Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity

Our smartphones enable—and encourage—constant connection to information, entertainment, and each other. They put the world at our fingertips, and rarely leave our sides. Although these devices have immense potential to improve welfare, their persistent presence may come at a cognitive cost. In this research, we test the “brain drain” hypothesis that the mere presence of one’s own smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other tasks and undercutting cognitive performance. Results from two experiments indicate that even when people are successful at maintaining sustained attention—as when avoiding the temptation to check their phones—the mere presence of these devices reduces available cognitive capacity. Moreover, these cognitive costs are highest for those highest in smartphone dependence. We conclude by discussing the practical implications of this smartphone-induced brain drain for consumer decision-making and consumer welfare.Marketin

Antipsychotic-Related Movement Disorders: Drug-Induced Parkinsonism vs. Tardive Dyskinesia--Key Differences in Pathophysiology and Clinical Management

INTRODUCTION: Drug-induced parkinsonism (DIP) and tardive dyskinesia (TD) are stigmatizing movement disorders associated with exposure to dopamine receptor blocking agents such as antipsychotics, but they differ in their pathophysiology and clinical management. Treatment for one may worsen the other, and there are important diagnostic clues that assist in making an accurate assessment and instituting a rational treatment plan. METHODS: A literature review was executed to identify articles relating to the presentation, pathophysiology, epidemiology, and management of DIP and TD. RESULTS: DIP and TD prevalence estimates range from approximately 20 to 35% among antipsychotic users, but may be higher in select populations. DIP often presents as bradykinesia and rigidity, as well as rhythmic tremor, and the majority of cases appear within hours to weeks of initiation of therapy with an antipsychotic, or if dosage of the antipsychotic is increased. TD onset is delayed, typically appearing after at least 3 months or longer of treatment, and patients will commonly present with involuntary, abnormal facial movements such as lip smacking, puckering, chewing, or tongue protrusion. DIP often resolves with discontinuation of the causative agent, but TD may be permanent. Broadly, proposed mechanisms underlying these adverse events include decreased dopamine concentrations in the nigrostriatal pathway of the striatum and dopamine hypersensitivity, for DIP and TD, respectively. Pharmacologic treatment approaches for DIP have commonly included anticholinergic agents such as benztropine; however, anticholinergic medications can make TD worse. Switching the antipsychotic medication to one with lower propensity for DIP is an option for some patients. Amantadine, a non-anticholinergic agent used for the treatment of DIP, may be preferred in patients with comorbid DIP and TD. In TD, treatment options include the new reversible vesicular monoamine 2 transporter inhibitors, valbenazine and deutetrabenazine. CONCLUSIONS: It is important for clinicians to be able to recognize DIP and TD in patients using antipsychotics so that they can minimize the impact of these adverse events on their patients\u27 quality of life. Accurate diagnosis will drive the selection of the correct treatment. Plain language summary available for this article

