Fieldwork Journal at F.E.G.S.

SUMMARY

The challenge of working with the mentally ill population on the first Level I fieldwork exposure is often experienced in a setting where the on-site supervisor is a therapist from another discipline. Many skilled mental health professionals can offer a rich learning experience and assist students in mastering generic clinical skills in relating to and understanding the psychiatric population. Occupational therapy students bring to this clinical relationship the opportunity to demonstrate the effectiveness of occupational therapy interventions through group work, and individual evaluation and treatment, which benefits both the clients and the larger program. This article recounts the journal of a Level I student's journey through a setting that provided a receptive environment for fostering growth in the process of becoming truly comfortable and effective in the skills and roles of an occupational therapist in a mental health environment.     

Muslim attitudes towards religion scale: Factors,validity and complexity of relationships with mental health in Iran

Iranian students responded to the 'Muslim Attitudes Towards Religion Scale' (MARS) along with measures of psychiatric symptoms, religious motivation, and mystical experience. The MARS contained three factors and these factors and the full scale were internally reliable. They also correlated positively with an extrinsic religious orientation, even more robustly with greater religious interest and an intrinsic religious orientation, and less consistently with slightly higher levels of self-reported mystical experience. The MARS failed to predict self-reported psychiatric symptoms, but partial correlations uncovered both direct and then inverse linkages with such symptoms after controlling for the intrinsic and extrinsic motivations, respectively. Theology students with a concentration in Islamic philosophy displayed the highest MARS scores. The MARS, therefore, was a valid measure of Iranian religiosity, but in Iran, and perhaps in other Muslim societies as well, motivational factors may be critical in determining how the MARS correlates with mental health.     

Memoirs from a Mental Health Affiliation

SUMMARY

For students entering the Level II ficldwork experience in mental health, there is often great concern about one's ability to work effectively with the mentally ill population. Developing competency and comfort with this population is a critical area of practice and students can benefit from peer-oriented learning experiences which address their particular issues. This memoir recounts one student's log as a learning chronicle for the benefit of other students. It outlines common fears, coping skills and knowledge that are mastered during the course of practice in a typical psychiatric setting.     

The existential dimension in psychiatry: an enactive framework

ABSTRACT

In his paper Psychiatry and religion: Consensus reached!, Verhagen advocates the relevance of spirituality and religion for the “origins, understanding, and treatment of psychiatric disorders”. In this comment, I argue for the broader claim that the existential dimension is important for understanding psychiatric disorders – of which religion can, but must not necessarily be, part. The existential dimension refers to our ability to relate to ourselves, our experiences, and our situation. This evaluative relation can play an important role in psychiatry: it can co-constitute the disorder, be affected by the disorder, and/or modulate the course of the disorder. Given this importance, it makes sense to explicitly recognize the existential dimension in our explanatory model of psychiatric disorders. The biopsychosocial model goes a long way in providing an integrative model, but there is room for improvement, especially when it comes to integration of its aspects, and acknowledging the existential aspect. I briefly introduce the research paradigm of enactivism, and suggest that an enactive framework is well-suited to incorporate this existential dimension – along with the traditional dimensions of the biopsychosocial model.     

The mental health of university students in the United Kingdom

ABSTRACT

There are increasing concerns globally about the mental health of students. In the UK, the actual incidence of mental disturbance is unknown, although university counselling services report increased referrals. This study assesses the levels of mental illness in undergraduate students to examine whether widening participation in education has resulted in increases as hypothesised by the UK Royal College of Psychiatrists. Patterns of disturbance across years are compared to identify where problems arise. Students (N=1197) completed the General Health Questionnaire-28 either on the first day at university or midway through the academic year for first, second and third year students. Rates of mental illness in students equalled those of the general population but only 5.1% were currently receiving treatment. Second year students reported the most significant increases in psychiatric symptoms. Factors contributing to the problem are discussed.     

Practising the Space Between: Embodying Belief as an Evangelical Anglican Student

Abstract

This article explores the formation of British evangelical university students as believers. Drawing on ethnographic fieldwork conducted with a conservative evangelical Anglican congregation in London, I describe how students in this church come to embody a highly cognitive, word-based mode of belief through particular material practices. As they learn to identify themselves as believers, practices of reflexivity and accountability enable them to develop a sense of narrative coherence in their lives that allows them to negotiate tensions that arise from their participation in church and from broader social structures. I demonstrate that propositional belief—in contexts where it becomes an identity marker—is bound up with relational practices of belief, so that distinctions between ‘belief in’ and ‘belief that’ are necessarily blurred in the lives of young evangelicals.     

