Peter H Brown Clinical Psychologist

Psychology News & Resources

Video: A Conversation With Temple Grandin

Not long ago I posted a video of a lecture by Temple Grandin. Temple is autistic,  a designer of livestock handling facilities and a Professor of Animal Science at Colorado State University. She is an icon in the Autistic Community. Her life has been a beacon and an inspirational story and recently her story was told in a biopic produced by HBO. She is the author of several books on autism and the autistic spectrum.

Yesterday I came across this amazing one-on-one interview with Temple. The video is a re-broadcast of an hour long intimate discussion with Temple about her life, her work and her journey with autism. If you are at all interested in the area of ASD you will want to watch this!

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April 9, 2010 Posted by | Aspergers, Aspergers Syndrome, Autism, Biography, podcast, Technology, video | , , , , , , , , , , , | 2 Comments

Asperger’s Syndrome on “Arthur”

Here’s a different look at Asperger’s as explained by Brain on the kids show Arthur!

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April 5, 2010 Posted by | Aspergers, Aspergers Syndrome, Autism, Child Behavior, diagnosis, Internet, Resources, Technology, video | , , , , , , , , , , , , | Leave a comment

Martin Seligman: Author Of “Learned Optimism” Speaks About Positive Psychology And Authentic Happiness

Martin Seligman was originally best known for his classic psychology studies and theory of “Learned Helplessness” (1967) and it’s relationship to depression.

These days he is considered to be a founder of positive psychology, a field of study that examines healthy states, such as authentic happiness, strength of character and optimism, and is the author of “Learned Optimism”.

This is a terrific talk on Positive Psychology and what it means to be happy. It’s about 20 mins. long but definitely worth a watch!

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April 1, 2010 Posted by | anxiety, Cognitive Behavior Therapy, depression, Health Psychology, Mindfulness, Resilience, Resources, Technology, therapy, video | , , , , , , , , , , | 2 Comments

Multitasking: New Study Challenges Previous Cognitive Theory But Shows That Only A Few “Supertaskers” Can Drive And Phone

Read The Original Research Paper HERE (PDF – internal link)

A new study from University of Utah psychologists found a small group of people with an extraordinary ability to multitask: Unlike 97.5 percent of those studied, they can safely drive while chatting on a cell phone.

These individuals – described by the researchers as “supertaskers” – constitute only 2.5 percent of the population. They are so named for their ability to successfully do two things at once: in this case, talk on a cell phone while operating a driving simulator without noticeable impairment.

Jason Watson, a University of Utah psychologist, negotiates cybertraffic in a driving simulator used to study driver distractions such as cell phones and testing. While many people think they can safely drive and talk on a cell phone at the same time, Watson's new study shows only one in 40 is a "supertasker" who can perform both tasks at once without impairment of abilities measured in the study. Credit: Valoree Dowell, University of Utah

The study, conducted by psychologists Jason Watson and David Strayer, is now in press for publication later this year in the journal Psychonomic Bulletin and Review.

This finding is important not because it shows people can drive well while on the phone – the study confirms that the vast majority cannot – but because it challenges current theories of multitasking. Further research may lead eventually to new understanding of regions of the brain that are responsible for supertaskers’ extraordinary performance.

“According to cognitive theory, these individuals ought not to exist,” says Watson. “Yet, clearly they do, so we use the supertasker term as a convenient way to describe their exceptional multitasking ability. Given the number of individuals who routinely talk on the phone while driving, one would have hoped that there would be a greater percentage of supertaskers. And while we’d probably all like to think we are the exception to the rule, the odds are overwhelmingly against it. In fact, the odds of being a supertasker are about as good as your chances of flipping a coin and getting five heads in a row.”

The researchers assessed the performance of 200 participants over a single task (simulated freeway driving), and again with a second demanding activity added (a cell phone conversation that involved memorizing words and solving math problems). Performance was then measured in four areas—braking reaction time, following distance, memory, and math execution.

As expected, results showed that for the group, performance suffered across the board while driving and talking on a hands-free cell phone.

