The role of pets in the lives of people with dementia: a scoping review

Objectives This scoping review is designed to understand the role of pet ownership in the lives of people living in the community with dementia. Method A five-stage framework for conducting a scoping review guided the review. Two research questions framed the study. Nine databases were searched, with six papers meeting the criteria for detailed review. Results Pets can play a central role in the lives of people living with dementia. These relationships can be profound and can provide companionship and a sense of purpose. The activities associated with pet ownership and possible benefits for the person living with dementia have been explored to varying degrees and some benefits have been shown regarding the impact on physical and mental well-being. However, little is known about the challenges that may be faced when caring for a pet. Conclusion Despite the importance of pet ownership, experiences of ownership documented among people living with dementia is limited. Still, the studies indicate how pet ownership can support people to remain socially engaged. Future studies should seek to gain a broader understanding of pet ownership across environments such as care homes and hospitals and in the context of social citizenship, active participation and living well. Creative research methods should be adopted to support the inclusion of people living with dementia in research

The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children’s reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school

Substantial large-scale feedbacks between natural aerosols and climate

The terrestrial biosphere is an important source of natural aerosol. Natural aerosol sources alter climate, but are also strongly controlled by climate, leading to the potential for natural aerosol-climate feedbacks. Here we use a global aerosol model to make an assessment of terrestrial natural aerosol-climate feedbacks, constrained by observations of aerosol number. We find that warmer-than-average temperatures are associated with higher-than-average number concentrations of large (>100 nm diameter) particles, particularly during the summer. This relationship is well reproduced by the model and is driven by both meteorological variability and variability in natural aerosol from biogenic and landscape fire sources. We find that the calculated extratropical annual mean aerosol radiative effect (both direct and indirect) is negatively related to the observed global temperature anomaly, and is driven by a positive relationship between temperature and the emission of natural aerosol. The extratropical aerosol-climate feedback is estimated to be -0.14 W m(-2) K-1 for landscape fire aerosol, greater than the -0.03 W m(-2) K-1 estimated for biogenic secondary organic aerosol. These feedbacks are comparable in magnitude to other biogeochemical feedbacks, highlighting the need for natural aerosol feedbacks to be included in climate simulations.Peer reviewe

A phenomenological investigation of experiences of people who use YouTube to access support for Borderline Personality Disorder

Background: Research suggests that individuals with a mental health diagnosis often engage in social media to access support for their diagnosis. However, there is a lack of information on online usage in those diagnosed with borderline personality disorder (BPD). Furthermore, there is little research using qualitative interviews to examine the use of social media, such as YouTube, for psychological support. Purpose: The aim of the present study was to explore experiences of YouTube in individuals diagnosed with borderline personality disorder, including its impact on their offline lives. Methods: Six participants were recruited on social media; all those who contacted the researcher and met inclusion criteria were interviewed. Semi-structured interviews were used, lasting between 40 and 60 min. Data were transcribed verbatim and analysed using interpretive phenomenological analysis. Findings: The analysis produced two global themes: ‘YouTube as a form of self-help’ and ‘YouTube transforming the self’. Limitations: All the participants were female, limiting transferability of the findings. Originality: This paper is the first to show that YouTube could be used in addition to regular support to initiate recovery for those with BPD. It could provide them with a way to reduce self-stigma, enhance self-awareness and learn coping techniques

Theory of Mind and Young Children's Behaviour: Aggressive, Victimised, Prosocial, and Solitary.

Theory of mind (ToM) undergoes significant developments during childhood, particularly between the ages of four and seven years. A growing body of research has indicated that children's social understanding may be related to their social behaviour with peers, in line with Theory Theory which proposes that children's social cognition is influenced by and influences their peer interactions. The current study examined the relationship between ToM and behaviour among 193 children aged 4-7 years. Children carried out a battery of ToM tasks, and teaching staff reported on children's aggressive, prosocial, and solitary behaviour and victimisation experiences. Aggression was not directly related to ToM; prosocial behaviour was positively associated with ToM for girls but not boys. Solitary behaviour and victimisation were negatively related to ToM. When this was broken down by gender, there was only a significant association between solitary behaviour and ToM for boys. When controlling for the relationship between behaviours, the only significant predictor of ToM was solitary behaviour for boys. ToM was also a significant predictor of solitary behaviour for boys, demonstrating that there is a bidirectional relationship at play. The findings highlight the importance of looking across these four behaviour types and understanding the relationship between behaviour profiles and ToM for boys and girls separately

A qualitative exploration of practitioners' understanding of and response to child-to-parent aggression

There has been limited research and policy directed toward defining and understanding child-to-parent aggression (CPA), resulting in inconsistent definitions, understandings, and responses, which has a detrimental impact on families. In particular, there have been limited qualitative studies of those working on the frontline of CPA, hindering the development of effective policy. The present qualitative study therefore aimed to explore practitioner perspectives of CPA. Twenty-five practitioners from diverse fields (e.g. youth justice, police, charities) participated in four focus groups relating to their experiences of working with CPA in the UK. Thematic analysis of focus groups revealed three key themes: definitions of CPA, understanding of CPA risk factors, and responding to CPA. Practitioners understood CPA to be a broad use of aggression to intimidate and control parents and highlighted a range of individual (e.g. mental health, substance abuse) and social (e.g. parenting, gangs) risk factors for CPA. Further, practitioners felt that current methods of reporting CPA were ineffective and may have a detrimental impact on families. The findings of this study have implications for CPA policy and support the need for a multi-agency and coordinated strategy for responding to CPA

Cool and hot executive functions at 5-years-old as predictors of physical and relational aggression between 5- and 6-years-old

To study the role of executive function (EF) in the early development of aggression, the role of cool and hot EF skills at 5 years-old in the development of physical and relational aggression between 5 and 6 years-old was explored. Typically-developing children (N = 80) completed tasks assessing their cool (inhibition, working memory, planning) and hot EF (affective decision making, delay of gratification) skills at 5-years-old. Longitudinal data were collected from teachers that rated children’s aggression when they were 5-, 5.5- and 6-years-old. Inhibitory control at 5-years-old predicted changes in physical and relational aggression between 5- and 6-years old. Early cool EF, but not hot EF, may therefore be associated with aggression and inhibitory control specifically with changes in aggression during early childhood

Who escapes or remains a victim of bullying in primary school?

The stability of both direct and relational victimisation and factors that contribute to remaining, escaping or becoming a victim of bullying were investigated. 663 children at baseline aged 6-9 (years 2-4) were interviewed about their bullying experiences and parents completed a behaviour and health measure. Children’s perception of the degree of social hierarchical structuring and social prominence in their class was determined by peer nominations. 432 children participated in the follow-up either 2 or 4 years after baseline aged 10-11 (year 6) and completed a bullying questionnaire. Relational victims and children from classes with a high hierarchical structure were more likely to have dropped out of the study compared to neutral children, and children from classes with a low hierarchical structure. Relative risk analyses indicated a two-fold increased risk of remaining a direct victim at follow-up, compared to a child not involved at baseline becoming a victim over the follow-up period. In contrast, relational victimisation increased but was not found to be stable. Logistic regression analyses revealed that being a girl, and receiving few positive peer nominations predicted remaining a direct victim. Becoming a relational victim at follow-up was predicted by a strong class hierarchy. The implications for future study of early recognition of likely long term victims and early preventative bullying initiatives are discussed