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Mental Health Risks and Resilience among Somali and Bhutanese Refugee Parents

Somali and Bhutanese refugees are two of the largest groups recently resettled in the United States and Canada. This report examines factors that might promote or undermine the mental health and overall well-being of children of these refugees, with regard to factors such as past exposure to trauma, parental mental health, educational attainment, social support, and discrimination.




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A Study of Pregnancy and Birth Outcomes among African-Born Women Living in Utah

Resettled African refugee women may experience particularly acute complications during pregnancy, birth, and the child's early infancy. Yet health care-providers and policymakers may not be aware of the particular challenges that these women and their children face. This report, examining women giving birth in Utah over a seven-year period, compares perinatal complications of the African born and a segment of the U.S. born.




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Mitigating the Effects of Trauma among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs

The first years of a child’s life are a time of immense growth, and exposure to trauma—if left unaddressed—can have significant, lifelong effects. This issue brief examines how young children of refugees and other immigrants may be affected by trauma, and what early childhood education and care programs, health-care providers, and others can do to mitigate its adverse effects.




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Case Study: Potential Pitfalls of Using Hemoglobin A1c as the Sole Measure of Glycemic Control

Huy A. Tran
Jul 1, 2004; 22:141-143
Case Studies




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Diapression: An Integrated Model for Understanding the Experience of Individuals With Co-Occurring Diabetes and Depression

Paul Ciechanowski
Apr 1, 2011; 29:43-49
Feature Articles




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Self-Monitoring of Blood Glucose: The Basics

Evan M. Benjamin
Jan 1, 2002; 20:
Practical Pointers




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Persistence of Continuous Glucose Monitoring Use in a Community Setting 1 Year After Purchase

James Chamberlain
Jul 1, 2013; 31:106-109
Feature Articles




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Helping Patients Make and Sustain Healthy Changes: A Brief Introduction to Motivational Interviewing in Clinical Diabetes Care

Michele Heisler
Oct 1, 2008; 26:161-165
Practical Pointers




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Why We Need Libraries, Or, Memory and Knowledge


"Writing is thinking in slow motion. We see what at normal speeds escapes us, can rerun the reel at will to look for errors, erase, interpolate, and rethink. Most thoughts are a light rain, fall upon the ground, and dry up. Occasionally they become a stream that runs a short distance before it disappears. Writing stands an incomparably better chance of getting somewhere.

"... What is written can be given endlessly and yet retained, read by thousands even while it is being rewritten, kept as it was and revised at the same time. Writing is magic." 
Walter Kaufmann

We are able to know things because they happen again and again. We know about the sun because it glares down on us day after day. Scientists learn the laws of nature, and build confidence in their knowledge, by testing their theories over and over and getting the same results each time. We would be unable to learn the patterns and ways of our world if nothing were repeatable.

But without memory, we could learn nothing even if the world were tediously repetitive. Even though the sun rises daily in the east, we could not know this if we couldn't remember it.

The world has stable patterns, and we are able to discover these patterns because we remember. Knowledge requires more than memory, but memory is an essential element.

The invention of writing was a great boon to knowledge because writing is collective memory. For instance, the Peloponnesian wars are known to us through Thucydides' writings. People understand themselves and their societies in part through knowing their history. History, as distinct from pre-history, depends on the written word. For example, each year at the Passover holiday, Jewish families through the ages have read the story of the Israelite exodus from Egypt. We are enjoined to see ourselves as though we were there, fleeing Egypt and trudging through the desert. Memory, recorded for all time, creates individual and collective awareness, and motivates aspirations and actions.

Without writing, much collective memory would be lost, just as books themselves are sometimes lost. We know, for instance, that Euclid wrote a book called Porisms, but the book is lost and we know next to nothing about its message. Memory, and knowledge, have been lost.

Memory can be uncertain. We've all experienced that on the personal level. Collective memory can also be uncertain. We're sometimes uncertain of the meaning of rare ancient words, such as lilit in Isaiah (34:14) or gvina in Job (10:10). Written traditions, while containing an element of truth, may be of uncertain meaning or veracity. For instance, we know a good deal, both from the Bible and from archeological findings, about Hezekiah who ruled the kingdom of Judea in the late 8th century BCE. About David, three centuries earlier, we can be much less certain. Biblical stories are told in great detail but corroboration is hard to obtain.