For those who were not supertaskers and who talked on a cell phone while driving the simulators, it took 20 percent longer to hit the brakes when needed and following distances increased 30 percent as the drivers failed to keep pace with simulated traffic while driving. Memory performance declined 11 percent, and the ability to do math problems fell 3 percent.

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However, when supertaskers talked while driving, they displayed no change in their normal braking times, following distances or math ability, and their memory abilities actually improved 3 percent.

The results are in line with Strayer’s prior studies showing that driving performance routinely declines under “dual-task conditions” – namely talking on a cell phone while driving – and is comparable to the impairment seen in drunken drivers.

Yet contrary to current understanding in this area, the small number of supertaskers showed no impairment on the measurements of either driving or cell conversation when in combination. Further, researchers found that these individuals’ performance even on the single tasks was markedly better than the control group.

“There is clearly something special about the supertaskers,” says Strayer. “Why can they do something that most of us cannot? Psychologists may need to rethink what they know about multitasking in light of this new evidence. We may learn from these very rare individuals that the multitasking regions of the brain are different and that there may be a genetic basis for this difference. That is very exciting. Stay tuned.”

Watson and Strayer are now studying expert fighter pilots under the assumption that those who can pilot a jet aircraft are also likely to have extraordinary multitasking ability.

The current value society puts on multitasking is relatively new, note the authors. As technology expands throughout our environment and daily lives, it may be that everyone – perhaps even supertaskers – eventually will reach the limits of their ability to divide attention across several tasks.

“As technology spreads, it will be very useful to better understand the brain’s processing capabilities, and perhaps to isolate potential markers that predict extraordinary ability, especially for high-performance professions,” Watson concludes.

Information from University of Utah

Read The Original Research Paper HERE (PDF – internal link)

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March 31, 2010 Posted by | anxiety, Books, brain, Cognition, Health Psychology, research, stress, Technology | , , , , , , , | Leave a comment

Online ‘Cold Shoulder’ Shown To Effect Kids Self-Esteem

Read the original Research Paper HERE (Free PDF-internal link)

From ScienceDaily (Mar. 22, 2010) — Research by psychologists at the University of Kent has revealed that online ostracism is a threat to children’s self-esteem.

The study, the results of which are published March 22 in the British Journal of Developmental Psychology, looked at how children, adolescents and adults react to being ostracised by other players during an online computer game. This is the first time the effect of online ostracism on children has been investigated.

The study was carried out by a team at the University’s Centre for the Study of Group Processes and was led by Professor Dominic Abrams. Professor Abrams explained that research into cyber-bullying usually focuses on direct abuse and insults. ‘However, a more indirect and perhaps common form of bullying is ostracism — when people are purposefully ignored by others,’ he said. Professor Abrams also explained that ‘online ostracism affects adults by threatening their basic needs for self-esteem, sense of belonging, sense of meaning and sense of control. We wanted to discover whether children and adolescents have similar reactions.’

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Three groups of participants took part in the study: 41 eight and nine-year-old children, 79 thirteen and fourteen-year-olds and 46 twenty-year-old adults. All were asked to play a game of online ‘cyberball’ in which three online players — depicted on screen by their names — passed a ball to one another. In games where the participant was included, they threw and received the ball four times within the trial. However, in a game when they were ostracised they received the ball only twice at the start, and then the other two players continued to play only passing the ball between themselves.

After each game participants’ basic needs were assessed, as well as how much they had enjoyed the game.

Professor Abrams said: ‘For all age groups, online ostracism substantially threatened the four basic needs — esteem, belonging, meaning and control — and also lowered their mood, showing that social exclusion online is very powerful even among children.’

However, there were also differences between the three age groups in their responses to cyber-ostracism. Ostracism affected the self-esteem of the eight and nine-year-old children more than the other groups. This suggests that the adolescents and adults have developed better buffers against threats to self-esteem.

