Social setting interacts with hyper dopamine to boost the stimulant effect of ethanol.

Alcohol consumption occurring in a social or solitary setting often yields different behavioural responses in human subjects. For example, social drinking is associated with positive effects while solitary drinking is linked to negative effects. However, the neurobiological mechanism by which the social environment during alcohol intake impacts on behavioural responses remains poorly understood. We investigated whether distinct social environments affect behavioural responses to ethanol and the role of the dopamine system in this phenomenon in the fruit fly Drosophila melanogaster. The wild-type Canton-S (CS) flies showed higher locomotor response when exposed to ethanol in a group setting than a solitary setting, and there was no difference in females and males. Dopamine signalling is crucial for the locomotor stimulating effect of ethanol. When subjected to ethanol exposure alone, the dopamine transport mutant flies fumin (fmn) with hyper dopamine displayed the locomotor response similar to CS. When subjected to ethanol in a group setting, however, the fmn's response to the locomotor stimulating effect was substantially augmented compared with CS, indicating synergistic interaction of dopamine signalling and social setting. To identify the dopamine signalling pathway important for the social effect, we examined the flies defective in individual dopamine receptors and found that the D1 receptor dDA1/Dop1R1 is the major receptor mediating the social effect. Taken together, this study underscores the influence of social context on the neural and behavioural responses to ethanol.

The interaction of behavioral context and motivational-volitional factors for exercise and sport in adolescence: patterns matter.

BACKGROUND: In order to generate more effective interventions to promote exercise and sport in adolescence, a better understanding of the interaction of influencing factors across different levels is needed. In particular, motivation and volition for exercise and sport, as well as the context in which adolescents are doing exercise and sport, have been identified as important factors. Behavioral context refers to both the organizational setting, e.g., doing exercise and sport in a club, and the social setting, e.g., doing exercise and sport with friends. Extending previous research, the present study applies a person-oriented approach and aims to identify typical behavioral context patterns and motivational-volitional patterns. To validate the patterns, it was examined whether they differ concerning the exercise and sport activity level. Furthermore, the study investigated how behavioral context patterns and motivational-volitional patterns interact. METHOD: A cross-sectional design with 1155 adolescents (Mage = 15.29; 53% female) was applied. A latent profile analysis was used twice to identify typical patterns: once with eight organizational and social setting factors to examine behavioral context patterns, and once with five motivational-volitional factors to examine motivational-volitional patterns. To validate the patterns identified, the exercise and sport activity level were compared across the patterns using Wald-tests. Finally, transition probabilities and odds ratios were calculated in order to investigate the interaction of the behavioral context and motivational-volitional patterns. RESULTS: Four behavioral context patterns - differing in activity level - were identified: Mostly inactive, non-club-organized individualists, self-organized individualists and family sportspersons, and traditional competitive club athletes with friends. Furthermore, five motivational-volitional patterns emerged with differing activity levels: three level patterns with overall low, moderate or high motivation and volition, and two shape patterns called the intention- and plan-less and the plan-less motivated. Regarding interaction, the results indicate that one behavioral context pattern is not solely responsible for moderate to high motivation and volition in adolescents. CONCLUSION: Applying a person-oriented approach allows a more differentiated view of how behavioral context and motivational-volitional factors interact within homogenous subgroups. This, in turn, provides a basis to design tailored multilevel interventions which account for the interaction of influencing factors across different levels.

Trusting the Looks of Others: Gaze Effects of Faces in Social Settings.

Eye gaze is an important social cue in human communication that serves as a predictor of changes in attention, indicates social interest, and even affects the evaluation of objects that have been looked at. However, it needs to be shown how this strong nonverbal signal affects social and aesthetic evaluations in social settings. In this study, we presented natural scenes with two faces in three gaze conditions showing different directions of gaze. Participants evaluated faces that were looked at or not, that showed direct or averted gaze, for attractiveness (aesthetic) as well as trustworthiness (social). In Experiment 1, faces looking directly at the perceiver were rated as more attractive and as more trustworthy. In Experiment 2, when the direct gaze condition was omitted, faces that were looked at by another face were judged as more trustworthy. In Experiment 3a, participants did not remember the directions of gaze of two faces, demonstrating the dependence of the judgement on the actual situation and excluding a memory explanation. In Experiment 3b, we confirmed that these gaze effects depend on the direction of gaze and not the mere presence of another person. Our findings show how gazing in real world settings affects social and aesthetic evaluations.

