Parent-child nonverbal engagement during read versus sung book-sharing in preschoolers with and without ASD

Providing natural opportunities that scaffold interpersonal engagement is important for supporting social interactions for young children with autism spectrum disorder (ASD). Musical activities are often motivating, familiar, and predictable, and may support both children and their interaction partners by providing opportunities for shared social engagement. We assessed multiple facets of nonverbal social engagement—child and caregiver visual attention and interpersonal movement coordination—during musical (song) and non-musical (picture) book-sharing contexts in caregiver–child dyads of preschoolers with ( n = 13) and without ( n = 16) ASD. Overall, children with ASD demonstrated reduced visual attention during the book sharing activity, as well as reduced movement coordination with their caregivers, compared to children with typical development. Children in both diagnostic groups, as well as caregivers, demonstrated greater visual attention (gaze toward the activity and/or social partner) during song books compared to picture books. Visual attention behavior was correlated between children and caregivers in the ASD group but only in the song book condition. Findings highlight the importance of considering how musical contexts impact the behavior of both partners in the interaction. Musical activities may support social engagement by modulating the behavior of both children and caregivers.

Empathy as a Desideratum in Health Care – Normative Claim or Professional Competence?

This article investigates the possible functions of empathic interpersonal engagement in the context of medicine and health care. While empathy can be understood in different ways on a theoretical level – as an embodied process of resonance and synchronization, as an affective process of emotional sharing, as a cognitive process of understanding the other, or as a narrative process of externalizing and communicating personal experiences – it is often called for on a normative level as a desideratum in the competence of medical professionals. We address this issue by introducing different models of the relationality between doctors and patients, in order to clarify which dimensions of empathy are relevant in which model and raise the question whether empathy is more than a nice-to-have virtue on the side of the professionals.

The complexities of meaningful experiential learning: Exploring reflective practice in music performance studies

The purpose of this study was to examine the intersections of experiential learning and critical reflection within the unique context of the Accademia Europea dell’Opera (AEDO), a music performance summer program specializing in opera. Researchers explored the development and implementation of a responsive model of reflection and considered the impact this model had on helping music students shift between multiple spaces of musical performance and skill development. Data were analyzed through a communities of practice framework, and findings drawn from the analysis are explored through the following themes: the complexities of building a new community, synergy between intrapersonal and interpersonal engagement, and participants’ processes of reflecting and learning together.

Automatic Estimation of Interpersonal Engagement During Naturalistic Conversation Using Dyadic Physiological Measurements

Physiological responses of two interacting individuals contain a wealth of information about the dyad: for example, the degree of engagement or trust. However, nearly all studies on dyadic physiological responses have targeted group-level analysis: e.g., correlating physiology and engagement in a large sample. Conversely, this paper presents a study where physiological measurements are combined with machine learning algorithms to dynamically estimate the engagement of individual dyads. Sixteen dyads completed 15-min naturalistic conversations and self-reported their engagement on a visual analog scale every 60 s. Four physiological signals (electrocardiography, skin conductance, respiration, skin temperature) were recorded, and both individual physiological features (e.g., each participant’s heart rate) and synchrony features (indicating degree of physiological similarity between two participants) were extracted. Multiple regression algorithms were used to estimate self-reported engagement based on physiological features using either leave-interval-out crossvalidation (training on 14 60-s intervals from a dyad and testing on the 15th interval from the same dyad) or leave-dyad-out crossvalidation (training on 15 dyads and testing on the 16th). In leave-interval-out crossvalidation, the regression algorithms achieved accuracy similar to a ‘baseline’ estimator that simply took the median engagement of the other 14 intervals. In leave-dyad-out crossvalidation, machine learning achieved a slightly higher accuracy than the baseline estimator and higher accuracy than an independent human observer. Secondary analyses showed that removing synchrony features and personality characteristics from the input dataset negatively impacted estimation accuracy and that engagement estimation error was correlated with personality traits. Results demonstrate the feasibility of dynamically estimating interpersonal engagement during naturalistic conversation using physiological measurements, which has potential applications in both conversation monitoring and conversation enhancement. However, as many of our estimation errors are difficult to contextualize, further work is needed to determine acceptable estimation accuracies.

Trauma Focused Psychodynamic Psychotherapy

This book, which operationalizes and articulates in detail a unique, brief, tested psychodynamic psychotherapy for Post-Traumatic Stress Disorder, Trauma Focused Psychodynamic Psychotherapy [TFPP], describes how to perform this helpful treatment. The book provides tailored psychodynamic background that underpins these approaches, and explains the different phases of treatment. Additionally, it articulates common underlying dynamics of PTSD that the treatment commonly addresses in patients to bring about symptomatic relief. TFPP is being tested in two diverse populations: military Veterans with PTSD who are receiving care at three Veterans Administration Hospitals, and also among LGBTQ patients with PTSD. The book is focused on the authors’ experiences treating Veterans and many clinical examples are provided demonstrating how to work with these principles and approaches. In general, patients and therapists have found the treatment to be an extremely useful tool. Veterans have gained insight into the impact of traumatic experiences on various aspects of their lives and had improvements in dissociation, interpersonal engagement, anxiety, and anger/hostility. TFPP appears to be particularly effective for patients with prominent avoidance symptoms and those who are unwilling or unable to recount the details of their trauma directly. Patients have been found to be more affectively engaged and better connected to others (including the therapist) following treatment.

