Saturday, December 12, 2009
Seminar 10 - Dec. 7, 2009
In terms of studies on romantic relationships of individuals in high school I find that in looking back to my own experiences, I see so much possibility for error that I would hesitate to generalize the assumptions amongst this population. Take the article we read by Connolly and McIssac as an example. Of all available students to participate in the study, 74% took part and contributed data. That is a drop-out rate of 26% which in terms of a high school setting is a significant number considering that so many different social groups exist with vastly different relational experiences, it is quite possible that entire groups were not taken into account. The study also combined the data on the students from grades 9 to 12. These years in a person's life have been proven to be the years where the most change occurs to all aspects of personality and character. From personal experience, I know that the person I was when I entered high school and the person I was when I left were radically different. The maturity level (or so I hope) of teens as they go through high school changes dramatically which could lead to significant errors if all the students' data from all the grades were considered the same. It is likely that even the concept of a romantic relationship changed from year to year and even the 'fit' and criteria for need also changed. I believe that it would be very interesting if the researchers could analyze the data within each grade and determine the differences that they hold on a romantic relationship and the varying needs and desires. If a longitudinal approach were used I think the overall data would be much clearer and give a more accurate sense of how the individual changes throughout the high school years. Overall, I think that the article was well written and provided new insight into a field that will need much more research to fully understand.
Sunday, December 6, 2009
Seminar 9 - Nov. 30, 2009
I really enjoyed the presentation that was given by Dr. Stieben. I am so appreciative of the fact that I have been given the privilege to hear such interesting professors speak so passionately about their revolutionary research. I am always fascinated by the field of neuroscience simply because of the endless possibilities that it holds for the future of medicine. The brain truly is the final frontier, one that I believe will take many decades to figure out. Although so much research has been done, it still amazes me that we know so very little about the brain and its functioning.
I was very interested in the specific Dir/Floortime Therapy that Dr. Stieben used in his lab specifically for children with autism. I was surprised to hear that he also used this type of therapy in his own children, I guess it demonstrates his belief in the value of the therapy. I think the concept being the therapy is quite solid, although the fact that it can train children to act and think a certain way may turn out to have serious implications. I asked a similar question in class, but my wonder is how far can this kind of therapy go. Assuming that it is successful in retraining and shaping children's behaviours, couldn't this be taken significantly too far rather easily? I can foresee parents or schools or communities taking advantage of this therapy to breed children with specific qualities and attributes. I realize that this may seem far fetched, but I always take caution when I hear about studies that have the ability to wholly change ways of thinking and feeling. On the other hand, I am not sure if as a parent we really act as anything but a teacher to our children? Perhaps the Dir/Floortime Therapy is just one of the better and more effective ways in which we can teach our children.
Having worked extensively with children with autism, I was very happy to hear the progress that Dr. Stieben and his lab members have made. In all the time I have worked with these kids, the one adjective that comes into my mind to describe the experience is frustration. I myself was not frustrated, but I witnessed these amazing and smart little kids trapped inside their unstoppable mannerisms and movements. For me, the hardest thing to grasp in working with the kids was that there was so little inconsistency between the weeks. One week the child would be fine and functioning and the next week it would be the complete opposite. It seems that kids with autism focus significantly more on little things and have a hard time suppressing or forgetting these insignificant occurrences. I recall on numerous occasions that a simple sneeze might cause the whole room to become chaotic. I would be very interested to learn the Dir/Floortime approach and perhaps utilize some of the methods in my work.
I was very interested in the specific Dir/Floortime Therapy that Dr. Stieben used in his lab specifically for children with autism. I was surprised to hear that he also used this type of therapy in his own children, I guess it demonstrates his belief in the value of the therapy. I think the concept being the therapy is quite solid, although the fact that it can train children to act and think a certain way may turn out to have serious implications. I asked a similar question in class, but my wonder is how far can this kind of therapy go. Assuming that it is successful in retraining and shaping children's behaviours, couldn't this be taken significantly too far rather easily? I can foresee parents or schools or communities taking advantage of this therapy to breed children with specific qualities and attributes. I realize that this may seem far fetched, but I always take caution when I hear about studies that have the ability to wholly change ways of thinking and feeling. On the other hand, I am not sure if as a parent we really act as anything but a teacher to our children? Perhaps the Dir/Floortime Therapy is just one of the better and more effective ways in which we can teach our children.