Memory can be deliberately corrupted. Records of history can be embellished or prettified, as when a king commissions the chronicling of his achievements. Ancient monuments glorifying imperial conquests are invaluable sources of knowledge of past ages, but they are unreliable and must be interpreted cautiously. Records of purported events that never occurred can be maliciously fabricated. For instance, The Protocols of the Elders of Zion is pure invention, though that book has been re-published voluminously throughout the world and continues to be taken seriously by many people. Memory is alive and very real, even if it is memory of things that never happened.

Libraries are the physical medium of human collective memory, and an essential element in maintaining and enlarging our knowledge. There are many types of libraries. The family library may have a few hundred books, while the library of Congress has 1,349 km of bookshelves and holds about 147 million items. Libraries can hold paper books or digital electronic documents. Paper can perish in fire as happened to the Alexandrian library, while digital media can be erased, or become damaged and unreadable. Libraries, like memory itself, are fragile and need care.

Why do we need libraries? Being human means, among other things, the capacity for knowledge, and the ability to appreciate and benefit from it. The written record is a public good, like the fresh air. I can read Confucius or Isaiah centuries after they lived, and my reading does not consume them. Our collective memory is part of each individual, and preserving that memory preserves a part of each of us. Without memory, we are without knowledge. Without knowledge, we are only another animal.




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MOOCs and the Unknown


MOOCs - Massive Open Online Courses - have fed hundreds of thousands of knowledge-hungry people around the globe. Stanford University's MOOCs program has taught open online courses to tens of thousands students per course, and has 2.5 million enrollees from nearly every country in the world. The students hear a lecturer, and also interact with each other in digital social networks that facilitate their mastery of the material and their integration into global communities of the knowledgable. The internet, and its MOOC realizations, extend the democratization of knowledge to a scale unimagined by early pioneers of workers' study groups or public universities. MOOCs open the market of ideas and knowledge to everyone, from the preacher of esoteric spirituality to the teacher of esoteric computer languages. It's all there, all you need is a browser.

The internet is a facilitating technology, like the invention of writing or the printing press, and its impacts may be as revolutionary. MOOCs are here to stay, like the sun to govern by day and the moon by night, and we can see that it is good. But it also has limitations, and these we must begin to understand.

Education depends on the creation and transfer of knowledge. Insight, invention, and discovery underlay the creation of knowledge, and they must precede the transfer of knowledge. MOOCs enable learners to sit at the feet of the world's greatest creators of knowledge.

But the distinction between creation and transfer of knowledge is necessarily blurred in the process of education itself. Deep and meaningful education is the creation of knowledge in the mind of the learner. Education is not the transfer of digital bits between electronic storage devices. Education is the creation or discovery by the learner of thoughts that previously did not exist in his mind. One can transfer facts per se, but if this is done without creative insight by the learner it is no more than Huck Finn's learning "the multiplication table up to six times seven is thirty-five".

Invention, discovery and creation occur in the realm of the unknown; we cannot know what will be created until it appears. Two central unknowns dominate the process of education, one in the teacher's mind and one in the student's.

The teacher cannot know what questions the student will ask. Past experience is a guide, but the universe of possible questions is unbounded, and the better the student, the more unpredictable the questions. The teacher should respond to these questions because they are the fruitful meristem of the student's growing understanding. The student's questions are the teacher's guide into the student's mind. Without them the teacher can only guess how to reach the learner. The most effective teacher will personalize his interaction with the learner by responding to the student's questions.

The student cannot know the substance of what the teacher will teach; that's precisely why the student has come to the teacher. In extreme cases - of really deep and mind-altering learning - the student will not even understand the teacher's words until they are repeated again and again in new and different ways. The meanings of words come from context. A word means one thing and not another because we use that word in this way and not that. The student gropes to find out how the teacher uses words, concepts and tools of thought. The most effective learning occurs when the student can connect the new meanings to his existing mental contexts. The student cannot always know what contexts will be evoked by his learning.

