LA DOLCE VIVA

By Kate Arnold

The VIVA… two syllables that fill any PhD student with a whole cocktail of emotions. This was the recipe for mine:

Ingredients:

1/2 teaspoon of excitement

Juice of 3-5 years of tears

A generous dash of imposter syndrome

Method:

Shake with nerves

The week leading up to my viva did not help with the nerves. I had a little visit to A&E to have a cyst removed. It was not really ideal timing per se, but the silver lining was that I really had to take care of myself that week. Self-care is so hard to do when we’re stressed, but that’s when we need it the most. Now, I’m not saying I would recommend you getting a cyst removed under local anaesthetic four days before your viva, but I would HIGHLY recommend ensuring you are getting enough rest, eating proper meals and surrounding yourself with supportive friends and family that you might have hypothetically neglected slightly during the PhD years.

In between taking antibiotics and dressing my lovely new wound, I prepared by reading through my thesis again twice. The first time, I was checking for missed typos and problem areas, focusing on parts that examiners might want to know more about or clarification on. It looked like someone had crushed a canary on the pages of my thesis by the time I was finished covering it with post-its, which again, did not fill me with confidence. During the second read-through, I took the time to address these points which soothed a bit of my anxiety as I felt more comfortable with how I would defend potential problems.

The morning of my viva, I went through the motions of getting ready with a very strong desire to just run/swim/fly far, far away. Luckily again, my wound prevented me taking any drastic physical action, so all that was left to do was get to campus and sit the most important exam of my life. I felt an odd sense of calm before being summoned into the room, perhaps somewhere inside there was a cherry of confidence about my work.

I am as flabbergasted as anyone but I actually enjoyed my viva. It was TOUGH but so much more enjoyable than having a cyst removed with local anaesthetic! I was overwhelmed by how rewarding it was to have the opportunity to discuss a piece of work, the thesis that dominated so much of my life. The thesis that was a physical representation of the knowledge I had accumulated over the past few years. The examiners were incredibly considerate, ensuring I felt calm and comfortable before getting started. Then the warm up questions loosened my tongue and before I knew it, we were into the swing of it. I began by providing an overview of my thesis: what I did, how I did it, what I found and the implications of the findings. I expected the rest of the viva to be a painful process of testing my understanding and shredding my thesis to pieces. Instead, conversations naturally evolved and although I think the examiners did ensure I had a thorough understanding, they made me feel confident in my ability to defend my work and I was also genuinely interested and excited by the questions that they asked. The examiners were patient and responsive to my answers and seemed genuinely interested not just in my thesis, but my thoughts and opinions on the topic.IMG-20160501-WA0012

After two hours I was excused and left in a bit of a daze. I sat in my supervisors’ office waiting to be called back in and given the outcome, again a uniquely terrifying and exciting event. The whole experience was less dark and stormy than I had thought – I had old fashioned preconceptions of a sour assessors and everything going south(side). However, the whole experience fizzed with enjoyment and interest.

If you’re having your viva within the not so distant future the best advice that I could share and that was shared with me is to be yourself, have confidence in how well you know your work and make sure you don’t neglect yourself during the preparations. Finally, it’s probably best to avoid too many cocktails prior to the viva, especially if you’re on antibiotics. They taste so much sweeter when you can toast to the end of your PhD (preferably on the beach with the friends that got you through it all).

Kate Arnold’s thesis, supervised by Prof Gordon Harold, examined the associations between parental depression, interparental conflict and parent-child hostility with the development of  internalising and externalising problems in children and adolescents. She had her viva on 29th April 2016 and her examiners were Prof Robin Banerjee (internal) and Dr Leslie Leve (University of Oregon). She currently works as an Assistant Psychologist for Outcomes for East London NHS Foundation, which allows her to combine research and clinical work.

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Feeling like an Academic Celebrity: Talks, workshops, and constant sunshine for a month in Australia

By Yasin Koc

There are times I spent seven days a week in my office, working until late hours, trying to meet my self-induced deadlines to write another paper or do some more data analysis. Although I always say I enjoy doing this (as I love my research area), those are certainly not the most pleasant times of being in academia. What is it then? For me, it is the conference season! That’s how I initially got into academia and still keeps me going. This year’s landmark was Annual Conference of Society of Australasian Social Psychologists (SASP) in Brisbane, and it is a truth universally acknowledged that Yasin on the way to a conference must be in want of a holiday! In this post, I want to talk about how to benefit from a conference travel by turning it into an entire academic visit comprised of talks, workshops, networking, and of course setting up collaborations (the sine qua non for young researchers!). Of course, having fun with an active social life and enjoying the local culture are also integral to this experience.

