The Relationships between Individualism,Nationalism, Ethnocentrism,and Authoritarianism in Flanders: A Continuous Time-Structural Equation Modeling Approach

This article analyzes the relationships among nationalism (N), individualism (I), ethnocentrism (E), and authoritarianism (A) in continuous time (CT), estimated as a structural equation model. The analysis is based on the General Election Study for Flanders, Belgium, for 1991, 1995, and 1999. We find reciprocal effects between A and E and between E and I as well as a unidirectional effect from A on I. We furthermore find relatively small, but significant, effects from both I and E on N but no effect from A on N or from N on any of the other variables. Because of its central role in the N-I-E-A complex, mitigation of authoritarianism has the largest potential to reduce the spread of nationalism, ethnocentrism, and racism in Flanders.     

An Introductory Course in Group Psychotherapy in The Netherlands: Use of a Knowledge-Sampling Test

Abstract

We offer comments regarding two articles in this issue, one titled “Bridging the Practitioner-Scientist Gap in Group Psychotherapy Research” and a complementary article providing the results of a survey, entitled “A Survey of Canadian Group Psychotherapist Association Members” Perceptions of Psychotherapy Research.’ We also make several recommendations for collaborative research between practitioners and scientists, such as the inclusion of clinicians on the research team, practice research networks, and improved approaches to communicating clinically relevant research findings. Also discussed are reflections and recommendations from the authors’ experience as scientist-practitioners.     

Existential themes in the treatment of people at suicide risk. Understandings and practices of specialist healthcare professionals

ABSTRACT

This qualitative study focuses on the ways in which existential themes were understood and addressed in therapeutic relationships with patients who had attempted suicide. Health care professionals (HCP) from Norway specialist healthcare participated in focus groups. The interviews were transcribed and analysed by systematic text-condensation through a four-step procedure. We found that the HCPs emphasised the context-specific functions of their departments. They considered these conversations essential but demanding. They indicated existential themes of hope/hopelessness, loneliness, meaning, life/death, shame, religion and suicide. The HCPs’ understandings of themes deemed to be existential and how they should be addressed were primarily based on clinical experience. This appeared to exacerbate the pressure on their personal involvement, leading to the question of whether patients’ existential needs are tackled or instead disappear into a conversational vacuum. The study suggests that HCPs' professional competence of existential themes pertaining to patients at suicide risk needs to be strengthened.     

Attribution style and post-traumatic stress severity in the Central Region of Kenya: Influences of dwelling location

This study investigated the influence of attribution styles as predictors of post-traumatic stress severity (PTSS) by dwelling in Kenya. A non-clinical convenience sample of 354 rural (n = 178) and urban (n = 176) Kenyans from the Central Region of Kenya were participants. They responded to a post-traumatic stress screener, attribution style questionnaire and post-traumatic disorder (PTSD) checklist. A regression analysis showed that the urban dweller (UD) sample was significantly more likely to attribute negative events to internal, specific causes than the rural dweller (RD) sample. Findings suggest social support protections in RD to buffer them from negative self-attributions for PTSS among this Kenyan sample.     

Service learning in custodial settings in South Africa

This study describes the findings of a community engaged service learning program in which nine female and three male students ranging between 22 and 31 years of age from a large South African university participated in a study conducted in two metropolitan areas of South Africa. They were all senior level students registered for Criminological Evaluation and Assessment, a practically-oriented module aimed at equipping students with the required knowledge and skills to conduct criminological assessments. The students voluntarily assisted correctional centres with the assessment of sentenced offenders and in the compilation of individualized Correctional Sentence Plans (CSP) to inform the rehabilitation process of offenders. Students reported their reflections on their service learning experiences using on-line interviews and with question prompts. Extracts from the thematic data analysis suggest students perceived themselves to be instrumental to the Department of Correctional Services in the fulfilment of its goals, while they benefitted from enhanced learning and social responsibility.     