Vers une nouvelle appréhension des mathématiques par traitement EMDR : actualités et perspectives

ObjectiveEMDR for Eye Movement Desensitization and Reprocessing developed since 1989 by F. Shapiro has demonstrated its effectiveness in the treatment of Post Traumatic Stress Disorder (PTSD). In Science of Education, no study has been previously developed in the application of EMDR protocols. The purpose of this article is to demonstrate the relevance and effectiveness of EMDR in supporting cognitive and emotional remediation of students in Master 1, with respect to mathematics, preparing Schools Teacher contest. The first encounters with the students revealed, through their discourse, an aversion to mathematics linked to one or more particularly painful experiences in a learning situation. Mathematics may cause anguish, sometimes tinged beliefs such as “I’ll never be able to… I am very bad at math”. This represents even an insurmountable obstacle in the professional life of some.MethodsNearly 170 students in Master 1 “Professor of the Schools” registered on the ESPE (College of the Teaching profession and Education) were asked about their relation to mathematics, both in their emotions as their self-efficacy. Among those who suggested a traumatic memory in a learning situation in mathematics, forty were selected and divided into two groups. The control group received two hours of information about relaxation techniques that could be used before mathematics. The other group benefited of the EMDR treatment according to the standard protocol in eight phases.ResultsThe results showed that students who received EMDR treatment experienced after treatment and one month later, a significant decline in their negative emotions with mathematics and an increase in the strength of their self-efficacy, unlike the control group.DiscussionEMDR demonstrates its effectiveness in reprocessing beliefs and emotions of students with respect to mathematics and opens ways of research in Educational Sciences. So, it will be necessary, from the principle of alternated bilateral stimulation, to develop specific protocols for the struggling students, to measure the effects in the long term and develop them in a group situation.     

Relation of Economic and Social Conditions to Voting Behavior in Iowa, 1924–1936

Summary

Using a three-variable design, this study investigated conformity to male and female group pressures among Chinese and American male college students. Methodologically, it departed from traditional group pressure studies in a number of ways: (a) the study was conducted outside the psychological laboratory where demand characteristics of the situation were believed to resemble college life conditions more closely, (b) it utilized changes in personal opinions about beliefs rather than perceptual judgments, (c) it employed unobtrusive, as well as conventional, means of measuring conformity. Another major difference was that S presented his opinion prior to those of the confederates who expressed contradictory opinions to those of S. Five confederates, all male or all female were used. S and confederate opinions and degree of strength of opinions were assessed on six controversial issues. Latency between hearing the controversial statement and S's announcing his opinion was recorded. When S and all confederates had made their statements, S and confederates were permitted to alter their earlier stated opinions or the degree of strength of their opinions. It was found that Chinese Ss increased their hesitancy to respond, from the first to sixth issue, to a greater degree than did Americans. Hesitation for all Ss was longer in the presence of male confederates than in the presence of females. Americans made greater shifts of opinion after the group pressure experience, but Chinese made a greater number of shifts. Americans showed a far greater tendency toward anticonformity than did Chinese.     

Educational justice and transnational migration

ABSTRACT

In this paper I address the distributive, inclusive, and relational dimensions of educational justice individually in relation to transnational migration. First, I thematize distributive issues with regard to immigrant students, the central question being whether these students are entitled to more or less educational resources as non-immigrant students. Second, I discuss to which extent and in which sense enabling immigrant students to participate fully in the social and political life of their receiving country is a demand of educational justice. Third, I elaborate on which kinds of educational interactions – in the first place, which types of teaching – could perpetuate unjust treatment of those students in the form of disrespect. I claim that educational justice with regard to immigrated students consists in their enabling to full social and political participation by a mode of teaching that positively addresses students’ biographical experiences with migration, and by constructing school curricula which encourage inter-lingual, inter-cultural, and inter-contextual translations in the classroom. That is to say, that educational justice in context of migration is to be ultimately understood as relational justice, or more specific – as a matter of just pedagogical relations.     

The Tarasoff Warning and the Duty to Protect

Summary

Since the case of Tarasoff v. Regents of the University of California, mental health professionals have had an explicit legal duty to warn potential adult victims of violence. Subsequent case law expanded this standard to a broader duty-to-protect. Primary health care providers are increasingly treating psychiatric patients for whom the duty to protect is applicable. However, these providers are often unaware of the legal, ethical, and clinical issues involved. Assessment of violence risk should include demographic, psychiatric, and social dimensions. Interventions include notifying law enforcement authorities, potential victims, and possible use of psychiatric hospitalization to prevent aggressive behavior. The duty-to-protect as a standard-of-care has been applied to several other clinical situations, including impaired driving capacity, high-risk HIV behavior, and child sexual abuse. The article includes a step-by-step clinical protocol for evaluation and intervention in dangerous situations.     