Among the thirteen to fourteen-year-olds ostracism had the largest effect on feelings of belonging, strongly suggesting that adolescents may place a higher value on inclusion in peer networks than do children or adults.

The good news is that the negative reactions were cancelled out when children were included in a later game. Professor Abrams added: ‘Whereas adults might be quite skilled at finding a relationship in which to be included after having been ostracised, it could be a bigger challenge for children. This suggests that parents and schools need to be vigilant in case children in their care are experiencing sustained ostracism.

Read the original Research Paper HERE (Free PDF-internal link)

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March 26, 2010 Posted by | Addiction, Bullying, Child Behavior, Internet, Parenting, Resilience, Social Psychology, Technology | , , , , , , , , | Leave a comment

Self Help For Anxiety & Depression: A List Of FREE Interactive Self Help Websites

Today I wanted to get around to doing what I have been meaning to do for a while and post a list of free access interactive and/or educational websites which I have come across. These sites are fantastic resources and each one offers a different way to get involved with your recovery. Please note I am not affiliated with any of these sites and they are not affiliate sites. I hope you find one or more useful as I know many of my clients have.

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Self Help / Educational Websites

Updated 27th March 2010

There you have it! Check them out and let me know what you think. Know of any others? (No affiliate sites please).

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March 24, 2010 Posted by | Acceptance and Commitment Therapy, anxiety, Cognitive Behavior Therapy, depression, Dialectical Behavior Therapy, Education, Internet, Mindfulness, Positive Psychology, Resilience, Resources, Technology, therapy | , , , , , , , , , | 8 Comments

Academic Dishonesty = Fail: Procrastination & Copying Homework Increases Failure Rate Irrespective of Aptitude

Read The Original Research Paper HERE (PDF)

From ScienceDaily (Mar. 21, 2010) — The history of students who copy homework from classmates may be as old as school itself. But in today’s age of lecture-hall laptops and online coursework, how prevalent and damaging to the education of students has such academic dishonesty become?

According to research published online March 18 in Physical Review Special Topics: Physics Education Research, it turns out that unnoticed student cheating is a significant cause of course failure nationally.

A researcher from the University of Kansas has teamed up with colleagues from the Massachusetts Institute of Technology to get a better handle on copying in college in the 21st century.

Young-Jin Lee, assistant professor of educational technology at KU, and the Research in Learning, Assessing and Tutoring Effectively group at MIT spent four years seeing how many copied answers MIT students submitted to MasteringPhysics, an online homework tutoring system.

“MIT freshmen are required to take physics,” said Lee. “Homework was given through a Web-based tutor that our group had developed. We analyzed when they logged in, when they logged out, what kind of problems they solved and what kinds of hints they used.”

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Lee said that it was easy to spot students who had obtained answers from classmates before completing the homework.

“We ran into very interesting students who could solve the problems — very hard problems — in less than one minute, without making any mistakes,” said Lee.

Students also were asked to complete an anonymous survey about the frequency of their homework copying. (According to the survey, students nationally admit to engaging in more academic dishonesty than MIT students.)

Among the researchers’ most notable findings:

* Students who procrastinated also copied more often. Those who started their homework three days ahead of deadline copied less than 10 percent of their problems, while those who drug their feet until the last minute were repetitive copiers.

The students who copied frequently had about three times the chance of failing the course.

* Results of the survey show that students are twice as likely to copy on written homework than on online homework.

* This study showed that doing all the homework assigned is “a surer route to exam success” than a preexisting aptitude for physics.

“People believe that students copy because of their poor academic skills,” Lee said. “But we found that repetitive copiers — students who copy over 30 percent of their homework problems — had enough knowledge, at least at the beginning of the semester. But they didn’t put enough effort in. They didn’t start their homework long enough ahead of time, as compared to noncopiers.”

Because repetitive copiers don’t adequately learn physics topics on which they copy the homework, Lee said, the research strongly implies that copying caused declining performance on analytic test problems later in the semester.

“Even though everyone knows not doing homework is bad for learning, no one knows how bad it is,” said Lee. “Now we have a quantitative measurement. It could make an A student get B or even C.”

