Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S.

Enhanced sun protection factor of octocrylene with green tea and bhringraj extracts.

Objectives: The aim of this study of sun protection factor boosting effect sunscreen compositions with herbal extract and combination with octocrylene.

Materials And Methods: The standardized herbal extracts procured and studied their sun protection Factors. Camellia Sinensis (Green tea) leaf Extract, Eclipta prostrata (bhringraj) leaf extract are selected for the development of the herbal sunscreen composition along with octocrylene as synthetic sunscreen.

Cognitive scripts and narrative identity are shaped by structures of power.

Constructing a narrative identity involves developing an understanding of oneself as integrated through time and across contexts, a task critical to psychosocial development and functioning. However, research has primarily focused on the individual in isolation or in highly localized contexts. This is problematic because narrative identity is profoundly shaped by structures of power; thus, we cannot understand how individuals understand themselves through time, across contexts, and as a member of a particular community without attention to the structure of society.

College, Interrupted: Profiles in First-Year College Students Responses to the COVID-19 Pandemic Across One Year.

First-year college students in the 2019-2020 academic year are at risk of having their mental health, identity work, and college careers derailed as a result of the COVID-19 pandemic. To assess emerging and evolving impacts of the pandemic on mental health/well-being, identity development, and academic resilience, we collected data from a racially, ethnically, geographically, and economically diverse group of 629 students at four universities across the US within weeks of lockdown, and then followed up on these students' self-reported mental health, identity, and academic resilience three times over the following year. Our findings suggest that: 1) students' mental health, identity development, and academic resilience were largely negatively impacted compared to pre-pandemic samples; 2) these alterations persisted and, in some cases, worsened as the pandemic wore on; and 3) patterns of change were often worse for students indicating more baseline COVID-related stressors.

Early Impacts of College, Interrupted: Considering First-Year Students' Narratives About COVID and Reports of Adjustment During College Shutdowns.

The COVID-19 pandemic has threatened lives and livelihoods, imperiled families and communities, and disrupted developmental milestones globally. Among the critical developmental disruptions experienced is the transition to college, which is common and foundational for personal and social exploration. During college shutdowns (spring 2020), we recruited 633 first-year U.

Mothers and friends as listeners for adolescent anger narration: Distinct developmental affordances.

Narrating emotional experiences to important others contributes to socioemotional and self-development from early childhood through adulthood. However, to date, almost no work has explored the distinctive ways that different listeners might shape narration, and the socioemotional outcomes of narrating experience. The present study examines how early adolescents (n = 106, age range 12-14, 54 girls, 21% low-income, 7% Latinx, 3% non-White) narrate anger experiences to mothers and close same-sex friends.

Storied Lessons: Learning from Anger in Childhood by Narrating.

We evaluated whether narrating anger-provoking events promoted learning from those events, as compared with other responses to anger, and whether the effectiveness of narrative depended on age. In addition, we tested relations between anger-reduction and learning and in a subset of participants, between narrative quality and learning. 248 youth (8 to 17 years old) recalled an anger-provoking experience, and were randomly assigned to one of four activities: recalling the event a second time, narrating the event, and distraction (via video game play or conversation).

Social Antecedents to the Development of Interoception: Attachment Related Processes Are Associated With Interoception.

Current empirical work suggests that early social experiences could have a substantial impact on the areas of the brain responsible for representation of the body. In this context, one aspect of functioning that may be particularly susceptible to social experiences is interoception. Interoceptive functioning has been linked to several areas of the brain which show protracted post-natal development, thus leaving a substantial window of opportunity for environmental input to impact the development of the interoceptive network.

The empirical structure of narrative identity: The initial Big Three.

A robust empirical literature suggests that individual differences in the thematic and structural aspects of life narratives are associated with and predictive of psychological well-being. However, 1 limitation of the current field is the multitude of ways of capturing these narrative features, with little attention to overarching dimensions or latent factors of narrative that are responsible for these associations with well-being. In the present study we uncovered a reliable structure that accommodates commonly studied features of life narratives in a large-scale, multi-university collaborative effort.

Memory, Emotion, and Intersubjectivity: beyond the Information Given, and beyond the Individual Mind.

This commentary reflects on papers assembled for a special issue about the impact of Bruner's idea of "beyond the information given." The assembled papers are examined in relation to three cross-cutting issues that they illustrate: 1) processes of reflection in autobiographical recollection; 2) links between meaning and emotion; and 3) the idea of going beyond the individual mind as well as beyond the given information.

Stories for all ages: Narrating anger reduces distress across childhood and adolescence.

The study's goals were twofold: (a) to examine the effectiveness of narrating an angry experience, compared with relying on distraction or mere reexposure to the experience, for anger reduction across childhood and adolescence, and (b) to identify the features of narratives that are associated with more and less anger reduction for younger and older youths and for boys and girls. Participants were 241 youths (117 boys) between the ages of 8 and 17. When compared with mere reexposure, narration was effective at reducing youth's anger both concurrently and in lasting ways; though narration was less effective than distraction at concurrently reducing anger, its effect was longer lasting.

Self-preserving personal care products.

