Understanding the psychopathy-stress association in typical developing adults: the role of emotional deficits

This study assessed the relationships between psychopathic personality traits and perceived stress amongst 264 young adults. A hypothesised mediation role for emotion and empathy deficits in the psychopathy-stress association was also investigated. Results indicated stronger associations between perceived stress with secondary psychopathy compared with primary psychopathy. Partial mediation effects of alexithymic traits on the relationship between stress and psychopathic personality traits are reported. Although the current study showed that both primary and secondary traits are significantly association with higher levels of self-reported stress, it is the latter which seems to be most important, lending more weight to the need to consider mental health outcomes in those with high levels of secondary psychopathy characteristics

Using storytelling to promote literacy, communication and socio-emotional development in the early years

Early socio-emotional skills have also been associated with higher academic performance through enhancement of self-awareness, motivation, and coping (Zins, Bloodworth, Weissberg, & Walberg, 2004). Tales Toolkit provides interactive, child-led resources making use of a consistent and easy to remember set of symbols to represent story structure: Character, Setting, Problem and Solution. During group sessions, objects are selected for each of their four symbols, and children are encouraged to come up with their own narrative that includes a ‘problem’ and a solution to that problem. Teachers in Early Years Settings are trained to use Tales Toolkit during online training sessions, and typically use Tales Toolkit weekly with their children, as well as embedding the symbols more widely across the learning spaces. The aim of this study was to evaluate the effects of training in and using Takes Toolkit in Early Years settings. A mixed-methods study examining both effects of participating in the programme on Early Years Framework Stages (EYFS) achievement levels, and the views of participating early years providers. Quantitative data on teacher-ratings of child attainment is provided for the seven areas of learning and development, including communication and language, personal, social and emotional development (PSED) and literacy. Ratings are provided against age-based expectations. EYFS data is available for over 500 children aged between two and five years of age from across the UK. Quantitative analyses are based on a 2 (intervention/control) x2 (Baseline/end of academic year) mixed design. We are also able to focus on children who are eligible for extra ‘Pupil Premium’ funding for their school (those with very low household income or are in care) and those who have English as an Additional Language. Thematic analysis of interview data is based on eight interviews with early years practitioners. Between-groups ANOVA of quantitative data controlling for performance at baseline suggests that children in the tales toolkit group make greater gains (with differences represented by medium effect sizes) on several EYFS levels than comparison children whose schools had not yet had Tales Toolkit training: Literacy; Communication and language, and PSED; Understanding the World; and Overall phase of development. No differences in outcome were found for those students with English as an Additional Language, or those who were eligible for Pupil Premium Funding. Thematic analysis of qualitative data suggests practitioners value the flexibility and inclusiveness of the resources. Practitioners discussed the effect on children in terms of engagement with literacy, including writing. The ability to train all members of staff using the online system is also reported to be helpful for schools managing limited budgets. Case studies of language and literacy development in children where specific difficulties had previously been indicated were also related. This evaluation supports the use of Tales Toolkit as a useful strategy for developing personal, social, language and literacy skills during the early years period

Music in our minds and bodies matters.

This is a pre-publication version of the following article: Rose, D., Jones Bartoli, A., & Heaton, P., ‘Music in our minds and bodies matters’, PsyPAG Quarterly, Issue 103, June 2017. © 2017 The British Psychological Society.This paper aims to convey an introduction to the psychology of music. At a very basic level, sound informs our model of the world, aiding survival. Musical sound and practice further offers a merging of exogenous and endogenous temporal states and templates, employing multiple complex neural mechanisms. Here we provide an overview of the literature exploring why music matters to our minds and bodies.Peer reviewedFinal Accepted Versio

A study of cognitive and behavioural transfer effects associated with children learning to play musical instruments for the first time over one academic year.

