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Open Access
Article
Publication date: 30 January 2012

Jorge Lopez, Robert Hoffmann, Graham Emslie and Roseanne Armitage

Sleep disturbances, present in more than 90% of major depressive disorder (MDD) patients, are moderated by sex in adult MDD. In particular, slow-wave electroencephalographic…

Abstract

Sleep disturbances, present in more than 90% of major depressive disorder (MDD) patients, are moderated by sex in adult MDD. In particular, slow-wave electroencephalographic activity (SWA; 0.5-4 Hz) accumulation is low and dissipation impaired. This SWA abnormality in depressed adult males does not change with age, suggesting that SWA abnormality appears at early ages. The present study evaluated sex differences in SWA in adolescents with MDD compared to healthy controls. We evaluated regularized sleep-wake schedules at home for 5-7 days, followed by two consecutive nights of sleep EEG recording. The study included 104 participants, 52 symptomatic and depressed subjects (MDD: 20 males and 32 females) and 52 healthy controls (HC: 20 males and 32 females), aged 13-18 years. SWA power and dissipation, and duration and latencies to each Non-Rapid Eye Movement (NREM) sleep period were calculated for each group. Results showed that SWA accumulation in the first NREM period was lower and its dissipation across the night more irregular in MDD males compared to HC males (P<0.009). By contrast, SWA was equivalent in MDD and HC females. In conclusion, as reported in adult MDD, the accumulation and dissipation of SWA was abnormal in depressed adolescents, but only in males. SWA abnormalities in adolescent MDD may relate to different depressive symptoms in females and males. These results underscore the need to develop sex-specific therapies to enhance and restore SWA in depressed adolescents.

Details

Mental Illness, vol. 4 no. 1
Type: Research Article
ISSN: 2036-7465

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Open Access
Book part
Publication date: 30 April 2019

S. J. Oswald A. J. Mascarenhas

Abstract

Details

Corporate Ethics for Turbulent Markets
Type: Book
ISBN: 978-1-78756-192-2

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Book part
Publication date: 30 July 2018

Abstract

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Marketing Management in Turkey
Type: Book
ISBN: 978-1-78714-558-0

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Book part
Publication date: 28 January 2019

Bob Langert

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The Battle to Do Good
Type: Book
ISBN: 978-1-78756-815-0

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Book part
Publication date: 17 September 2020

Abstract

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Continuing to Broaden the Marketing Concept
Type: Book
ISBN: 978-1-78754-824-4

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Book part
Publication date: 21 May 2019

John N. Moye

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Learning Differentiated Curriculum Design in Higher Education
Type: Book
ISBN: 978-1-83867-117-4

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Book part
Publication date: 16 May 2017

Abstract

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Responsible Leadership and Ethical Decision-Making
Type: Book
ISBN: 978-1-78714-416-3

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Book part
Publication date: 1 October 2020

Tim Gorichanaz

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Information Experience in Theory and Design
Type: Book
ISBN: 978-1-83909-368-5

Open Access
Article
Publication date: 8 December 2020

Konstantina Martzoukou

This paper examines children's development of digital literacy, resilience and citizenship in the online environment, addressing active engagement and participation via cartoon…

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Abstract

Purpose

This paper examines children's development of digital literacy, resilience and citizenship in the online environment, addressing active engagement and participation via cartoon videos. Previous research has emphasised the positive role of cartoons in different educational contexts, as important agents of attracting children's attention and interest with opportunities to engage in contextual and collaborative learning.

Design/methodology/approach

The work describes the design and an initial pilot study of the animated cartoon video series, with a group of 30 children in an S1 class, at a secondary school in Scotland as part of workshop addressing digital resilience themes. Children worked individually and in teams in a series of interactive activities, which were evaluated by means of a short questionnaire survey.

Findings

The majority of the children enjoyed the cartoon videos which addressed a story of cyberbullying and, in teams, they chose different copying strategies. Children's verbalisations included expressions of positive feelings when connecting online, linked to socialising, creative and playful activities and they expressed a preference towards speaking to their parents and friends rather than their teachers when dealing with online challenges.

Research limitations/implications

Children not only enjoyed watching the cartoon story but had an interest to learn more about how other children deal with the pressures and challenges of the online world, how to manage their own digital footprint and, particularly, how easy it is to spread personal information online.

Practical implications

Cartoon animations present an opportunity to act as a basis for encouraging children to exchange ideas and engage in dialogue in class and at home by means of creating a point of reference which creates an environment, where pressure is taken away from the “self”. The cartoon character can be the focal point for discussion on issues that may be difficult to address directly and on a personal level because of insecurity or fear.

Social implications

Both teachers and parents have a responsibility to offer support and advice to children and ensure their online safety and resilience. Engaging with children in open further dialogue via fun and interactive cartoon-based activities may help to further explore and understand their perspectives.

Originality/value

The work addresses everyday life issues encountered online and aims to offer educators and parents an engaging and fun series of activities, harnessing the advantages of cartoon video animation as a didactical resource that can utilised as a supplementary learning tool inside the classroom and at home.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

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Book part
Publication date: 24 November 2023

Abstract

Details

Ethics and Integrity in Research with Older People and Service Users
Type: Book
ISBN: 978-1-80455-422-7

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