As an interim summary, learning can take place only if there is a gap of knowledge between teacher and student. This knowledge gap induces uncertainties on both sides. Effective teaching and learning occur by personalized interaction to dispel these uncertainties, to fill the gap, and to complete the transfer of knowledge.

We can now appreciate the most serious pedagogic limitation of MOOCs as a tool for education. Mass education is democratic, and MOOCs are far more democratic than any previous mode. This democracy creates a basic tension. The more democratic a mode of communication, the less personalized it is because of its massiveness. The less personalized a communication, the less effective it is pedagogically. The gap of the unknown that separates teacher and learner is greatest in massively democratic education.

Socrates inveighed against the writing of books. They are too impersonal and immutable. They offer too little room for Socratic mid-wifery of wisdom, in which knowledge comes from dialog. Socrates wanted to touch his students' souls, and because each soul is unique, no book can bridge the gap. Books can at best jog the memory of learners who have already been enlightened. Socrates would probably not have liked MOOCs either, and for similar reasons.

Nonetheless, Socrates might have preferred MOOCs over books because the mode of communication is different. Books approach the learner through writing, and induce him to write in response. In contrast, MOOCs approach the learner through speech, and induce him to speak in response. Speech, for Socrates, is personal and interactive; speech is the road to the soul. Spoken bilateral interaction cannot occur between a teacher and 20 thousand online learners spread over time and space. That format is the ultimate insult to Socratic learning. On the other hand, the networking that can accompany a MOOC may possibly facilitate the internalization of the teacher's message even more effectively than a one-on-one tutorial. Fast and multi-personal, online chats and other networking can help the learners to rapidly find their own mental contexts for assimilating and modifying the teacher's message.

Many people have complained that the internet undermines the permanence of the written word. No document is final if it's on the web. Socrates might have approved, and this might be the greatest strength of the MOOC: no course ever ends and no lecture is really final. If MOOCs really are democratic then they cannot be controlled. The discovery of knowledge, like the stars in their orbits, is forever on-going, with occasional supernovas that brighten the heavens. The creation of knowledge will never end because the unknown is limitless. If MOOCs facilitate this creation, then they are good. 




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New History of Psychiatry: Melancholy, Madness, Chinese Psychiatry, Psychedelic Therapy, and More

The June 2020 issue of History of Psychiatry is now online. Full details follow below: “Wild melancholy. On the historical plausibility of a black bile theory of blood madness, or hæmatomania,” Jan Verplaetse. Abstract: Nineteenth-century art historian John Addington Symonds coined the term hæmatomania (blood madness) for the extremely bloodthirsty behaviour of a number of … Continue reading New History of Psychiatry: Melancholy, Madness, Chinese Psychiatry, Psychedelic Therapy, and More




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Forthcoming in JHBS: Quêtelet on Deviance, McClelland on Leadership, Psychological Warfare, and More

A number of articles now in press at the Journal of the History of the Behavioral Sciences will be of interest to AHP readers. Full details below. “Uncovering the metaphysics of psychological warfare: The social science behind the Psychological Strategy Board’s operations planning, 1951–1953,” Gabrielle Kemmis. Abstract: In April 1951 president Harry S. Truman established … Continue reading Forthcoming in JHBS: Quêtelet on Deviance, McClelland on Leadership, Psychological Warfare, and More




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Forthcoming in HHS: Homosexual Aversion Therapy, Comte on Organism-Environment Relationships

Two forthcoming pieces in History of the Human Sciences may be of interest to AHP readers. Full details below. “Cold War Pavlov: Homosexual aversion therapy in the 1960s,” by Kate Davison. Abstract: Homosexual aversion therapy enjoyed two brief but intense periods of clinical experimentation: between 1950 and 1962 in Czechoslovakia, and between 1962 and 1975 … Continue reading Forthcoming in HHS: Homosexual Aversion Therapy, Comte on Organism-Environment Relationships




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COVID-19: Study Reveals A More Accurate Test

A better method for COVID-19 testing than nasal swabs.

Support PsyBlog for just $5 per month. Enables access to articles marked (M) and removes ads.

→ Explore PsyBlog's ebooks, all written by Dr Jeremy Dean:




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Stress Has Risen In This Age Group More Than Any Other (M)

Even before the pandemic, this age group were reporting record levels of levels.