Objective: As questions on the safety of some popular preservatives are on the rise, there is a growing interest in developing 'self-preserving' personal care products. Use of multifunctional ingredients/actives with antimicrobial properties has been explored as replacements for conventional preservatives. This study explores the use of combinations of multifunctional actives (MFA) and other cosmetic ingredients in various personal care formulations, to deliver microbiologically safe self-preserving products.

The feeling of the story: Narrating to regulate anger and sadness.

Admonitions to tell one's story in order to feel better reflect the belief that narrative is an effective emotion regulation tool. The present studies evaluate the effectiveness of narrative for regulating sadness and anger, and provide quantitative comparisons of narrative with distraction, reappraisal, and reexposure. The results for sadness (n = 93) and anger (n = 89) reveal that narrative is effective at down-regulating negative emotions, particularly when narratives place events in the past tense and include positive emotions.

Regulating Emotion and Identity by Narrating Harm.

This study examined how narration of harm experiences can regulate self and emotions in ways relevant to well-being. Participants (n = 88, 65% female) were asked to provide 6 narratives about instances when they were victims of harm and 6 narratives about instances when they were perpetrators of harm. Narratives were coded for extent of exploration, growth, damage conclusions and resolution.

Children's and Adolescents' Accounts of Helping and Hurting Others: Lessons About the Development of Moral Agency.

This study examined children's and adolescents' narrative accounts of everyday experiences when they harmed and helped a friend. The sample included 100 participants divided into three age groups (7-, 11-, and 16-year-olds). Help narratives focused on the helping acts themselves and reasons for helping, whereas harm narratives included more references to consequences of acts and psychological conflicts.

Identity: commentary. Identity development: dialogue between normative and pathological developmental approaches.

This commentary places the article by Feenstra and colleagues (in press) within the frameworks and findings of normative identity development research. Points of overlap between the way identity is conceptualized by Feenstra and colleagues and the way identity is conceptualized in normative work are outlined. In addition, areas where juxtaposing psychopathology and normative developmental findings could yield new insights for researchers working in both areas are briefly highlighted.

The construction of moral agency in mother-child conversations about helping and hurting across childhood and adolescence.

This study examined mother-child conversations about children's and adolescents' past harmful and helpful actions. The sample included 100 mothers and their 7-, 11-, or 16-year-old children; each dyad discussed events when the child (a) helped a friend and (b) hurt a friend. Analyses suggested that conversations about help may serve to facilitate children's sense of themselves as prosocial moral agents; mothers focused on children's feelings of pride, positive judgments of the child's behavior, and positive insights about the child's characteristics that could be drawn from the event.

"Two for flinching": children's and adolescents' narrative accounts of harming their friends and siblings.

This study investigated differences in children's and adolescents' experiences of harming their siblings and friends. Participants (N = 101; 7-, 11-, and 16-year-olds) provided accounts of events when they hurt a younger sibling and a friend. Harm against friends was described as unusual, unforeseeable, and circumstantial.

Stability and change self-integration for negative events: the role of listener responsiveness and elaboration.

Self-integration, critical to identity, is the process of connecting experiences to the self and often occurs as individuals narrate events. Elaboration (Fivush & Nelson, 2006; King & Raspin, 2004; Smyth & Pennebaker, 2008) and listener responsiveness (Pasupathi & Rich, 2005) correlate with better self-integration, but these variables are seldom disentangled. In this set of studies, we examine how individuals construct connections between the self and experience for negative events.

Integrating self and experience in narrative as a route to adolescent identity construction.

The authors outline the concept of self-event relations and propose that adolescents accomplish narrative identity construction in part by building relations between self and experience as they tell stories about their lives. They outline different types of self-event relations and consider how they contribute to building a sense of identity. They then examine the likely developmental trajectory of self-event relations from childhood through adolescence.

Old, new, borrowed, blue? The emergence and retention of personal meaning in autobiographical storytelling.

Research on narrative identity has traditionally focused on how narrative characteristics are related to personality and well-being in adults. The present pair of studies with college students (Study 1, n= 62; Study 2, n= 68 couples) examined the dynamic conversational processes that might be part of constructing that identity. We examined the characteristics of personal meanings, operationalized as self-event connections, and the retention of those connections about important past events discussed between new romantic partners.

On telling the whole story: facts and interpretations in autobiographical memory narratives from childhood through midadolescence.

This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and thoughts of the participant and other individuals who experience an event. Developmental research suggests that the latter type of information should become particularly prevalent in later adolescence, while the former should be abundantly evident by age 8.

Silence and the shaping of memory: how distracted listeners affect speakers' subsequent recall of a computer game experience.

The present study focused on how distracted listening affects subsequent memory for narrated events. Undergraduate students experienced a computer game in the lab and talked about it with either a responsive or distracted friend. One month later, those who initially spoke with distracted listeners showed lower retention of information about the computer game, and their subsequent memories were also less consistent with their initial conversational recall.

How silence affects memory, self, and society: foreword to the special issue.

This special issue of Memory focuses on silence and its implications for memory, and also on the implications of silences that extend beyond memory, to the functioning of individuals, groups, and societies. Silence can represent things taken for granted, and also things unsayable. The memory implications of silencing are complex.