This is a pre-publication version of the following article: Dawn Rose, Alice Jones Bartoli, and Pamela Heaton, “A study of cognitive and behavioural transfer effects associated with children learning to play musical instruments for the first time over one academic year.”, The Psychology of Education Review, Vol. 39(2): 54-70, October 2015.Interest in studies investigating the indirect effect of music education, evaluated theoretically as ‘transfer effects’ (Barnett & Ceci, 2002) has been re-energised by the recent changes in policy that require musical provision to be justified (Branscombe, 2012). Here we take a holistic approach to musical learning, nesting neuro-psychological measures of near and far transfer within one battery of tests. The mixed design considered the multi-modal characteristics of musicality along a continuum assessing changes over time for behavioural visuo and psycho-motor skills and factors of both intelligence and memory in children in a pilot study. Participants (N=38) aged between 7-9 years were tested over a period of one UK academic year. Groups were assigned based on the amount of musical training they received. Results suggest an advantage for those participants taking music lessons over and above statutory provisions, particularly for hand/eye coordination and nonverbal reasoning.Peer reviewedFinal Accepted Versio

Sibling bullying during childhood: A scoping review

Previous research has established that positive sibling relationships can be protective against peer bullying and general family conflicts, as well as improving self-esteem and development, but significantly less attention has been given to the situation when these relationships are not positive, specifically with bullying between siblings. Despite being viewed as a ‘normal’ part of growing up, the consequences of sibling bullying can be as harmful as that of peer bullying, if not more, and it is necessary to understand and address the problem. The current scoping review assesses the existing research on sibling bullying, with attention to what is currently known and what is yet to be understood. Four databases were searched, and 45 papers were identified and synthesised. Much of the literature was conducted in Western countries, with a focus on self-reported protective and risk factors. Moreover, much of the research has identified surface-level characteristics of sibling bullying, with limited explanation for why these issues arise. This scoping review highlights and discusses these findings and provides recommendations for further research

Changes in the wellbeing of children starting to learn to play musical instruments.

This is a pre-publication version of the following article: 'Changes in the wellbeing of children starting to learn to play musical instruments', D. Rose, P. Heaton, A. Jones Bartoli, Assessment and Development Matters, Vol 7 (1): 26 - 30, Spring 2015, published by the Psychological Society. Available on line at http://shop.bps.org.uk/publications/publication-by-series/assessment-and-development-matters/assessment-development-matters-vol-7-no-1-spring-2015.htmlLearning a musical instrument can be considered a 'superskill' associated with meta-plasticity in the brain (Stewart, 2008). Evidence shows neural structural adaptation after 15 months of musical training (Hyde et al., 2009), and behavioural benefits from 15 weeks of musical training (Overy, 2003). A goal-directed pleasurable reward system appears to support the acquisition of musical skills over time, promoting motivation to continue practicing as the emerging musician learns the autotelic value (a meaning unto itself) of playing their instrument (Elliott, 1993). Peripatetic music teachers note a range of benefits, from the development of team work and social skills to self-discipline, with pupils themselves noting the enhancement of 'life skills', such as improved ability to both concentrate and relax during stressful periods (Kokotsaki & Hallam, 2007). Clift and Hancox (2001) report members of a choral society benefitting socially (87 per cent) and emotionally (75 per cent). Physically, playing piano has been shown to exercise the heart as much as a brisk walk (Parr, 1985) and singing supports the immune system by increasing salivary immunoglobulin production (Clift et al., 2008). Overall, we appear to perceive musical instrument learning (MIL) as providing benefits such as good health, improved quality of life and mental well-being (Hallam, 2010). The hypothesis of the current study is that the group spending more time learning musical instruments will benefit more in measures of emotional and behavioural well-being than those who spend less time on this activity. Methodology and measurement This study took place over one academic year with Time 1 occurring in September 2013 and Time 2 observations in June 2014 (N = 38). The mean age at T1 was 93 months (SD 5.54) with 21 female and 17 males, 22 attending state schools and 16 attending independent schools. The mean IQ was 106 (SD 13.77; Range 74 –133). Twenty participants were classed as having more than one hour of musical learning (a mixture of instruments) per week (the 'More' group), whilst 18 received less than this (the 'Less' group). Parents and teachers completed the Behavioural Assessment System for Children (BASC-II; Reynolds & Kamphaus, 2004). Additionally, parents provided information regarding the number of hours their child spent doing activities classified as musical, physical and leisure, both in and out of school. The BASC-II contains descriptors of behaviour that respondents rate on a four-point scale (Never, Sometimes, Often and Almost Always) and takes 10 to 20 minutes to complete. The clinical scales include aggression, anxiety, attention problems, atypicality, conduct problems, depression, hyperactivity, learning problems, somatisation and withdrawal. The adaptive scales include activities of daily living, adaptability, functional communication, leadership, social skills and study skills.Peer reviewedFinal Accepted Versio

