“Here we're all in the same boat” – a qualitative study of group based rehabilitation for sick‐listed citizens with chronic pain

Musculoskeletal pain impacts upon everyday life. A degree of chronicity may pose an increased risk of sickness absence. One of two rehabilitative interventions, “Tailored Physical Activity” or “Chronic Pain Self‐Management Program”, was offered to sick‐listed citizens who experienced pain. The objectives of this paper were to: (1) Assess what factors are experienced as problematic for sick‐listed citizens in everyday life with chronic pain, and (2) Evaluate the significance of two distinct rehabilitative interventions on the future everyday lives of sick‐listed citizens. Seven semi‐structured interviews with sick‐listed citizens were analyzed using a phenomenological‐hermeneutical approach. Results were discussed by applying the theoretical framework of Antonovsky's salutogenetic model and Yaloms principles for group psychology. The potential for development of citizen's coping is evaluated based on Roessler's notion of progression. The analysis revealed four main themes: (1) Living with pain and unemployment; (2) “Putting my foot down” and “asking for help”; (3) Significance of the group, including instructors, and; (4) Aspects significant to progression. Unemployment is a major life event that promotes stress and can be accompanied by problems related to depressed mood, acceptance of the life situation, feelings of not being useful, feelings of losing control and identity conflicts. Group characteristics that gave a significant basis for progression in the self‐management program are both emotional and instrumental, while the physical training program offers a “here‐and‐now”‐experience and motivation to participate. This study indicates that the self‐management program could potentially improve coping while the physical activity program revealed one example of a means of progression.     

Assessments in Psychotherapy with Suicidal Patients: The Precedence of Alliance Work

Journal of Contemporary Psychotherapy - In this article the aim was to explore how therapists handle suicide risk assessment in connection with patient’s experience of alliance in...     

Measuring Spiritual Needs in a Secular Society: Validation and Clinimetric Properties of the Danish 20-Item Spiritual Needs Questionnaire

Journal of Religion and Health - In secular cultures, such as Denmark, tools to measure spiritual needs are warranted to guide existential and spiritual care. We examined the clinimetric properties...     

Wittgenstein on the grounds of religious faith: A Kantian proposal

This paper argues that there is an important continuity between Wittgenstein's early remarks on religion and his later treatment of the theme as it appears in his lectures in the 1930s and in his personal diary notes at that time. This continuity pertains to 3 features. First, the early and later Wittgenstein share a critical stance on methodological naturalism, that is, the view that the method of philosophy is relevantly similar to that of the natural sciences. Importantly, religion figures as one of Wittgenstein's examples of the limits of the factual language of natural sciences. Second, both the early and the later Wittgenstein connect religion to the problem of seeing one's life as meaningful while denying the possibility of establishing any objectively understood meaning of life. Third, both evoke the idea of different types of judgments, the conditions of which are independent of each other. Although religious faith is not grounded in factual knowledge and cannot be justified by appeal to empirical evidence or conceptual argumentation, it is not groundless either. Rather, in accordance with Kant who claims that faith may have a nontheoretical justification, Wittgenstein shows that religious faith may result from a personal experience of one's life as a meaningful whole.     

Pygmalion in instruction? Tracking,teacher reward structures,and educational inequality

I combine sociological and economic research to test a new theoretical model of the causes and consequences of teacher responses to students’ track location. I examine the impact of teacher reward structures on educational inequality by analyzing how grading practices affect students’ effort and achievement across tracks. Differences in grading practices determine incentive structures for student behavior and educational investments and thus may be an important mechanism in explaining track effects on academic achievement. I apply student fixed effects models across tracks to the NELS:88 and find that, first, track placement affects achievement, second, although grading practices affect achievement, they only explain a minor part of the track effect, and, third, teacher expectations and perceived class ability level explain the positive track effect for high-track students. These findings suggest that high-track students have higher achievement because their teachers perceive them as better students.     