Revealing researcher engagement in museum-related research: a reflective account

The absence of extended discussions about the feasibility of carrying out qualitative research within the ‘research methods’ sections of most heritage and mainstream museum studies articles means there is not much direction provided to novice heritage and museum researchers as well as aspiring PhD candidates to augment their own methodological practices. Literature related to unexpected circumstances during fieldwork, the importance of human interactions in data collection and the self-reflection of researchers in heritage and museum-related research remains limited. This paper reflectively explores aspects of the author’s journey as a PhD researcher at the Egyptian Museum in Cairo, Egypt, and the challenges encountered during fieldwork. The paper concludes that recognizing and encouraging reflexivity and interpersonal engagement and reflecting on challenging moments during the research process in museums and heritage sites brings insight to the study, and brings the researcher/researchee closer to the reader.

Interpersonal Engagement Mediates the Relation between Maternal Affect and Externalising Behaviour in Young Children with Type 1 Diabetes

Mother-child interactions around a shared activity have been shown to play a key role in the development of young children’s capacity to interact cooperatively with others. This evidence is particularly germane to type 1 diabetes (T1D) management in younger children where cooperation with parental treatment efforts is crucial for treatment success and where maternal distress and child behavioural problems are risk factors for treatment management, biomedical and psychological outcomes. In 49 4-to-8 year old children with T1D, we investigated whether the association between maternal affect and child problematic behaviour is mediated by mother-child interactions in the context of a T1D-relevant collaborative problem-solving activity. Mothers completed standardised measures of maternal and child psychological adjustment and interacted with their children in the problem-solving activity, analysed for quality of interpersonal engagement based on evaluations of maternal (sensitivity and cognitive stimulation) and dyadic (joint attention and warmth) behaviours. Mediation analyses confirmed the hypothesis that interpersonal engagement mediates the relation between maternal affective state and child behavioural problems. Specifically, more negative maternal affect is associated with lower levels of interpersonal engagement; these less engaged interactions in turn are associated with more behavioural problems in children. These findings are consistent with research involving typically developing children. The implications of our findings are twofold. First, in the context of psychological adjustment to T1D, maternal affect and mother-child interactions are 2 potential targets for interventions which promote cooperative interactions. Second, understanding and caring for children at biological risk requires attention to developmental psychology theory and method; in particular, research addressing parent-child cooperation carries both conceptual and clinical relevance.

Interpersonal Engagement Mediates the Relation between Maternal Affect and Externalising Behaviour in Young Children with Type 1 Diabetes

Mother-child interactions around a shared activity have been shown to play a key role in the development of young children’s capacity to interact cooperatively with others. This evidence is particularly germane to type 1 diabetes (T1D) management in younger children where cooperation with parental treatment efforts is crucial for treatment success and where maternal distress and child behavioural problems are risk factors for treatment management, biomedical and psychological outcomes. In 49 4-to-8 year old children with T1D, we investigated whether the association between maternal affect and child problematic behaviour is mediated by mother-child interactions in the context of a T1D-relevant collaborative problem-solving activity. Mothers completed standardised measures of maternal and child psychological adjustment and interacted with their children in the problem-solving activity, analysed for quality of interpersonal engagement based on evaluations of maternal (sensitivity and cognitive stimulation) and dyadic (joint attention and warmth) behaviours. Mediation analyses confirmed the hypothesis that interpersonal engagement mediates the relation between maternal affective state and child behavioural problems. Specifically, more negative maternal affect is associated with lower levels of interpersonal engagement; these less engaged interactions in turn are associated with more behavioural problems in children. These findings are consistent with research involving typically developing children. The implications of our findings are twofold. First, in the context of psychological adjustment to T1D, maternal affect and mother-child interactions are 2 potential targets for interventions which promote cooperative interactions. Second, understanding and caring for children at biological risk requires attention to developmental psychology theory and method; in particular, research addressing parent-child cooperation carries both conceptual and clinical relevance.

Assessing Quality of Healthcare Delivery When Making Choices: National Survey on Health Consumers’ Decision Making Practices

Objective: Choices and quality decisions made by consumers in relation to their healthcare have been associated with personal experience of those services, interpersonal engagement and reliance on third-party information, as well as the subsequent satisfaction with the service. The purpose of this research was to understand current information sources, determinants of quality discernment and decision-making factors by consumers in the Australian community in relation to healthcare. Method: Conventional content analysis research was undertaken in the form of a national telephone survey of 200 consumers. Open-ended questions were used to elicit information from the general community. Results: Reputation and other key interpersonal and structural elements are utilised in determining quality of healthcare services as well as in deployment as key factors in decision-making regarding use of healthcare services. While most respondents valued and used key information about provider relationships, outcomes performance and performance rankings, up to 20% of respondents did not know or could not identify ways in which they would assess and evaluate the quality of healthcare services. Conclusion: This research identifies that consumers use a range of information and advice relating to experience, interpersonal engagement and information from third-party sources. If healthcare providers develop clearer communications around their technical, procedural and conduct principles, consumers will be in a better position to evaluate reputation and make decisions about their healthcare needs and the health system.

An Evaluation of Academic- and Cultural-Based Service-Learning as Critical Pedagogies for Student Learning

A cross-sectional study was conducted to evaluate differences in students learning outcomes for 328 undergraduate students enrolled in psychology courses that utilize academic- and cultural-based service-learning as primary pedagogical methods. Results from a repeated measures analyses of covariance indicate that students improve their awareness of White privilege and understanding of gender and racial discrimination from the beginning to the end of the course. Cultural-based service-learners also had a deeper understanding of White privilege, gender and racial discrimination, and racial and economic disparities in the community, as well as stronger perspective-taking skills, ethnocultural empathy, and interpersonal engagement compared to academic-based service-learners. Results from a repeated measures analysis of variance further indicate that upperclassmen develop a racial-cultural-ethnic identity; while, underclassmen develop ethnocultural awareness over time. Implications for incorporating critical service-learning pedagogies in beginning, middle, and ending psychology courses are discussed.