Journals at Carleton University
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Amygdalar Activation Following Sleep Deprivation in Female Mice
No full textCoordinated activity across multiple brain regions regulate sleep-wake activity. Sleep deprivation alters this brain activity pattern to increase sleep pressure or sustain arousal, but it may also impair cognitive or mood-related processes. We recently showed prominent neuronal activation following sleep deprivation in the amygdala of male mice, which is involved in fear, stress and emotional regulation. However, as the amygdala is a sexually dimorphic brain region, it is not clear whether sleep deprivation similarly impacts the female amygdala. We compared neuronal activation in the amygdala of rested and sleep-deprived (SD) female mice and determined if amygdalar subregions are similarly impacted by sleep deprivation in male and female mice. We optimized a dual stain for c-Fos immunoreactivity and Nissl bodies to map neuronal activation within parcellated amygdalar regions. There was greater expression of the neuronal activation marker c-Fos in the SD than rested female amygdala overall, and c-Fos distribution in the SD amygdala spanned its entire anteroposterior axis while that in the rested amygdala was restricted to the middle of the amygdala only. The greatest increase in c-Fos expression following SD were at the basolateral, basomedial, and medial amygdala, and this expression pattern was similar to the male amygdala. However, some regions like the anterior amygdalar area and posterior amygdalar nucleus comprised lower c-Fos expression in SD female amygdala. Taken together, these results indicated that the female amygdala was similarly activated by sleep deprivation and may mediate similar functions in male and female mice
Exploring Experiences of Autistic Parents: A Qualitative Perspective
No full textAutistic adults face unique challenges in diagnosis and parenting compared to non-autistic individuals, which are often intensified by stigma and discrimination rooted in unfounded assumptions of their parenting abilities (Pohl et al., 2020). In addition, the diagnostic process in adulthood can be emotionally and systemically challenging leading to increased stress and uncertainty (de Broize et al., 2022), while the disclosure process following diagnosis can complicate relationships and reinforce harmful misconceptions of parenting abilities (Radev et al., 2023). Biases can limit the creation of autism-specific parenting supports, increase discrimination from professionals and negatively impact parent-child relationships, highlighting the need to better understand and support autistic parents. Nine autistic parents, recruited from Canadian autism service agencies and online autistic-led communities, completed surveys and participated in a one-on-one semi-structured interview. Parents discussed their experiences with the autism diagnosis process, their perceptions of how the diagnosis impacted their parenting and their diagnosis disclosure experiences with loved ones, acquaintances and professionals. Findings revealed many parents identified as autistic through their child’s diagnostic process leading to validation, grief and increased self-understanding, in turn leading to reduced masking and better advocacy skills. Disclosure decisions were often shaped by fear of stigma and desires to protect their children, and was common with spouses, friends and children but mixed with their parents and workplaces. Positive reactions to disclosure led to relief and negativity led to distress. The findings highlighted a need for autism-specific parenting services to reduce stigma and improve outcomes for autistic parents and families
Exploring the Role of Violent Attitudes in the Association Between Trust and Violent Behaviours
No full textTrust has been identified as a potential factor influencing violence, with lower levels of institutional and generalized trust linked to higher homicide rates and extremist attitudes. However, limited research has explored the relationship between trust and attitudes toward violence, a known risk factor for violent behaviour. Attitudes toward violence, defined as the degree of positive or negative evaluation of violence, are closely associated with and predictive of violent behaviour. Preliminary findings by Hatton & Nunes (2024) revealed a negative relationship between trust and attitudes toward violence, with attitudes mediating the link between trust and violent behaviour in a sample of community men. The current study replicated and extended these findings in a larger, mixed-gender sample, using multiple measures of trust, attitudes toward violence, and violent behaviour. This research aims to enhance understanding of trust as a potential risk factor for violence and clarify the mediating role of attitudes toward violence
From Shyness to Avoidance in Early Childhood: The Moderating Role of Social Anxiety, Social Anhedonia, and Negative Peer Experiences
No full textThere are several reasons why children might withdraw from opportunities for peer interaction. For example, shy children desire social connection but withdraw due to fear, whereas socially avoidant children actively evade social engagement. The etiology of social avoidance remains debated, with peer rejection, social anxiety, and social anhedonia all considered as possible contributing factors. Given that social avoidance poses the highest risk for socio-emotional maladjustment, it is crucial to examine why some children maintain a strong motivation to engage socially (as evidenced via shyness), while others disengage entirely (resulting in social avoidance). The goal of this study was to examine the roles of social anxiety, social anhedonia, and peer problems in the links between shyness and social avoidance in early childhood. Parents of N = 148 children (ages 30-87 months) completed assessments over 16 months, including child shyness, social avoidance, social anxiety, peer difficulties, and social anhedonia. Among the results, both shyness and avoidance displayed moderate stability and were positively associated with social anxiety, peer difficulties, and social anhedonia, highlighting the risks associated with social withdrawal in early childhood. However, results did not support existing theories on the roles of social anxiety or social anhedonia in the etiology of avoidance. Instead, lower parental education and peer problems emerged as significant risk factors for social avoidance in young children, underscoring the importance of addressing these factors in early intervention efforts to prevent social avoidance. Future research should explore additional factors that could account for the development of social avoidance in childhood
“Nobody remembers them”: Exploring the Moral Weight of the Thin Blue Line Patch and the Potential for Moral Injury Among Canadian Police
No full textThe Thin Blue Patch (TBL) in Canada is laced in controversy. However, what is unclear, given the patch is a symbol to commemorate fallen officers, including those completing suicide, is if the moratorium on the patch further stigmatizes mental health. And if so, does this undermine efforts in policing to legitimize and destigmatize mental health?
