Dr. Sabiha Alam Choudhury is currently working as the Head of Department of Psychology and Counselling at School of Humanities and Social Sciences, Assam Don Bosco University, Tapesia, India.

Her research areas are Positive Psychology, Counselling & Psychotherapy, and Marriage and Family Counselling.

Email: sabiha.choudhury[at]dbuniversity.ac.in , sabihachoudhury9[at]gmail.com

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Here’s How Our Personality Changes As We Age

By Emma Young

The once popular idea that our personality becomes “set like plaster” by the age of 30 has been refuted by studies showing that we do change —  and can even purposefully change ourselves. Many studies have identified shifts in Big Five traits across the lifespan. However, the often inconsistent results have made for ongoing controversy about how personality typically changes with age.

Now a new analysis of data from 16 longitudinal studies, with a total sample of more than 60,000 people from various countries, reveals some important insights. The work, published by Eileen Graham at Northwestern University, Chicago, and her colleagues in the European Journal of Personality Research, suggests that there are indeed some clear patterns of change through middle age and into older age for at least four of those five traits.

For all the studies included in the analysis (from the US, the Netherlands, Sweden, Scotland  and Germany), participants had completed an assessment of at least a subset of the Big Five traits (extraversion, agreeableness, neuroticism, openness and conscientiousness) on at least three separate occasions.

The researchers then compared the results, to consider the balance of evidence for the extent and direction of personality change over time. The way they did this was important. The team used a “coordinated integrative data analysis”, which allowed them to look for patterns in findings, but as the data was not pooled, they could also identify variations between different studies, and explore possible reasons for differences in results. They also looked for any links between personality changes and the participant’s sex and age group (under or over 60 years old) at the time of their first assessment.

The findings from the various studies were not all in agreement with each other. However, the team found fairly consistent evidence for some clear patterns of change for all of the traits, except agreeableness.

Both extraversion and conscientiousness showed a fairly steady pattern of decline with time. For conscientiousness, this decline was clearest among participants who were over 60 when they took the first personality test. This finding is consistent with several theories about personality change with age, the authors note, including the idea that for younger and middle-aged people, it’s advantageous to exhibit pro-social traits like extraversion and conscientiousness, but as social demands begin to wane in older age, so might these traits. Indeed, the team also found that openness, another prosocial trait, was stable through middle adulthood, before decreasing in older age.

Neuroticism showed a different, U-shaped pattern. Overall, the data suggests that neuroticism decreases through most of adulthood, then increases again in older age. This is consistent with the idea that in old age, we tend to become anxious about terminal illnesses and death.

The team found that sex was not relevant, except for neuroticism: females had slightly steeper declines through middle adulthood than males.

Nearly all of the samples also revealed some individual differences in changes for all five personality traits — so, though there were these overall trends in changes, not everyone in each sample, or across the samples, changed at the same rate, or even in the same direction.

More work is now needed to understand why. As the researchers write, “people change differently on different traits, personality is not stable for everyone across the lifespan (but is for some people), and accounting for or explaining these changes is difficult.”

More generally, though, the team would like to see more psychology studies using this approach. By not merging the individual data sets, this type of meta-analysis can not only help to clarify the picture of results in a given field, but also preserve the differences between studies, which could help with the increasingly popular exploration of differences — as well as similarities — between people.

Trajectories of Big Five Personality Traits: A Coordinated Analysis of 16 Longitudinal Samples

Emma Young (@EmmaELYoung) is a staff writer at BPS Research Digest



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What is a social entrepreneur and how can you become one?

Where compassion and capitalism mix, you get social entrepreneurs; developing businesses for the purpose of improving society. How can you become one?

Article summary

  • Social entrepreneurs focus on developing solutions to societal issues such as crime, poverty, and sustainability.
  • If you’ve identified an issue in society, and you’re developing a business or project for the purpose of addressing it, you’re a social entrepreneur.
  • Social entrepreneurs will be needed in the wake of COVID-19, using their innovative thinking and resources to help cultivate good will and raise morale in a recovering economy.

Where compassion and capitalism mix, you get social entrepreneurs; business leaders with a focus on improving society and developing solutions to issues such as poverty, crime, and the environment.

South Africa needs social entrepreneurs now more than ever; and many young South African social entrepreneurs have played their part in developing inspiring innovative projects.

Here, we take a look at the role of entrepreneurship in social development, and the path to becoming a social entrepreneur.

Understanding the role of the social entrepreneur

On the surface, the social entrepreneur is similar to the entrepreneur; they identify a problem, think of a solution to that problem, and build a company that will deliver that solution, while forming whatever partnerships need to along the way.

But for the social entrepreneur, they’re looking to identify problems and provide solutions that will be of benefit to society.

Examples of Social development companies

Examples of social development projects founded by social entrepreneurs include:

  • Ejoobi, a technology platform that connects people in rural areas with job opportunities, without requiring them to have an internet connection.
  • Memeza Community Safety, a platform that connects communities with policing forums and SAPS stations, so as to provide a low-cost alarm system.
  • Educational attractions such as 18 Gangster Museum, which serves a two-fold purpose of educating youth about the dark road so many of their contemporaries end up taking, while also giving the former gangsters, who curate the exhibition, the chance to provide first-hand accounts of gangsterism and prison.

Social entrepreneurship in the time of COVID-19

Of course, the COVID-19 pandemic throws a spanner in the works, making it even more difficult for already vulnerable small and medium enterprises to survive in this era of lockdowns. Of course, such projects should be counted among those eligible for financial aid from the government.