The effect of mother-intervener opinion divergence on mothers’ attitudes towards interveners

IntroductionSeveral researchers show that the quality of the relationship between therapist and client is related to a wide range of positive results.AimThe aim of this study was to analyze how the opinions of mothers and interveners about handling problems of adolescents influenced the mothers’ attitudes towards the interveners.MethodsThe methods involved the participation of mothers of adolescents receiving services at the Centre Jeunesse in the Quebec area. Attitudes were measured by a semantic differential and a question. The design included 2 experimental groups divided according to the order of application of the 2 treatments. The condition of convergence or divergence of opinions between a mother and an intervener was forced by an opinion given by the intervener.ResultsThe results demonstrated that the convergence of opinions between mothers and interveners led to more positive attitudes towards the interveners than divergence of opinions.ConclusionThis research was the first to be conducted in an applied setting and treatment was adapted to the most important problem that each mother had with her adolescent. Because the mother's opinions were related to her main problem, the attitudinal response elicited by the interveners’ opinion was strong.     

Verbal,mathematics, and physical education self-concepts and achievements: An extension and test of the Internal/External Frame of Reference Model

ObjectivesThe Internal/External Frame of Reference Model (I/E model; e.g., Marsh, 1986) posits that verbal achievement (Ach) produces a lower mathematics self-concept (SC) and that, conversely, mathematics Ach fosters a lower verbal SC after controlling for prior Ach in each domain. The present study extended this model by adding another school subject that has not been previously investigated, namely physical education (PE). The central goal was to verify whether Ach in PE positively or negatively predicts academic SC in the mathematics and verbal domains.DesignProspective study over one school year.MethodsParticipants were 451 French high school students (mean age = 13.5). Ach scores in mathematics, French and PE were gathered at the beginning of the school year. At the end of this one, students completed a questionnaire to assess their SC in the three school subjects. Results: Structural Equation Modelling results revealed, according to the I/E model, negative paths between mathematics Ach and verbal SC, and between verbal Ach and mathematics SC. Results also revealed singular relationship patterns between the two traditional school subjects and PE. A positive path between PE Ach and mathematics SC was observed whereas the path with the verbal SC was non-significant.ConclusionPE could have benefits to increase SC in other school subject such as mathematics. Broader implications of results for the I/E model are discussed.     

Impacts des conditions de vie durant le confinement sur les personnes souffrant de maladies psychiatriques

IntroductionIndividuals with psychiatric disorders have been the focus of vigilance during the COVID-19 pandemic. The goal of this retrospective study was to estimate the influence of the living conditions of these people, on the evolution of their mood during the first lockdown in spring 2020 in France.MethodA questionnaire was proposed to 86 patients with psychiatric illnesses followed in ambulatory care, in order to evaluate their living conditions, their psychological resources and their perception of the health crisis. Patients responded to scales designed to assess perceived changes in anxiety and depressive symptoms during confinement. Analyses of variance and comparison of means were performed in order to study the variables that were significantly explanatory on the evolution of the disorders.ResultsA majority of patients reported stability of anxiety and depression symptoms during confinement. Alterations in lifestyle, such as an increase in sleep disturbance and smoking, had an effect on anxiety or depression. Occupational activities such as self-care, sports or outings influenced symptomatology. The ability to build on past experiences or to project positively into the future had an effect on symptomatology.DiscussionThese data highlight the specificities of the constraints encountered in lockdown by individuals previously suffering from psychiatric illnesses. Our results point out resources to be considered in adjusting the care modalities of these patients.     

Phyloanalysis: Theoretical and Practical Considerations on Burrow's Group Analytic and Socio-Therapeutic Method by W. Riese and H. Syz

Abstract

Women in an eating disorders partial hospital program and a psychiatric partial hospital program were compared on a self-report measure of group climate following a psychodynamic-interpersonal therapy group. Those with eating disorders experienced their groups as more engaged and as more avoiding than those in the psychiatric partial hospital group. Therapists may be able to use initial heightened engagement in eating disorder groups to counteract the tendency to avoid content.     

