Internet use 101 in college: Do undergraduates want to learn healthier internet use?
Background: Internet overuse is an emerging public health emergency, especially for college students in the United States. The purpose of this study was to assess college students"™ internet usage and interest in learning healthy internet usage skills as part of a college curriculum. Study design: Participants completed an online anonymous questionnaire which included the short version of the Internet Addiction Test, a modified Youth Health Movement survey, and questions regarding their interest in healthy internet use coursework. Methods: A total of 402 participants were recruited via an email LISTSERV of current undergraduates and recent graduates who had taken at least one class within a child and adolescent mental health studies minor while enrolled in a large university. Results: Overall, 70% of participants reported that they use the internet excessively, and a majority of participants reported that internet use has negatively affected their sleep and increased their anxiety. Seventy percent of participants reported that they would benefit from instruction on healthy internet usage via formal courses for credit or online modules. Conclusions: Students are aware of the difficulty in managing their internet use in college and are motivated to engage in novel courses on healthy internet usage. Academic institutions should consider developing courses or modules on healthy internet use.
Internet use 101 in college: Do undergraduates want to learn healthier internet use?
BACKGROUND/UNASSIGNED:Internet overuse is an emerging public health emergency, especially for college students in the United States. The purpose of this study was to assess college students' internet usage and interest in learning healthy internet usage skills as part of a college curriculum. STUDY DESIGN/UNASSIGNED:Participants completed an online anonymous questionnaire which included the short version of the Internet Addiction Test, a modified Youth Health Movement survey, and questions regarding their interest in healthy internet use coursework. METHODS/UNASSIGNED:A total of 402 participants were recruited via an email LISTSERV of current undergraduates and recent graduates who had taken at least one class within a child and adolescent mental health studies minor while enrolled in a large university. RESULTS/UNASSIGNED:Overall, 70% of participants reported that they use the internet excessively, and a majority of participants reported that internet use has negatively affected their sleep and increased their anxiety. Seventy percent of participants reported that they would benefit from instruction on healthy internet usage via formal courses for credit or online modules. CONCLUSIONS/UNASSIGNED:Students are aware of the difficulty in managing their internet use in college and are motivated to engage in novel courses on healthy internet usage. Academic institutions should consider developing courses or modules on healthy internet use.
I'm Coming Home: Providing Parent Training to Support Inpatient Discharge Programs
Mental health service availability for autistic youth in New York City: An examination of the developmental disability and mental health service systems
LAY ABSTRACT/UNASSIGNED:Autistic children and adolescents experience high rates of co-occurring mental health conditions, including depression and suicidality, which are frequently identified by stakeholders as treatment priorities. Unfortunately, accessing community-based mental health care is often difficult for autistic youth and their families. The first obstacle families confront is finding a provider that offers mental health treatment to autistic youth within the many service systems involved in supporting the autism community. The mental health and developmental disability systems are two of the most commonly accessed, and previous work has shown there is often confusion over which of these systems is responsible for providing mental health care to autistic individuals. In this study, we conducted a telephone survey to determine the availability of outpatient mental health services for autistic youth with depressive symptoms or suicidal thoughts or behaviors in New York City across the state's mental health and developmental disability systems. Results showed that while a greater percentage of clinics in the mental health system compared with in the developmental disability system offered outpatient mental health services to autistic youth (47.1% vs 25.0%), many more did not offer care to autistic youth and there were very few options overall. Therefore, it is important that changes to policy are made to increase the availability of services and that mental health care providers' knowledge and confidence in working with autistic youth are improved.
Just Let Me Sleep in: Identifying and Treating Delayed Sleep Phase Disorder in Adolescents
Individuals with delayed sleep phase disorder (DSPD) are unable to naturally fall asleep and awake at conventional times; for this reason, DSPD is often mistaken for insomnia. However, unlike many patients with insomnia, those with DSPD struggle to get up at appropriate times. DSPD is associated with school refusal, academic difficulties, and lower employment rate. DSPD in youth has prevalence as high as 16%, and is often comorbid with other psychiatric disorders. Treatments include appropriate light exposure during the day, melatonin use, developing an evening routine that minimizes arousal-increasing activities, and gradually shifting sleep-wake times toward more functional ones.