If there is a silver lining, it’s that for entrepreneurs, a struggling economy presents room for opportunity. As the economy seeks to rebuild itself following the corona pandemic, entrepreneurs are the ones society will look to for pioneering business ideas and innovative projects. Investors will be more likely to back those projects that cultivate good will and raise morale in communities hard-hit by the corona pandemic.

Becoming a social entrepreneur

As with entrepreneurs in general, it starts off with an idea. Figuring out a problem that needs to be solved, and attempting to solve it. But for social entrepreneurs, the problem will be a societal issue, and the need to solve it will be driven by altruism rather than profit.

So if you want to become a social entrepreneur:

  • Think of a problem you want to help solve: Pollution? The lack of certain resources in underprivileged communities? The rising levels of depression and addiction? There’s no shortage of ways to make a difference.
  • Research the area you’ve chosen to play a role in: See what others have tried. Find out where they’ve failed and how you could do differently. Gain knowledge about industries you plan to operate in.
  • Look to other social development projects for inspiration: The SAB Foundation Social Innovation Awards provide a platform for social entrepreneurs to showcase their projects. Obviously you don’t want to copy what others have done, but according to an article in Mail & Guardian, “…a useful social enterprise often builds on the work of others and provides integral links between other entities”.
  • Get ready to network: Networking probably comes a lot easier to traditional, profit-driven entrepreneurs than it does to social entrepreneurs. Nonetheless, your projects still needed funding, and you’ll need partners.  Fortunately, there are organisations that are eager to invest in social development projects, such as SAB Foundation, as well as government programmes that could be harnessed. Crowdfunding is also an option. You may find overlap between your projects and established companies in the industry you intend to operate in, in which case they’d appreciate the PR boost that comes from partnering with a good cause.
  • Draw up an action plan: Remember that you’re an entrepreneur, albeit a social entrepreneur, and should be approaching this from the perspective of running a business. You need an action plan; a master to-do list, to keep yourself motivated and remind you that the business is not going to simply arise by itself.

You could help prepare yourself for the world of entrepreneurship by studying professional coaching, which explores areas such as motivation, self-discipline and leadership. SACAP offers a range of coaching courses, all of which focus on areas that play a role in business management, while preparing students for the workplace with practical components. For more information, enquire now.

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Psychologists Are Mining Social Media Posts For Mental Health Research — But Many Users Have Concerns

By Emily Reynolds

This article contains discussion of suicide and self-harm

In 2014, the Samaritans launched what seemed like an innovative new project: Radar. Designed to provide what the charity described as an “online safety net”, users could sign up to Radar to receive updates on the content of other people’s tweets, with emails sent out based on a list of key phrases meant to detect whether someone was feeling distressed.

In principle, this meant people could keep an eye on friends who were vulnerable: if they missed a tweet where somebody said they felt suicidal or wanted to self-harm, for example, Radar would send it on, in theory increasing the likelihood that someone might get help or support.

In practice, however, things weren’t so simple. Some pointed out that the app could be used for stalking or harassment, allowing abuse to be targeted during someone’s lowest point. There were false positives, too — “I want to kill myself”, for example, is often used as hyperbole by people who aren’t actually distressed at all. And others felt it was an invasion of privacy: their tweets might be on a public platform, they argued, but they were personal expression. They hadn’t consented to being used as part of a programme like Radar, no matter how well meaning it was.

Samaritans shut down Radar just a week after launch. But since then, the use of social media data in mental health research — including tweets, Facebook and Instagram posts, and blogs — has only increased. Researchers hope that the volume of data social media offers will bring important insights into mental health. But many users worry about how their data is being used.

Targeted tools

Social media’s role in research continues to grow. In February of this year, a team from King’s College London made headlines with a paper in Scientific Reports that found days with particularly high volumes of depression and schizophrenia-related tweets also saw higher numbers of crisis episodes at mental health service providers in London.

The benefits of using such data are clear, says Anna Kolliakou, lead author of the paper. The volume of data would have been otherwise impossible to obtain, for one, and there was potential to gain insight into the “opinions and experiences of communities that transcend location”.

The KCL team hopes that monitoring tweets at a population level could predict mental health service activity and help manage strained services. But others have looked at whether social media data could also tell us something about individuals’ mental health. A 2017 study looked at the course and onset of PTSD using Twitter data, for instance, suggesting that the language of people’s tweets could provide early hints they would develop the condition.

And in 2018 researchers found  that the use of “language predictive of depression” on Facebook – sadness, loneliness, hostility and more – could predict whether a user was depressed, in some cases a full three months before they received a formal diagnosis. The paper’s authors suggested that such predictive data could be used to screen (consenting) adults for depression.

When it comes to studies looking to help at-risk individuals, Sarah Knowles, an NIHR Senior Research Fellow in Knowledge Mobilisation at the University of York, is “very sceptical of accuracy and validity, and what they’re intended to achieve”.

“I haven’t ever seen a convincing example of how targeting an individual on social media helps them personally, and it’s perhaps more likely to make them feel isolated or even attacked,” she says. “Some people use social media as an outlet for difficult feelings, and worrying about being ‘tagged’ as at-risk might shut this down, so you’re potentially removing a coping strategy.”

Knowles also points out that a high number of people who seek help find it difficult to access (figures vary, but the Mental Health Foundation suggests that 75% of people with mental health problems in England may not get access to the treatment they need). Framing mental health as a problem of “detection” is therefore missing the point, she argues. And programmes like Radar ultimately “comfort onlookers who are worried about someone, rather than help the person expressing a problem”.

Even if algorithms could help identify those who are at risk, there are still questions about whether such tools are wanted. A survey published in late 2019 found that although people may see the value of using algorithms to detect mental illness from social media data, they don’t actually trust social media platforms with their personal information.

