Abusive interactions and burnout: Examining occupation,gender, and the mediating role of community

Abstract

Two studies examined the association of gender and occupational group (nursing versus non-nursing) with perceived risk of abuse (sexual harassment and verbal and physical abuse) as well as the relationship of perceived abuse risk with burnout and sense of community. Study 1, comprising of two settings (tertiary care hospital, N = 3,062; psychiatric hospital, N = 383), found gender and occupational group associated with perceived risk of abuse (women felt greater risk than men; nurses felt greater risk than non-nurses). It also found a gender/occupational group interaction. Study 2, conducted at an Irish tertiary care hospital (N = 892), found nurses felt at greater risk for all three types of abuse than did non-nurses. Further, women perceived themselves at greater risk for sexual harassment and verbal abuse than did men; the study found no gender difference regarding physical abuse. The analysis identified a gender/occupational group interaction for sexual harassment. The study considers methods of reducing perceived risk in regard to the research literature on abuse at work.     

Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children

The aim of this study was to test the hypothesis that developmental differences exist in the use of learning strategies in primary school children. Serial and subjective clustering in a multitrial Pictorial Verbal Learning Test (PVLT) were compared in 79 children aged 6–12. Correlation analyses indicated that serial clustering yielded better performance when information was presented on the initial trials of the test. Subjective clustering was superior when information was presented repeatedly, i.e., after three or more trials. Analyses of variance indicated that subjective clustering was used more often in older children with repeated presentations. On the other hand, there was no increase in the use of serial clustering with age and with repeated presentations. The findings imply that training in the use of proper strategies could have benefit for children who use an inefficient learning strategy and/or have a learning problem. In addition, they point to the importance of the factor “age” in relation to the way information is presented to children.     

Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach.

Objectives. To investigate neuropsychological and neurobehavioral outcome in children with arterial ischemic stroke (AIS).

Background. Childhood stroke can have consequences on motor, cognitive, and behavioral development. We present a cross-sectional study of neuropsychological and neurobehavioral outcome at least one year poststroke in a uniquely homogeneous sample of children who had experienced AIS.

Method. Forty-nine children with AIS aged 6 to 18 years were recruited from a specialist clinic. Neuropsychological measures of intelligence, reading comprehension, attention, and executive function were administered. A triangulation of data collection included questionnaires completed by the children, their parents, and teachers, rating behavior, executive functions, and emotions.

Key Findings. Focal neuropsychological vulnerabilities in attention (response inhibition and dual attention) and executive function were found, beyond general intellectual functioning, irrespective of hemispheric side of stroke. Difficulties with emotional and behavioral regulation were also found. Consistent with an “early plasticity” hypothesis, earlier age of stroke was associated with better performance on measures of executive function.

Conclusions. A significant proportion of children poststroke are at long-term risk of difficulties with emotional regulation, executive function, and attention. Data also suggest that executive functions are represented in widespread networks in the developing brain and are vulnerable to unilateral injury.     

Attention,Response Inhibition,and Face-Information Processing in Children: The Role of Task Characteristics,Age, and Gender

The aim of the study was to assess: (a) developmental changes in attention, response inhibition, and face-information processing using the new Balloons task and (b) to evaluate the association between measures derived from the task with reported behavior problems. One hundred and thirty-four typically developing children (53 boys and 81 girls) were tested with the Balloons. Their parents and teachers completed the Child Behavior Checklist. Our results validate the Balloons as a reliable task with significant effects of manipulations in difficulty level (speed, processing load, and processing type). The results suggest that face-information processing undergoes significant changes during the age period between 7 and 13 years with significant gender differences. Modest but significant correlations were found between the Balloons' measures and behavior problems.     

Attentional bias and emotional reactivity as predictors and moderators of behavioral treatment for social phobia

Cognitive behavioral therapy (CBT) is a well-established treatment for anxiety disorders, and evidence is accruing for the effectiveness of acceptance and commitment therapy (ACT). Little is known about factors that relate to treatment outcome overall (predictors), or who will thrive in each treatment (moderators). The goal of the current project was to test attentional bias and negative emotional reactivity as moderators and predictors of treatment outcome in a randomized controlled trial comparing CBT and ACT for social phobia. Forty-six patients received 12 sessions of CBT or ACT and were assessed for self-reported and clinician-rated symptoms at baseline, post treatment, 6, and 12 months. Attentional bias significantly moderated the relationship between treatment group and outcome with patients slow to disengage from threatening stimuli showing greater clinician-rated symptom reduction in CBT than in ACT. Negative emotional reactivity, but not positive emotional reactivity, was a significant overall predictor with patients high in negative emotional reactivity showing the greatest self-reported symptom reduction.     

