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Bereavement is commonly experienced by students in higher education and is associated with negative health and academic consequences. We conducted a systematic review of the literature to identify how grief affects students in higher education and the types of support they seek and/or find beneficial. A search of Health Collection, Medline, CINAHL Plus, Web of Science, Taylor and Francis online, ProQuest, and Open Grey resulted in 30 articles that met inclusion criteria. A narrative synthesis resulted in 11 themes focused on the university experience following bereavement (six themes) and supports following bereavement (five themes). Our review highlights how grief symptoms can have a negative impact on bereaved students' academic and social experiences. These difficulties are exacerbated by barriers to accessing grief supports, and unhelpful responses from staff and peers. Students' grief is often disenfranchised and so students learn to avoid grief related emotions, communications, and support-seeking. [ABSTRACT FROM AUTHOR]

To examine the lived experiences of young people successfully managing life with ADHD and investigate the applicability of adult models of Recovery to these individuals. Twenty-seven young people aged 15–31 years participated in qualitative interviews. Participants' success was indicated by employment, school attendance, absence of acute mental health episodes, or absence of chronic alcohol or drug use. Thematic analysis identified specific components of their life successes and challenges. The emergent framework comprised four elements: (i) Recovernance (RE) (a portmanteau merging 'Recovery' and 'Maintenance'; ongoing adjustment to maintain one's personal best without an end point); (ii) Personal Optimization (PO) (continuously striving to maximize function and adjust one's goals given fluctuating impairments and internal resources); (iii) Self (S) (facing internal challenges and developing internal resilience); and (iv) Environment (E) (facing external challenges and fostering external resilience). These four elements yielded the acronym 'REPOSE'. Recovery in young people with ADHD was not a linear journey, with many missteps leading to greater self-knowledge, life skills and mastery. Progress was leveraged on securely anchored internal and external resilience factors against the prospect of setbacks. Findings provide new concepts and novel lexicons to extend existing concepts in Recovery. Counselling and therapy for young people with ADHD should foster self-understanding, goal setting and self-vigilance as an ongoing process to build their capacity to tackle setbacks and adversities. Counselling and therapy for young people with ADHD focus on a strengths-based approach building internal and external resources, such as developing skills and establishing social connections that build infrastructure in the environment for meaningful participation. [ABSTRACT FROM AUTHOR]

Theories of motivation posit that people will more readily approach positive or appetitive stimuli, and there has been growing interest in the relationship between biases in approach and avoidance behaviours for food cues and food craving and consumption behaviour. Two paradigms commonly employed by research to investigate this relationship are the approach-avoidance task (AAT) and the stimulus-response compatibility task (SRCT). However, it is yet to be determined whether the measures yielded by these tasks reflect the same processes operating in the food craving and consumption domain. The present study examined the internal reliability and convergence of AAT and SRCT paradigms in their assessment of biased approach to unhealthy compared with healthy food stimuli, and whether the measures yielded by the AAT and SRCT paradigms demonstrated associations with individual differences in food craving and eating behaviour. One hundred twenty-one participants completed an SRCT, an AAT using an arm movement response mode, and an AAT using a key-press response mode. The measures yielded comparable and acceptable levels of internal consistency, but convergence between the different task bias scores was modest or absent, and only approach bias as measured with the AAT task using an arm movement response mode was associated with self-report measures of eating behaviour and trait food craving. Thus, tasks did not converge strongly enough to be considered equivalent measures of approach/avoidance biases, and the AAT task using an arm movement response seems uniquely suited to detect approach biases argued to characterise maladaptive eating behaviour and craving. [ABSTRACT FROM AUTHOR]

Objective: This study evaluated the concurrent validity of emotional lability (EL) in children with ADHD. Method: A total of 2,015 children with ADHD and 745 typically developed controls (TDCs) were assessed and compared on EL. Results: ADHD participants expressed higher EL scores than TDCs, not influenced by gender or IQ. Higher levels of EL symptoms were found in children with comorbid oppositional defiant disorder (ODD) and with ADHD-combined subtype. Receiver operating characteristic (ROC) analyses showed a strong screening efficacy of EL symptoms on ADHD. The effect of developmental age on EL showed a desisting pattern in TDCs, as opposed to a persisting pattern in ADHD (not influenced by ODD comorbid status). ODD symptoms in ADHD showed an ascending pattern. Conclusion: EL can potentially serve as a sentinel index for the presence of ADHD, especially when the ADHD presentation is atypical. ODD may embody a developmental entity distinct from EL. [ABSTRACT FROM AUTHOR]

If meta-analysis is to provide valuable answers, then it is critical to ensure clarity about the questions being asked. Here, we distinguish two important questions concerning cognitive bias modification research that are not differentiated in the meta-analysis recently published by Cristea et al (2015) in this journal: (1) do the varying procedures that investigators have employed with the intention of modifying cognitive bias, on average, significantly impact emotional vulnerability?; and (2) does the process of successfully modifying cognitive bias, on average, significantly impact emotional vulnerability? We reanalyse the data from Cristea et al to address this latter question. Our new analyses demonstrate that successfully modifying cognitive bias does significantly alter emotional vulnerability. We revisit Cristea et al's conclusions in light of these findings. [ABSTRACT FROM AUTHOR]

Trait anxiety is a relatively stable disposition reflecting an individual's tendency to experience anxious symptomatology, typically measured using questionnaires such as the Spielberger Trait Anxiety Inventory (STAI-T). While trait anxiety commonly is considered a unitary construct, recent questionnaire research suggests that two different dimensions of anxiety vulnerability account for independent variance in trait anxiety scores. These dimensions areanxiety reactivity(AR), reflecting the intensity of anxiety reactions to stressors, andanxiety perseveration(AP), reflecting the persistence of anxiety symptoms. This study investigated whether in vivo measures of these two facets independently contribute to anxiety vulnerability. Seventy-two participants were exposed to a novel stress task designed to yield measures of AR and AP. Regression analysis determined that these in vivo measures were unrelated to each other, and each accounted for independent variance in trait anxiety scores. The implications of these findings for the assessment and understanding of anxiety vulnerability are discussed. [ABSTRACT FROM AUTHOR]

Cognitive models of anxiety propose that selective attention to negative information plays a causal role in heightened anxiety vulnerability and dysfunction. However, there has been theoretical disagreement concerning whether anxiety-linked attentional biases reflect enhanced attentional engagement with, or impaired attentional disengagement from, negative information. We contend that previous methodologies have not been optimal in terms of their capacity to differentiate both types of bias. The present study introduces a refined methodology, in which the conventional dot-probe task is modified in a novel manner to enable the independent assessment of these components of attention. The findings demonstrate that facilitated attentional engagement and impaired attentional disengagement are both characteristic of elevated levels of anxiety vulnerability. Moreover, these prove to be unrelated facets of attentional selectivity that independently contribute to variation in anxiety vulnerability. We discuss the possibility that these two types of attentional bias may represent independent pathways to anxiety vulnerability. [ABSTRACT FROM PUBLISHER]