These aren’t just academic arguments — Facebook is already using an algorithm in some countries to detect suicidal ideation in posts, with the aim of providing help to those who need it.

The company says that machine learning is only one part of its efforts to help people who are struggling: in a blog post, its head of product development writes that “technology can’t replace people in the process, but it can be an aid to connect more people in need with compassionate help.” For those with concerns about the ethics of machine learning in this context, however, that reassurance is not likely to go far enough.

Public or private?

In the studies that used Facebook and Twitter data to predict PTSD and depression, participants had consented: they knew what their data was being used for. But one of the appeals of social media data for many researchers is the ability to scrape information from so-called “public” datasets.

However, this might not be as straightforward as it seems, at least ethically speaking. A study in Social Media and Society found that many users don’t believe that researchers should use their tweets for research without permission. Another was more mixed, with some users feeling positively about their data being used for mental health monitoring, at least when anonymised. But others were still not convinced.

Despite this tension, research using data scraped from Twitter without consent continues. One study used tweets from a hashtag, “#MyDepressionLooksLike”, to identify communities tweeting about  depression; another looked at the language used by people who had tweeted that they were affected by PTSD, depression, bipolar disorder and seasonal affective disorder.

Many of those who share online are sceptical. “I know that an argument in favour of this would be that once people speak on public platforms, they inherently give permission for that content to be used,” says Sarah-Louise Kelly, a content writer who lives in Glasgow. “But I disagree.” Kelly wrote a blog for many years, starting from her teens; many of her posts included accounts of depression, OCD, anxiety and trauma. She’s recently limited her tweets and blogs about mental health, but says she still tries to be open about “the peaks and troughs” of her mental health.

At 30, Kelly notes that she’s “from a generation that used the internet as a diary”: she’s “never grown out of the mindset” that sharing online can bring community, catharsis and solidarity.  She also feels uncomfortable about her data being used in research.

“If tweets or blogs of mine have been used in research, I really resent that I’ve never been contacted,” she says. “Where’s the gain for me and my community? I have to pay for my own therapy, I have to work out my own coping mechanisms, I learn nothing. I understand the importance of these studies and don’t want to undermine them. But social media users deserve to be treated as more than case studies when they’re discussing such intimate problems.”

Martin*, in his 40s, initially joined Twitter for news updates, but he soon found himself part of a community of people who shared his experiences with poor mental health. “It was really important to me because not everybody in my life knew I was unwell — I had a job at the time I was terrified of losing,” he says. Martin, in a new role and a new relationship, is now able to be more open, and he uses Twitter less to talk about his own experiences with mental illness. But, like Kelly, he’s unhappy with the idea that personal posts could be used as research data.

“There were things I posted online that, at that time, I wasn’t saying to anybody else,” he says. “I was talking about bad experiences with mental health services, stigma, knowing that I was speaking to an ‘audience’, if you will, that would understand what I’d gone through. The idea of that being scraped from Twitter and used in research doesn’t really sit right with me.”

It’s not that he doesn’t want to contribute to learnings about mental health — he points to several Covid-19 related surveys on mental health that he’s completed over the last few months alone. But consent is important. “I read a lot about mental health, I’m interested in the area in general, so this isn’t an anti-research stance. But any [research] I’ve been involved with — that I know of, anyway! — has been something I’ve willingly opted into. That should be the case with everything.”

Martin’s experience with healthcare services has also been mixed: he’s been “invalidated” by psychiatrists and other healthcare workers, and mentions that many of those from his Twitter community have experienced the same thing.

“Obviously researchers are not psychiatrists and they’re not responsible for my treatment or care,” Martin says. “But when you’ve been in a situation where you feel that you’ve not been treated with due respect or you’ve had your voice taken away from you, it’s even more important that anything that is related to mental health involves giving full consent. That’s something I know a lot of people feel strongly about.”

Reading the fine print

While some object to the potential use of their posts, others aren’t aware that it’s happening at all. The Social Media and Society study found that many users were unaware public tweets could be used by researchers, and as co-author Casey Fiesler noted, Twitter or Facebook privacy policies don’t seem to increase awareness, even when they are clear about how users’ data could be used. “As we know,” she wrote, “most people don’t read privacy policies.” Plus, she said, many people don’t have a good understanding of how far their social media posts really reach. Kelly also raises this point: “Lots of people treat social media like an extension of community; they think they’re speaking just to their followers.” When posts are used as part of research, however, that community inadvertently gets a lot bigger.

Knowles feels strongly that social media data should not be automatically available to use at all. “It’s [people’s private] information, and they should be able to have reasonable expectations about being informed if someone else wants to reuse it.” Think about a coffee shop, where you can sit and have a conversation with a friend about your health. “That’s public,” she says. “But we all know you shouldn’t sit down, eavesdrop, and assume you have the right to take away and use what was said.”

None of this is to say that researchers are throwing away all conception of ethical data collection when working with social media: Knowles says that many researchers are wary of using social media data at all, and that approvals from ethics committees for such work can be demanding too. She’s more worried about commercial organisations — like Facebook — using universities’ procedures as a benchmark for conducting social media research. If universities haven’t got a clear set of ethical standards yet, following in their footsteps may not be the best idea.

Kolliakou agrees that ethical consideration is paramount: “researchers have an obligation to handle this data like they would any other research project — privacy and confidentiality should be the utmost priorities.”

But she’s also hopeful that use of social media data could have a big impact on the prevention of illness or distress. “There have been great advances in developing systems that could automatically identify individuals experiencing a crisis,” she says. “The question is whether this is at all acceptable. This is a complex research issue still at its infancy, and until we have some concrete findings that it actually works, uninvited contact with users should not be made. Intervening with individuals unaware their information has been used is invasive and not appropriate.”