Individual differences in sensitivity to the early environment as a function of amygdala and hippocampus volumes: An exploratory analysis in 12-year-old boys

Children differ in their response to environmental exposures, with some being more sensitive to contextual factors than others. According to theory, such variability is the result of individual differences in neurobiological sensitivity to environmental features, with some individuals generally more affected by both negative and/or positive experiences. In this exploratory study we tested whether left and right amygdala and hippocampus volumes (corrected for total brain size) account for individual differences in response to environmental influences in a sample of 62 boys. Cumulative general environmental quality, ranging from low to high, was measured across the first 9 years and child behavior was reported by teachers when boys were 12–13 years old. According to analyses, only the left amygdala volume – not any of the other brain volumes – emerged as an important brain region for sensitivity to positive environmental aspects. Boys with a larger left amygdala benefited significantly more from higher environmental quality than boys with a smaller left amygdala whilst not being more vulnerable to lower quality. Besides providing preliminary evidence for differences in environmental sensitivity due to brain structure, the results also point to the left amygdala as having a specific role regarding the response to environmental influences

Learning a musical instrument can benefit a child with special educational needs

This study explores outcomes related to musical learning in a child with complex special educational needs. CB is a boy who was eight-years-old at the start of the study, and who was diagnosed with co-morbid Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Sensory Processing Difficulties, Dyslexia and Dyspraxia during the study. He was evaluated on a battery of developmental measures before and after one year of music learning. At pretesting CB obtained a high musical aptitude score and an average IQ score. However, his scores on tests measuring motor abilities, executive function, and social-emotional skills were low. Post-testing revealed improvements in CB’s fluid intelligence and motor skills, and whilst teacher and parent reports suggested a decline in his social-emotional functioning, his musical progress was good. The results are discussed in the context of impairments in developmental disorders, the importance of flexible teaching approaches and family support for music learning during childhood

Mindkit: An evaluation of a peer-led intervention to build resilience and mental well-being in young people

Mindkit is a universal peer facilitated mental health and wellbeing intervention devised by local Mind organisations in London and delivered to 18,233 young people across five London boroughs, primarily in schools during assemblies or class time. The stated aims of the Mindkit sessions were to increase young people’s knowledge of approaches to manage their wellbeing and develop resilience; and to signpost young people to appropriate sources of support. This evaluation, carried out by Goldsmiths, University of London, presents quantitative and qualitative data from 8449 of the 12-20 year olds who experienced a Mindkit session and qualitative data from eight organisations where Mindkit sessions had been delivered to assess the effectiveness of the intervention against stated aims. This evaluation also looks at data from 85 of the Mindkit Youth Wellbeing Trainers (MYWT) and the Mind-based Volunteer Coordinators to assess the benefit that volunteering for this programme had on the volunteers themselves

Motor and coordination difficulties in children with emotional and behavioural difficulties

To date, very few studies have explored the incidence of motor impair- ment amongst children with social, emotional and behavioural difficul- ties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficul- ties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assess- ment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased preva- lence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impair- ment is important in SEMH education, as it has likely impact on class- room functioning and ability and motivation to take part in socially and academically relevant activities