Support PsyBlog for just $5 per month. Enables access to articles marked (M) and removes ads.

→ Explore PsyBlog's ebooks, all written by Dr Jeremy Dean:




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Prospect theory in the Moneyball movie

“I hate losing more than I even wanna win.” – Oakland Athletics General Manager Billy Beane (or some creative Hollywood writer channeling Billy Beane) Around 40 seconds in.




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What are the Most Effective Pick-Up Lines? Here’s What the Science Says

For decades, researchers have been studying the effectiveness of different kinds of pick-up lines in order to better understand the psychology of attraction. What they’ve found is that certain types of lines definitely seem to work better than others—and the results have been surprisingly consistent over the years.




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The Top 10 Most-Read Questions and Answers on Sex and Psychology

What do people want to know about sex? Here's are the ten most read question-and-answer features of all time on the blog. These questions (all submitted by readers of Sex and Psychology) span a wide range of topics. Many of them fall under the category of “What’s normal when it comes to sex?” However, others reflect curiosity about diverse sexual practices, as well as interest in better understanding what's safe when it comes to sex.



  • Sex Question Friday

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5 Common Myths About Sexually Transmitted Infections

April is STD Awareness Month, so let’s take a little time to set the record straight on some popular myths about sexually transmitted infections and diseases. In this post, we’ll explore five of the most common misconceptions.




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Rates of Consensual and Nonconsensual Nonmonogamy Among Heterosexual, Gay, and Bisexual Adults

I was recently invited to write a book chapter on nonmonogamy in LGBTQ+ relationships, and one of the things I wanted to do in it was compare the prevalence of both consensual nonmonogamy (polyamory, open relationships, swinging) and nonconsensual nonmonogamy (cheating/infidelity). Further, I wanted to look at whether rates of these practices were similar or different for LGBTQ+ persons compared to heterosexual persons. However, I found it surprisingly difficult to locate reliable data points. The problem I kept running into is that study after study conflated consensual nonmonogamy with nonconsensual nonmonogamy. In other words, researchers were putting all of these folks into the same category without attempting to distinguish whether they were permitted under the rules of the relationship or not.




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How menopause affects the brain | Lisa Mosconi

Many of the symptoms of menopause -- hot flashes, night sweats, insomnia, memory lapses, depression and anxiety -- start in the brain. How exactly does menopause impact cognitive health? Sharing groundbreaking findings from her research, neuroscientist Lisa Mosconi reveals how decreasing hormonal levels affect brain aging -- and shares simple lifestyle changes you can make to support lifelong brain health.




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The weird history of the "sex chromosomes" | Molly Webster

The common thinking on biological sex goes like this: females have two X chromosomes in their cells, while males have one X and one Y. In this myth-busting talk, science writer and podcaster Molly Webster shows why the so-called "sex chromosomes" are more complicated than this simple definition -- and reveals why we should think about them differently.




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How forgiveness can create a more just legal system | Martha Minow

Pardons, commutations and bankruptcy laws are all tools of forgiveness within the US legal system. Are we using them frequently enough, and with fairness? Law professor Martha Minow outlines how these merciful measures can reinforce racial and economic inequality -- and makes the case for creating a system of restorative justice that focuses on accountability and reconciliation rather than punishment.




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How you can help save the monarch butterfly -- and the planet | Mary Ellen Hannibal

Monarch butterflies are dying at an alarming rate around the world -- a looming extinction that could also put human life at risk. But we have just the thing to help save these insects, says author Mary Ellen Hannibal: citizen scientists. Learn how these grassroots volunteers are playing a crucial role in measuring and rescuing the monarch's dwindling population -- and how you could join their ranks to help protect nature. (You'll be in good company: Charles Darwin was a citizen scientist!)




