Indian Health Care Professionals’ Attitude Towards Spiritual Healing and Its Role in Alleviating Stigma of Psychiatric Services

Persons with mental illnesses in India and rest of developing world continue to consult religious/spiritual (R/S) healers or traditional, complementary and alternative medicine (TCAM) professionals prior to seeking psychiatric services that are devoid of spiritual components of care. We aim to understand TCAM and allopathic professionals’ perspectives on patients’ R/S needs within mental health services, cross-sectional study was conducted at five TCAM and two allopathic tertiary care hospitals in three different Indian states; 393 participants completed RSMPP, a self-administered, semi-structured survey questionnaire. Perspectives of TCAM and allopathic health professionals on role of spirituality in mental health care were compared. Substantial percentage, 43.7 % TCAM and 41.3 % allopathic, of participants believe that their patients approach R/S or TCAM practitioners for severe mental illness; 91.2 % of TCAM and 69.7 % of allopaths were satisfied with R/S healers (p = 0.0019). Furthermore, 91.1 % TCAM and 73.1 % allopaths (p = 0.000) believe that mental health stigma can be minimized by integrating with spiritual care services. Overall, 87 % of TCAM and 73 % of allopaths agreed to primary criterion variable: ‘spiritual healing is beneficial and complementary to psychiatric care.’ A quarter of allopaths (24.4 %) and 38 % of TCAM physicians reportedly cross-refer their grieving patients to religious/TCAM healer and psychiatrist/psychologist, respectively; on logistic regression, significant (p < 0.05) predictors were clinical interactions/references to r/s healers. Providing spiritual care within the setup of psychiatric institution will not only complement psychiatric care but also alleviate stigma against mental health services. Implications on developing spiritual care services like clinical chaplaincy are discussed.     

Parental Perceptions of Services Provided for Children with Autism in Jordan

Providing formal support for children with autism and their parents is important and mandatory to improve children’s abilities and enhance the capabilities of parents. The present study attempted to investigate the perceptions of parents of children with autism regarding the services provided in Jordan. A questionnaire consisting of five sections was designed and distributed to a sample of 60 parents of children with autism (5–18 years old) among four special education institutions in Jordan. The questionnaire addressed five domains: demographics, type and number of received services, methods and difficulties of obtaining services, parents’ satisfaction, and parents’ perceived needed services. The results revealed that the service delivery system with which parents interacted was composed of multiple places and providers, but had several difficulties. Parents participating in this study expressed an average satisfaction with the received services. Issues pertaining to the cost of services, parents-professional partnerships, and overall quality of services were seen by parents as sources of low satisfaction. On the other hand, parents expressed the need for early intervention, family counseling, and community awareness services. Further suggestions and implications are presented in the study.     

Experience with a talker can transfer across modalities to facilitate lipreading

Rosenblum, Miller, and Sanchez (Psychological Science, 18, 392-396, 2007) found that subjects first trained to lip-read a particular talker were then better able to perceive the auditory speech of that same talker, as compared with that of a novel talker. This suggests that the talker experience a perceiver gains in one sensory modality can be transferred to another modality to make that speech easier to perceive. An experiment was conducted to examine whether this cross-sensory transfer of talker experience could occur (1) from auditory to lip-read speech, (2) with subjects not screened for adequate lipreading skill, (3) when both a familiar and an unfamiliar talker are presented during lipreading, and (4) for both old (presentation set) and new words. Subjects were first asked to identify a set of words from a talker. They were then asked to perform a lipreading task from two faces, one of which was of the same talker they heard in the first phase of the experiment. Results revealed that subjects who lip-read from the same talker they had heard performed better than those who lip-read a different talker, regardless of whether the words were old or new. These results add further evidence that learning of amodal talker information can facilitate speech perception across modalities and also suggest that this information is not restricted to previously heard words.     