When I told my supervisor I wanted to go to SASP, I had quite a few reasons to justify this visit to the benefit of my academic and personal development. First, SASP is a medium size conference, 12801472_10153636779110892_994921069419406732_n (1)which enables being able to see more talks (as there are less parallel sessions) and facilitates interaction with other attendees. In small conferences, it is more likely to bump into same people at different sessions or at breaks, and you get to know each other and your research better. Second, specific to SASP, it is heavily a Social Identity Theory (SIT) conference, which is my more focused area of research within Social Psychology. As well as benefitting from seeing similar research in my area, this is also useful to provide me feedback about my own work by people who work in the similar area at varying levels of expertise. In line with this, it would be a great opportunity to meet leading SIT researchers for collaborations and future employment opportunities (well, there is no need to deny this “secret” agenda). Finally, I have a number of collaborators in Australia, and it would be a great opportunity for me to visit their labs, meet other members, give talks about my own research, and hold meetings regarding our ongoing projects.

So, my supervisor agreed with me on these (or he was being very kind) and eventually, all those prospects came true. I spent a month in sunny Down Under. I visited Australian Catholic University and University of Melbourne to give a colloquium,1404916_10153584616675892_7217676068902473287_o research talks, a few workshops on qualitative research methods, and learn about some methods which I will be teaching at Sussex in summer term – feeling like an academic celebrity! And all this happened together with Melbourne’s exceptional coffee, afternoon swims and reading days at St Kilda beach, almost daily post-work drinks in forms of lab meetings, and some fun with koalas and kangaroos. Then I made way to Brisbane for SASP and enjoyed three full days of high quality research and lots of social fun – even won a SASP-themed Trivia Competition. A unique experience!

I think I am supposed to finish this with a take-home message and all I could share is my very personal experience. First, find yourself a conference where you feel you belong to – as we know, SIT suggests social identification with groups predicts higher wellbeing via buffering against stress and anxiety (very useful for PhD students!). Second, try to network both horizontally and vertically. I met my PhD supervisor years ago at a conference, and that connection brought me to Sussex. However, other than the conference talk, all other research activities in this trip happened thanks to my collaborators who are/were PhD students when we met at other conferences. I choose people with whom I enjoy working. We have become great friends over time, and provided unconditional support whenever we got nasty comments from the Reviewer 2.

Lastly, it might be a bit scary at first, but try to go beyond your comfort zone and try something new: Get involved in situations which will teach you something as well as allowing you to utilise and improve your existing skills. As one of my biggest inspirational figure says:

“I can never be safe; I always try and go against the grain. As soon as I accomplish one thing, I just set a higher goal. That’s how I’ve gotten to where I am.”

This is at least what I do, and it works perfectly well for me. It is important to find what fits you best. Good luck to you all in your own journeys!

 

Yasin is doing a PhD in Social Psychology with Dr Vivian Vignoles working on identity motive satisfaction in ethnic and gender identities.

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My first year as a psychology student!

When I was asked to write this blog for the School of Psychology initially I was overwhelmed; not because I didn’t have anything to say, but because I probably have too much. In the short 9 months that I have been here for, I have never felt more at home; not only in a University that is just so welcoming, a city that is so much more vibrant than my hometown Coventry, but mostly in a subject that I absolutely adore and continue to learn from every day!

I know it sounds hard to believe, but up until 3 years ago I didn’t even really know psychology existed as a subject. After 2 years of studying it at A level (with two incredible teachers that I can only thank for sparking my passion for psychology), I knew it was what I wanted to pursue further into university. And boy am I glad I made that decision! I have never really had a solid idea of what I wanted to do with my life; one week I want to join the police force, the next I’m thinking about being a teacher, then the next I want to work at Heathrow airport (don’t ask me why on that one, because I’m not sure even I know). But that’s what is so brilliant about psychology, there are so many aspects of the subject that I am constantly being given the opportunity to explore new areas and get new ideas of where I want to go in life.

