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161.
Jacob W. Roden-Foreman Monica M. Bennett Evan E. Rainey John S. Garrett Mark B. Powers Ann Marie Warren 《Cognitive behaviour therapy》2017,46(6):522-532
Previously called Secondary Traumatic Stress (STS), secondary exposure to trauma is now considered a valid DSM-5 Criterion A stressor for posttraumatic stress disorder (PTSD). Previous studies have found high rates of STS in clinicians who treat traumatically injured patients. However, little research has examined STS among Emergency Medicine (EM) physicians and advanced practice providers (APPs). The current study enrolled EM providers (N = 118) working in one of 10 hospitals to examine risk factors, protective factors, and the prevalence of STS in this understudied population. Most of the participants were physicians (72.9%), Caucasian (85.6%), and male (70.3%) with mean age of 39.7 (SD = 8.9). Overall, 12.7% of the sample screened positive for STS with clinical levels of intrusion, arousal, and avoidance symptom clusters, and 33.9% had at least one symptom cluster at clinical levels. Low resilience and a history of personal trauma were positively associated with positive STS screens and STS severity scores. Borderline significance suggested that female gender and spending ≥10% of one’s time with trauma patients could be additional risk factors. Findings suggest that resilience-building interventions may be beneficial. 相似文献
162.
In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and-Adjustment heuristic. Experiment 1 revealed that adding feedback increased the accuracy of young children’s (aged 4, 6, and 8 years) memory prediction. In Experiment 2, the influence of an external anchor on children’s metacognitive judgment was established. Finally, in Experiment 3, two memory tasks that differed in terms of difficulty were administered. Participants were randomly assigned to an anchoring (high/low/no anchor) and a feedback (feedback/no feedback) condition. Results demonstrated that children in the feedback condition adjusted their predictions toward the feedback, regardless of the task’s difficulty. These findings are consistent with the hypothesis that external information provided by feedback is used as an anchor for judgment. This interpretation is strengthened by the correlation found between the two scores computed to assess participants’ susceptibility to anchoring and feedback effects, which indicates that children who are more sensitive to the anchoring effect are also more sensitive to the feedback effect. 相似文献
163.
Else Marie Wiberg Pedersen 《Dialog》2017,56(2):112-115
164.
Using data from the 1984–2014 General Social Survey, we employ cross classified random effects models to examine age-period-cohort changes in political tolerance by religion, incorporating religious belief, belonging, and behavior into the analyses. The results show large cohort and period based changes in political tolerance of the various religious traditions. The results also suggest that the primary driver of changes over time in political tolerance is best attributed to period effects, not cohort replacement, although there is some evidence of a cohort effect among Roman Catholics. Finally, our results demonstrate that aggregate data analyses can lead to noticeably different results and thus can mask substantial differences between groups. 相似文献
165.
Twenty-three offenders convicted of homicide or attempted murder/manslaughter, and their respective crimes, were examined to identify any common characteristics. Court documents were assessed, and the most prominent information of the offenders was that they were often single, most of them had no psychiatric diagnoses, the most frequent modus operandi was a knife or sharp weapon (although firearms resulted in more homicides), and the most common homicide typology was domestic disputes, and disputes between friends or acquaintances. Based on a cluster analysis, two profiles emerged: one with so-called traditional criminals and another profile over-represented with offenders who commit domestic crimes. 相似文献
166.
Previous research has examined the newsworthiness of homicide victims and explored many characteristics of victims. To date, there is no research examining homeless homicide victims even though homeless individuals are more susceptible to being victims of violent crimes. This study examines the online media coverage of four homeless homicide victims murdered by a serial killer in 2012 to ascertain how housing status impacts media coverage. Specifically, this study explores through content analysis what kind of coverage homeless individuals receive and how they are portrayed. Findings suggest that housing status is a salient characteristic in the newsworthiness of victims. 相似文献
167.
168.
Cognitive Processing Therapy for Acute Stress Disorder Resulting From an Anti-Gay Assault 总被引:1,自引:0,他引:1
This case study describes Cognitive Processing Therapy (CPT) with a 30-year-old gay man with symptoms of acute stress disorder (ASD) following a recent homophobic assault. Treatment addressed assault-related posttraumatic stress disorder symptoms and depressive symptoms. Also addressed were low self-esteem, helplessness, and high degrees of internalized homophobia. Client symptomatology was tracked using the PTSD Symptom Scale and the Beck Depression Inventory over the course of 12 sessions and for a 3-month posttermination session. Symptoms were significantly reduced by the end of the 12-week therapy and were maintained at 3-month follow-up. This case highlights the utility of this therapy in targeting both ASD symptoms and internalized homophobia relating to experiencing a hate crime-related assault. The authors elaborate on theoretical and applied issues in adapting a structured cognitive-behavioral intervention to the treatment of ASD symptoms associated with experiencing a hate crime. 相似文献
169.
In performance‐feedback situations, reactions to the rater have been examined rarely. A clearer understanding of what causes negative reactions toward raters might be used by them to better control feedback outcomes without having to distort the feedback message. In Study I, ratee reactions to the packaging of feedback messages were examined in a laboratory experiment. A legitimizing statement included in the feedback message resulted in more positive reactions to the rater than when no such statement was presented. In addition, the use of less personal feedback language resulted in more positive reactions to the rater than when more personal language was used. Neither legitimization statement nor type of language significantly impacted reactions to the feedback message or perceptions of performance, indicating that they did not distort the feedback message. In Study 2, a laboratory observation, the use of more personal language by the rater was related negatively to ratee confidence in rater judgment and rater likability. More research on feedback packaging, with the goal of training raters in how best to convey the feedback message, is needed. 相似文献
170.
Elementary school students (N = 139) read vignettes describing aggressive peers and rated the extent to which they believed the peers' aggression would continue over time and in different contexts. Children also rated their social and moral acceptance of aggression, and how difficult it would be to help the vignette characters desist from aggression. Teachers rated participants' aggressive and prosocial behaviors. Results indicated that aggression is generally viewed as continuous across time and context, and likely to produce little acceptance. Beliefs about continuity were positively associated with perceived difficulty of changing aggression and negatively associated with social acceptance. Gender moderated the association between continuity beliefs and moral acceptance. Teacher‐rated behavior was associated with social perceptions. Findings are discussed with regard to their implications for future research as well as their potential application to the design of interventions for youth aggression. Aggress. Behav. 00:00–00, 2005. © 2005 Wiley‐Liss, Inc. 相似文献