Teasing requires the ability to understand intention, nonliteral communication, pretense, and social context. Children with autism experience difficulty with such skills, and consequently, are expected to have difficulty with teasing. To better understand teasing concepts and behaviors, children with autism, their parents, and age and Verbal-IQ-matched comparison children and parents described concepts and experiences of teasing and engaged in a parent–child teasing interaction. The teasing of children with autism was less playful and provocative and focused less on social norms than that of comparison children. Similarly, parents of children with autism teased in less playful ways. Scores on a theory of mind task accounted for several of the observed differences. Discussion focused on the importance of understanding social context and playful behavior during teasing.
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OBJECTIVES: Affective neuroscience research that investigates core symptoms of pediatric bipolar disorder (PBD) may be effective in differentiating PBD phenotypes. The current study used affect-modulated startle to examine potential differences in reactivity to emotional stimuli (reward and punishment) in narrow and broad phenotype PBD and controls.
METHODS: Thirty children meeting DSM-IV bipolar disorder criteria (i.e. narrow phenotype PBD with defined manic episodes with elevated/expansive mood), 19 children meeting criteria for severe mood dysregulation (i.e. broad phenotype with chronic irritability, hyper-reactivity, and hyperarousal), and 19 controls completed a lottery startle paradigm involving reward (money) and punishment (loud noise). Startle probes were presented during anticipation of the emotional stimulus, immediately following the presentation of the stimulus, or during return to baseline following the stimulus.
RESULTS: By self-report, patients and controls found the putative punishment to be preferable to the neutral condition. In the reward condition, patient samples reported greater arousal than did controls, but no between-group differences were found on the magnitude of startle response during the reward, punishment, or neutral conditions.
CONCLUSIONS: The failure to find differences in affect-modulated startle between control children and those with narrow or broad PBD phenotypes speaks to the methodological challenges associated with studying reward mechanisms in PBD. Alternative paradigms that focus on different aspects of reward mechanisms are discussed.
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As the gold standard in psychotherapy with children and adolescents, cognitive behavioral therapy (CBT) earned its stripes through the years. CBT evolved from treating individual disorders with single protocols to embracing a modular and transdiagnostic approach. Despite this impressive evolution, CBT initiated a revolution that continues to provide services to patients in this new era. CBT must maintain momentum to fuel progress and drive clinical reform. In this article, the need for training and dissemination are discussed. Revolutionary practices and delivery methods are suggested. CBT continues to push the envelope of revolution by partnering with neuroscience to bridge the gap between brain and body. Integrating findings from neuroscience with CBT-spectrum approaches and non-traditional treatment formats provides theoretical flexibility and additional treatment options for clinicians. Culturally-friendly applications to treat diverse youth and the use of common modules from third wave approaches are suggested. The use of technology such as smartphones, computers, and videogames is encouraged. Offering treatment in non-traditional settings and formats such as CBT-based camp programs is also addressed.
As the gold standard in psychotherapy with children and adolescents, cognitive behavioral therapy (CBT) earned its stripes through the years. CBT evolved from treating individual disorders with single protocols to embracing a modular and transdiagnostic approach. Despite this impressive evolution, CBT initiated a revolution that continues to provide services to patients in this new era. CBT must maintain momentum to fuel progress and drive clinical reform. In this article, the need for training and dissemination are discussed. Revolutionary practices and delivery methods are suggested. CBT continues to push the envelope of revolution by partnering with neuroscience to bridge the gap between brain and body. Integrating findings from neuroscience with CBT-spectrum approaches and non-traditional treatment formats provides theoretical flexibility and additional treatment options for clinicians. Culturally-friendly applications to treat diverse youth and the use of common modules from third wave approaches are suggested. The use of technology such as smartphones, computers, and videogames is encouraged. Offering treatment in non-traditional settings and formats such as CBT-based camp programs is also addressed.
Eve teasing was identified as a significant community problem through a community-based participatory process with nine villages in Punjab, India. Eve teasing is a common euphemism in South Asia for sexual harassment of women in public areas by men. The purpose of this study was to characterize the meaning of eve teasing in the rural context, especially among female youth, and to develop a means to measure its occurrence. Mixed methods were utilized including focus group discussions (FGDs), semistructured interviews, and direct observation of questionnaire administration. Thirty-four people participated in six FGDs; two with adolescent boys (n = 10), two with adolescent girls (n = 15), and two with women ages 20 to 26 years (n = 9). Eighty-nine females, ages 14 to 26 years, were recruited through purposive sampling for face-to-face interviews in homes and schools. Twenty-four interviews were observed directly to aid questionnaire development. Eve teasing was described as staring, stalking, passing comments, and inappropriate physical touch. Perceived consequences of eve teasing included tight restrictions on girls’ mobility, inability to attend school or work, girls being blamed, and causing family problems. FGD participants suggested that eve teasing can lead to depression and suicide. Among the 36 (40.4%) interview participants who reported eve teasing, 61.1% reported feelings of anger, 47.2% reported feelings of shame or humiliation, and more than one third reported feelings of fear, worry, or tension. The questionnaire offers a means to assess the occurrence of eve teasing that is culturally relevant and age appropriate for female youth in India.