Congregation leader and member discussions in a church-based family strengthening, mental health promotion and HIV prevention trial: Intervention.

Collaboration with African religious congregations can promote psychosocial well-being with greater accessibility. Effective collaboration requires studying congregations as unique intervention contexts. This study explored how an intervention in western Kenya fit within and altered congregational discussion patterns. We conducted a cluster-randomized trial of a church-based intervention to improve family relationships, mental health and sexual health. For each intervention topic covered, we describe baseline and post-intervention changes in church leaders' beliefs and communication as well as discussion frequency between leaders and members and among members. Mixed-effects logistic regression assessed pre-post change in member-reported discussion frequency. At baseline, members and leaders reported already discussing family, parenting, and emotions frequently and sexuality and finances less frequently. Leaders generally felt they should discuss all topics but were less comfortable and knowledgeable about sexuality and finances than other topics. After the intervention, leader comfort and knowledge increased and discussion frequency increased for nearly all topics, especially those discussed less initially. Good fit between the desires and activities of church members and leaders suggests the potential for further collaboration, especially on mental health and family well-being. Increased discussion of sensitive topics underscores the potential of community-level interventions to affect social norms.

Erratum: Congregation leader and member discussions in a church-based family strengthening, mental health promotion, and HIV prevention trial: Intervention mechanisms in a randomized trial in rural Kenya - ERRATUM.

[This corrects the article DOI: 10.1017/gmh.2024.44.].

Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis.

The central aim of this research endeavor was to delve into the profound influence of affective learning experiences on the cognitive and psychomotor domains. Concurrently, the study sought to discern the effects of these experiences on students' academic accomplishments within the three domains. This differentiation was predicated upon the interplay between pedagogical resources and the multifaceted dimensions of cognitive, affective, and social contexts for learning. Over the course of four consecutive semesters, data were meticulously collected from a cohort of 140 undergraduates enrolled at a private-sector university. The experimental cohorts 1, 2 and 3, comprising 35, 46, and 31 students, respectively, were instructed through distinct methodologies - namely, activity learning, reflective learning, and collaborative learning. In parallel, the control group, composed of 28 students, received instruction via the discussion method. The findings eloquently established a robust and affirmative linear correlation between affective experiences and achievements within the cognitive and psychomotor domains. This correlation notably underscored the far-reaching influence of the affective domain upon its cognitive and psychomotor counterparts. Furthermore, the variable of emotional context for learning emerged as a conspicuously noteworthy determinant of students' achievements across all three domains. In contrast, the remaining independent variables - namely, pedagogical resources, cognitive learning context, and social learning context - did not exhibit a substantial contribution. However, it was observed that the amalgamation of all four independent variables yielded a statistically significant relationship with achievements within the cognitive, affective, and psychomotor domains. This underscored the imperative nature of accounting for all pertinent factors when formulating instructional approaches that yield optimal outcomes.

Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework.

Successful interaction in the target language requires L2 learners to use and understand the grammatically correct language. At the same time, the language used is expected to produce socioculturally appropriate utterances that it refers to their Pragmatic competence. The latter entails acquiring pragmatic competence, which has proved to be very challenging for L2 learners. This is because they gain limited exposure to the use of language for real communication in an authentic social setting. Moreover, instruction has been found to influence the functional abilities in L2 as it equips the learners with the ability to produce and comprehend L2 in different situations. Focusing on the research conducted on the role of explicit and implicit instruction on L2 pragmatic competence, this study aimed to give a summative description of the empirical studies carried out on teaching pragmatics. The investigation ends up with a conclusion, instructional implications, and suggestions for future research.

El concepto del confort en el cuidado de enfermería / The Concept of Comfort in Nursing Care

