Emotional dysfunction in avoidant compared to borderline personality disorder: A study of affect consciousness

Knowledge of emotional dysfunction in patients with avoidant personality disorder (APD) is much needed. The present study examined affect consciousness (AC) in patients with APD compared to borderline personality disorder (BPD). AC, defined as capacity to perceive, reflect on, tolerate, and express emotional experiences, is assumed to be central to structure‐building in personality. The study tested the hypotheses that patients with APD have lower general AC and lower AC for pleasant affects compared to BPD. Fifty‐nine patients, 26 with APD and 33 with BPD were rated on several aspects of AC using the specialized AC interview. The structured interview SCID‐II was applied for diagnostic evaluations. The APD group had significantly lower levels of global AC and conceptual expressivity compared to the BPD group. Among 11 specific affects the APD group had significantly lower AC for interest and contempt. Emotional dysfunction is an important feature of APD and the findings indicate that psychotherapies for APD patients should focus on emotional experiences, aiming to improve emotional awareness, tolerance, and expressivity. The notion of a general avoidance of positive emotions in APD needs further exploration, including a possible dysfunction in the evolutionary based neuro‐affective Seeking system.     

Do military decision makers behave as predicted by prospect theory?

Four experiments were conducted to explore the robustness of risky choice framing among military decision makers. In the first experiment the original version of the Asian disease problem was administered. In contrast to Tversky and Kahneman's ( 1981 ) original findings, military decision makers were not influenced by the gain and loss framing. They demonstrated risk‐seeking behavior in both domains. In the second experiment, we administered a military version of the Asian disease problem. We found a significant framing effect, but it was unidirectional: The decision makers were risk seeking in both domains, but significantly more risk seeking in the loss domain. To explore the strength of this risk‐seeking preference, we altered the problem in a third experiment, making the risky alternative 12.5% less attractive than the certain one. Again, we found risk‐seeking behavior in both domains. Finally, we explored reasons for these deviations from prospect theory by comparing the responses of business students and military officers. In this analysis, we observed significantly higher levels of self‐efficacy in the military sample, as compared to the civil sample, and that the self‐efficacy influenced risk seeking only in the military sample. In a post hoc analysis we also found that years of education reduced risk‐seeking preference. Implications and directions for future research are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Beyond Rational Order: Shifting the Meaning of Trust in Organizational Research

Trust is a key term in social sciences and organizational research. Trust as well is a term that originates from and speaks to our human relational experience. The first part of the paper explores trust as it is interpreted within contemporary sociology and organizational research, and systematically questions five basic assumptions underlying the interpretation of trust in organizational research. The last part of the paper reviews selected phenomenological methodological studies of trust in work life situations, in a quest for how experiential trust can emerge and be studied in professional organizations. We suggest looking for the “in-betweens” or spaces of possibilities within organizational structures, roles and tasks for emerging, experiential trust.     

Behavioural knowledge amongst staffing groups for the care of the intellectually disabled

A multiple choice inventory was used to assess the behavioural knowledge of staff providing services to people with an intellectual disability. The relationships between performance on the inventory and other staff related variables were investigated. Results support previous research and indicate a low level of behavioural knowledge amongst direct care staff. The implications of these results are discussed in relation to staff training and selection.     

Prenatal SSRI exposure: Effects on later child development

The aim of this review is to integrate research on the pharmacological mechanisms of selective serotonin reuptake inhibitors (SSRIs) and the following effects on fetal brain development and child cognitive function seen in children with prenatal exposure to SSRIs. As antidepressants are transferred from the mother to the fetus through the placenta, the fetus is vulnerable to alterations in neurotransmission and possibly altered neural functioning. Because of this risk, pregnant women suffering from depression are often advised to discontinue their use of antidepressants during pregnancy. Though, maternal untreated depression may also have negative consequences for the fetus and child after birth. In the present review, we find a distinction between studies of early versus late development. Studies on early cognitive development indicate no negative effects, while studies on later development report some cognitive difficulties and behavioral problems, indicating latent effects of exposure. However, the reviewed studies are not all converging, and it is not clear whether and to what extent prenatal SSRI exposure affects cognitive development.     

社会支持与SARS应激反应的验证性研究

根据在SARS流行期间对中国17个省市1016人测验调查的资料。对社会支持与SARS应激反应的关系进行验证性研究。所建立的社会支持与SARS应激反应的模型A和模型B证实社会支持对SARS应激反应中的不同因素有不同的作用：社会支持程度高,恐慌程度小;而社会支持程度高,则防御反应更大。社会支持对SARS应激反应中认知和恐慌的作用是负向且微弱的;但是对心理障碍的影响及心理障碍对SARS应激反应的影响却是明显的,表明社会支持作为缓冲器与调节器,对SARS应激反应的直接影响不大,但径由心理障碍对SARS应激反应的影响却是明显的。结构方程分析表明,男女之闻存在诸多差异。女性社会支持对SARS应激反应中认知和恐慌的直接影响比男性更小。但社会支持径由心理障碍对SARS应激反应的影响更明显;女性社会支持对SARS防御反应的影响无论从直接途径还是径由心理障碍似乎都比男性要明显一些。男性的社会支持中,亲友支持的作用比女性更大。     

On Identifying Narratives

Studies in Philosophy and Education - This article analyzes the concept of narrative.How do we recognize a narrative when we seeone? Which criteria do we or should we apply?The article itself...     

Empathy,Depressive Symptoms,and Self-Esteem in Adolescence: The Moderating Role of the Mother–Adolescent Relationship

A large body of literature provides support for the role of empathy as a prominent factor in socio-emotional development and functioning. Although deficits in empathy are known to associate with maladaptive behaviors, less literature documents the effects of excessive empathy, which has been found to relate to various internalizing problems such as depression. There are two types of empathy, cognitive and affective, which manifest themselves in different ways and thus, have differential effects on outcomes. Therefore, in a sample of 724 Belgian adolescents (M_age?=?13.83?±?.96), the present study sought to elucidate the effects of cognitive and affective empathy on depressive symptoms and self-esteem. We also explored the interactive effects of empathy and adolescent perceived mother–child relationship quality in the prediction of our outcomes. Results revealed affective and cognitive empathy predicted outcomes concurrently, with affective empathy predicting more maladaptive outcomes and cognitive empathy predicting more positive outcomes. Interaction effects emerged between affective empathy and the relationship quality indicators. However, no interactions occurred with cognitive empathy. Further, longitudinal data revealed only cognitive empathy had long-term effects (predicting positive outcomes such as lower levels of depression and higher levels of self-esteem) suggesting that cognitive empathy may be a protective factor. Limitations and suggestions for future research are discussed.     

Lived Relationality as Fulcrum for Pedagogical�CEthical Practice

What is the core of pedagogical practice? Which qualities are primary to the student?Cteacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially sensed, as well as phenomenologically described and interpreted, precedes educational methods and theories and profoundly challenges educational practice and reflection. The paper highlights the aporetic character of pedagogical practice, reflection and research by suggesting that the pedagogical relation opens up for a practice that is ethically and existentially normative rather than developmentally and socially normative, and thus fundamentally shifts the meaning of education.