Resistance and vulnerability to trauma: the moderator effect of personality variables on secondary traumatic stress

The purpose of this study was to examine the role of several personality variables (empathy, comprehensibility, challenge and sense of humour) as moderators of the relationship of job demands (traumatic task and overload) with secondary traumatic stress. 175 emergency professionals of the Community of Madrid completed the Secondary Traumatic Stress Measure (STSM). The results of the hierarchical multiple regression analysis provide evidence for the moderator role of personality variables in the secondary traumatic stress process. Lastly, the discussion emphasises the need to focus on the interaction between personality and job demand variables in order to advance our understanding of the process of trauma in emergency professionals.     

Dwelling on the hill: Impressions of residents of two favelas in Rio de Janeiro regarding religion and public space

Drawing on fieldwork and interviews with residents in two favelas in Rio de Janeiro, this paper argues that the concept of ‘the divided city’ (fixed and nomadic, planned and negotiated, rich and poor) allows us to make sense of these residents' views of religion and public space. Life ‘on the hill’ is characterised by a greater degree of negotiation and improvisation in all its social relations than is life below in ‘the asphalt’. This offers important insights into the success of Evangelicals [Apart from here in the abstract, references to ‘evangelicals’ in the text follow Brazilian usage, i.e., a broad term including three groups of Protestants: mainstream historical churches or “evangélicos de missão” (Lutheran, Presbyterian, Methodist, etc); Pentecostals (Assembléia de Deus, Congregação Cristã, Deus é Amor, etc.); and Neo-pentecostals (Igreja Universal do Reino de Deus, Igreja da Graça de Deus, Igreja Apostólica Renascer em Cristo, etc).(S.E./C.M.)] and Pentecostals, and the relative lack of success by Catholics, in taking a lead in public activities within the community. This finding may well have broader application. However, the paper makes a theoretical and methodological qualification: because the place of religion depends on the particular history and context of the location studied, the most pressing need is for more local studies.     

Factors influencing the temporal relationship between alcohol consumption and experiences with aggression among college women.

The authors assessed temporal relationships among alcohol use, aggression, and mood using daily data from 179 college women. Participants called an interactive voice response system over an 8-week period. The odds of experiencing verbal, sexual, and physical aggression (odd ratios = 2.25, 19.44, and 11.84, respectively) were significantly higher on heavy drinking days (M = 7.46 drinks) compared to nondrinking days. Both a history of victimization and greater psychological symptom severity influenced the odds of involvement in verbal aggression. The odds of alcohol consumption were 3 times higher during the 24 hr following verbal aggression compared with days in which verbal aggression did not occur. On the day immediately following involvement in either verbal or physical aggression, positive mood decreased and negative mood increased. During the week (2-7 days) following sexual aggression, women's positive mood was decreased. These findings reinforce the need for interventions aimed at reducing heavy episodic drinking on college campuses.     

Environmental cue saliency influences the vividness of a remote spatial memory in rats

The Morris water maze is frequently used to evaluate the acquisition and retrieval of spatial memories. Few experiments, however, have investigated the effects of environmental cue saliency on the strength or persistence of such memories after a short vs. long post-acquisition interval. Using a Morris water maze, we therefore tested in rats the effect of the saliency of distal cues on the vividness of a recent (5 days) vs. remote (25 days) memory. Rats trained in a cue-enriched vs. a cue-impoverished context showed a better overall level of performance during acquisition. Furthermore, the probe trials revealed that the rats trained and tested in the cue-impoverished context (1) spent less time in the target quadrant at the 25-day delay, and (2) swam shorter distances in the target area, with fewer crossings at both 5- and 25-day delays, as compared to their counterparts trained and tested in the cue-enriched context. Thus, the memory trace formed in the cue-enriched context shows better resistance to time, suggesting an implication of cue saliency in the vividness of a spatial memory.     