Having worked extensively with children with autism, I was very happy to hear the progress that Dr. Stieben and his lab members have made. In all the time I have worked with these kids, the one adjective that comes into my mind to describe the experience is frustration. I myself was not frustrated, but I witnessed these amazing and smart little kids trapped inside their unstoppable mannerisms and movements. For me, the hardest thing to grasp in working with the kids was that there was so little inconsistency between the weeks. One week the child would be fine and functioning and the next week it would be the complete opposite. It seems that kids with autism focus significantly more on little things and have a hard time suppressing or forgetting these insignificant occurrences. I recall on numerous occasions that a simple sneeze might cause the whole room to become chaotic. I would be very interested to learn the Dir/Floortime approach and perhaps utilize some of the methods in my work.
Saturday, November 28, 2009
Seminar 8 - Nov. 23, 2009
I see bullying as one of the biggest issues of our school system nowadays. The number of things that are associated with bullying, being from peer pressure to violence and even suicide, it is disheartening that schools aren't taking it so seriously. I speak from personal experience.
As a child coming from Montreal in grade 3 to elementary school in Toronto, I most definitely did not fit in. I did try my best, but the atmospheres of the two schools were so very different that I had a very difficult time adjusting. The kids in my grade did not seem to make it any easier for me. I was the 'new kid' around and being very shy, a perfect target for bullies. As I can recall, there were only a couple of serious instances of physical bullying, most was of the relational bullying that we spoke of in this week's class. I can attest only anecdotally that my experience of relational bullying most definitely was as bad as the physical, corroborating the article's findings. On my parents request, I went and visited the principal of the school to discuss the issue. I went both because I had an issue and because I truly wanted to stop all the unnecessary torment that so many of my classmates were also enduring on a daily basis.
I recall the day vividly when I went to the principal's office. I remember her saying "We have no bullying in this school". At that age, I really didn't know what to say. I was lucky because I had one great friend and a really great family that I relied on immensely. In retrospect, I admit that I very upset by the ignorance of the school's administration. To this day I still recall all the names, faces and even some of the insults that the bullies in my school used. I am happy to hear from this week's articles that the issue is being brought into the forefront and that things are being done to avoid the cruelty that comes with bullying. In watching my nieces and nephews grow up I will try and do my best to give them the tools to be strong and not allow themselves to be affected by bullying.
As a child coming from Montreal in grade 3 to elementary school in Toronto, I most definitely did not fit in. I did try my best, but the atmospheres of the two schools were so very different that I had a very difficult time adjusting. The kids in my grade did not seem to make it any easier for me. I was the 'new kid' around and being very shy, a perfect target for bullies. As I can recall, there were only a couple of serious instances of physical bullying, most was of the relational bullying that we spoke of in this week's class. I can attest only anecdotally that my experience of relational bullying most definitely was as bad as the physical, corroborating the article's findings. On my parents request, I went and visited the principal of the school to discuss the issue. I went both because I had an issue and because I truly wanted to stop all the unnecessary torment that so many of my classmates were also enduring on a daily basis.
I recall the day vividly when I went to the principal's office. I remember her saying "We have no bullying in this school". At that age, I really didn't know what to say. I was lucky because I had one great friend and a really great family that I relied on immensely. In retrospect, I admit that I very upset by the ignorance of the school's administration. To this day I still recall all the names, faces and even some of the insults that the bullies in my school used. I am happy to hear from this week's articles that the issue is being brought into the forefront and that things are being done to avoid the cruelty that comes with bullying. In watching my nieces and nephews grow up I will try and do my best to give them the tools to be strong and not allow themselves to be affected by bullying.
Saturday, November 21, 2009
Seminar 7 - Nov. 16, 2009
I was very intrigued by the review article by Meltzoff, Kuhl, Movellan and Sejnowski (2009) about the 'New Science of Learning'. I have studied learning theory in many psychology courses although I admit that I never realized the complexities that learning entails. Also, I much appreciated the focus on differences that humans have versus other animals in the animal kingdom. Overall, I was very impressed and learned a significant amount of new information from the article.
In reflecting on the ideas presented in the article, I believe that I have a new appreciation for the amount of 'things that have to go right' in a child. In that, I mean that it is truly remarkable that a child can be born helpless and then over the course of just a couple of months learn and master so many different skills. I think we take for granted the magnitude of changes that occur in children during this critical time period. As described in the article, to this day we have yet to create a computer model that is even capable of speech. Computers today can perform calculations ad infinitum, yet they truly are not even close to the amazing developmental processes that the human body and mind achieve.
Today my niece, Rachel, came over to play with us. She is just about 10 months and it really is amazing watching her. The only word that I think truly epitomizes her attributes and mannerisms is that of a 'sponge'. A sponge in the sense that she just takes absolutely everything in. Watching her look at faces studying us as if we were so complicated. It seems that she is just learning and learning. As further described in the articles, the neuroplasticity that the brain has and the capacities of change are astonishing. Whenever I look at her, I see a little person that simply never stops learning. For me, the absolute worst scene to watch is her father or mother harshly scold one of her older siblings for doing something. The terror that she has in her eyes as she gazes directly at her father or mother is unbelievable. She can so easily understand that something very bad is happening and soon enough, the event may become 'normal' and she won't cry as much anymore. For me, I see this as a true shame. I would never want my young child to have to witness that. I guess there is a difficult balance that needs to be achieved to raise a child.
