Obesity affects about 42% of adults in the United States. Most states report obesity in 30% of adults (the State of Obesity 2022: Better Policies for a Healthier America), with health-related costs estimated around $150 billion (Zamosky, 2013). As multimodal therapies are most effective in reducing obesity’s effects, this study seeks to determine if cholecystokinin (CCK), a hormone released upon food consumption that reduces meal size and duration, affects the discriminative stimulus effects of 22-hrs food deprivation. Sprague-Dawley rats (24 females, 24 males) were trained to press the left lever after 22-hr food deprivation. Fifteen responses earned a 45 mg food pellet, and 15 right lever presses resulted in 8 seconds of darkness. Contingencies reversed under 2-hr food deprivation. After acquiring discrimination (males: M=76, SEM 7, females: M=83, SEM 7 sessions to criteria), subjects were injected with saline (1 ml/kg body weight) or CCK (1 to 10 mg/kg, i.p.) 15 minutes before a 5-minute test session. Food intake was then measured. CCK did not alter "hunger"-like responses nor affect lever pressing rates or food intake. In food tests under 22-hr deprivation, male rats ate more grams of food, while female rats ate similarly in both deprivation conditions.
This ongoing study investigates how psychological flexibility correlates with teacher burnout across three populations with different professional demands: preservice teachers, primary teachers, and college professors. Teacher burnout is common, which creates multiple concerns like teacher turnover and worse student outcomes (Chang, 2009). One promising intervention used to decrease teacher burnout in K-12 teachers is Acceptance and Commitment Therapy (ACT), which targets psychological flexibility – the ability to adapt to different situations to pursue one’s goals (Emery, 2011). By administering questionnaires related to psychological flexibility and teacher burnout to preservice teachers, primary teachers, and college professors, we seek to show how these components connect in different populations. If psychological flexibility is negatively correlated with burnout across all three populations, ACT may be effective for all three populations. When data collection is complete, we expect to see a difference in correlations due to the diverse demands of the job. We also expect overall burnout to differ across groups: if individual factors are more significant, we hypothesize that preservice teachers will experience the highest level of burnout. Alternatively, if contextual factors are more important, we hypothesize that inservice teachers will experience the most burnout.
The reason that we are looking into the relationship that stress had on our mental and physical health is that we are all college students so it is important to us to understand our stress, and to control it to help our health. We look to our peers and see significant levels of stress that seem to make people less happy overall. This made us question why people get stressed in the first place? Is it their class load, their workload, or anything else that they go through day to day? To answer these questions, we have looked into several different people's perspectives to see what they have discovered on the issue. Along with this we also conducted our own research to figure out our own conclusions.
Non-suicidal self-injury (NSSI; injuring oneself without intent to die) is prevalent among college students. Many report using NSSI as a coping mechanism, including managing suicidal thoughts and urges. Due to the coping-regulatory effects of NSSI for individuals, perceptions of NSSI coping effectiveness may relate to increased ability to resist attempting suicide. This study aimed to examine individuals’ perceived effectiveness of NSSI on the ability to resist suicidal thoughts and urges the next day. 132 participants with a recent history of NSSI and suicidal ideation completed a daily diary protocol assessing engagement in NSSI, perceived effectiveness of the NSSI, suicidal urges and the ability to resist suicide attempts. Multi-level dynamic structural equation analyses will be conducted with individual responses mean-centered to capture within-person differences across days. It’s anticipated that on days participants perceive their NSSI as effective, they will report lower suicide urges and greater ability to resist attempting suicide the next day. This would support the role of NSSI being a coping mechanism and suggests suicide risk may increase if NSSI effectiveness lessens over time. Additional clinical implications of the results will be discussed.
Amanita muscaria, commonly known as fly agaric or fly amanita, is a mushroom renowned for its distinctive appearance and psychoactive properties attributed to its compounds, ibotenic acid, and muscimol. Contemporary interest in Amanita muscaria has surged, driven by anecdotal reports of perceived psychological and medicinal benefits. However, no clinical studies exist thus far. This study employs thematic analysis of discussions from the “r/AmanitaMuscaria” subreddit on Reddit to explore users’ reasons for its consumption and the positive and negative experiences associated with this mushroom. A total of 998 principal posts and their associated 9,542 comments were analyzed, revealing thematic trends in adverse effects, perceived positive outcomes, reasons for use, modes of consumption, and thought perceptions. Findings highlight that users experienced more positive than adverse effects, and adverse effects experienced were minimal and primarily self-limiting. These findings may be particularly salient in clinical settings, as medical providers might find it challenging to uncover Amanita muscaria use among their patients unless presented with severe adverse effects. Future research is recommended to investigate Amanita muscaria’s pharmacology further to inform patients and medical providers of safe practices. Finally, an innovative methodological strategy is warranted to examine Reddit posts in-depth to understand users’ perceptions and attitudes.
The internet was created in 1983. After this social media had a boom in the early 2000s with the rise of MySpace and Facebook. Many platforms surfaced from this including Instagram, Snapchat, and Twitter as known as X. Social media has changed the way we communicate and interact with people. Additionally, social media has significantly impacted relationships through instant messaging and video calls. However, it introduced challenges such as jealousy, trust issues, and unrealistic expectations set by influencers and content creators. This paper examines excessive social media use can lead to digital dependency, where people prioritize online interactions over their relationships whether it be friendships or romantic relationships. Additionally, it can lead to division in relationships and the feeling of exclusion. Also, it can lead to feelings of jealousy and comparison because of social media.