Adult ADHD: Psychosocial Treatment Components and Efficacy Status
Psychosocial treatments for attention-deficit/hyperactivity dis- order (ADHD) in adults and emerging adults have developed to address core symptoms of ADHD (hyperactivity, impulsivity, and inattention) and associated functional impairments. These psychosocial treatments have been developed to enhance the effect of medication treatments. Evidence-based psychosocial treatments teach patients skills in organization, time management, and planning by using a cognitive-behavioral framework. The latest version of these programs also teaches mindfulness skills, so patients learn to think critically before acting impulsively. Cognitive components to address maladaptive thoughts found in ADHD and associated patterns found in comorbid anxiety and depression facilitate mental health. Research indicates that these skill-based programs lead to significant changes including reductions in core symptoms, improved executive functioning, and reduced functional impairments. This article reviews the findings from meta-analyses and details treatment targets and treatment components contained in efficacious interventions.
THE MAKING OF SOCIAL EXPERIENCE FROM THE SOUNDS IN NAMES
People use names to infer meaning about the objects to which those names refer. Objects whose names include vowels produced toward the front of the mouth (Siri), relative to those with vowels produced toward the back of the mouth (Google), are expected to have certain physical features (e.g., smallness, sharpness, and quickness). Do these expectations map onto social experience? The present investigation examines this question through the lens of social closeness. Participants simulating an interaction with another person whose name included a front (versus a back) vowel sound saw that person as more socially connected to themselves (Study 1), which could facilitate the interaction (better tips for servers, Study 2) or undermine it (exacerbate negative emotionality, Study 3). Theoretical and practical implications note how the sounds in names not only create expectations but also sow the seeds for self-fulfilling prophecies to be borne out in experience.
A Psychometric Evaluation of the Revised Parental Emotion Regulation Inventory
Despite significant research on parental emotion, parents' regulation of their own emotions during discipline encounters is an understudied topic. Progress in this area of inquiry would be enhanced by the development of valid measures of emotion regulation. The present article describes an evaluation of such a measure, the revised Parental Emotion Regulation Inventory (PERI2). Mothers of 2-year-old children (N = 232) completed the PERI2, additional questionnaire measures, and a parent-child observation during home visits. The present findings support the factorial and concurrent validity of the PERI2's suppression (e.g., concealing negative emotion), capitulation (e.g., giving into aversive child behavior to reduce negative emotion) and escape (e.g., walking away mid discipline encounter to reduce negative emotion) factors. Suppression, capitulation, and escape were distinct but interrelated emotion regulatory behaviors that were associated with such factors as harsh parenting, lax discipline, parental maladjustment, and child physical aggression. In contrast, the psychometric adequacy of the reappraisal factor (e.g., thinking differently about the child's behavior to reduce negative emotion) was not supported. The results support the future use of the PERI2, minus the reappraisal factor's items.
Vowel sounds in words affect mental construal and shift preferences for targets
A long tradition in sound symbolism describes a host of sound-meaning linkages, or associations between individual speech sounds and concepts or object properties. Might sound symbolism extend beyond sound-meaning relationships to linkages between sounds and modes of thinking? Integrating sound symbolism with construal level theory, we investigate whether vowel sounds influence the mental level at which people represent and evaluate targets. We propose that back vowels evoke abstract, high-level construal, while front vowels induce concrete, low-level construal. Two initial studies link front vowels to the use of greater visual and conceptual precision, consistent with a construal account. Three subsequent studies explore construal-dependent tradeoffs as a function of vowel sound contained in the target's name. Evaluation of objects named with back vowels was driven by their high- over low-level features; front vowels reduced or reversed this differentiation. Thus, subtle linguistic cues appear capable of influencing the very nature of mental representation.
Tap Out [Book Review]