I firmly believe that the hardest thing that we as humans do in our lives is raising children. I am disconcerted that so few parents take the privilege of raising children seriously enough. I really believe that it is the duty of a parent to research and be up to date and give everything to their children. A sponge can only absorb as much as you allow it to; I can only hope that more parents will view their children as a gift that must be nurtured and held in the highest levels of importance in their lives. I think we have to further advocate and teach parents the importance of learning to their kids; perhaps this may spark a learning revolution?
In reflecting on the ideas presented in the article, I believe that I have a new appreciation for the amount of 'things that have to go right' in a child. In that, I mean that it is truly remarkable that a child can be born helpless and then over the course of just a couple of months learn and master so many different skills. I think we take for granted the magnitude of changes that occur in children during this critical time period. As described in the article, to this day we have yet to create a computer model that is even capable of speech. Computers today can perform calculations ad infinitum, yet they truly are not even close to the amazing developmental processes that the human body and mind achieve.
Today my niece, Rachel, came over to play with us. She is just about 10 months and it really is amazing watching her. The only word that I think truly epitomizes her attributes and mannerisms is that of a 'sponge'. A sponge in the sense that she just takes absolutely everything in. Watching her look at faces studying us as if we were so complicated. It seems that she is just learning and learning. As further described in the articles, the neuroplasticity that the brain has and the capacities of change are astonishing. Whenever I look at her, I see a little person that simply never stops learning. For me, the absolute worst scene to watch is her father or mother harshly scold one of her older siblings for doing something. The terror that she has in her eyes as she gazes directly at her father or mother is unbelievable. She can so easily understand that something very bad is happening and soon enough, the event may become 'normal' and she won't cry as much anymore. For me, I see this as a true shame. I would never want my young child to have to witness that. I guess there is a difficult balance that needs to be achieved to raise a child.
I firmly believe that the hardest thing that we as humans do in our lives is raising children. I am disconcerted that so few parents take the privilege of raising children seriously enough. I really believe that it is the duty of a parent to research and be up to date and give everything to their children. A sponge can only absorb as much as you allow it to; I can only hope that more parents will view their children as a gift that must be nurtured and held in the highest levels of importance in their lives. I think we have to further advocate and teach parents the importance of learning to their kids; perhaps this may spark a learning revolution?
Friday, November 13, 2009
Thursday, November 12, 2009
Seminar 6 - Nov. 9, 2009
This week's topic on neuroscience is by far one of my absolute favourites. I have always been fascinated by the inner workings of the brain. The concept that such a simple mushy collection of specialized cells can control and affect so much, I find astounding. The research by Dr. Doidge on brain neuroplasticity is no exception. It further depicts the capabilities that we possess in controlling and proactively changing the way we think, feel and act. I feel that his revolutionary methods and the field in general will discover more and more unbelievable feats that we humans are capable of performing. It is shocking that only a couple of decades ago, we viewed the brain as a wholly non-malleable, stationary device.
I visited the show BODYWORLDS 3 last week at the Ontario Science Centre, I recall watching most of the visitors walk right past the brain section, with only a couple of people taking a quick glance. Why? Because, in truth, it did not appear so exciting. It was a round convoluted pinkish mass of... not too much. I remember just staring at the beautiful sulci and gyri, and the cerebellar hemispheres and the layers of cortex. Almost every part of the body is so easy to understand, the stomach has gastric juices, breaks down food with enzymes and acids and then sends it off for further processing; the intestines, slightly more complex, but still merely an absorption system with mesentery around to transport the nutrients and fluids to other parts of the body. The brain, however, is absolutely indecipherable. For as long as I stared at it, I think more questions arose than answers. Simply axons that interconnect to produce consciousness and control more things than I can even imagine. For the past three years, I have taken courses that focus on the brain and on human vision, and I still have so little idea on the workings of our minds. Although there are so many incredibly smart individuals working of deciphering the brain including some at the pinnacle of their respective fields (many were shown in the film, ie. V. S. Ramachandran) we still know so little. I can only anticipate the wonders that we will discover in the future.
In terms of the mirror neurons that were discussed in class, I see this as a very interesting addition to the way we view the brain. The debate as to whether humans are born with such a system or if it develops as we grow seems to be one that may go unsolved for quite some time. Until we can replicate even a single neuronal circuit, it seems likely that we continue to fruitlessly debate.
I also find the concept of synesthesia to be of particular interest, the idea that senses can be integrated is most literally inconceivable to any non-synesthete.
