Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom

Teachers report elevated levels of stress and psychosomatic illnesses compared to other professions. Teacher stress has far-reaching consequences on their health outcomes, the student's motivation, and the economy. However, research on teacher stress relies mainly on self-reports, hence, assesses stress on purely subjective perception. Personal or subjective aspects can strongly influence these measures, and biological stress may even be unnoticed. It is, therefore, necessary to include both subjective and objective measures to investigate stress, preferably in real-life situations. This review aims to demonstrate the importance of a psychobiological ambulatory assessment (AA) approach to investigate teacher stress, in contrast to purely subjective measures. We discuss classroom disruptions as the primary stress factor within the classroom and how a multimethod AA approach using psychological measures while simultaneously recording classroom disruptions and biological stress reactions of teachers would enable a much deeper understanding of stressful transactional processes taking place in the classroom that has not been achieved before.

Are These Cats Playing? A Closer Look at Social Play in Cats and Proposal for a Psychobiological Approach and Standard Terminology

Play in domestic cats has been largely studied using a contextual approach, i.e., with a focus on what the cat is playing with, such as an object, itself or another cat. Such classification may be superficially attractive scientifically but it limits the ability to investigate function. We propose consideration of a psychobiological approach, which increases attention on hypotheses about the motivational and emotional state of the actors, may be more valuable. This may be particularly important in the case of intercat exchanges that might involve play, for example when one cat may chase another which does not want to be chased, the general interaction should not be considered playful. Key to improving the scientific study of such interactions is the need to adopt a common terminology, thus we synthesise a common ethogram from the published literature. Secondly at the heart of a psychobiological approach is a consideration of both the affective state and motivational goal of each actor in an interaction, since they may not be congruent, and recognition of the hypothetical nature of any such functional classification. However, this bottom up approach provides valuable insights that can be tested. We argue that when one cat treats another as an object or prey, such activity relates to the former cat seeking to learn about its own skills in relation to manipulating its physical environment (prey are not considered part of the complex social relationships and thus social environment of an individual). However, when interaction between cats is reciprocal it may function to facilitate social learning and may be best described as mutual social play. It needs to be recognised that interactions are dynamic and thus our classification of a situation needs to be flexible. So mutual social play may turn into a form of non-reciprocal interaction. We conclude by outlining priorities for future research to help us improve our ability to answer the question “Are these cats playing?” in a wider range of contexts.

A Systematic Review of the Dietary Choline Impact on Cognition from a Psychobiological Approach: Insights from Animal Studies

The influence of dietary choline availability on cognition is currently being suggested by animal and human studies which have focused mainly on the early developmental stages. The aim of this review is to systematically search through the available rodent (rats and mice) research published during the last two decades that has assessed the effect of dietary choline interventions on cognition and related attentional and emotional processes for the entire life span. The review has been conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines covering peer-reviewed studies included in PubMed and Scopus databases. After excluding duplicates and applying the inclusion/exclusion criteria we have reviewed a total of 44 articles published in 25 journals with the contribution of 146 authors. The results are analyzed based on the timing and duration of the dietary intervention and the behavioral tests applied, amongst other variables. Overall, the available results provide compelling support for the relevance of dietary choline in cognition. The beneficial effects of choline supplementation is more evident in recognition rather than in spatial memory tasks when assessing nonpathological samples whilst these effects extend to other relational memory tasks in neuropathological models. However, the limited number of studies that have evaluated other cognitive functions suggest a wider range of potential effects. More research is needed to draw conclusions about the critical variables and the nature of the impact on specific cognitive processes. The results are discussed on the terms of the theoretical framework underlying the relationship between the brain systems and cognition.

Real or Not Real?

This chapter examines the connections between computer-mediated communication (CMC) and physiology. Given that the study of CMC began in the late 1970s during the explosion of the Internet and use of email, there is limited empirical research available supporting this association. However, research within the areas of social support, telemedicine, channel use, online writing, and simulated environments provides a foundation for how best to approach investigating the link between physiology and CMC. We begin by exploring how scholars theoretically examine CMC through the cues-filtered-out approach (Culnan & Markus, 1987; Sproull & Kiesler, 1986), the hyperpersonal approach (Walther, 1996), presence (Lombard & Ditton, 1997), the psychobiological approach (Kock, 2004), and technological fit (Goodhue & Thompson, 1995). We then consider the physiological consequences of CMC as it relates to social support, telemedicine, and mobile technology. We conclude by considering future research opportunities.

Exploring Patterns of Change Processes Over Distinct In-Treatment Phases of Cognitive and Exposure Therapies for Electronic Gaming Machine Problem Gamblers

Little is known about the change processes in gambling disorder-specific cognitive therapy (CT) and exposure therapy (ET). These therapies are underpinned by the cognitive approach (i.e., restructuring gambling cognitions) and the psychobiological approach (i.e., elimination of gambling urges) to treating problem gambling. Here, piecewise-linear modelling is used in a secondary analysis of randomised trial data for a CT group (n = 44) versus an ET group (n = 43) with the aim to open a discourse on how individuals respond to CT and ET relative to theory. Measures were administered between therapy sessions (average = 6.2 per individual) across 18 weeks for gambling urge (GUS) and gambling cognitions (GRCS). Results indicated the ET group had a stronger reduction in GUS (p < .01) in the first 4 weeks of treatment. Between 4–12 weeks, improvement in GUS (p < .01) and GRCS (p = .02) was more rapid in the CT group. Both groups experienced comparable improvements from 12–18 weeks. These findings have implications for further treatment development, including a combined cognitive and exposure approach that is flexibly adapted to the patient. A larger trial is needed to formally establish change processes and identify differences in problem gambler subgroups. This would provide therapists capacity to offer each patient a clear direction and an expedited pathway to their preferred outcome.