Our last lecture of first year!

Our last lecture of first year!

The first year on this course is designed to give you an insight into a variety of areas in psychology, from psychobiology to social development, not one thing has been the same and I have honestly loved that. After what felt like the longest summer of my life after A levels, I thought that getting back into a ‘working mindset’ would be impossible, but I’ve not wanted to stop! In particular, I’d probably say (so far) my favourite module has been Cognition in Clinical Contexts; every lecture was on a different topic and I just felt like I was learning some really cool stuff that could totally make me sound like a much more interesting person (sounds lame I know).

At school I was always told that the step up from GCSE’s to A levels was a big jump, but nothing compared to the ginormous leap between A levels and university… but I don’t 100% agree with this. Don’t get me wrong, I don’t think university is easy but I think it’s difficult to compare the two. When you get to university you’re not treated like a baby, you’re left to set your own work regime, your mum won’t get you out of bed for your 9am, you’re making your own dinners and you won’t get detention for not doing your homework (if you miss the deadline, you miss it, there isn’t any leeway). But saying this, you’re not abandoned and if you ask for help it is always there. The staff in the school of psychology are some of the most committed I think you could get, if you email or post on the online forum, sometimes you’ll get a reply within minutes!

This first year has absolutely flown by and there is so much more I could say. I know I’m not greatly experienced as a student just yet, if anything I’m still getting my feet off the ground, but I have a few bits of advice for oncoming psychology students that may be helpful…

  1. Don’t worry about not making any friends on the course, because you will. Psychology is full of the loveliest people and at the start of the year everyone is in the same boat as you, wanting to make friends. (Side note: I know Jack and Jamie will get sore if I don’t mention them at this point, so thankyou to them for making lectures that little bit more fun.)
  2. Find a work pattern that suits YOU best. If bashing out an essay two days before the deadline works best for you, don’t worry if someone else has got it submitted 2 weeks beforehand. Everyone works in different ways, you do you.
  3. Just because lectures are recorded, don’t use this as an excuse to always skip them, there’s something just that little bit more effective about being there in person.
  4. Don’t panic about the maths/research skills side of psychology. If I managed to go from a U in my AS statistics exam to a 1st in my research skills exam then anyone can do it, trust me.
  5. Enjoy yourself, enjoy the course, enjoy the university, enjoy Brighton, because 3 years are going to fly past before you know it…
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It’s not just what you’re saying

By Jordan Raine

Have you ever heard of the Baader-Meinhof phenomenon? If you haven’t, you’ve definitely experienced it at some time in your life. It’s the term given for when you learn, notice or experience something for the first time, and then you start noticing it everywhere.

Most PhD students will tell you that this phenomenon ramps up into overdrive for the particular subject matter that they have decided to dedicate a vast proportion of their foreseeable future to. For me, that something is every noise that comes out of any person’s mouth that isn’t speech. The cacophony of grunts, moans, shouts, roars, whines and screams that pepper the interactions of human society play an almost invisible role in most people’s experience, but to me they stick out like a sore thumb.

Animals, lacking sufficient vocal control and cognitive complexity, don’t have the luxury of communicating by combining sets of words with culturally agreed meanings. The systems controlling their vocal apparatus are intimately tied to their internal states, and their vocalisations communicate simple but information relevant to survival.

Before humans developed the ability to control their voice and detach it from underlying feelings – which colleagues and I argue in a recent review was vital in the gradual evolution of speech – we most probably communicated in the same way. Even though this arbitrary system for conveying meaning now predominates, nonverbal vocalisations still retain their more ancient communicative function. Yet, aside from laughter, nonverbal vocalisations have remained almost untouched by the scientific community. So, my research aims to discover what is communicated in such vocalisations, and what influence they have on listeners.

One area in particular that I am investigating is tennis grunts. Their legitimacy has been widely debated in the tennis community amid accusations they are distracting, but my research aims to show that they may provide cues to each player’s mental state.

Sharapova's Grunt

We know from previous research that higher pitch is associated with higher levels of arousal and distress, and lower pitch with dominance, in both humans and other mammals, and that listeners perceive these associations. I have performed acoustic analysis on hundreds of grunts from TV footage of professional matches, and am currently running experiments to determine whether listeners can predict the winner of a match just from a set of grunts. If they can, it is likely that when a player grunts, they are broadcasting signals that may provide their opponent with a mental advantage.

