS. Inter-group blame had negative consequences for both the 'blamers' and the 'blamed'. The former felt invulnerable to AIDS. The latter internalised the blame emerging with spoiled identities. The thesis concludes with a set of proposals for modifying the pattern of inter-group blame through mass mediated AIDS campaigns

Thinking too much: How young people experience rumination in the context of loneliness

The recent rise in the prevalence of loneliness, particularly among young adults, coupled with its deleterious effects on wellbeing, makes understanding the issue of pressing concern. As most research on loneliness has focused on older adults, this study explored how 48 young adults aged 18–24 subjectively experienced loneliness through free association-based interviews. Participants were sampled from the four most deprived boroughs in London, as area deprivation has been associated with a higher prevalence of loneliness. This facilitates understanding of contributors and consequences of loneliness within this demographic group. In particular, the focus is on rumination arising from loneliness; while the link between the two is well-established quantitively, research into rumination and the context of ruminative thoughts in the context of loneliness remains sparse. Thus, this study aimed to understand the subjective experience of rumination in young adults whilst they experienced loneliness. Thematic analysis of interviews using ATLAS.ti 9 revealed five themes capturing these experiences: ‘temporal experience of rumination’, ‘ruminating life and death’, ‘rumination related to others’, ‘outcomes of rumination’ and ‘coping with loneliness-related rumination’. Based upon knowledge of the nature and content of rumination, further research could devise models of rumination and interventions targeted at rumination such as mindfulness meditation, journaling and engaging in prosocial behaviour, to mitigate the adverse effects loneliness can have on wellbeing

Remembering the earthquake: intrusive memories of disaster in a rural Italian community

Background: Disasters can have long-lasting impacts on mental health. Intrusive memories have been found to be common and persistent in the aftermath of earthquakes. / Objective: To explore, using diaries, intrusive memories’ presence, content, characteristics, and relationship with probable post-traumatic stress disorder (PTSD) in a small rural community exposed to mass destruction and loss of life. / Methods: Survivors of the 2016–2017 Central Italy earthquakes (N = 104) were first interviewed to investigate the presence of intrusive memories of the disaster. Those that reported intrusive memories were subsequently asked to complete a 7-day paper-and-pen diary tracking their spontaneous memories of the earthquake events. / Results: Twenty months after the earthquakes, 49% (n = 51) of the sample reported having experienced intrusive memories post-earthquake and 38% (n = 39) reported at least one intrusive memory in their diaries. Memories were rated as being distressing, vivid, and experienced as a mixture of images and thoughts. The content of intrusive memories generally focused on sensations and experiences during the earthquake. Other common categories of content were the material environment and physical objects as well as human loss & death. Several memories had a social focus. A minority of memories contained more positive content as well as content from before and after the earthquake. Some participants (28%) experienced repeated intrusive memories of the same content. Memories of participants with and without probable PTSD did not significantly differ on characteristics or content. / Conclusions: Intrusive memories can be common, distressing, and persistent occurrences following disasters, even in survivors not suffering from probable PTSD

How schools can aid children's resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories

Disasters incurred by natural hazards affect young people most. Schools play a vital role in safeguarding the wellbeing of their pupils. Consideration of schools' psychosocial influence on children may be vital to resilience-building efforts in disaster-vulnerable settings. This paper presents an evidence-based conceptualization of how schools are psychosocially meaningful for children and youth in disaster settings. Drawing on Social Representations and Place Attachment Theories, we explore the nature of group-based meaning-making practices and the meanings that emerge concerning school environments in disaster settings. We contribute a novel understanding of how schools may mitigate psychosocial risk for young people by considering how schools are conceptualised at four levels: (1) as physical environment, (2) as social arena, (3) as a place with individual and (4) group-based significance. In each of these domains schools can foster disaster resilience in young people. This paper highlights the evidence concerning the functions of schools beyond their capacity as educational institutions, critically considering their social and physical functions in their communities. This evidence can inform stakeholders involved in disaster resilience building

Parenting boys with conduct problems and callous-unemotional traits: parent and child perspectives

Parenting children with conduct problems (CP) is challenging, yet very little research has examined parenting using both quantitative and qualitative methods, from the perspective of the child and their parent/caregiver, and separately for those with high vs. low levels of callous-unemotional traits (HCU vs. LCU). One hundred and forty-six boys aged 11-16 [Typically developing (TD) n = 31; CP/HCU n = 35; CP/LCU n = 35] and their parents/caregivers completed the Alabama Parenting Questionnaire and provided a written qualitative statement describing their respective experiences of parenting/being parented. Parents/caregivers of CP/HCU boys reported more difficulty with child monitoring and supervision than parents of TD boys. This was echoed in qualitative reports of parents of CP/HCU boys reporting concerns regarding their child's safety. Parents/caregivers of both groups of CP boys reported more inconsistent discipline than parents of TD boys. Parental qualitative descriptions of challenging behavior in CP/HCU boys, and difficulties with setting boundaries and motivating CP/LCU boys, provided further insight to the potential triggers for inconsistent discipline. Qualitative reports from boys with CP indicated that they understood the parenting challenges their parents/caregivers faced. These findings replicate and extend previous work on the associations between parenting and CP. Children with CP/HCU and CP/LCU show some commonalities and differences in their parenting experiences and CP children and their parents/caregivers do not necessarily share all the same perceptions or concerns. CP interventions often involve parent/family engagement and this research highlights the continued importance of examining both parent and child perspectives