Occupational stress and mental well-being in a cohort of Black South African teachers

This study explored levels of occupational stress and mental well-being of a cohort of Black South African teachers. 200 secondary school teachers completed the Teacher Stress Inventory (TSI: Boyle, Borg, Falzon, & Baglion, 1995), General Health Questionnaire (GHQ-28: Goldberg & Hillier, 1979 Goldberg, D. P., & Hillier, V. F. (1979). A scaled version of the General Health Questionnaire. Psychological Medicine, 9, 139–145. doi: 10.1017/S0033291700021644[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and Mental Health Continuum-Short Form (MHC-SF: Keyes, 2006 Keyes, C. L. M. (2006). Mental health in adolescence: Is America's youth flourishing? American Journal of Orthopsychiatry, 76(3), 395–402. doi: 10.1037/0002-9432.76.3.395[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Correlations and Structural Equation Modelling (SEM) were used to determine the levels of occupational stress and well-being of participants, and to establish the relation between these variables. A significant majority of the teachers reported high levels of mental health (flourishing) despite high levels of teacher stress. These results show teachers’ ability to withstand and cope with stress whilst maintaining their mental health. This suggests the presence of protective factors that mediate the effect of work-related stressors and, in so doing, contribute to the teachers’ levels of resilience.     

Coping Self-Efficacy as Mediator in the Dynamics of Psychological Well-Being in Various Contexts

The aim of this study was to explore whether coping self-efficacy mediates between various distress related variables on the one hand (symptoms of stress and depression), and the degree of psycho-social well-being as measured on the upper end of the mental health continuum on the other hand. Participants were two multi-cultural student groups (n₁ = 568; n₂=1480) as well as two community samples of Setswana speaking adults (n₃=477; n₄=1275). Students completed the English versions of measures, and the community samples of adults the Setswana versions. Mediation was evaluated through the testing of structural equation models. Coping self-efficacy mediated significantly between distress and wellbeing, although stressors also influenced the level of psychosocial well-being directly.     

The memorability of names and the divergent effects of prior experience

Pre-experimental familiarity can have paradoxical effects on episodic memory. Knowledge of the stimulus domain usually enhances memory, but word frequency—a presumed correlate of prior experience—is negatively related to recognition accuracy. The present study examined episodic recognition of names and its relation to two measures of pre-experimental knowledge, name frequency, and fame. Frequency was operationalised as the number of hits in a national telephone directory, and fame as hits on national mass media websites. Recognition accuracy was increased by fame, but diminished by frequency. Four experiments confirmed the findings, using yes/no recognition, ROC curves, and remember-know paradigms. Hit rates were consistently more strongly influenced by fame than by frequency, whereas the reverse was true for false alarm rates. These dissociations suggest that two different forms of semantic memory, specific and nonspecific knowledge, interact with episodic memory in separate ways.     

Impact of cognitive profile on social functioning in prepubescent females with Turner syndrome

Social deficits are prevalent in Turner syndrome (TS); however, the extent to which these difficulties are secondary to characteristic cognitive impairments is not well known. Here, we sought to establish the relative contribution of executive functions, visuospatial abilities, and IQ to social difficulties in young girls with TS. Forty TS girls and 19 typically developing (TD) children were assessed with the Social Responsiveness Scale (SRS), the Motor-Free Visual Spatial Test (MVPT-3), the Behavior Rating Inventory of Executive Function (BRIEF), and an IQ test. Hierarchical multiple regression analyses were conducted with the SRS subscales as outcome variables. In a first step, the cognitive factors were entered (verbal IQ, BRIEF global score, MVPT-3, and age), followed by the group variable in a second step. In comparison to TD, TS participants were significantly impaired on all main measures. All six regression models with the SRS subscales were significant and revealed that global executive functions explained the largest portion of the variance on all subscales and the total score. Even after controlling for cognitive elements, the group factor still explained a significant portion of the variance of the Social Cognition, Social Awareness, and Autistic Mannerisms subscales. In contrast, the group factor was not a significant predictor of Social Motivation and Social Communication scores. These results suggest that executive dysfunctions play a role in social impairments encountered in TS, but also that some specific aspects of social behavior are altered beyond what can be attributed to cognitive difficulties in this population.