I am also interested in the expression of strength in aggressive roars (see below) and fear screams. In evolutionary terms, strength is a useful attribute to be able to perceive, as it would allow the listener to make good decisions about whether to enter into conflict with fellow competing males or not.

I’m asking people to imagine themselves in a situation where they need to convey aggression, and one where they should express fear, and recording the upper-body strength of each individual. Given that the process of evolution would favour strength-tracking capabilities, we are predicting that listeners will be able to track strength from these vocalisations, and that the acoustic structure of aggressive roars may be designed to increase perceptions of strength. We are also investigating whether males might engage in behavioural strategies to exaggerate their strength, in the similar way to some species of deer.

We produce vocalisations in many more contexts than the two examples mentioned here – this is just the tip of the iceberg. In many nonverbal interactions, seemingly meaningless noises may actually contain a wealth of information and substantially influence our perceptions and behaviour. I’m only halfway through my PhD but already I see human vocal behaviour in a new, broader light. Maybe after reading this you’ll have some vocalisation-related Baader-Meinhof experiences of your own…!

Jordan is doing a PhD on human non-verbal vocalisations with Dr David Reby. He has recently published an article in The Conversation about the evolutionary origins of laughter.

Find out more about our research on Cognitive Psychology.

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Behavioural Genetics for Education

by Darya Gaysina

I am a co-editor (with Yulia Kovas and Sergei Malykh) of the book ‘Behavioural Genetics for Education’, which was published by Palgrave Macmillan last month (http://www.palgrave.com/us/book/9781137437310). This book is dedicated to the role of nature (genetics) and nurture (environment) in individual differences in traits important for education. Each chapter of the book explores a particular aspect of human development, including cognitive abilities and disabilities, academic achievement, motivation, personality, behavioural and emotional problems, social functioning, and well-being. The chapters are written by international experts in various areas of psychology and behavioural genetics; more than 20 researchers from the UK, Russia, USA, Canada, and China have contributed to the book.

The book brings together compelling evidence for the importance of genetics in cognitive development and other educationally relevant traits. It also emphasises the growing evidence for the complex interplay between genetic and environmental factors in relation to children’s behaviour. Indeed, genetic and environmental factors do not act in isolation; they co-act and influence each other across the lifespan. The book provides an important contribution to educational genomics, a relatively new scientific field that combines advances in quantitative and molecular genetic methodology in relation to education, with the ultimate goal to improve education for everyone.

I believe, this book is particularly timely. Despite all the existing evidence for individual differences in learning, genetics is rarely considered in relation to education. By taking into account what we know about the role of genetics (Nature), we can understand our environment (Nurture) better, and we can learn how to target our environment, including educational environment, so that every child could be given an opportunity to achieve the maximum of their potential. By considering genetic (i.e., DNA) differences among people, genetically informative research can provide the basis for evidence-based personalised (and therefore, more effective) education.Darya_book

Being a book editor was a new and educating experience for me (also influenced by my genetic make-up). What have I learnt about the process of creating and publishing a book? Quite a few things, I should say:

First, it takes time. Whatever you think it will take you, double (or triple) this estimate. It is important to realise that this work is something you do in addition to all other things, not instead of something, so be prepared to sacrifice a lot of your spare time and to work long hours and weekends.

Second, it is a collaborative work. Be wise about choosing people you want to work with. Our book would not be possible without our contributors; it would not be possible without them being prepared to invest their time and efforts in preparing chapters.

Finally, publisher plays an important role. Our publisher, Palgrave Macmillan, was very patient with us, and helped us a lot at a latter stage of the book preparation. They encouraged us during the preparation of the draft and sent reminders when we fell behind the schedule (quite often). They have also been working on promoting our book to a wider audience (i.e., researchers, educators, policy-makers, parents).

In conclusion, our experience is important in shaping who we are, but let’s not forget about our genes!

Darya Gaysina is Lecturer in Psychology and EDGE Lab Lead (http://www.sussex.ac.uk/psychology/edgelab/). You can follow the EDGE Lab on Twitter: @edge_lab

Find out more about our research on Developmental and Clinical Psychology.

