In the burgeoning debate about neuroscience’s role in contemporary society, the issue of brain optimization, or the application of neuroscientific knowledge and technologies to augment neurocognitive function, has taken center stage. Previous research has characterized media discourse on brain optimization as individualistic in ethos, pressuring individuals to expend calculated effort in cultivating culturally desirable forms of selves and bodies. However, little research has investigated whether the themes that characterize media dialogue are shared by lay populations. This article considers the relationship (...) between the representations of brain optimization that surfaced in a study of British press coverage between 2000 and 2012 and interviews with forty-eight London residents. Both data sets represented the brain as a resource that could be manipulated by the individual, with optimal brain function contingent on applying self-control in one’s lifestyle choices. However, these ideas emerged more sharply in the media than in the interviews: while most interviewees were aware of brain optimization practices, few were committed to carrying them out. The two data sets diverged in several ways: the media’s intense preoccupation with optimizing children’s brains was not apparent in lay dialogue, while interviewees elaborated beliefs about the underuse of brain tissue that showed no presence in the media. This article considers these continuities and discontinuities in light of their wider cultural significance and their implications for the media–mind relationship in public engagement with neuroscience. (shrink)

Young adults are currently the loneliest group in Western countries. In particular, young adults of lower socio-economic status living in the most deprived areas are loneliest in the United Kingdom. This mixed-methods study explored the experience of loneliness among this under-explored demographic in London. Using a novel free association technique, the experience of loneliness was found to be characterized by: a sense of isolation, negative emotions and thoughts, coping and a positive orientation to aloneness. An exploration of these themes revealed (...) that: one can feel isolated or excluded even when surrounded by people; the experience of loneliness is accompanied by a set of interrelated feelings and thoughts like rumination; and technological and/or non-technological outlets can be used to cope. Social media play both a positive and negative role in loneliness, and loneliness is not always experienced negatively. The quantitative data indicated that this sample was lonely. By providing insight into young adults’ loneliness, the findings indicate what types of interventions are likely to diminish it. (shrink)

This paper integrates literature from the social sciences and humanities concerning the persuasive impact of visual material, highlighting issues of emotion and identification. Visuals are used not only to illustrate news and feature genres but also in advertising and campaigns that attempt to persuade their target audiences to change attitudes and behaviours. These include health, safety and charity campaigns, that attempt to socially engineer change in people’s beliefs, attitudes and behaviours. With the increasing presence of such visuals comes a more (...) emotive media environment with which people are forced to engage, and, under certain circumstances, disengage. (shrink)

Les questions de communication sont au coeur des «perceptions du risque» car la grande majorité des risques ne seraient connus que de ceux qui l'expérimentent n'eut été les médias. Le champ historiquement individualiste de la «perception du risque» a manifesté peu d'intérêt pour le contenu des mass media et leur rôle dans la construction d'une pensée sur le risque. Bien au contraire, le processus de «l'information» sur le risque était situé dans la pensée individuelle, la question centrale étant: pourquoi certains (...) risques sont-ils grossis par les individus tandis que d'autres sont minimisés? Les médias jouent un rôle essentiel dans l'amplification de certains risques et les récepteurs de l'information sont considérés comme passifs devant les stimuli médiatiques. Il faut en fait nuancer l'approche pour saisir la dimension profonde de l'appréhension du risque. En passant de la notion de «perception du risque» à celle de «représentation du risque», on peut davantage cerner les liens entre médias et pensée profonde.Issues of communication lie at the heart of "risk perception" since the vast majority of risks would be known to only those who experience them were it not for the mass media. The historically individualist field of "risk perception" has tended to pay little attention to the contents of the mass media and the role these played in constructing risk-related thinking. Rather, the processing of risk "information" was situated within individual’s minds with the central question being: why are some risks overplayed by certain individuals while others more serious risks are underplayed? The media are seen to play a major role in the amplification of certain risks with those who receive such information being viewed as rather passive followers of media signals. The starting point of this paper is the need for a more nuanced approach to the lay dimension of the apprehension of risks. The paper outlines how a shift from "risk perception" to "risk representation" highlights the links between media and lay thinking. (shrink)

Disasters incurred by natural hazards affect young people most. Schools play a vital role in safeguarding the wellbeing of their pupils. Consideration of schools’ psychosocial influence on children may be vital to resilience-building efforts in disaster-vulnerable settings. This paper presents an evidence-based conceptualization of how schools are psychosocially meaningful for children and youth in disaster settings. Drawing on Social Representations and Place Attachment Theories, we explore the nature of group-based meaning-making practices and the meanings that emerge concerning school environments in (...) disaster settings. We contribute a novel understanding of how schools may mitigate psychosocial risk for young people by considering how schools are conceptualised at four levels: (1) as physical environment, (2) as social arena, (3) as a place with individual and (4) group-based significance. In each of these domains schools can foster disaster resilience in young people. This paper highlights the evidence concerning the functions of schools beyond their capacity as educational institutions, critically considering their social and physical functions in their communities. This evidence can inform stakeholders involved in disaster resilience building. (shrink)