Decisions regarding patches tied to police officer identity and culture may underpin moral injuries in police officers – who may already be organizationally and operationally worn down.
Placing moratoriums on a patch that is culturally meaningful to police officer identity, and is intended to normalize mental health complications tied to trauma exposure and help-seeking, may re-stigmatize mental health in novel and unintentional ways.
The TBL patch is not simply tied to the commemoration of fallen officers. It also recognizes officers who are struggling on a day-to-day basis, who ‘nobody remembers’, and brings to light policing’s collateral impacts on mental health through shared struggles
Improving Marksmanship Through Contextually Relevant Threat Training
No full textHigh-pressure use-of-force training situations (engaging an armed actor with simulated munitions, wearing stimulus equipment [e.g., shock belts], live fire exercises, or operating in a noisy environment) resulted in a 14.8% reduction in marksmanship accuracy. High-pressure conditions also decreased decision-making accuracy and participant reaction times.
However, an individual’s operational experience was shown to be a mitigating factor on the impact of high-pressure conditions on marksmanship performance with additional years of experience providing a progressively greater positive impact on performance.
Contextually relevant training interventions for novice practitioners were demonstrated to confer similar benefits to years of operational experience
Six Strategic Areas for Recruiting and Retaining Women in Policing
No full textIn-depth interviews of 16 women police officers from the U.S. were analyzed to identify barriers to recruiting and retaining female police candidates.
The women shared that while progress has been made in recruiting and supporting women in policing, significant barriers remain, and continued efforts are essential to build a more inclusive and representative force.
Participants identified six strategic areas agencies can focus on to recruit and retain women: (1) revise recruitment messaging, (2) support physical fitness preparation, (3) create meaningful mentorship opportunities, (4) promote women into leadership, (5) address inequities and gender bias, and (6) implement family-friendly policies
Breaking the Blue Silence: Prevalence and Prevention of Sexual Harassment in Policing
No full textSexual harassment is pervasive in policing. There is nothing in particular about being a police officer (not the firearm, body armor, radio, etc.) that shields them from being victims of sexual harassment/assault. Seven out of 10 female officers and four out of 10 male officers report having experienced sexual harassment or sexual assault during their careers, highlighting a widespread workplace safety issue that undermines recruitment, retention, and morale.
The “vulnerable-victim model” helps identify who’s most at risk. Based on a survey of nearly 3,000 sworn officers in the United States, this study found that officers with certain risk factors - such as being female, being a non-White male, experiencing high stress, or having a history of childhood trauma - were more likely to experience sexual harassment or assault. The longer an officer stays on the job (increasing their exposure), the greater their chance of being exposed to sexual harassment or assault.
Prior research before this study shows that organizational climate and training matter. Agencies with clear, well-enforced anti-harassment policies and research-based training programs tend to` experience lower harassment rates and higher reporting of incidents. Embedding prevention into leadership messaging and routine practice can foster a more inclusive, safer culture
Awakening: “The Sociological Imagination” Through Creativity
No full textFor my SaPP, I was asked to research what creativity is, why it is important to students, and create activities for students to strengthen their creative skills. To form my activities, I used a sociological lens, but also made my activities generic so that any professor could use my work. Specifically, I used the sociological imagination to develop my activities. C. Wright Mills, coined the term “the sociological imagination”, he explains that we must use our imagination to understand why personal issues are connected to greater issues we face as a society. Through my activities, students will face personal challenges and be encouraged to reflect on how these challenges affect broader society. My activities can be used during tutorials or lectures. To break this assignment down I developed a video about what creativity is and why it is important for students, an instruction manual for creative class engagement activities, and a deck of 12 creative class engagement activities to strengthen students\u27 creative skills. In my work I discovered creativity is not an innate skill, we are not born with it, but it can be learned and strengthened. My findings concluded that engaging in creativity effectively is a process that requires observation, trial and error, and collaboration. Through this process, students can become critical thinkers, gain resiliency, and develop strong problem-solving skills