*Some names have been changed

Emily Reynolds is a staff writer at BPS Research Digest



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Optical Illusions And Problematic Peer-Review: The Week’s Best Psychology Links

Keyboard for ideaOur weekly round-up of the best psychology coverage from elsewhere on the web

Visual illusions occur because our brains construct stories about how things should look, based on our experiences and expectations, which don’t always match up with reality. And with a greater understanding of how we (mis)interpret the visual world, perhaps we can also come to understand the more complicated biases in our thoughts and behaviour that have led to the polarised political climate, writes Brian Resnick at Vox. Aside from being a great read, the story contains some really nice examples of visual illusions that I had never come across before.


Over at The Conversation, Adrian Bardon has more on polarisation. People have a tendency to ignore evidence that threatens their worldview, a process called “motivated reasoning”, Bardon explains. This can help explain why simply providing information is not necessarily enough to tackle issues like climate denial.


Has lockdown left you feeling exhausted? You’re not alone: with our routines and normal habits all shaken up, many of us are faced with making a bunch of decisions every day, writes William Park at BBC Future — and this can be very tiring.


Spending time outside in green spaces benefits our mood and mental health — so lockdown has been particularly hard for many of those living in apartments in crowded cities. At The New York Times, Meg St-Esprit McKivigan talks to families struggling without access to green space (though many psychologists would likely dispute the article’s claim that “nature deficit disorder” is a real condition).


In the early 1990s, the world became aware of the plight of thousands of children growing up in awful conditions in Romanian orphanages. Psychologists who went to work with the orphans learned a lot about child development and the effects of neglect. Now Melissa Fay Greene has written a heart-breaking feature for The Atlantic, which describes the challenges these children have faced, and looks at how they are coping today.


Many scientists have challenged the notion that only papers published in peer-reviewed journals are of good quality — or that peer-review guarantees good quality. And now the coronavirus pandemic has really highlighted the limitations of the publishing process. Researchers are making coronavirus-related preprints available as quickly as possible, to ensure that information is shared more rapidly than the review process would allow, while several high profile, peer-reviewed journal papers have recently been retracted. At Wired, psychologist Simine Vazire discusses the issues with the traditional peer-review process, with some suggestions for how to improve things for the future.


Finally, if you know any young people interested in science, a great resource is Frontiers for Young Minds: an open-access journal which publishes papers written for — and reviewed by — kids.   This week, neuroscientists Kathryn Mills and Jeya Anandakumar explain why the adolescent brain is “literally awesome”, in a nice article that includes one of the best figures I’ve ever seen in a paper.

Compiled by Matthew Warren (@MattbWarren), Editor of BPS Research Digest



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We’re Not Very Good At Identifying Illness From Sounds of Coughs and Sneezes

By Emily Reynolds

At the moment, most of us are on red alert when it comes to sounds of illness, with sniffling in the supermarket or coughing behind us in a queue the cause of significant alarm.

And while we might like to think we’re able to tell the difference between someone clearing their throat and somebody who is genuinely unwell, new research published in Proceedings of the Royal Society B suggests we’re less good at identifying threats than we think.

To investigate how well people can detect pathogen threats from cough and sneeze sounds, Nicholas M. Michalak from the University of Michigan and colleagues first recruited 148 participants to listen to 20 audio clips of coughs and sneezes taken from online videos. Half of these sounds were from people who were genuinely ill with colds or the flu, whilst the other half merely had allergies or had consumed powdery spices and were therefore non-infectious.

After each clip, participants indicated whether they thought the sound was from someone with an infectious or non-infectious condition, and were also asked how certain they were about their answer. Finally, they completed an index of disease concern, which measures worries about contracting certain illnesses.

But participants were no better than chance at correctly identifying infectious and non-infectious coughs and sneezes, with 45% accuracy across the board and no difference when it came to each type of sound. Participants were reasonably certain about their judgments — but, in fact, for those who were more certain were actually less accurate.

A second study looked at the impact of disgust on identification of infectious sounds. The team played the same sounds to 146 participants — only this time, in addition to identifying the sounds, participants were also asked how disgusting they found them. Again, participants were no better than chance (42%) at detecting infectious or non-infectious coughs and sneezes, and increased certainty was related to decreased accuracy. Disgust did have an impact, however: the more disgusting participants found a cough or sneeze, the more likely they were to judge it as having an infectious origin, regardless of whether it was actually infectious or not. A third study replicated these findings.

So it seems as if we’re more likely to perceive something as a threat if we find it more disgusting — but that that assumption fails to serve us in terms of accuracy. This may be a protective measure: it’s probably safer, in the long run, to presume something innocent is actually infectious.

The experiments here only contained audio, and the team notes that people may be much better at identifying infectious sounds when integrated with other sensory information — if somebody sneezes and also has a hoarse voice and bags under their eyes, we’re probably going to know they’re ill; if they’re holding a spoon full of cinnamon ready to do a viral challenge, they’re probably not.

Telling the difference between an innocent and infectious cough feels like a useful thing to be able to do, particularly considering the current situation. But, as this research shows, we’re not actually very good at it. “Thus, the next time you hear someone cough or a sneeze”, the team concludes, “perhaps leave the diagnosis to the doctor.”

Sounds of sickness: can people identify infectious disease using sounds of coughs and sneezes?

Emily Reynolds is a staff writer at BPS Research Digest



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Despite Covid-19 restrictions this SACAP graduate obtained her degree by completing it online

Our new normal dictates that we approach education differently. While the rigidity of the lockdown restrictions are easing – albeit just a little – the prospects of going back to our familiar classroom environments feel like far-flung fantasies. 