When I was a kid I remember dreaming of one day having superpowers, in my opinion the field of brain research and most especially neuroplasticity may in fact discover human abilities that we once considered to be 'super human'.
I visited the show BODYWORLDS 3 last week at the Ontario Science Centre, I recall watching most of the visitors walk right past the brain section, with only a couple of people taking a quick glance. Why? Because, in truth, it did not appear so exciting. It was a round convoluted pinkish mass of... not too much. I remember just staring at the beautiful sulci and gyri, and the cerebellar hemispheres and the layers of cortex. Almost every part of the body is so easy to understand, the stomach has gastric juices, breaks down food with enzymes and acids and then sends it off for further processing; the intestines, slightly more complex, but still merely an absorption system with mesentery around to transport the nutrients and fluids to other parts of the body. The brain, however, is absolutely indecipherable. For as long as I stared at it, I think more questions arose than answers. Simply axons that interconnect to produce consciousness and control more things than I can even imagine. For the past three years, I have taken courses that focus on the brain and on human vision, and I still have so little idea on the workings of our minds. Although there are so many incredibly smart individuals working of deciphering the brain including some at the pinnacle of their respective fields (many were shown in the film, ie. V. S. Ramachandran) we still know so little. I can only anticipate the wonders that we will discover in the future.
In terms of the mirror neurons that were discussed in class, I see this as a very interesting addition to the way we view the brain. The debate as to whether humans are born with such a system or if it develops as we grow seems to be one that may go unsolved for quite some time. Until we can replicate even a single neuronal circuit, it seems likely that we continue to fruitlessly debate.
I also find the concept of synesthesia to be of particular interest, the idea that senses can be integrated is most literally inconceivable to any non-synesthete.
When I was a kid I remember dreaming of one day having superpowers, in my opinion the field of brain research and most especially neuroplasticity may in fact discover human abilities that we once considered to be 'super human'.
Sunday, November 8, 2009
Seminar 5 - Nov. 2, 2009
This week's discussion concerning Hurricane Katrina, youth anxiety and perceived attachment was very interesting. The conditions that were present seemed to be absolutely perfect for the administration of such a study. I, however, was unsure as to exactly how the study met legal consent requirements. It seems that some rules may have been broken, which in my opinion is slightly unnerving. Although the final results proved to be beneficial, its usage undermines the consent process. I understand that this simply could be due to different restrictions in the US, but then perhaps the APA should reevaluate some of these standards.
In terms of the study itself, I was surprised to discover that the Inventory of Parent and Peer Attachment (IPPA) and the Children's Report of Parent Behavior Inventory (CRPBI) were only administered pre Katrina. I see no reason as to why these measures couldn't be utilized a second time. Although it can easily be contended that attachment patterns remain stable across most normal children's lives, this situation is anything but normal. The situation in New Orleans post Hurricane Katrina most definitely could have influenced the parenting styles and attachment patterns of the parents. Not administering these measures assumes that the parents' mental states remained wholly unchanged after the hurricane. This most definitely is untrue considering the fact that many of the parents did experience psychological distress, psychopathologies and specifically PTSD as are discussed in the introduction of the paper [see Scaramella, Sohr-Preston, Callahan, & Mirabile (2008) and Scheeringa & Zeahah (2008)]. Had the researchers included these measures, I believe that they would have acquired significantly more compelling results. The results may have turned out to be completely contrary to their original findings, but either way this study would have demonstrated the effects of a hurricane on youth anxiety. At the present formulation, I feel that the study contains this error which may limit its overall generalizability into theoretical parent attachment models.
In terms of the study itself, I was surprised to discover that the Inventory of Parent and Peer Attachment (IPPA) and the Children's Report of Parent Behavior Inventory (CRPBI) were only administered pre Katrina. I see no reason as to why these measures couldn't be utilized a second time. Although it can easily be contended that attachment patterns remain stable across most normal children's lives, this situation is anything but normal. The situation in New Orleans post Hurricane Katrina most definitely could have influenced the parenting styles and attachment patterns of the parents. Not administering these measures assumes that the parents' mental states remained wholly unchanged after the hurricane. This most definitely is untrue considering the fact that many of the parents did experience psychological distress, psychopathologies and specifically PTSD as are discussed in the introduction of the paper [see Scaramella, Sohr-Preston, Callahan, & Mirabile (2008) and Scheeringa & Zeahah (2008)]. Had the researchers included these measures, I believe that they would have acquired significantly more compelling results. The results may have turned out to be completely contrary to their original findings, but either way this study would have demonstrated the effects of a hurricane on youth anxiety. At the present formulation, I feel that the study contains this error which may limit its overall generalizability into theoretical parent attachment models.
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