Introducción: Para enfermería, el confort es un objetivo de cuidado en los múltiples escenarios del actuar disciplinario, lleva a la formulación de teorías con perspectiva holística y logra aplicar el confort desde una mirada física, psicoespiritual, ambiental y social. Objetivo: Identificar los atributos del concepto confort entendido por enfermería en los diferentes escenarios de cuidado. Métodos: Revisión integrativa, con estrategia de búsqueda: "Confort" AND "Nursing", en las bases de datos Scopus, Google Académico, BVS, EBSCO, Cochrane, Ovid y Medline. Los criterios de elegibilidad fueron: estudios primarios, a texto completo, publicados entre 2009-2019, en español, inglés y portugués. Se utilizó el diagrama prisma para el análisis crítico de diseños experimentales, revisiones y cualitativos, se emplearon las plantillas del Critical Appraisal Skills Programme (Caspe). Para los demás diseños se aplicaron las listas de chequeo del Joanna Briggs Institute, quedaron incluidos 16 artículos. Conclusión: El confort está ligado a temas que enmarcan la realidad física, social, psíquica y ambiental de la persona, determinado por los atributos: 1. Alivio físico del dolor mediante intervenciones farmacológicas y de elementos externos en contacto con el cuerpo. 2. Soporte social con cercanía de los familiares, lo que facilita la adaptación al ambiente hospitalario y reduce la ansiedad. 3. Relaciones con el personal sanitario de acompañamiento y acceso a información sobre la condición del paciente. 4. Ambiente adaptado para favorecer la recuperación y alivio. 5. Descanso que incluye reposo y sueño, generando alivio; y 6. Salud mental con alivio de ansiedad, estrés y adecuada recuperación mental(AU)

Introduction: For nursing, comfort is a care-related objective in the multiple settings of professional performance; it leads to the formulation of theories with a holistic perspective and manages to be applied from a physical, psychospiritual, environmental and social point of view. Objective: To identify the attributes of the concept of comfort understood by nursing in different care settings. Methods: Integrative review carried out in the Scopus, Google Scholar, VHL, EBSCO, Cochrane, Ovid and Medline databases, using the following search strategy: "Comfort" AND "Nursing". The eligibility criteria considered primary studies, full texts, published between 2009 and 2019, in Spanish, English or Portuguese. The PRISMA diagram was used for the critical analysis of experimental, review and qualitative studies, using the templates of the Critical Appraisal Skills Program (Caspe). For the other designs, the checklists of the Joanna Briggs Institute were applied and sixteen articles were included. Conclusion: Comfort is related to issues that enclose the physical, social, psychic and environmental reality of a person, determined by the following attributes: physical relief of pain through pharmacological interventions and external elements in contact with the body; social support with the closeness of family members, which facilitates adaptation to the hospital environment and reduces anxiety; relationships with the accompanying health personnel and access to information on the patient's condition; an adapted environment to favor recovery and relief; rest including sleep and generating relief; and mental health with relief of anxiety, stress and adequate mental recovery(AU)

The complexities of DNA transfer during a social setting.

When questions relating to how a touch DNA sample from a specific individual got to where it was sampled from, one has limited data available to provide an assessment on the likelihood of specific transfer events within a proposed scenario. This data is mainly related to the impact of some key variables affecting transfer that are derived from structured experiments. Here we consider the effects of unstructured social interactions on the transfer of touch DNA. Unscripted social exchanges of three individuals having a drink together while sitting at a table were video recorded and DNA samples were collected and profiled from all relevant items touched during each sitting. Attempts were made to analyze when and how DNA was transferred from one object to another. The analyses demonstrate that simple minor everyday interactions involving only a few items in some instances lead to detectable DNA being transferred among individuals and objects without them having contacted each other through secondary and further transfer. Transfer was also observed to be bi-directional. Furthermore, DNA of unknown source on hands or objects can be transferred and interfere with the interpretation of profiles generated from targeted touched surfaces. This study provides further insight into the transfer of DNA that may be useful when considering the likelihood of alternate scenarios of how a DNA sample got to where it was found.

Mental health/illness and prisons as place: frontline clinicians׳ perspectives of mental health work in a penal setting.

This article takes mental health and prisons as its two foci. It explores the links between social and structural aspects of the penal setting, the provision of mental healthcare in prisons, and mental health work in this environment. This analysis utilises qualitative interview data from prison-based fieldwork undertaken in Her Majesty׳s Prison Service, England. Two themes are discussed: (1) the desire and practicalities of doing mental health work and (2) prison staff as mental health work allies. Concepts covered include equivalence, training, ownership, informal communication, mental health knowledge, service gatekeepers, case identification, and unmet need. Implications for practice are (1) the mental health knowledge and understanding of prison wing staff could be appraised and developed to improve mental healthcare and address unmet need. Their role as observers and gatekeepers could be considered. (2) The realities of frontline mental health work for clinicians in the penal environment should be embraced and used to produce and implement improved policy and practice guidance, which is in better accord with the actuality of the context - both socially and structurally.