While online education will likely become the academic face of the future, it’s good to know that SACAP is ahead of the curve. SACAP already has a robust Online Campus equipped with experienced educators and mentors who are well versed in teaching, motivating and supporting students in an online environment. What’s more they’ve being doing so for years!

Hanna Auerbach, 23, has had first-hand experience of SACAP’s Online Campus efficiency and commitment to academic success. She began her Bachelor of Applied Social Science (BAppSocSci) at the Johannesburg Campus and then elected to complete her degree online. We asked her to share the perks and pitfalls of this transition and how she feels about both the campus and online environments of her qualification.

Suited to serve

“I’ve always been interested in the helping profession,” says Hanna. “In primary school I remember seeing the school social worker and thinking that it was something I’d like to do. Then in high school I experienced life events that made me realise the importance and relevance of mental health professionals.”

Hanna’s desire to help others has blossomed into her career goal of becoming a registered counsellor one day. Following the gap year she took after school she decided to enrol at SACAP. “I met with a student advisor who recommended I register for the BAppSocSci,” she says.

According to Hanna, the versatility of the course is what attracted her the most. “There’s something to meet everyone’s interests because the topics are incredibly diverse: from counselling modules where you learn about counselling skills and their application as well as ethics in counselling; to psychology modules where you study the foundations of psychology including abnormal psychology and developmental psychology; to sociology modules, which explore how we function in society.”

Shifting gears

Midway through her studies Hanna migrated to virtual learning. “I decided to continue my BAppSocSci online as I wanted the flexibility of being able to work at the same time,” she explains. “I then chose to return to campus classes later on because I wished to dedicate myself properly to my degree.”

Coronavirus restrictions vanquished normal face-to-face interactions before Hanna was able to finish her course on campus. Fortunately, SACAP’s agile response to the pandemic ensured that all campus students could continue their studies online. It meant Hanna was able to make the switch back to online learning and she could complete her degree. “SACAP was exceptionally quick in putting methods in place for us to finish our degrees as smoothly as possible. Assessments were done a little differently, but they were relevant and well planned,” she says.

In Hanna’s opinion what really sets SACAP apart is the Work Integrated Learning (WIL) component of her course. “Nothing can compare to the practical experience we students are privileged to engage in throughout our WIL module,” she asserts. “Not only do we get hands-on training on how to work in the field, we also gain skills in individual and group supervision.”

Despite the practical limitations of continuing her WIL segment in lockdown Hanna says SACAP succeeded in maintaining the pragmatic spirit of the module online. “I was required to do a counselling role play, for example. SACAP really motivated us students to practise our skills so we could simulate what it would really be like working in the field.” 

Equal in measure

Insofar as campus and online learning are concerned Hanna feels she’s enjoyed the best of both worlds. “I would recommend both of them without skipping a beat!” she exclaims. “SACAP’s online facilities are world class. From interactive forums and videos to being able to engage with experienced educators and receive assistance from student support, studying for my degree online has been a rich academic experience.”

Her campus classes were highlights too, Hanna says. “SACAP staff and educators are committed to exposing students to all disciplines of psychology, giving them a balanced and holistic education. Whether online or on campus the college makes psychology and counselling relevant, dynamic and applicable. It certainly encourages creative out-the-box critical thinking.”

Undoubtedly Hanna is a fan. You could be too! SACAP campuses are renowned for their limited class sizes, accredited courses, experienced educators and on-going support. The Online Campus has all the same trimmings only with built-in social distancing so that even amidst the present Covid-19 uncertainty you can get going on your career goals.

SACAP’s next intake for the online Bachelor of Applied Social Science degree is in September (Term 3) and you can register right now. Experienced online mentors will guide you through the curriculum and support every step of your academic journey. Sure, you may be studying remotely, but you’ll never feel lost or isolated.  “I believe that in the current climate we need mental health workers who can reach a vast population,” emphasises Hanna. Indeed, the financial stress and anxiety of our new turbid times could unleash a tsunami of psychological issues. Our country needs warriors fighting on the front line of the pandemic, but also healers who can nurture our collective mental health. Want to be someone who really makes a difference in people’s lives? SACAP will show you how. Click here now.

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School-Age Kids, But Not Preschoolers, Understand That Divulging A Friend’s Secret Could Damage The Friendship

By Emma Young

How many secrets have your friends shared with you? The answer could reveal a lot about your relationships. We not only share secrets with people we’re close to, but swap secrets to strengthen relationships. In my new novel, Here Lie the Secrets, I do use the sharing of deeply personal secrets to advance the relationship of my two main characters… However, as we also all know, discovering that a friend goes on to share your secret can seriously damage your relationship.

Secrets, then, have an important role in our social lives. But, asks Zoe Liberman at the University of California Santa Barbara, when do we become aware of this? To what extent do children understand the significance of secrets — and the consequences of spilling them? Her results, published in Developmental Psychology, suggest be that it would be unwise to trust a four-year-old with any kind of secret — but with an 8-year-old, you’re much more likely to be safe.

For the first of three studies, Liberman recruited 51 preschoolers (children start school later in the US than the UK, so these kids were aged between 3 and almost 6) and 67 school-age children, aged between 6 and almost 11. The children were introduced to three cartoon character children, whose gender was matched to the participant: a protagonist, their friend, and a classmate. The kids then either learned that the main character told their friend a secret, or that they told the classmate a secret. When the kids were asked whether they thought the confidante would keep the secret, Liberman established that the school-age group, but not the preschoolers, understand that friends are likely to keep each other’s secrets, while a classmate might not. They understand, then, that secret-keeping is important in friendship.

