The role of anxiety sensitivity in the relationship between posttraumatic stress symptoms and negative outcomes in trauma-exposed adults

Background: The development of posttraumatic stress symptoms (PTSs) following a trauma is related to impairment, diminished quality of life, and physical health issues. Yet it is not clear why some trauma-exposed individuals experience negative outcomes while others do not. The purpose of this study was to determine the role of several influential factors related to PTS severity and negative outcomes. Methods: One hundred and twenty-two trauma-exposed adults were administered the following self-report measures: the Posttraumatic Stress Disorder Checklist-Civilian, the Trauma History Questionnaire-Short, the Anxiety Sensitivity Index-3, Depression and Anxiety Stress Scale 21, Sheehan Disability Scale, World Health Organization Quality of Life-BREF, and an abbreviated Patient Health Questionnaire. Primary Results: PTS severity was positively correlated with depressive symptom severity (r = 0.54, p < 0.001), chronicity of the most distressing trauma (r = 0.21, p = 0.017), and number of traumas (r = 0.22, p = 0.012). Main effects were found for PTS severity (β = ?0.38, p < 0.01) and anxiety sensitivity (AS; β = ?0.39, p < 0.01) on quality of life. No interaction was found between PTS severity and AS with any negative outcome. PTS severity mediated the relationship between AS and physical health issues (0.05; 95% CI: 0.02–0.08). Conclusion: This study helps clarify the role of various factors in the relationship between trauma and negative outcomes. Clinical and research implications are discussed.     

On Online Practices of Hospitality in Higher Education

Studies in Philosophy and Education - This article contributes to conversations on hospitality in educational settings, with a focus on higher education and the online context. We integrate...     

Time travel and counterfactual asymmetry

Synthese - We standardly evaluate counterfactuals and abilities in temporally asymmetric terms—by keeping the past fixed and holding the future open. Only future events depend...     

An Intersectional Approach to the Glass Ceiling: Gender,Race and Share of Middle and Senior Management in U.S. Workplaces

A robust body of research examines factors affecting the likelihood that women experience increasing barriers to promotion in workplaces. However, limited research examines how racialized and gendered processes may intersect and work differently for racially and gender marginalized workers. Specifically, the processes relating to a worker’s ability to reach middle-level management positions (e.g., those managers who oversee a small group of employees) and senior-level management positions (e.g., CEOs and other executive positions) may vary based on workers’ race and gender. Using 2015 EEO-1 data collected by the U.S. Equal Opportunity Employment Commission (EEOC), we examine how the characteristics of a workplace affect Black men, Black women, White men, and White women’s share of middle- and senior-level management. We find Black women and Black men are strikingly under-represented in both middle and senior management in private-sector workplaces. Our results demonstrate that access to middle- and senior-management varies by the characteristics of the workplace and workers’ race and gender. Overall, our findings point to an important implication: Greater oversight of workplaces, including by the EEOC, is associated with marginalized race/gender groups having higher shares of management.

     

Quitters would not prosper: Examining the relationship between online assessment performance and assessment attrition behavior

Hiring managers are often hesitant to implement online assessments over concerns that higher‐quality candidates are more likely to quit lengthy assessment batteries than lower‐quality candidates. In this paper, we present the results of two studies that collectively challenge this assumption. In Study 1, data from 327,517 job‐seekers spanning eight hiring contexts showed that assessment performance was negatively associated with subsequent assessment attrition behavior. In Study 2, we replicated this pattern of effects in two additional samples comprising 1,844,604 applicants for hourly associate positions, and 18,937 applicants for nursing positions. Collectively, these findings suggest that some degree of attrition may ultimately benefit, rather than harm, organizations using prehire assessments.     

Development and Implementation of a Transdiagnostic,Stepped-Care Approach to Treating Emotional Disorders in Children via Telehealth

Stepped-care interventions may increase the accessibility of evidence-based treatments but remain relatively underexplored in the child mental health literature. Further, while the feasibility and efficacy of stepped-care interventions have been examined for specific diagnoses or classes or disorders, transdiagnostic stepped-care interventions have not yet been developed. We discuss the development and initial implementation of a transdiagnostic approach to emotional disorders using the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children (UP-C; Ehrenreich-May et al., 2018). A case series is presented to illustrate the delivery of UP-C stepped care (UPC-SC) via telehealth, using a collaborative decision-making process to inform step-up/step-down decisions. Lessons learned are discussed to guide refinements of UPC-SC and inform a larger trial.     

Recent research on the relative efficiency of speaker and listener instruction for children with autism spectrum disorder

The traditional recommendation for sequencing speaker and listener instruction has been to teach listener skills prior to teaching speaker skills. In a review of the research literature prior to 2011, Petursdottir and Carr (2011) concluded that research did not support this recommendation. We reviewed the most recent research on the efficiency of skill acquisition during speaker and listener instruction and found similar results to Petursdottir and Carr. Recommendations for future research and practice are provided.     

Situating Moral Justification: Rethinking the Mission of Moral Epistemology

This is the first of two companion articles drawn from a larger project, provisionally entitled Undisciplining Moral Epistemology. The overall goal is to understand how moral claims may be rationally justified in a world characterized by cultural diversity and social inequality. To show why a new approach to moral justification is needed, it is argued that several currently influential philosophical accounts of moral justification lend themselves to rationalizing the moral claims of those with more social power. The present article explains how discourse ethics is flawed just in this way. The article begins by identifying several conditions of adequacy for assessing reasoning practices designed to achieve moral justification and shows that, when used in contexts of cultural diversity and social inequality, discourse ethics fails these conditions. It goes on to argue that the failure of discourse ethics is rooted in its reliance on a broader conception of moral epistemology that is invidiously idealized. It concludes by pointing to the need to rethink both the mission and the method of moral epistemology.