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My first paper

By Jennifer Mankin

This spring, my first paper on synaesthesia and language appears in an upcoming edition of Cognition. While I know that getting a paper published is always a rigorous and difficult process – as indeed it should be – I am not only excited and nervous for this paper to appear because it’s my first, but because it represents a major milestone in a journey that has thus far spanned ten years.

When I was seventeen, I happened to mention in a German language class that someone’s name was orange because it began with an M. The interest and confusion this comment elicited from my classmates surprised me; it had never before occurred to me that some people might not experience colour with letters. That evening, I sat down at the dining room table and eagerly searched online for some hint of what these impressions might be called, which is when I first learned the word synaesthesia. paper face

Seven years later, two years after an unsuccessful attempt to do my undergraduate project on synaesthesia, I found Julia Simner’s Synaesthesia and Sensory Integration (SASI) lab at the University of Edinburgh and knew I had found my first choice university for my Master’s degree. The first chance I had to meet Dr Simner, I paced the corridors of the psychology building for twenty minutes before I could work up the courage to step through the door and introduce myself. To my relief, she agreed to supervise my Master’s project studying the mental representations of compound words like rainbow (made of two words, rain + bow) using synaesthesia. This research was based on an unpublished study in German showing that the number of colours a synaesthete experienced for compound words was influenced by their frequency in the language. More common words were more likely to have one colour, implying they were stored as wholes rather than in their constituent pieces. My study found a similar effect in English-speaking synaesthetes, which pointed to the usefulness of synaesthesia for studying psycholinguistics and formed the groundwork for my successful PhD application.

Halfway through my first year of PhD study at Edinburgh, Dr Simner and the lab moved to Sussex, and my main project was to shape that compound-word study into a paper. Besides the frequency finding, we also reported a lack of colour effect for semantic transparency – that is, synaesthetes experience the same number of colours for compounds that are easy to understand from their parts (e.g. birdhouse) or not (e.g. hogwash). Our analyses even showed that the frequency of the first constituent of the compound increases with the luminance of the colour that synaesthetes experience for it. I was extraordinarily lucky not only to have two experienced and engaged

supervisors as co-authors to help me through the review and revision process for the first time, but also to have the paper reviewed by two of the primary researchers whose psycholinguistic theories I was testing. Although sharing a piece of work in which I have so much invested is nerve-wracking, I am confident in the expertise and guidance of these fellow scientists who worked tirelessly to shape the paper into its best iteration.

I know that this first publication is only a single step in my career as an academic, but it still feels like a momentous one. On the surface, the paper strengthens the case for synaesthesia as a psycholinguistic phenomenon by showing that the number and nature of colours that synaesthetes choose for compound words is predicted by their frequency. This first study functions as a proof-of-concept that I am now working on expanding to other word structures and linguistic characteristics. For me personally, however, in the slow and difficult paradigm shift from student to scientist, from learner to researcher, this paper is also a tangible and long-awaited milestone.

Jennifer Mankin is part of the Synaesthesia Research Group at the University of Sussex led by Prof Jamie Ward and Prof Julia Simner. You can read more about their research synaesthesia.

Find out more about our research on Cognitive Psychology.

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Horses read human facial expressions of emotion – Sussex Research

By Amy Smith

Undeniably, horses have funny faces. Long nose, eyes on the sides of the head, wiggly ears…morphologically they look very different to humans, yet it turns out they are pretty good at looking across the species barrier to read our faces.

The ability to read emotion in others is hugely important in daily social life, not just for humans and other primates, but for many social species. Emotions are tools of communication – for instance, if a sheep sees another sheep looking scared (bulging eyes, ears pinned back), the observer knows there is a threat nearby, and can take appropriate action (i.e. increasing vigilance and readying themselves for a ‘fight or flight’ response). On top of this, recognising emotion can help social groups stick together. Facial expressions can communicate dominance and submissiveness, so that each individual can keep their place in the dominance hierarchy.

Amy Smith and one of her equine subjects

Amy Smith and one of her equine subjects

Reading facial expressions of emotion between different species may present more challenges due to differences in facial and body structure, and in the forms which emotional signals take. For instance, sheep, horses and dogs can express and perceive emotion in one another’s ear movements (e.g. pinning their ears flat against their heads is a signal of negative emotion), whereas this mode of communication is absent in humans. Despite such differences, dogs have previously been shown to recognise human emotion from facial expressions alone – they prefer happy human faces and dislike angry ones. Here in the Mammal Vocal Communication and Cognition Research group, we set out to test if horses, too, can recognise human facial expressions of emotion.