For the second study, on 80 preschoolers and 175 school age children, Liberman used the same kind of experimental set-up to investigate the children’s thoughts about the consequences for a friendship if one friend either kept or revealed the other’s “personal secret” (described as something they had never told anyone before) to another child. She found that by six years of age, children expect the telling of a friend’s secret to weaken that friendship (an expectation that the 3–5 year olds did not share). Liberman also presented the participants with scenarios in which a “fact”, rather than a secret, was shared. The older children realised that sharing a fact wouldn’t impact a friendship. They understood then, that secrets are special.

In these two studies, Liberman used the terms “secret” and “fact”. But perhaps the younger children didn’t really grasp the meaning of the term “secret”. So for the third study, she used previously validated examples of secrets, facts and surprises instead. Based on earlier work, she expected that the children would understand “He took something that wasn’t his”, for example, as a secret; “There is a playground at his school”, as a fact; and “He is having a surprise party for his dad” as a surprise. This study, on a fresh group of 123 preschoolers and 133 school-age children, largely replicated the earlier results. The older children, but not the younger ones, understood that sharing a friend’s secret with a third party would be damaging to a friendship. Again, they also recognised that sharing a surprise or fact would not have an impact.

“We provide the first evidence that school-age children understand that how secrets are kept and told is related to relationship maintenance,” writes Liberman. And her work does show progressive improvements in this understanding with age. Though it was weak or non-existent in the 3- to 5-year-olds, it was apparent by age 6, and then became stronger through to age 11.

More work is now needed to further explore children’s expectations about secrets. Do kids — as adults implicitly do — understand that secret-sharing is a way of strengthening nascent relationships, for example? And to what extent do children understand that spilling a secret can affect an individual’s reputation?

As Liberman writes, “Secrets are a particularly powerful type of social knowledge and future research investigating children’s inferences about secret sharing will shed light on this critical and understudied aspect of children’s social-cognitive development.”

Keep the cat in the bag: Children understand that telling a friend’s secret can harm the friendship

Emma Young (@EmmaELYoung) is a staff writer at BPS Research Digest



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Tips for coaching remotely during a pandemic and beyond

Company leadership needs to be well versed in coaching remotely, not just because of the corona pandemic, but because remote working is the future of work.

Key takeaways:

  • The corona pandemic has forced many companies to allow remote work, but remote work is going to be a pivotal issue long after the corona pandemic threat has abated.
  • A large proportion of the workforce wants to be able to work remotely, and companies need to offer this as an option to retain employees.
  • The challenge for those who coach remotely is to keep the team structured and make them feel engaged, despite their remote locations.

Remote working is on the rise, and has been for a while. The issue has gained more attention due to the number of people being forced to work remotely as a result of corona lockdowns; but it would have been a pivotal issue for companies either way. What’s more, it will remain a pivotal issue long after the threat of coronavirus has abated.

Coaching remotely: A new normal in the business world

They say the post-corona world will be a new normal. Well, so will remote coaching; and workplaces of the future need to adapt to this fact.

  • New technologies are being incorporated into the workplace that will make remote work a no-brainer.
  • A greater proportion of employees want to work remotely (about 80 to 90 percent of the US workforce according to Forbes), meaning businesses will have to be equipped to provide that option if they hope to retain employees and make themselves an attractive option.
  • More millennials and Gen Z are entering the workforce, who are tech-savvy and favour flexibility.

How do coaches adapt to remote work?

The role of the coach is to form a trusting relationship, and ask questions that encourage others to determine their goals and how to achieve them. This is hard enough to do face-to-face, and now coaches are expected to do it remotely.

Let’s face it, remote coaching simply won’t be as effective as face-to-face coaching, but that doesn’t mean it can’t be effective at all. Here are some tips for coaching remotely:

1. Make the challenge of remote coaching a shared experience

Make the challenges of remote coaching clear to your team. Although they may already be aware of it, it helps to ensure everyone acknowledges it openly, and that everyone is on the same page. This can in turn provide the kind of shared experience that helps build trust.

2. Treat local employees as if they were remote employees

Wayne Anderson, from the Leadership Science Institute LLC, said on Forbes that you should: “treat your remote people like they are local and treat your local people like they are remote.”

He means you should give remote employees as much access to yourself as you can, and let them know the virtual door is always open; while making local employees schedule appointments. Local employees already feel involved since they’re there, seeing you in the hallways every day; whereas additional effort needs to be put in to ensure remote employees do not feel isolated.

3. Plan a structure and set rules

Face-to-face meetings can afford to be more impromptu, but remote working needs a rigid plan. A schedule of when to meet over zoom, skype or whatever your preferred online platform; how long each meeting will be, and what you plan to discuss during the meeting, all have to be part of a robust plan. Check-ins should obviously be scheduled as often as you can so that the remote employees feel engaged in the company directive.

It also helps to set certain rules, for example, that emails should be responded to within 24 hours. This will prevent remote employees from drifting away from the collective.

4. Avoid micromanaging

Micromanaging is much easier in an office environment, where you can walk over to an employee’s desk in person and ask them a quick question, or remind them of something they need to do.

But micromanaging backfires if you use it in a virtual environment. You need to give your virtual team their objectives, and trust them to complete it by the assigned deadline. Constantly messaging them to ask questions or find out about their status is going to be a frustrating distraction for them that is more likely to hurt their productivity.

Preparing for the workplaces of the future

The art of coaching remotely will be increasingly refined as time goes on. In some ways, the corona pandemic has provided an opportunity to prepare companies for the future that is coming, and the realisation that coaching in the workplace is important just as much for the virtual workplace as for the physical. If you’re interested in participating in the future of coaching, as the profession adapts to a changing world, consider studying a course at SACAP, where a range of coaching courses are offered, both full-time and part-time. For more information, enquire now.