A content analysis of person‐centered expressive therapy outcomes

Abstract

This study is a content analysis and follow‐up of thirty‐two former participants in multi‐modal expressive therapy training workshops conducted by the Person‐Centered Expressive Therapy Institute. The theoretical foundation of the study is based on Carl Rogers’ concept of the “significant learning” and Natalie Rogers’ concept of the “creative connection.” The expressive therapy applies core conditions of acceptance, empathic understanding, and congruence in a learning setting that uses writing, visual arts, drama, music and dance. Narratives of significant incidents were analyzed phenomenologically. Results revealed important learnings and shifts of self‐perceptions towards greater self‐awareness, improved self‐confidence, risk‐taking, deeper self‐exploration and appreciation for the process involved in the creative act. This qualitative study shows expressive therapy as making an important contribution to person‐centered theory and practice.     

Communication Between Spouses as a Resilience Factor in Families in Which a Parent Has Depression: A Condensed Report

This study focused on communication as a family resilience factor in families in which an adult suffers from a depressive disorder. Six partners of depressive adults were interviewed. Results revealed two groups of couples. The “talkative couples” have many conversations during the depression and a facilitating factor was having insight into the depression. The other group, the “taciturn couples,” indicated large difficulties in having conversations, resulting in silence being the dominant contact between the partners. The majority of the participants stated that the absence of conversation would have meant the end of their relationship.     

Image Induction and Social Influence: Explication and Initial Tests

Image induction posits that social influencers can manipulate a target's self-image to gain increased compliance. By preceding a request with a question that creates a salient self-image in a target, targets are more likely to behave consistently with that image by complying with the request. Three studies provide empirical tests of image induction. Results indicate that the addition of an image-inducing pretreatment question is associated with increased rates of compliance when compared to a control group. These findings held across two types of image induction manipulations (helpfulness, willingness to try new things), two types of behaviors (agreeing to complete a survey, agreeing to receive a free soft drink sample), and both face-to-face and written requests.     

The Relationship Between Sluggish Cognitive Tempo,Subtypes of Attention-Deficit/Hyperactivity Disorder,and Anxiety Disorders

The objective of the present study was to examine the relationship between sluggish cognitive tempo (SCT), subtypes of attention-deficit/hyperactivity disorder (ADHD), and anxiety disorders (AnxDs). One hundred and forty-one children (90 males, 51 females) aged 7–13 years were assigned to four groups, i.e., referred children with comorbid AnxDs and ADHD (n = 25), ADHD (n = 39), AnxDs (n = 41), and nonreferred controls (n = 36). Furthermore we explored the association between SCT and several neurocognitive measures (reaction time, verbal memory, and spatial memory). Diagnoses were established using Kiddie-SADS P/L. SCT was assessed using a 17-item mother-reported questionnaire. SCT correlated significantly with inattentiveness, regardless of the subtype of ADHD. Furthermore, we found significant differences in the levels of SCT among the four groups, with the highest SCT scores observed in the comorbid group. SCT correlated with variability in spatial memory; in contrast, there was no correlation between SCT and reaction time.     

A Step‐by‐Step Guide to Using Secondary Data for Psychological Research

The purpose of this paper is to serve as a primer for those who have never used, or even considered using, secondary data as a resource for psychological research. Secondary data (SD) can provide a unique methodological tool with which to examine psychological issues and can serve as a valuable contribution to a program of research. However, this important resource may often be overlooked because its use can sometimes appear daunting and time‐consuming. We seek to assist new users of SD by describing the process in a step‐by‐step manner. We address both benefits and challenges to anticipate when using SD, and discuss identifying and acquiring potential datasets, creating a personalized dataset, variable creation, statistical considerations, and the potential problem of conflicting findings when large datasets are used by multiple researchers. Our goal is to encourage researchers who are novices to the approach to consider using SD as an adjunct to their program of research.