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Processing of infant emotion in mothers with mood disorders and implications for infant development
- Anne J. Bjertrup, Mala Moszkowicz, Ida Egmose, Anette Kjærbye-Thygesen, René E. Nielsen, Christine E. Parsons, Lars V. Kessing, Anne Katrine Pagsberg, Mette S. Væver, Kamilla W. Miskowiak
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- Journal:
- Psychological Medicine / Volume 52 / Issue 16 / December 2022
- Published online by Cambridge University Press:
- 19 April 2021, pp. 4018-4028
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- Article
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Background
Atypical neurocognitive responses to emotional stimuli are core features of unipolar depression (UD) and bipolar disorder (BD). For mothers with these mood disorders, this may influence interactions with their infants and consequently infant development. The study aimed to investigate psychophysiological and cognitive responses to infant emotional stimuli, and their relation to mother–infant interaction and infant development, in mothers with BD or UD in full or partial remission.
MethodsFour months after birth, mothers' cognitive responses to emotional infant stimuli were assessed with computerized tasks, while their facial expressions, galvanic skin responses (GSR), gazes, and fixations were recorded. Infant development and mother–infant interactions were also assessed.
ResultsWe included 76 mothers: 27 with BD, 13 with UD, and 36 without known psychiatric disorders, and their infants. Mothers with BD and UD were in full or partial remission and showed blunted GSR and spent less time looking at infant stimuli (unadjusted p values < 0.03). Mothers with BD showed subtle positive neurocognitive biases (unadjusted p values<0.04) and mothers with UD showed negative biases (unadjusted p values < 0.02). Across all mothers, some measures of atypical infant emotion processing correlated with some measures of delays in infant development and suboptimal mother–infant interaction (unadjusted p values<0.04).
ConclusionsMothers with mood disorders in full or partial remission showed atypical cognitive and psychophysiological response to emotional infant stimuli, which could be associated with mother–infant interactions and infant development. The study is explorative, hypothesis generating, and should be replicated in a larger sample. Investigation of the long-term implications of reduced maternal sensitivity is warranted.
14 - Journey mapping as a method to make sense of participation
- Edited by Maria Bruselius-Jensen, Aalborg Universitet, Institut for Statskundskab, Ilaria Pitti, Università degli Studi di Siena, E. Kay M. Tisdall, The University of Edinburgh
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- Book:
- Young People's Participation
- Published by:
- Bristol University Press
- Published online:
- 18 December 2021
- Print publication:
- 29 March 2021, pp 235-254
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Summary
This chapter explores how journey mapping as a qualitative research method allows young people on the edge of society to reflect on and make sense of their engagement in different youth projects. The method provides young people with the time, space and means to explore the participatory activities they engage in and to map the multiple ways they interact with the often messy, multi-sensual and frictional youth life on the edge of society. This approach to journey mapping is inspired by cultural researcher Roz Stewart-Hall (hereafter and in the References quoted as Hall). She developed the method to address a critique of how project evaluations seldom carried any meaningful insights into what makes a difference to the participants as well as in broader explorations of what it means to be a young person on the edge of society (Hall, 2005).
Key findings
• Journey mapping is a way to invite young people on the edge of society to (re)define and negotiate that which makes sense to them when they engage in participatory activities.
• The method emphasises the significance of a space for young people on the edge of society to reflect on their engagement and participation in adult-led programmes.
• The method promotes a multiplicity of insights into youth lives on the edge of society rather than a unifying overview.
• The method argues that this multiplicity can lead to new questions and understandings of what matters, when young people on the edge of society engage in participatory activities.
• The method can easily be employed in arenas other than research, in order to increase and strengthen knowledge exchanges between professionals and young people on the edge of society.
Qualitative, participatory-driven research methods
Qualitative, participatory-driven research methods are at the core of much research with children and young people. Spanning a highly diverse field, participatory methods are characterised by an emphasis on doing research with children and young people rather than on them, both as a way to generate unique types of data and to understand better the meanings, realities and experiences of children and young people. Nevertheless, the field has gained new experiential energy over the past few decades, with digital cameras, digital recorders, smart phones, iPads, computers and a variety of visual and audio production software becoming available and integrated into the everyday practices of adult researchers, children and young people.
8 - The participation project: how projects shape young people's participation
- Edited by Maria Bruselius-Jensen, Aalborg Universitet, Institut for Statskundskab, Ilaria Pitti, Università degli Studi di Siena, E. Kay M. Tisdall, The University of Edinburgh
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- Book:
- Young People's Participation
- Published by:
- Bristol University Press
- Published online:
- 18 December 2021
- Print publication:
- 29 March 2021, pp 119-136
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Summary
This chapter focuses on professionally facilitated efforts to promote young people's participation through project-based activities located within young people's everyday spaces. Inspired by theories of the emergence of a ‘project society’ (Jensen, 2012) and ‘projective regimes’ (Boltanski and Chiapello, 2005), the chapter discusses the implications of a regime driven by social mobility, fast and continuous innovation and managerial logics with the aim to promote societal activity through projects. Drawing on case studies of young people's experiences while taking part in two project-based initiatives that aim to promote young people's participation in school and in the psychiatric system respectively, the chapter demonstrates how this project regime greatly affects who, how and to what aims young people are able to participate in change and decision making.
Key findings
• Professionally facilitated projects are a core contemporary feature of young people's participation and generate both new opportunities and new barriers for their participation.
• These facilitated participatory spaces allow for less hierarchical relations between young people and professionals, but tend to have difficulties in addressing more permanent concerns in the arenas or institutions that accommodate the activities.
• Projects often follow predefined programmes. This allows for many organisations to apply the programmes, but limits the room for young people's own priorities.
• Projects often produce and reproduce inequalities because they tend to have a core group of highly engaged young participants, while the vast majority become mere recipients.
Introduction
Pupil 1: ‘On this school, like, suddenly, then we are a Rights Respecting School [RRS]. Yes, and then we are some kind of food school, and then we are suddenly another school.’
Pupil 2: ‘And physical activity school.’
Pupil 1: ‘Yes, and physical activity school.’ (Pupils from the Rights Council in an RRS)
RRSs are developed by UNICEF with the aim of implementing a rights-based teaching programme. The introduction of the programme into the Danish public school context is one of the cases followed in this study. In the opening quotes, young people who are members of the Rights Council in an RRS explain that being named as a ‘something’-school is a routine part of everyday school life.