Family Dynamics in Digital Homes: The Role Played by Parental Mediation in Young Children’s Digital Practices Around 14 European Countries

In contemporary society, digital media are fully integrated in our daily lives, indispensable for our routines, always connected and at-hand. Our research thus explores the parental mediation of portable digital devices in families with young children, addressing the following questions: (a) which are the most common parental mediation styles adopted towards young children; and (b) which individual features of the parents or contextual factors influence the parental mediation style adopted. Our methodology is exploratory and qualitative, considering as empirical corpus 14 national reports from the European-scale study “Young Children (0–8) and Digital Technologies” for a comparative thematic analysis. The authoritative style was the most common parental mediation style related to technology use. In general, there are transversal rules to all parental mediation styles (except laissez-faire style), such as withdraw or give devices to children according to their behavior, control (inappropriate) content and control the time of use. Also, parental perceptions and attitudes about the technologies played a heavier weight on the parental mediation style adopted, and consequently influenced the relationship of the children with digital media. Some implications for future studies, preventive actions, and family therapy are discussed.     

The supramodal brain: implications for auditory perception

ABSTRACT

The perceptual brain is designed around multisensory input. Areas once thought dedicated to a single sense are now known to work with multiple senses. It has been argued that the multisensory nature of the brain reflects a cortical architecture for which task, rather than sensory system, is the primary design principle. This supramodal thesis is supported by recent research on human echolocation and multisensory speech perception. In this review, we discuss the behavioural implications of a supramodal architecture, especially as they pertain to auditory perception. We suggest that the architecture implies a degree of perceptual parity between the senses and that cross-sensory integration occurs early and completely. We also argue that a supramodal architecture implies that perceptual experience can be shared across modalities and that this sharing should occur even without bimodal experience. We finish by briefly suggesting areas of future research.     

Heidegger’s relevance for engineering: Questioning technology

Heidegger affirmed traditional technology, but was opposed to science-based modern technology, in which everything (including man) is considered to be a mere “resource”. This opposition was expressed in the form of deep questioning and a suspicion of superficial evaluation, because the true nature of things was often concealed, though disclosed at times. Ways in which engineers should question technology are proposed, highlighting some of the hazards and injustices associated with technology and also its subtle sociological and psychological influences. The demands of engineering ethics and the use of metaphor in design are other ways in which a narrowly rationalistic technological outlook can be confronted.     

Looking and search measures of object knowledge in preschool children

The same preschoolers were tested on an observation task and a search task involving the invisible displacement of an object. In the observation task, children watched an object roll behind a screen from which protruded the top of a solid wall. Analyses revealed significantly longer looking to impossible than to possible outcomes in all children. In search, the child was allowed to retrieve the rolled object. Most 3-year-olds but significantly fewer 2.5-year-olds completed the search successfully. An unexpected sex difference was found, with boys outperforming girls. Search performance was not associated with observation measures. The findings indicate that children visually discriminate violations of solidity but that this sensitivity is not associated with successful search performance.     

Four‐model approach to adolescent–parent attachment relationships and adolescents' loneliness,school belonging,and teacher appraisal

This study tested monotropy, hierarchy, independence, and integration conceptual models of adolescent–mother and adolescent–father attachment to explain adolescents' perceived social interrelationships with extrafamilial attachment figures (peers, teachers). Participants included 356 Israeli adolescents (12–15 years). More adolescents were significantly classified as securely attached to mothers than to fathers, but high concordances emerged. Results supported two of the attachment models, hierarchy and integration, as explaining variation in adolescents' perceived extrafamilial interrelationships. As per the hierarchy attachment model, adolescent–mother attachment outweighed adolescent–father attachment to some extent in predicting adolescents' perceived social interrelationship measures. As per the integration attachment model, significant differences emerged on most social interrelationship measures between the 4 distinct subgroups: secure attachment to both parents, neither, only father, only mother. The Discussion section focuses on the unique importance of attachment to each parent for typically developing junior high students.