Utilizing a Music Listening Technique in Inpatient Psychiatric Group Counseling

ABSTRACT

The purpose of this article is to describe and illustrate through a hypothetical case example how counselors can utilize an expressive arts technique called music listening in inpatient psychiatric group counseling. The authors give a rationale to implement here-and-now interventions, specifically music listening, in response to the critique of current inpatient therapy in psychiatric hospitals following a shift from long-term inpatient psychiatric care to brief stabilization admissions.     

Practicum of Group Psychotherapy

Abstract

Many studies on therapeutic factors in group psychotherapy were done during the 1970s and 1980s, primarily with Western samples. The present study was carried out in a psychiatric inpatient clinic in Turkey. Using Yalom’s (1975) therapeutic factor questionnaire administered at discharge, patients rated existential factor, instillation of hope and self–understanding as the most helpful factors and identification as the least helpful. There were significant differences among patients with regard to gender, age, education, and comorbid personality disorder, but not with Axis I diagnosis or number of attended sessions. Patients’ and psychiatrist’s ratings showed significant differences. Differences between this Turkish sample and those reported in common Western literature are discussed under the light of relatedness psychology, which is an important concept of cross–cultural psychology.     

Some uses of the Psychoanalyst in the NHS

SUMMARY

This paper addresses various training issues of psychotherapy training in mental hospitals. It discusses some particular attitudes about the use of the Psychoanalyst as a Psychotherapist as well as the Institutions' (i.e. psychiatric establishments) desire often for a superficial teaching in Psychotherapy. It describes a training for NHS staff in psychodynamics and in particular in use of the counter-transference from Balint's model of general practitioner training groups.

Training groups most usually seen in GP seminars, with their central use of counter-transference by the analyst, can be extended to train medical students, nurses, social workers, etc. It is a form of training that uses the analytic stance rather than something of lesser alloy, and allows the Psychoanalyst to be himself rather than function at the level of a Psychotherapist alone.     

Speech pathology student clinician attitudes and beliefs towards people who stutter: A mixed-method pilot study

PurposeStuttering is a disorder of fluency that extends beyond its physical nature and has social, emotional and vocational impacts. Research shows that individuals often exhibit negative attitudes towards people who stutter; however, there is limited research on the attitudes and beliefs of speech pathology students towards people who stutter in Australia. Existing research is predominantly quantitative; whereas this mixed-method study placed an emphasis on the qualitative component. The purpose of this study was to explore the attitudes and beliefs of final year Australian speech pathology students towards people who stutter.MethodsThis mixed-method study applied the Public Opinion Survey of Human Attributes – Stuttering (POSHA-S) and semi-structured interviews to gather data from final year speech pathology students from a major university in Australia.Principal resultsThe overall qualitative findings identified that final year Australian speech pathology students exhibit positive attitudes towards people who stutter. The results also illustrated the role of education in influencing attitudes of students as well as increasing their confidence to work with people who stutter.Major conclusionThis research revealed that Australian final year speech pathology students exhibit positive attitudes towards people who stutter. They displayed an understanding that people who stutter may have acquired traits such as shyness as a response to their personal situation and environment, rather than those traits being endemic to them. Results also suggested that education can play a role in creating confident student clinicians in their transition to practice, and positively influence their attitudes and beliefs.     

The Role of Public Education in Place-Remaking: From a Retrospective Walk Through my Hometown to a Call to Action

ABSTRACT

This essay examines the role of public education in the process of place-remaking that relies on a false separation between teaching and issues of race, politics, and power. I construct a historical case study of my hometown that presents a counter narrative, presented by students, of race and legacy in the context of a public school and the surrounding community. Building upon a walk-as-method approach, I illustrate the confluence of historical, racialized narratives that are discoverable at the scale of the city but invisible within the walls of the school. I conclude with an in-progress professional code of ethical teaching and research practice for the learning sciences. These commitments are intended to support and protect students (and all young people in our communities) from bearing sole responsibility for critical stances based on their identities and histories-in-place.     

Creating Safer and More Nurturing Schools: Expanding the Capacity of Schools in the Era of Future National Reform

ABSTRACT

Positive academic performance is a strong indicator of subsequent positive life course outcomes (e.g., employment) as well as underrepresentation in psychiatric populations, drug use, school dropout, and subsequent legal trouble (A. Farn & J. Adams, 2016). As such, helping all children to be successful in school is a top priority for parents, educators, and politicians alike. However, schools are challenged by an increasing demand to meet children's health and metal health needs in order for them to benefit from, and progress in, their educational experience. Public concerns regarding violent acts on school property have highlighted the need to address student and teacher safety. The authors provide recommendations for school psychologists regarding promising practices that respond to national initiatives to prevent school violence, increase access to health and mental health care, and enhance equity among students.