At the beginning of a semester, the researchers found that copying was not as widespread as it was late in the semester.

“Obviously, the amount of copying was not so prevalent because the academic load was not as much at the beginning of the semester,” said Lee. “In order to copy solutions, the students need to build their networks. They need to get to know each other so that they can ask for the answers.”

But the KU researcher and his MIT colleagues also demonstrated that changes to college course formats — such as breaking up large lecture classes into smaller “studio” classes, increasing interactions between teaching staff and students, changing the grading system — could reduce student copying fourfold.

Read The Original Research Paper HERE (PDF)

Adapted from materials provided by University of Kansas

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March 22, 2010 Posted by | Adolescence, anxiety, Cognition, Education, stress, Technology | , , , , , , , , , , , | 1 Comment

Cyber-Bullying & LGBT Groups: Prevalence & Psychological Impact

From  http://www.medicalnewstoday.com

Schools are typically on guard against students who bully by inflicting repeated violence on other students. But technology has given rise to a relatively new form of bullying which inflicts emotional harm in a stealth manner, working through Web sites, chat rooms, e-mail, cell phones and instant messaging.

And according to a new national study by Iowa State University researchers, one out of every two lesbian, gay, bisexual, transgender (LGBT) and allied youths are regular victims of “cyberbullying,” which causes psychological and emotional distress to victims — producing thoughts of suicide in some who are repeatedly victimized.

In the online survey of 444 junior high, high school and college students between the ages of 11 and 22 — including 350 self-identified non-heterosexual subjects — 54 percent of the LGBT and allied youth reported being victims of cyberbullying in the 30 days prior to the survey. Cyberbullying includes attacks such as electronic distribution of humiliating photos, dissemination of false or private information, or targeting victims in cruel online polls.

Among the non-heterosexual respondents, 45 percent reported feeling depressed as a result of being cyberbullied, 38 percent felt embarrassed, and 28 percent felt anxious about attending school. More than a quarter (26 percent) had suicidal thoughts.

“There’s a saying that we’ve now changed to read, ‘Sticks and stones can break my bones, but words can kill,'” said Warren Blumenfeld, an Iowa State assistant professor of curriculum and instruction and the study’s lead author. “And especially at this age — pre-adolescence through adolescence — this is a time when peer influences are paramount in a young person’s life. If one is ostracized and attacked, that can have devastating consequences — not only physically, but on their emotional health for the rest of their lives.”

Co-authored by Robyn Cooper, a research and evaluation scientist at ISU’s Research Institute for Studies in Education (RISE), the study is being published in this month’s special LGBT-themed issue of the International Journal of Critical Pedagogy.

The results underscore the helplessness felt by victims of cyberbullying. Forty percent of the non-heterosexual respondents indicated that their parents wouldn’t believe them if they were being bullied online, while 55 percent reported that their parents couldn’t do anything to stop it. Fifty seven percent also indicated that they didn’t think a school official could do anything to stop it.

“They feared that there might be more retribution by ‘tattling,'” said Blumenfeld, who was bullied as a teen for being gay.

“One of the things we found is that the LGBT students really want to make a difference,” said Cooper, who authored her doctoral dissertation on minority stress and the well-being of sexual minority college students. “They want their stories told. They want people to know what they’re going through, but they don’t want the repercussions of being bullied. So being able to respond to this survey was very helpful.”

One in four of the LGBT and allied students responded that they needed to learn how to deal with cyberbullying by themselves. More than half also feared telling their parents about the cyberbullying because they might restrict their use of technology, which Blumenfeld says is often the “lifeline to the outside world” for many young LGBT students who have been ostracized by their peers at school.

The ISU study also proposes strategies for cyberbullying prevention. Eighty percent of the survey’s respondents indicated that their peers should do more to stop it.

“One of the strategies coming out of this study – since respondents expect and want their peers to step in more – is that we should find ways on our campuses to empower young people to speak up and act as allies,” Blumenfeld said. “In bullying circles, it’s empowering the bystander to become the upstander to help eliminate the problem.”