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People’s Desire To Reciprocate Acts Of Kindness Is Surprisingly Robust

By Emily Reynolds

Prosocial behaviour can sometimes feel pretty paradoxical: you’re doing something to benefit somebody else, but it can come at a cost to yourself. That cost could be small — getting up to make a cup of tea, for example — or could be more significant in terms of time, money, or energy.

Research has already established that there are four main forms of “reciprocity” that drive people to behave prosocially: wanting to do something nice for somebody who had been kind to you (direct reciprocity); doing good in the presence of people who might reward your generosity (reputational giving); paying it forward after experiencing kindness yourself (generalised reciprocity); or doing something for someone you’d seen be generous (rewarding reputation).

But most of these motivations have been studied individually: what happens when — as in real life — they all occur at once? In a new study published in Science Advances, David Melamed and colleagues find that people intrinsically want to help each other — even when those drivers seem like they are competing with one another.

To understand how these four motivations work together and overlap in a real life setting, the researchers asked participants to make a series of decisions about gifting tokens to other participants, who they did not realise weren’t real. For each decision, participants had a pool of 10 tokens: any they didn’t allocate to other users, they were told, they would keep for themselves. At the end of the study, these tokens would have a monetary value, so it was actually costly to gift to others but beneficial to receive tokens from others (received tokens were worth twice as much).

To mimic the four drivers of reciprocity, participants saw information about what others had done with their tokens in each series of decisions. To imitate direct reciprocity, for instance, participants were told another participant had given them a number of tokens, while to imitate reputational giving they were told one participant would know how many tokens they had given to another. Importantly, a series of decisions contained between one and four of these different scenarios, allowing the researchers to look at how the factors interacted with one another as they would in the real world.

Individually, motivators for prosocial behaviour were as expected: participants were more likely to give more if they knew they would be directly rewarded themselves (direct reciprocity), if they were given information about one or two others who had given to them (generalised reciprocity), if there had been others to witness their giving (reputational giving), and if they had seen another participant being generous (rewarding reputation).

More interestingly, however, these factors barely ever seemed to “crowd” each other out. For instance, it didn’t matter if participants saw someone giving tokens to others and were given information about those who had given to them directly — they still shared their tokens with both of those individuals. These findings indicate that people are likely to be driven to act in a prosocial way no matter how different motivators are combined.

This is particularly interesting when considered through the lens of self-bias: you might expect that someone would be less likely to reciprocate a favour done for someone else if they are also focused on repaying a favour that had been done specifically for them. But this wasn’t the case.

So when you’re fed up with the world, it might be worth bearing these results in mind. Because even when it costs someone something, they’re still likely to help you out — and that potential for prosocial behaviour is most certainly a cause for cheer. “From an evolutionary perspective, it’s kind of perplexing that it even exists, because you’re decreasing your own fitness on behalf of others,” Melamed concludes. “And yet, we see it in bees and ants, and humans and throughout all of nature.”

The robustness of reciprocity: Experimental evidence that each form of reciprocity is robust to the presence of other forms of reciprocity

Emily Reynolds is a staff writer at BPS Research Digest



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Getting a handle on homeschooling during the Corona pandemic

A helping hand with homeschooling: Some tools and tips for homeschooling parents and caregivers in South Africa during the lockdown.

Key takeaways:

  • We take a moment to appreciate what parents and caregivers have accomplished during an immensely difficult time and reflect on the importance of self-care.
  • The school should provide the syllabus and much of the learning material, but it’s up to the caregivers to create a learning environment.
  • We share some tips and several valuable digital tools that can help with homeschooling.

The lockdown period in South Africa has been an immensely challenging time, especially for parents and caregivers with young children, who might be facing a precarious balance of work and home, within the confines of four walls. With schools only opening in a phased approach, many caregivers may also be grappling with the delivery of a provided syllabus from home, over and above their daily stresses.

During these times, caregivers must perform near superhuman feats of courage, patience and compassion every day. We hope that this short guide to homeschooling make your day a little bit easier.

Keeping your children (and yourself) focused

One would think that having fewer places to be would equate to having more time, but somehow, the day seems to disappear in a flash when staying home. On top of that, parents and caregivers who have been working from home might be juggling work and children, sometimes in 3-minute intervals. Together this means that making time for self-care is more difficult than it has ever been. And also more necessary than ever before. If you’ve been waiting for a sign to take some time for yourself, this is it. The importance of taking some time to do something for you cannot be overstated.

Tips for homeschooling

While we recognise that delivering a syllabus from home is not the same as actual homeschooling, nothing stops us from borrowing some of the tried and tested techniques and tips of homeschooling to help us navigate what might be unfamiliar to many caregivers. Here are some basics of homeschooling:

  • Set a specific part of your home aside for schooling, so that children are able to “get in the zone” when the day begins, and switch off when they leave the zone at the end of the day. It helps with their concentration.
  • Have a routine. It doesn’t have to mirror that of the school exactly, but you should use your school’s schedule as a guide. It’s recommended you write the routine down and stick it up somewhere so that it’s official. There needs to be a set time to get up, have breakfast, exercise, and so on. It will make it easier for kids to focus, and also make it easier for them to go back to school when it eventually resumes.
  • Before you start, have a look at the work that needs to be done for the day, and make sure you understand it. Try clearing up confusing tasks with the teacher/parent group. You don’t want jarring interruptions to the day where you have to figure out what’s going on before continuing.
  • Make sure they have a good breakfast and stay hydrated.
  • Take regular breaks, like for example, 20-minute break for every 90 minutes of work, as concentration is fresh only for a short period.
  • Try to get the work done as soon as possible. If it goes on for too long, the child may lose motivation.
  • Try to stay up to date with the work. Children get demoralised if they end up having to do work on the weekend that could have been done during the week.
  • Students above grade 5 should be able to manage their own workload, but be sure to check up and make sure they’re getting through the assigned resources.