We visited stables around Sussex and showed 28 horses photographs of positive (happy) and negative (angry) human facial expressions, whilst recording their heart rates using a Polar Equine heart rate monitor. We tested each horse twice, once with each emotion, in trials separated by at least 2 months to prevent horses getting used to the experimental setup. Two major things came through in the results: firstly, when observing the angry face, horses preferred to look with their left eye (which many species do when they are perceiving a threat in the environment); and secondly, their heart rates increased faster towards the angry face, indicating a greater degree of stress.

Stimulii

Stimulii

Overall, the horses had stronger reactions when faced with the negative than the positive expression. This same pattern is seen in dogs, who also display a left-gaze bias towards angry human faces, and also respond less to happy faces. Animals may benefit more from recognising and reacting to potential threats in the environment over positive events, particularly in a prey animal such as the horse whose ancestral survival depended on the detection of predators.

Horses’ abilities to read emotion on human faces may have resulted in part from their 6,000-year coevolution with humans. It is also possible that, during an individual’s lifetime, horses form associations between angry humans and negative treatment, such as rough handling, and therefore learn to be wary of angry humans. You could compare this to our human ability to recognise a dog’s social signals – if you see a dog snarling at you with exposed teeth, you would tend to steer clear of this individual. To get at the potential effects of learnt vs. innate explanations, one would need to test the recognition abilities of individuals with differing levels of human exposure, e.g. feral horses or very young horses.

The continuing work of the Mammal Vocal Communication and Cognition lab at Sussex (funded by the Leverhulme Trust) is looking into horses’ social and emotional lives, between horses and horses, as well as horses and humans.

Reference: “Functionally relevant responses to human facial expressions of emotion in the domestic horse (Equus caballus)” AV Smith, L Proops, K Grounds, J Wathan, K McComb 2016, Biology Letters, doi: http://dx.doi.org/10.1098/rsbl.2015.0907

Find out more about our research on Cognitive Psychology.

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Drought in California: When climate change affects the USA

By Sarah Becker

 

As part of one of my PhD research studies I conducted a 10 week interview-based study in California to talk to people about their experience of the ongoing drought and how they thought it related to anthropogenic climate change. (Throughout this article when I refer to climate change I mean anthropogenic climate change.) I won’t focus on reporting my findings here but give a summary of some of the aspects of the drought in general that most struck me.

In some of my first interviews in the UK and also in some of the literature on climate change (e.g. “The Giddens Paradox”) it is suggested that because the consequences occur in the future and affect developing countries first, there has not been more action to mitigate climate change so far. The idea being that people in the West (responsible for most of the emissions) cannot feel the immediate effects now and therefore do not reduce emissions. To my surprise some of the news coverage of the drought in California, was being reported in relation to climate change[1]. This is contrary to what I find when there are floods in the UK, which may be because it is difficult to link one particular extreme weather event to climate change. In fact scientists do connect a change in climate to modified weather patterns, including more frequent and intense extremes.

Appeals to the public in bathrooms to use less water and report leaks

Appeals to the public in bathrooms to use less water and report leaks

When I visited different parts of California, I met a lot of people who accept anthropogenic climate change evidence and are very concerned about it, partly because of the drought. But, I also crossed many people who do not think anthropogenic climate change even exists, let alone think that there is any link between the extreme drought and climate change. Those people dispute that the local drought is linked to anthropogenic climate change, in a similar way in which global climate change is disputed in general; namely by referring to natural cycles of change versus a long term change caused by humans.

In the case of the drought, some people argued that California has always been dry: “It’s a desert”, “We have seen many droughts”, “It’s natural cycles, they come and go, people have to adapt and we need to build more reservoirs”. Parts of California are very dry and there have been droughts in the past so the question is what evidence there is and what evidence it will take to convince people that anthropogenic climate change is affecting the drought differently from how it would have been otherwise. Others may have half joked: “Isn’t the drought over? This is an El Niño year and we will be dealing with floods soon.” What also struck me, is to what extent views about climate change are intertwined with many other beliefs and make a whole different framework of seeing the world. For instance, religion (those who were religious identified as Christian) is a major factor, because of belief in a God who is relied upon and trusted to sort things out. Another factor is political beliefs, with quite a few people who deny climate change referring to Al Gore in particular as a liar who made climate change up for political benefits.