Blumenfeld and Cooper recommend developing social norms programming at schools that focus on peer influences that correct misperceived societal norms.

The ISU researchers plan to author additional papers on their analysis from this survey. They also have submitted a new grant proposal to extend their research to a larger national sample that would include face-to-face interviews and focus groups.

Source: Mike Ferlazzo
Iowa State University

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March 10, 2010 Posted by | Adolescence, Bullying, Child Behavior, Internet, Parenting, Resilience, Social Psychology, Technology | , , , , , , , , | 4 Comments

The Book Depository: Very Cheap Prices, FREE SHIPPING WORLDWIDE

I have just come across this site. The book prices are as good or better than Amazon and they ship free to any address worldwide no matter the size of the order. The Book Depository

www.thebookdepository.co.uk

I will be using this site for my blog links for highly recommended books from now on as I believe it provides the best value for most of my readers. I will continue to provide Amazon links in my Highly Recommended Books Library accessible from the menu on the right.

March 10, 2010 Posted by | Education, General, Resources, Technology | , , , | 2 Comments

Cyber Safety and Social Networking: Don’t Let Your Kids Play Roulette Online

* Alex Dickinson  From:  The Courier-Mail http://couriermail.com.au
* March 05, 2010 11:00AM <break>

A NEW website dubbed “a predator’s paradise” has become an internet sensation in Australia – but there is almost nothing that Queensland authorities can do to track those preying on children.

Chat Roulettehttp://chatroulette.com launched online in November, instantly puts users face-to-face with a stranger anywhere in the world

In a concept Queensland Police say is one of the most dangerous on the web, the site shows webcam footage of the stranger – one of more than 20,000 on the site at one time – and has an option to “spin the wheel” to the next stranger.Users don’t have to register any identifying information and the site has already been flooded with users exposing themselves and sharing intimate details.

Some reports suggest 20 per cent of the webcams show masturbating men. The Courier-Mail logged on to the site for 15 minutes last night and was connected to 10 users from across the globe – three were shirtless men hiding their faces, another man was showing his penis while a woman with a US accent started stripping. The website mixes the most dangerous aspects of social networking, chat rooms and web cameras, according to police.

“Predators seek out and chat to children with webcams and can place enormous pressure on them to transmit indecent images of themselves,” a police spokeswoman said. Queensland Council of Parents and Citizens’ Associations president Margaret Black said the concept was extremely risky for children. We are quite horrified about where social networking sites are going,” Ms Black said.

US-based psychiatrist Dr Keith Ablow has labelled the site a “predator’s paradise”. “Parents should keep all children off (Chat Roulette) because it’s much too dangerous,” Dr Ablow said. The site, hosted in Germany, was created by 17-year-old Moscow high school student Andrey Ternovskiy.

But unlike the millions who use Facebook, offenders on http://www.chatroulette.com are a lot harder to track, according to Associate Professor of Law at the University of South Australia, Melissa deZwart. “You don’t have to be a member or register details so the service provider doesn’t have the same control over its users that Facebook does,” Ms deZwart said.

Technology website CNET suggests most parental filtering programs will be able to block the website.

So here are a couple of sites that I would deem unsafe or unhealthy for children and adolescents to access. These are specifically sites that may well slip through the net of your parental control software. I will add to them as I receive your comments and as I do more research

Chat Roulette:  http://chatroulette.com

See article above.

Answerbag: http://answerbag.com

This site invites users to post questions, than engages users by starting a discussion around those questions. Seems innocuous enough on face value, but a sample of questions posted include:

when i say evil you say…?

when i say gun you think..?

Is it odd that I let Freddy Krueger perform a C-section on me?

How should we keep the aryan race from being polluted?
Check it out and form your own opinion.

Any other sites you think are worthy of mention?

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March 6, 2010 Posted by | Adolescence, Bullying, Child Behavior, Internet, Resources, Technology | , , , , , | 2 Comments