Research in Special Education: Implications for Practice

Identifying How to Better Support Parents of Children with Autism by Sarah Rushworth Autism Spectrum Disorder (ASD) is collection of neurological disorders affecting communication, social, and behavioral development (Nealy, 2012). More and more children are being diagnosed as having ASD each year in America. Today, 1 in every 110 children in the United States has autism (Nealy, 2012). The families of these children with autism must learn how to cope with the challenges that come along with the disorder. These challenges include lacking social and communication skills, which can lead to difficult behaviors. Raising a child with autism is associated with increased family stress and depression. This impacts family functioning and can lead to families being isolated from friends and family, as well as leave families with a feeling of stress and helplessness; parents need more support with how to cope with having a family member with autism in order to help improve these families overall quality of life (Russa, 2015). The purpose of this research was to examine how parents of children with autism could be better supported, using interview data. Families of children with autism need to have a variety of supports in place and overall feel as though they are not receiving enough (Nealy, 2012). The intention of this study is to obtain more knowledge of what parents of children with autism need in order to feel better supported, more confident, and less stressed. The Use of Project Based Learning to Empower Latino Students by Shannon Ward Today, the high school graduation rate for Latino males is 50% (Huerta, 2015). Additionally, Latino males often compose a disproportionate amount of suspensions, and the Latino population makes up a disproportionate amount of the students in special education. There has been much research done on the history of the Latino experience in the American school system, and how it has affected their current performance (Conchas, 2015), cultural factors that have impeded Latino student performance, as well as ways in which school counselors, and more developed college access programs can help mitigate this issue (Huerta, 2015). However, there has been little or no research done as to what teachers, in the classroom, can do to support Latino students to help them feel more part of the school community and graduate from high school. Therefore, the goal for this research is to identify learning strategies that can be successful in empowering Latino students in their education. The Common Core State Standards (CCSS) aim to provide young men and women with the skills necessary to be successful in their future college and career endeavors. The incorporation of Project Based Learning (PBL) is one method educators use to achieve this purpose. PBL may be very beneficial to the Latino community as its focus on group work will ensure that they interact with their peers, and become more involved in their own learning. Currently, there is significant research on PBL project ideas, group dynamics, and cooperative learning strategies. However, there is very limited empirical research on the effect PBL has on the education of struggling learners. Therefore, the goal of this study is to determine how to use PBL to empower students of the Latino community. Behavior Interventions for the Classroom by Anna Veelman Behavior challenges and Urban Education are two terms that unfortunately go hand and hand. Students from urban communities are more likely to experience trauma due to violence, death, neglect, and abuse. Children may respond to these traumatic experiences in the form of behaviors in the classroom. Students with trauma or behavior disorders are likely exhibit severe behaviors such as violence, disruption, self-harm, and defiance with in the classroom (Gregory, Skiba, & Noguera, 2010). Students who exhibit these types of behaviors may be put on a behavior plan or be referred for an Individualized Education Program for Emotional Disturbance or miss academics due to being sent out of the classroom. With a high amount of these students being boys of color, this increases the over-representation of this demographic within special education but also aids in the continuation of systems like the school to prison pipeline and achievement gap (Wilson, 2014). This project will be looking deeper into trauma-based behaviors and strategies for teachers to use within the classroom to best support students who exhibit these severe behaviors. The Role of Trauma in Special Education and Early Interventions for Educators by Kristen Wimpee Children\u27s brains develop within the context of their earliest environments and experiences. Their neural and social development can be affected as consequences of complex trauma, disorganized attachment, maltreatment, and abuse. During early childhood, children\u27s nervous systems are in their most vulnerable period of maturation and organizational development. Early life traumas and stresses can lead to structural and physiological differences, which can have long-term consequences on emotional, behavioral, cognitive, and social development. These students often have trouble interacting with others, communicating, playing, and learning. Research shows that students with trauma have difficulty with self-regulation and self-soothing; they tend to struggle with aggressive tendencies, attention, disassociation, and physical and motor delays (Bath, 2008). Children with adverse childhood experiences, including complex trauma, are more likely to be suspended, expelled, and have lower academic achievement. They are at a higher risk of failing, dropping out, and are usually assigned to special education. This puts students with early trauma histories at greater risk of behavioral challenges, suspension, expulsion, low academic achievement, drop out, and difficulty in peer relationships. Many of these children are assigned to special education. Early interventions and creating trauma- sensitive classrooms through multi-modal methods can significantly impact brain development for students who have experienced complex trauma by helping students to self-soothe and self-regulate. Therefore, this presentation will report on the complex link between trauma, diagnosed behavioral disabilities, and behavioral difficulties in the classroom that affect student learning. Trauma-informed teaching methods can help build strong relationships with trauma-affected children, who often have disrupted attachments. These methods can help students develop a resiliency mindset and develop the skills and motivation to successfully engage with the world around them