The University of Maine states that 4.8 Billion people all across the world who use social media. That is 68.57% of people in the world. Social media is built to keep people coming back to the app. As a result of this, several people find themselves addicted to their phones. As a result it’s beneficial to find out how many people are addicted to social media and their phones while also figuring out why people keep using social media despite it’s proven mental health impacts. Everyone always says how bad social media is for people and yet no one ever wants to quit using social media. I’m going to survey people of all age groups to see why they keep using social media, what benefits people get out of social media, and why they refuse to leave social media. I’d like to give a report based on the age group and the way they use social media.
Alcohol use disorders (AUD) are a critical public health issue in the United States linked to elevated morbidity and mortality. Mutual help groups (MHGs), which provide peer advice and support, are among the most widespread forms of treatment for individuals with AUD. Twelve-step MHGs like Alcoholics Anonymous (AA), are the most utilized and evidence-based interventions for AUD. In recent years, several secular 12-step/AA alternative MHGs have emerged, including Self-Management and Recovery Training (SMART) Recovery, LifeRing, and Women For Sobriety (WFS). The outcomes and mechanisms of these 12-step alternative MHGs are poorly understood. In the present study, we conducted a systematic review with the goal of updating the scientific literature on outcomes, moderators, and mechanisms of change of SMART Recovery, LifeRing, and WFS for alcohol use problems in adults with AUD. Our review was pre-registered with PROSPERO and followed PRISMA guidelines. Alcohol-related outcomes, such as alcohol abstinence/reduction in alcohol use, heavy drinking, and other negative consequences were examined. Additionally, we included analysis of engagement-related outcomes, like membership characteristics, moderators of engagement/involvement, and mechanisms of change for MHOs. Preliminary Results from our qualitative review suggest differential alcohol-related and engagement-related outcomes by MHG. These findings highlight the importance of defining similarities and differences between MHGs, as individual differences in patient history and/or ideology disprove notions of universal MHG suitability. Study findings provide valuable insights into the different mechanisms and moderators of 12-step alternative MHGs that may inform future precision medicine strategies.
Individuals meeting NSSI-Disorder (NSSI-D) criteria differ from those who do not on key psychological and behavioral factors. NSSI is strongly associated with suicide ideation and research suggests it may increase suicide risk by reducing fearlessness about death, aversion to death/self-injury, and altering cognitive biases toward suicide. However, limited research examines these differences. This study tested whether individuals meeting current NSSI-D criteria reported higher levels of fearlessness about death, suicide-related biases, suicide ideation and plans, and lower aversion to death than those not meeting criteria. Participants (N = 308; 83.4% female, 87.7% White, 28.9% current NSSI-D) with past-year NSSI or suicide ideation completed assessments in our research lab. Independent samples t-tests found significant group differences across all variables except fearlessness and aversion toward death. Hypotheses were partially supported. Aligning with prior work, those meeting NSSI-D criteria reported lower aversion to death and higher suicidal thoughts and behaviors than those not meeting criteria. Findings highlight the need for further research on NSSI-D’s role in suicide risk and intervention development.
Non-suicidal self-injury (NSSI) and suicide are major public health concerns and represent behaviors most practitioners will encounter during their career. Unfortunately, many mental health providers lack confidence in their skills for treating suicidal and/or self-injuring patients. Factors such as concerns about liability, emotional contagion and suicide severity appeared to moderate willingness to treat. There is a lack of research whether these patterns emerge regarding providers’ willingness to treat NSSI, a known risk factor for suicide. This study aimed to explore therapists’ willingness to treat clients with NSSI, Depression, or suicide risk. Participants were emailed through midwestern state licensing lists and asked to answer questions about a hypothetical patient from one of the three conditions. Analyses included chi-square, ANOVA, and regression. Participants showed a lower willingness to treat or accept a patient who has a history of Suicide compared to NSSI or Depression. In addition, both regression models identified significant variables, those being confidence, negative attitudes towards self-harm, and liability concerns that associated with willingness to accept or treat. We also found that the perceived risk of the patient negatvely correlated with willingness to treat. Mental health providers could benefit from increased training about suicide to build their skills and confidence.
An exploration of an Afrocentric Pedagogy within Higher Education: A review of LiteratureAfrican Pedagogy in Education is an examination of an Afrocentric model of learning and teaching that could potentially enhance student learning outcomes. This method of teaching revolves around a more universalistic vs. individualistic worldview, alternative modes of teaching to supplement student learning, and more. As test scores and average grades have been consistently dropping among students in America, it is important to recognize what this negative trend might be rooted in- perhaps our Eurocentric way of teaching in America. Furthermore, it is essential to recognize who is often at a disadvantage when learning from a Eurocentric perspective. Through an analysis of literature revolving around the Afrocentric perspective, academic motivation, models of Afrocentric teaching, and student outcomes from learning from an Afrocentric perspective, the goal is to bring to light a means of teaching and learning that could produce enhanced student outcomes. This literature review will lay out the historical context, benefits of, and means of teaching, through the lens of Afrocentric pedagogy. Keywords: Afrocentric pedagogy, Eurocentrism, academic motivation.