In restaurants water is no longer served automatically but only upon request

In restaurants water is no longer served automatically but only upon request

There are some communities in the Central valley that have actually run completely dry.

Most affected inhabitants are low income Latino farm workers, who no longer have access to clean drinking water because they are not connected to a state water supply and have always relied on groundwater from their wells. The wells are dry or the groundwater is polluted[2]. In some cases, the local council is stepping in and transporting drinking water in large tanks. Many communities are organizing and mounting pressure to demand support for access to drinking water, but some are reluctant to get in touch with officials or even local organisations such as the Community Water Center, because they are scared their children will be taken from them, as a result of them being seen as unable to adequately provide for their children.

Low water level at Lake Tahoe in the East of California, usually water would have been covering where I was standing and well beyond

Low water level at Lake Tahoe in the East of California, usually water would have been covering where I was standing and well beyond

Some of the big agricultural businesses have pumped up so much ground water that the ground has started to sink[3]. Smaller farms are struggling to keep their crops growing and some have gone out of business.

I also spent three days with fire fighters in a camp which works with prison inmates to extinguish fires[4]. These programs were introduced in the 1940s as a means of rehabilitation. The camps may be preferred by inmates because they are safer and less influenced by prison gangs and politics and provide more opportunity for education. However, this might also be an example of how economic and social relationships of power come into play with environmental issues, as the economic drive towards cheap or free labour results in prisoner fire fighters. The long term trained fire fighters reported that fires were changing in intensity and becoming increasingly challenging to put out.

How or whether some of this will affect the US’ official stance and actions on climate change remains to be seen. For now, it looks like even within more “developed” countries such as the USA, climate change will affect those who are already more vulnerable, reflecting the global pattern. This seems to reinforce the point that environmental and social justice are not only related but are one and the same thing. I would be very happy to receive any feedback, questions or comments at s.becker@sussex.ac.uk.

 

Footnotes:

[1] http://news.stanford.edu/news/2014/september/drought-climate-change-092914.html

http://onlinelibrary.wiley.com/doi/10.1002/2014GL062433/pdf

www.nature.com/nature/journal/v509/n7498/full/509010b.html

[2] http://www.communitywatercenter.org/

[3] http://www.usatoday.com/videos/news/2015/12/10/77028550/

[4] http://uk.businessinsider.com/inmates-fighting-california-wildfires-2015-8?r=US&IR=T

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Dan Goodwin: Junior Research Assistant

Before applying for the JRA award I knew that becoming a researcher in Psychology was what I wanted to do, but deciding what I wanted to study seemed almost impossible given the sheer number of options available. When I saw that Sussex was offering JRA awards focusing on the causes and cures for Alzheimer’s I jumped at the opportunity, as I felt this would give me a good opportunity to explore a more neuroscience-based research project which greatly interested me. Professor Jenny Rusted was advertising JRAs in the newly established Alzheimer’s Society Doctoral Training Centre and it was with her I worked closely on my application; Prof Rusted was incredibly approachable and supportive throughout the application process, assisting me right from the start.

During the summer I got involved in an ongoing research project aimed at investigating the neural and behavioural consequences of a gene, APOE-E4, widely accepted to be the strongest genetic risk factor for Alzheimer’s disease. I assisted Dr Simon Evans, a postdoctoral fellow in Prof Rusted’s lab, in analysing data and writing a literature review on the use of the subsequent memory paradigm in research examining the neural consequences of ageing and APOE-E4. The subsequent memory paradigm involves participants being incidentally (unintentionally) exposed to words whilst completing an ongoing task in an MRI scanner, followed by a surprise recognition test in which participants indicate whether they had seen the words previously or not. This task is designed to induce episodic memory and activation in the hippocampus, an area implicated in the premature neural ageing seen in carriers of APOE-E4.

