NIA Coordinated Analysis of Dynamic Socioemotional Experiences and Well-Being during the Pandemic

We conducted a coordinated analysis of eight longitudinal studies with data collected during the COVID-19 pandemic. Our overarching aim was to examine within-person fluctuations in health and well-being during the pandemic that may differ across the adult lifespan. The studies are from different regions of the U.S. with data collected during different periods of the pandemic. These studies sampled heterogenous age groups, used diverse methods, and were harmonized on constructs. Four longitudinal studies (Notre Dame Study of Health & Well-being, Within-Family Differences Study, Social Relations Study, and the Einstein Aging Study [EAS] Covid Telephone Interviews) and four intensive, microlongitudinal studies (Daily Experience and Well-being Study, Daily COVID-19 Spring, Daily COVID-19 Fall, EAS), with data collected between March 2020 and August 2021 were analyzed. In three studies, older adults were consistently less variable (i.e., lower within-person standard deviation) in negative emotional well-being such as negative affect and depressive symptoms compared to younger adults. In four studies older adults were also less variable in stress. Evidence of better outcomes associated with social interactions was found in three studies, where within-person variability in social interactions was positively correlated with variability in positive affect across age. These findings point toward the complexities of dynamic socioemotional experiences that unfold across historical periods and across the lifespan. These within-person fluctuations could be used as a benchmark to examine long-term trajectories of well-being.

A Scoping Review of Evidence-Informed Recommendations for Designing Inclusive Playgrounds

Background: Playgrounds provide children with many sensory, motor, and socioemotional experiences that are critical to child development. Unfortunately, playgrounds also represent an environment where children with disabilities experience barriers to accessing play. Structures and materials that are prominently found in almost all playground designs (e.g., swings, slides, sand) can present as obstacles for many children with disabilities to engage in independent play.Aims: This scoping review engaged in the empirical literature to address the research question, “What are the evidence-informed recommendations for designing inclusive playgrounds to enable participation for children with disabilities?” Consideration was given not only to the physical design of playgrounds, but also the playgrounds' surrounding built and social environments.Methods: A systematic search of Medline, PsycINFO, CINAHL, EMBase, ERIC and Scopus was conducted. Only peer-reviewed literature published in English between January 1990 and January 2021, with a primary focus on inclusive playground structure design related to any type of disability were included. Data extraction included the study author(s), year of publication, country of origin, purpose, disability types considered, methods, sample characteristics and key findings. Key findings were synthesized into evidence-informed recommendations, which were later collated, using inductive content analysis, into five broader thematically congruent groups.Results: Thirty-five studies were included using case study (n = 17); observational (n = 6); survey (n = 5); experimental (n = 4); and multiple study (n = 3) designs. Thirteen evidence-based recommendations and one promising practice were categorized into five broad playground elements: entry points; surfacing and paths; features to foster inclusive play; staffing/supervision; and design process.Conclusion: These recommendations build upon previous design-based best-practices that focused exclusively on the physical design of the playground. Our recommendations have implications for how future playgrounds should be designed to maximize usability and inclusiveness and the overall playground experiences for children with disabilities.

Fear, Anger, and Loneliness: Emotional Pain and Referee Attrition in English Grassroots Football

This interpretive study provides original insights into the socioemotional experiences that contributed to referee attrition in English grassroots football. Data were generated using an online survey (n = 251) and in-depth interviews (n = 20) with former referees. Using complementary symbolic interactionist and relational conceptualizations of identity, social interaction, and emotional pain, the analysis addressed the participants’ interpretations of their problematic encounters with the various significant others (e.g., coaches, managers, players, spectators, and administrators) that comprised their respective social networks in grassroots football. Importantly, the participants described several emotionally painful issues related to match day environments, disciplinary proceedings, and deployment and development processes that simultaneously coexisted alongside and exacerbated one another. The findings present important implications for those individuals and governing bodies who are responsible for referee retention.

Early Socioemotional Intervention Mediates Long-Term Effects of Atypical Rearing on Structural Covariation in Gray Matter in Adult Chimpanzees

Atypical rearing has deleterious effects on chimpanzee behavior during development, some of which can be ameliorated with a responsive care intervention (RCI). Here, we obtained in vivo magnetic resonance images of adult brains of 27 chimpanzees given institutional care, with and without RCI, and compared them with those of 16 chimpanzees mother-reared from birth. We found significant long-term rearing effects on structural covariation and gray matter volume, specifically in the basal forebrain (i.e., caudate, putamen, nucleus accumbens, rectus gyrus, and orbital prefrontal cortex), indicating that RCI prevented brain changes due to atypical rearing. A significant correlation between covariation in these brain areas and caregiver nurturing, experienced in the first month of life, suggests a possible developmental mechanism for the effect of early experience on brain networks. We identified an early intervention that prevents changes in the basal forebrain that otherwise emerge as a consequence of institutionalized rearing without species-typical socioemotional experiences.