Introduction to the Special Issue on Surf Therapy Around the Globe

This Special Issue on Surf Therapy Around the Globe in the Global Journal of Community Psychology Practice is devoted to advancing the science and practice of surf therapy for diverse populations around the world. This introductory article provides a framework for this Special Issue. Surf therapy’s beginnings as a small group intervention that served a variety of marginalized populations over the past fifteen years is outlined. Next, a description of how surf therapy programs utilize four community psychology practice competencies – empowerment, mentorship, community inclusion and partnership, and health promotion – in the delivery of surf therapy is detailed. A brief overview of each article in this Special Issue is provided, linked to three practice competency categories – collaboration and coalition development, participatory research, and program evaluation. Finally, videos ancillary to three of the articles are introduced and a fourth video without an accompanying article is also outlined

Surf Therapy Practice, Research, and Coalition Building: Future Directions

Articles in this Special Issue of the Global Journal of Community Psychology Practice on Surf Therapy Around the Globe have focused on theory development, practice considerations, empirical research, and coalition building in order to advance the field of surf therapy. In this concluding article, the Guest Editors highlight the ways in which the collective work in this Special Issue expands on the current literature in terms of theory, as well as processes and outcomes for different programs across a variety of populations across the globe. Suggestions for conducting future studies on surf therapy are provided in order to build an even stronger knowledge base in this area. Finally, initiatives set forth by the International Surf Therapy Organization are presented in order to foster coalition building, participant inclusion, social justice, research and evaluation, and public advocacy. Collectively, this article aims to summarize the work highlighted in this Special Issue and pave a path for surf therapy practice and research going forward

Introduction to the Special Issue on Surf Therapy Around the Globe

This Special Issue on Surf Therapy Around the Globe in the Global Journal of Community Psychology Practice is devoted to advancing the science and practice of surf therapy for diverse populations around the world. This introductory article provides a framework for this Special Issue. Surf therapy’s beginnings as a small group intervention that served a variety of marginalized populations over the past fifteen years is outlined. Next, a description of how surf therapy programs utilize four community psychology practice competencies – empowerment, mentorship, community inclusion and partnership, and health promotion – in the delivery of surf therapy is detailed. A brief overview of each article in this Special Issue is provided, linked to three practice competency categories – collaboration and coalition development, participatory research, and program evaluation. Finally, videos ancillary to three of the articles are introduced and a fourth video without an accompanying article is also outlined

Surf Therapy Practice, Research, and Coalition Building: Future Directions

Articles in this Special Issue of the Global Journal of Community Psychology Practice on Surf Therapy Around the Globe have focused on theory development, practice considerations, empirical research, and coalition building in order to advance the field of surf therapy. In this concluding article, the Guest Editors highlight the ways in which the collective work in this Special Issue expands on the current literature in terms of theory, as well as processes and outcomes for different programs across a variety of populations across the globe. Suggestions for conducting future studies on surf therapy are provided in order to build an even stronger knowledge base in this area. Finally, initiatives set forth by the International Surf Therapy Organization are presented in order to foster coalition building, participant inclusion, social justice, research and evaluation, and public advocacy. Collectively, this article aims to summarize the work highlighted in this Special Issue and pave a path for surf therapy practice and research going forward

Health in Mind: A Philanthropic Guide for Mental Health and Addiction

There has never been a more urgent time to address mental health and addiction. In Health in Mind: A Philanthropic Guide for Mental Health and Addiction, the Center for High Impact Philanthropy at the Penn School of Social Policy & Practice identifies approaches that are most effective at preventing, treating, and supporting the recovery or long-term management of mental health conditions and substance use disorders. In it donors will find:Five strategies you can use to address mental health and addictionEvidence for the opportunities that have the greatest potential for impactA range of solutions and philanthropic opportunities for each strategy

Cardiovascular Pharmacogenomics and Cognitive Function in Patients with Schizophrenia

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138379/1/phar1968_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138379/2/phar1968.pd