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Why sleep matters now more than ever | Matt Walker

A good night's sleep has perhaps never been more important. Sharing wisdom and debunking myths, sleep scientist Matt Walker discusses the impact of sleep on mind and body -- from unleashing your creative powers to boosting your memory and immune health -- and details practices you can start (and stop) doing tonight to get some rest. (This virtual conversation is part of the TED Connects series, hosted by head of TED Chris Anderson and current affairs curator Whitney Pennington Rodgers. Recorded April 1, 2020)




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In uncertain times, think like a mother | Yifat Susskind

There's a simple and powerful way to confront the world's most pressing crises, says women's rights activist Yifat Susskind: think like a mother. As she puts it: "When you think like a mother, you prioritize the needs of the many, not the whims of the few." Follow along as she shares moving stories of people around the world who embody this mindset -- and shows how it can also help you see beyond suffering and act to build a better world.




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A history of Indigenous languages -- and how to revitalize them | Lindsay Morcom

Indigenous languages across North America are under threat of extinction due to the colonial legacy of cultural erasure, says linguist Lindsay Morcom. Highlighting grassroots strategies developed by the Anishinaabe people of Canada to revive their language and community, Morcom makes a passionate case for enacting policies that could protect Indigenous heritage for generations to come.




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The wonders of the molecular world, animated | Janet Iwasa

Some biological structures are so small that scientists can't see them with even the most powerful microscopes. That's where molecular animator and TED Fellow Janet Iwasa gets creative. Explore vast, unseen molecular worlds as she shares mesmerizing animations that imagine how they might work.





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Teenagers Who Believe They Are Particularly Intelligent Tend To Be More Narcissistic And Happier With Life

By Emily Reynolds. But self-assessed intelligence was not actually related to objective measures of intelligence




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We’re Not Good At Spotting When Someone Has A False Memory Of Committing A Crime

By Emily Reynolds. Findings have implications for judges, police officers, and others involved with gathering evidence and interviewing eyewitnesses.




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Researchers Once Found That People Believe In “Climate Change” More Than “Global Warming” — But Word Choice No Longer Seems To Matter

By Jesse Singal. Study fails to replicate 2011 result, suggesting that word choice matters less as issue has become more politicised.




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Publication Bias And Lockdown Memories: The Week’s Best Psychology Links

Our weekly round-up of the best psychology coverage from elsewhere on the web




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This State Leads the Pack in Nurturing Most Students. Can It Help the Rest?

Massachusetts ranks high in laying the groundwork for moving through its educational system, but officials are keenly aware that children in poverty, those with special needs, and English-learners can fall short.




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Massachusetts Moves Equity to Forefront of Aspiring Superintendent Program

The state's "Influence 100" project includes a leadership development program that will give aspiring district leaders a hands-on opportunity to work through an equity issue in their home districts.




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The Success of Social-Emotional Learning Hinges on Teachers

Too often, teachers are asked to use SEL practices without enough training and ongoing support, tanking the effectiveness.




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Schools Struggle to Meet Students' Mounting Mental-Health Needs

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.




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Two More Statewide Teacher Protests Are on the Horizon

Teachers in North Carolina and Oregon plan to walk out of their classrooms in protest in May.




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Staff Email Addresses Removed From District Websites to Improve Cybersecurity

Some district technology leaders say having staff email addresses publicly available opens the door for phishing scams and potential hacks.




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Home learning shows 'digital divide' among Virginia students




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Ohio Expected to Ban Most Suspensions, Expulsions for Youngest Students

Ohio Gov. John Kasich is expected to sign a bill into law that would ban suspensions and expulsions for children in prekindergarten through 3rd grade for minor offenses.




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After Okla. Historic Pay Raise, Morale Is Up—But Teacher Shortage Persists

Despite a $6,100 teacher pay raise this spring, school districts report that they're starting the new academic year with nearly 500 teaching vacancies.




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Republican Senate leader seeks COVID-19 money for broadband




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Given the option, Montana schools choose to remain closed




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Raimondo tells schoolkids: I'll help you cope with isolation




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New York Schools Staying Closed Through Spring, Cuomo Says

New York’s schools and colleges will remain shut through the end of the academic year because of the coronavirus pandemic, Gov. Andrew Cuomo said Friday.




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Schools Struggle to Meet Students' Mounting Mental-Health Needs

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.




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Vermont school district eliminates 36 teaching assistants




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Tiny Montana school to be among first in US to reopen




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Lamont canceling in-person classes for rest of school year