Tools and resources that can help with homeschooling

In many cases the school should provide the necessary material, but there are digital tools available for those who still struggle with the homeschooling process, many of which are offering free services during the coronavirus lockdown.

WorksheetCloud — Free online video lessons

WorksheetCloud has online lessons that can be watched on YouTube. Simply click ‘join a class’ then pick the appropriate grade. You’ll see lessons, worksheets and short tests added every day for various subjects. All free during the period of the lockdown.

MyMathsApp — Brush up on multiplications and divisions

MyMathsApp is a useful tool for massaging the mathematical parts of the brain. You can choose between easy, intermediate and expert, and have the app randomly generate additions, subtractions, divisions and multiplications for your child to solve.

Snapplify.com — Free access to a wealth of educational material

Snapplify.com is also doing their part during the corona pandemic, offering free access to its catalogue of textbooks, which can be read with their app.

The rise of distance learning

As difficult as it may be for parents to manage the schooling of their children from home, distance learning technologies has made it a lot easier than it would have been a decade ago, and will continue to change the education and work sectors as we know it.

Speaking of which, SACAP has a range of online learning options for psychology and counselling on offer, for those who want to advance their education or even pursue a career in counselling or psychology. For more information, enquire now.

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Heavy Coffee Drinkers Want Coffee A Lot More Than They Actually Like It

By Emma Young

If I had to choose between giving up alcohol or coffee, it would have to be alcohol. I just love coffee too much… But do I, really? Or do I just want it, which is different?

Despite being the most widely used psychoactive drug in the world, there’s ongoing debate about just how addictive caffeine is. It does share some of the criteria for dependence: regular users who skip their morning cup will often report withdrawal symptoms, such as headaches, for example. “Caffeine use disorder” is even being discussed for potential inclusion in the next edition of the Diagnostic and Statistical Manual of Mental Disorders. But is it really addictive in the same fundamental way as a harder drug like cocaine?

A new paper published in the Journal of Psychopharmacology suggests that it is. Nicolas Koranyi at the University of Jena, Germany, and colleagues found that heavy coffee drinkers want coffee a lot more than they like it. The implication is that they drink it mostly or entirely to feed their addiction, rather than for pleasure.

Typically, as someone develops an ever stronger dependence on an addictive drug, they come to want it more, as brain networks involved in motivation become more sensitised, but to like it less. The team figured that this was, then, a useful framework in which to explore attitudes to coffee.

It’s not reasonable, though, just to ask people how much they want or like coffee, the team decided. They might easily confuse the two, and not know the answer. So the team designed a study to tap into the participants’ implicitly held associations between coffee and wanting or liking.

Fifty-six German students took part. About half were “heavy” coffee drinkers, who consumed three or more cups per day. The rest either didn’t drink coffee or had no more than one cup a day. The participants first reported on their levels of coffee-related complaints, such as withdrawal symptoms. Then they embarked on the computer-based assessment.

In the “liking” component of the study, participants saw a series of pictures of coffee and juice, interleaved with other trials in which they saw positive or negative pictures (e.g. puppies or human skulls). They had to use two keys on the keyboard to quickly indicate whether a given picture was either coffee or juice, or whether it was “pleasant” or “unpleasant”. For instance, during part of the experiment the right hand key was used to indicate that a picture was of coffee, but also to indicate that a picture was pleasant. This mapping changed during the experiment. Simply put, by comparing the speed of participants’ responses when “coffee” and “pleasant” pictures shared a key to when “coffee” and “unpleasant” pictures shared a key, the researchers could explore the extent to which they implicitly liked coffee.

In the “wanting” component, participants again had to rapidly sort a series of coffee and juice images, this time indicating whether they were “wanted” or “not wanted”. Again, these were interspersed with other trials, this time displaying either a letter or a number. Participants had to respond with the “I want” key for numbers, and if their response was correct they would get a small amount of money. If they saw a letter, they had to respond “I do not want”. These trials gave an indication of how much participants implicitly wanted coffee .

(It’s worth noting that this kind of task, known as the Implicit Association Test, has come under criticism in the past. However, in previous work, some of the authors of this new study have argued that the test holds enormous potential, if used properly. And in this study, it was not used in the same way as in controversial research to supposedly explore implicit racism, for example.)

The results revealed that heavy drinkers had a strong wanting for coffee — much more than the light drinkers. But both heavy and light drinkers showed a similarly low liking for coffee. “To our knowledge, the findings… provide the first demonstration of a dissociation between wanting and liking for coffee for heavy coffee drinkers,” the researchers report. And this suggests that caffeine should indeed be placed in the same group as alcohol, cocaine and amphetamines, in affecting brain systems involved in motivational, wanting processes.

Caffeine likely has a much weaker effect on this system than those other drugs. “However, with regard to the underlying motivational and neurophysiological processes involved in dependence development, the main difference between highly addictive drugs (eg alcohol or cocaine) and substances with lower addictive strength (eg caffeine) may be mainly a quantitative than a qualitative one,” the team concludes.

As someone who typically drinks two cups of coffee each morning, I don’t meet the team’s “heavy user” definition. No matter how much I want it, I also know that I like it — especially a great cup. My favourite local cafe can’t re-open too soon…

Dissociation between wanting and liking for coffee in heavy drinkers

Emma Young (@EmmaELYoung) is a staff writer at BPS Research Digest



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Credit- BPS Research Digest. Published by- Dr. Sabiha : www.drsabiha.blogspot.com