Motivational profiles and flow in physical education lessons

The purpose of this study was to use cluster analysis to identify differences in goal orientation and motivational climate profiles among students in physical education classes as well as differences among the observed clusters on perceived flow experiences. 983 students of 14- to 15-yr.-olds (M = 14.8 yr., SD = 0.91) from a large Spanish metropolitan school district were participants and completed questionnaires assessing goal orientations, motivational climates, and perceived flow. Analysis showed three distinct clusters with 40.3% of the sample with a High Motivation cluster, 27.6% in a Low Motivation cluster, and 32.2% in a Mastery Motivation cluster. These three clusters differed significantly in ratings of perceived flow. Clusters also showed different composition by sex. Implications of these results with regard to instruction in physical education classes are discussed.     

Analysis of effects of distribution of practice in learning and retention of a continuous and a discrete skill presented on a computer

This investigation examined the effects of distributed and massed practice on the learning and retention of a discrete computerized skill (Exp. 1) and a continuous computerized skill (Exp. 2). 40 men were randomly assigned to one of four groups, of which two groups took part in Exp. 1 and two groups in Exp. 2. Performance was assessed at various points during acquisition and then on 8 retention tests conducted at varying times after acquisition. Learning curves for practice were highly similar for the two conditions. Participants in the distributed-practice group performed significantly better than those in the massed-practice group at the end of practice on both the discrete and continuous skills. However, participants in the distributed-practice group performed significantly more poorly on retention during 24 hr. and after acquisition. Participants in the massed-practice condition performed significantly better on retention tests than did those who learned in the distributed-practice condition.     

Short-Term Inpatient DBT Combined with Metacognitive Interventions for Personality Disorders: A Pilot Acceptability and Effectiveness Study

This study aims at evaluating the effectiveness of an intensive 1-month residential treatment course in an Italian psychiatric unit for patients meeting criteria for personality disorders (PD). This study involved 189 patients consecutively admitted to the unit and assessed at admission and discharge. The inpatient program was based on Dialectical Behavior Therapy (DBT) combined with Metacognitive interventions. Primary outcome was a reduction of general symptom severity (as measured by SCL-90-R). Secondary outcomes were reduction in depression (BDI), interpersonal problems (IIP-47). Other outcomes were impulsivity (BIS-11), aggressiveness (AQ), and dissociation (DES). We found a significant reduction in symptom severity, as well as in depression, interpersonal problems, dissociation, impulsivity and aggressiveness. The size of this benefit was predicted mostly by number of criteria met at SCID-II and intake scores mostly for impulsiveness and dissociation. In conclusion, intensive 1-month residential DBT combined with metacognitive interventions can be effective in treating patients with any PD presenting with severe global suffering, prominent self-harm and suicidal risk.

     

Adjustment problems in the family and school contexts, attitude towards authority, and violent behavior at school in adolescence

This study analyzed the role of different but interrelated variables in the family and school contexts in relation to problems of violent behavior at school during adolescence. Participants were 1,068 students aged 11 to 16 (47% male) drawn from secondary schools in the Valencian Community (Spain). Statistical analyses were carried out using structural equation modeling. The model accounted for 32% of the variance in school violence. Results showed a direct association between quality of communication with father and teacher's expectations of the student with the adolescent's involvement in violent behavior at school. Moreover, findings showed indirect paths by which adolescents' self-concept (family and school domains), acceptance by peers, and attitude toward authority, seemed to be influenced by the quality of interactions with parent and teachers, and also were closely associated with violent behavior at school. Findings are discussed in relation to previous research on adolescent psychosocial adjustment and behavioral problems at school.     

Expert-novice differences in cognitive and execution skills during tennis competition

This study deals with decision and execution behavior of tennis players during competition. The study is based on the expert-novice paradigm and aims to identify differences between both groups in the decision-making and execution variables in serve and shot actions in tennis. Six expert players (elite Spanish tennis players) and six novice players (grade school tennis players) took part in this study. To carry out this study, the observation protocol defined by McPherson and Thomas in 1989, in which control, decision-making and execution variables were included, was used, where it was applied to the performance of the tennis player in a real match situation. In the analysis, significant differences between experts and novices in decision-making and execution variables are found wherein it can be observed that experts display a greater ability to make the appropriate decisions, selecting the most tactical responses to put pressure on the opponent. Expert tennis players were also able to carry out forceful executions to their opponent with greater efficiency, making the opponent's response to a large extent more difficult. These findings are in accordance with those of McPherson and colleagues.