Why We Need Qualitative Research in Suicidology

Using the differentiation between explanations and understanding from philosophy of science as the point of departure, a critical look at the current mainstream suicidological research was launched. An almost exclusive use of quantitative methodology focusing on explanations is demonstrated. This bias in scope and methodology has to a large extent taken the suicidological field into a dead‐end of repetitious research. It is argued that an increased focus on understanding and thus extended use of qualitative methodology is essential in bringing the suicidological field forward.     

Developing an Occupation-Centred Framework for Trauma Intervention

Abstract

Experiencing work-related trauma can negatively impact coping abilities and daily life participation. Occupational therapists (OTs) often provide health services to workers who have experienced trauma, including military members, veterans, and public safety personnel. The Occupational Therapy Trauma Intervention Framework (OTTIF) is a novel clinical reasoning framework that matches a client’s level of readiness to engage with a spectrum of evidence-based OT approaches. Using surveys at two time points, evaluation of therapist experiences of using the OTTIF elicited positive feedback that suggests the OTTIF provides a useful occupation-centred framework for evidence-informed occupational therapy practice with clients who have experienced trauma.     

Self‐Harm and Conventional Gender Roles in Women

A total of thirty‐two women admitted to a general hospital for medical treatment after self‐harming completed measures of conventional positive and negative masculinity and femininity. Comparisons were made with two control groups with no self‐harm history; 33 women receiving psychiatric outpatient treatment and a nonclinical sample of 206 women. Multinomial logistic regression analyses showed that those with lower scores on Instrumentality and Unmitigated Agency (positive and negative masculinity) and higher scores on Insecurity (negative femininity) had greater odds of self‐harming. Relationships were weaker after accounting for generalized self‐efficacy. Results are discussed in relation to previous findings and suggestions for prevention are made.     

Increased chronic stress predicts greater emotional negativity bias and poorer social skills but not cognitive functioning in healthy adults

Background and Objectives: Chronically stressed individuals report deficits spanning cognitive and emotional functioning. However, limitations to clinical populations and measures of stress have impeded the generalisability and scope of results. This study investigated whether chronic stress predicted cognitive and emotional functioning, and whether these relationships differed between males and females, in a large representative sample of healthy participants.

Design: Cross-sectional study.

Method: 1883 healthy adults sampled from the Brain Resource International Database reported stress using the 21-item Depression Anxiety Stress Scales. Participants then completed a cognitive and emotional assessment battery (IntegNeuro), as well as questionnaires related to sleep, emotional functioning, and self-regulation.

Results: In contrast to previously reported results, chronic stress did not predict cognitive functioning. However, higher stress predicted a greater negativity bias and poorer social skills, confirming previous research identifying these links.

Conclusions: Cognitive deficits related to stress are absent in healthy participants when stress is measured using the 21-items Depression Anxiety Stress Scales. Identifying how chronic stress is associated with aspects of emotional functioning can lead to personalized interventions for individuals to better manage the negative outcomes resulting from stress.     

Mega-evolutions in medical education: Helpful or harmful to higher cognitive skill development?

Medicine is practiced in environments of volatility, uncertainty, complexity, ambiguity, and disruption (VUCAD). Medical educators are tasked with providing an education that prepares graduates to successfully practice medicine in those types of environments. While medical education is continually evolving to incorporate new content and educational approaches, there are two mega-evolutions that have permeated medical education: increased curricular structure and content integration. Structure and integration are assumed to be positive changes; however, they may alter the development of higher cognitive skills such as information management, planning, breadth of approach, strategy, and initiative. As new graduates will practice in VUCAD environments, it seems prudent to consider the effects of medical education’s mega-evolutions on the development of higher cognitive skills critical to those types of environments. This paper explores the potential consequences of the increased curricular structure and content integration in medical education for learners who will practice in VUCAD environments and proposes a research agenda to better understand the relationship between curricular structure and integration and higher cognitive skill development.