The analysis of the data itself proved to be a rewarding experience as it allowed me to gain extremely valuable knowledge with MRI data analysis software such as MATLAB and SPM. Immersing myself in the data for several weeks increased my personal investment in the project and the data itself, this gave me a hunger and excitement that was certainly lacking in my first and second years at university, as I felt I was genuinely contributing to something that would make a difference. Happily, the results of the analysis also proved very interesting; results from the MRI analysis indicated that APOE-E4 carriers were consistently underactivating several regions in the brain, relative to non-carriers, throughout the task. APOE-E4 carriers demonstrated significantly less activation in frontal, temporal, and parietal regions in the brain; these areas have been reported many times before in the literature to exhibit genotype differences with APOE-E4 in a number of cognitive domains. Surprisingly, we were unable to extract any genotype differences in hippocampal activation; this is not unusual – the hippocampus is such a small area in the brain, and so it can be difficult to pull out reliable data. Taken as a whole, the results suggest that APOE-E4 carriers may be more efficiently processing memories and information, as they retained equal memory performance to non-carriers in the face of lesser neural activation.

This post was originally published in Jenny Rusted’s lab group blog in September 2015

Find out more about our research on Behavioural and Clinical Neuroscience.

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My Placement at West Sussex Eating Disorders Service

By Amy Howes

As soon as I saw that the School of Psychology was offering clinical placement years I knew that it was something I would be interested in. Despite having to hand in assignments most weeks during term two I managed to find the time to write a personal statement and apply for the placements that appealed to me. Throughout this process I really doubted that I would succeed in gaining a placement, due to expected competition and concerns about whether I had enough experience or sufficient grades. I very nearly gave up at the last hurdle when I found out that one of my interviews was on the morning of one of my summer exams. Ironically, this was the placement I ended up being offered.

Since starting my placement I have thoroughly enjoyed it. I am working for the West Sussex Eating Disorders Service, but we are based in Brighton. I am very fortunate to be with a lovely team who have made me feel welcome and valued as a colleague. I primarily work in an office, and my daily routine can involve anything from dealing with referrals into the service, collating outcome measures from patients, inputting blood results and weight data into our system, to attending team meetings and carrying out audits. In addition, I have learnt a lot about the treatment of eating disorders and their many comorbidities, not only through being placed in the heart of a busy specialist service, but through comprehensive reading of clinical guidelines and self-help books used by the service. Doing this has demonstrated to me that the world of psychiatry is a vast one, where often the more you learn, the more you realise there is to learn.

Amy Howes at her desk in the WS Eating Disorders Service

Amy Howes at her desk in the WS Eating Disorders Service

Thankfully, I have also been able to get out and about a lot. I have shadowed assessments, psychological therapy sessions and had meals out with patients. I have recently moved into co-facilitating group therapy, which means I am trusted to run part of the sessions. This is something I feel really privileged to be involved in and is increasing my confidence in working face to face with patients.

It is a downside, of course, that the placement is unpaid. However, I have found this beneficial in some ways because that in itself offers a lot of flexibility. Firstly, it means that my year hasn’t been too stressful because my workload isn’t that of my paid colleagues. Secondly, if I ask my supervisor if I can spend a day shadowing an early intervention for psychosis team, a liaison psychiatrist in A & E, or a mental health triage assessment service (all of which I have done) she is really supportive because the year is viewed as my year to gain as much clinical experience as I can. The placement is mutually beneficial; I help the service out and they offer me a year of experiencing as many elements in the life of a psychologist as possible.

Throughout the rest of the year I am hoping to visit the eating disorder inpatient units that our team are linked to. I also hope to learn more in-depth about therapies that are suitable for eating disorders, which will hopefully lead to me working one-to-one with low-risk patients; doing work around eating out, preparing food, and the anxiety associated with this.

During my placement so far I have met many clinicians in several branches of the mental health services and they have all assured me that this year will put me in a great position when applying for jobs after my undergraduate degree. It will also give me valuable experience that I can report on my CV and discuss in interviews when applying for chartered psychologist training.

For me, applying for a placement was the best decision I could have made. As well as managing to escape the craziness of university life (and all those assignments!) it has allowed me to spend a year experiencing an authentic working routine. I am thoroughly enjoying the opportunity to gain first-hand experience in the types of services I have always imagined working for, and so far it’s certainly exceeded my expectations.

If you are interested in doing a placement, you can also read about Lauren Maddock’s experience working for GSK.

The Career & Employability Centre has a placement preparation programme. For more information go to the placements’ webpage

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