This essay investigates the phenomenon of “embedded” mental states in fiction (i.e., a mental state within a mental state within yet another mental state, as in, “Mrs. Banks wished that Mary Poppins wouldn’t know so very much more about the best people than she knew herself”), asking if patterns of embedment manifest themselves differently in children’s literature than they do in literature for “grownups.” Looking at books for three age groups (nine to twelve, three to seven, and one to two), Zunshine finds significant differences in their respective patterns of embedment, while also arguing that a critical inquiry into complex mental states is not just a cognitive but also a historicist project. Drawing on research in developmental psychology, rhetorical narratology, and cultural history, as well as on digital data mining, this essay seeks to broaden the interdisciplinary and interpretive range of cognitive literary studies.
Yoga is an ancient practice with Eastern roots that involves both physical postures (asanas) and breathing techniques (pranayamas). There is also a cognitive component focusing on meditation and concentration, which aids in achieving the goal of union between the self and the spiritual. Although numerous empirical studies have found a beneficial effect of yoga on different aspects of physical and psychological functioning, claims of yoga's beneficial effects on sexuality derive from a rich but nonempirical literature. The goal of this article is to review the philosophy and forms of yoga, to review the nonempirical and (limited) empirical literatures linking yoga with enhanced sexuality, and to propose some future research avenues focusinging on yoga as a treatment for sexual complaints.
The catalog accompanying the art exhibition of the same name is the first of its kind to explore yoga's diverse histories and visual representation in Indian culture. The catalog is sumptuously illustrated and contains seven essays that provide a rich context for understanding what yoga meant to different practitioners in different religious, regional, and historical contexts. A key concept reflected in the essays and in the title of the exhibition itself is “transformation”—how yoga, as a practice, continues to transcend monolithic boundaries and definitions. In addition to the seven essays, the catalog offers rich, detailed entries on the art objects themselves. This information is organized in five thematic parts. Part 1 is titled The Path of Yoga and it examines over fifty objects produced in a variety of media. The objects feature representations of deities, divinized gurus, and other aspects related to yoga including the performance of austerities and meditation. Part 2 features painted folios that articulate the places and landscapes conducive to yogic practice: ashrams, maths, cremation grounds, and renowned sacred sites. Parts 3 and 4 of the catalog address the changing perceptions of yoga. The former examines yoga in the Indian imagination during the sixteenth through nineteenth centuries; the latter looks at its construction in the transnational imagination in the eighteenth through twentieth centuries. Objects in these two sections include painted folios from manuscripts and albums, colonial photography, and popular prints. The catalog concludes with a section titled Modern Transformations that focuses on visual imagery associated with leading proponents of yoga (such as Vivekananda and Yogendra), and illustrations and photographs found in medical yoga texts and books on modern postural yoga. As this catalog dismantles common stereotypes of yoga, it is a resource that will benefit both scholar and student. It is also one of the best catalogs to be published on South Asian art in recent years due to the high quality of its scholarship and the artworks selected.
Yoga is being used by a growing number of youth and adults as a means of improving overall health and fitness. There is also a progressive trend toward use of yoga as a mind-body complementary and alternative medicine intervention to improve specific physical and mental health conditions. To provide clinicians with therapeutically useful information about yoga, the evidence evaluating yoga as an effective intervention for children and adolescents with health problems is reviewed and summarized. A brief overview of yoga and yoga therapy is presented along with yoga resources and practical strategies for clinical practitioners to use with their patients. The majority of available studies with children and adolescents suggest benefits to using yoga as a therapeutic intervention and show very few adverse effects. These results must be interpreted as preliminary findings because many of the studies have methodological limitations that prevent strong conclusions from being drawn. Yoga appears promising as a complementary therapy for children and adolescents. Further information about how to apply it most effectively and more coordinated research efforts are needed.
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The purpose of this paper is to describe benefits of yoga and to provide practitioners multiple ways to implement yoga into classroom settings and home environments for young children with Down syndrome (DS). Yoga can be introduced into many settings to enhance motor development as a physical activity warm up or cool down, a behavior management technique, and/or an innovative way to get children with DS moving. There are various techniques to integrate yoga into adapted physical education classes, early intervention or preschool classroom, as well as home-based settings. Fun activities to incorporate yoga include yoga stories and songs, picture cards, yoga with technology, playing yoga games, and involving families. Practical applications and multiple references help as a starting point for educators and care givers to introduce the practice of yoga for young children with DS. ABSTRACT FROM AUTHOR
More public schools are discovering yoga for kids can benefit classroom management—and learning.
"Developing Social and Emotional Wellbeing in Children provides a practical guide full of proven strategies for promoting social and emotional learning (SEL) skills in children aged 4-16. A practical guide designed to support parents and education professionals in developing social and emotional skills in children, a form of learning that can be neglected in formal education Demonstrates how to foster social and emotional learning (SEL) at home and in the classroom, and shows how parents and professionals can work together for success Includes a wealth of exercises for promoting social and emotional wellbeing, along with tips, tools, and coverage of new developments such as computer-assisted instruction Written by authors with a wealth of practical and writing experience"--
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