Emotional Intelligence and the Identity Negotiation of a Racial Minority Group in a Majority School Context

This article describes the possible impact of emotional intelligence on identity negotiation of a racial minority group in a majority school context. The study investigated the adjustment and functioning of racial minority groups in majority school contexts, as well as the identity negotiation associated with it, and determined whether there is a correlation between the former and the Emotional Intelligence (EI) of the participants. Participants were 16 black and 21 white learners attending two schools where they were in the minority (mean age = 16.23 years; SD = 1.49 years). The learners attended Grades 9–12. Data were first organised, after which themes and patterns were identified, and the data appraised and categorised (Creswell, 2007), after which a comparison was drawn between the identified categories of existing knowledge. Findings suggest that racial integration in both high schools actually occurred in name only; most participants chose to mingle within their own racial groups and the black participants in particular were exposed to racism, discrimination and prejudice on a regular basis. Despite the necessary steps taken and implemented by government in order to oppose racism in the country and promote racial integration in schools, it seems that the consequences of apartheid remain for the foreseeable future.     

“I control my own emotions for the sake of the team”: Emotional self-regulation and interpersonal emotion regulation among female high-performance curlers

ObjectivesThe purpose of this study was to examine emotional self-regulation and interpersonal emotion regulation within a team of competitive athletes.DesignInstrumental case study approach (Stake, 1995).MethodData collection involved multiple semi-structured interviews with all four members of a female high-performance curling team, as well as observation of team meetings, practices, and games over the entire season.ResultsAnalyses produced the main themes of emotional self regulation (body language and self-censorship) and interpersonal emotional regulation (providing positive and/or technical feedback, humour, cueing teammates about their emotions, prosocial actions and indirect actions). We also identified factors influencing emotional regulation (length of time together, team dynamics/cohesion, context, social norms and team roles, and seeking support outside the team).ConclusionsAthletes were aware of and took into account social and contextual factors (e.g., social norms and role on team) when regulating emotions in a team context, and they also identified challenges associated with emotional regulation within the team. Findings highlight the complex interplay between athletes' emotions, emotional expression, and self-regulation to achieve multiple goals (e.g., positive performances, positive social relationships), as well as the importance of examining interpersonal processes related to emotion and emotion regulation within team sports.     

A Transformative Eucharistic Vision for the Entire Oikoumene

This article begins from the awareness that in a world of affluence, millions are hungry. It addresses the question as to whether this is merely an economic issue or whether it also poses an ethical and theological dilemma, considering ways in which the situation we are living in challenges our faith in the transformation of bread and wine into the body and blood of Christ. It asks how, in the situation as it is, there is any possibility of believing in such a transformation. Finally it questions whether there is any relationship between hope for the transformation of hunger amidst affluence and belief in the transformation of bread into the body of Christ, and outlines a transformative eucharistic vision for the global Christian Church.     

Cognitive Coping vs Emotional Disclosure in the Treatment of Anxious Children: A Pilot-Study

The present pilot-study was a first attempt to examine the effectiveness of the cognitive component of cognitive behaviour therapy for children with anxiety problems. A total of 24 highly anxious children were assigned to 1 of 2 intervention conditions: a Cognitive Coping intervention, which focussed primarily on the cognitive component of cognitive behaviour therapy, or an Emotional Disclosure intervention in which children were invited to write about their fears and anxious experiences. Children completed self-report questionnaires of anxiety disorders symptoms and worry at 3 points in time: (i) 6 weeks before treatment (i.e. baseline), (ii) at pre-treatment, and (iii) at post-treatment. The results showed, firstly, that levels of anxiety disorder symptoms and worry remained relatively stable over a 6-week waiting period and then decreased substantially after the interventions. This suggests that the children did not suffer from momentary anxiety and worry complaints and that treatments generally were effective in reducing these symptoms. Secondly, although within-group comparisons suggested that treatment effects were somewhat larger in the Cognitive Coping condition than in the Emotional Disclosure condition (effects sizes for anxiety disorders symptoms and worry were, respectively, 1.03 and 0.87 for Cognitive Coping vs 0.54 and 0.39 for Emotional Disclosure), statistical tests could not substantiate this impression, probably due to a lack of power as a result of the small numbers of children in both intervention conditions.     

The influence of cognitive and emotional suppression on overgeneral autobiographical memory retrieval

Over-general autobiographical memory (OAM) retrieval is characterized by retrieval of categoric autobiographical memories. According to the CarFAX model, this tendency may result from avoidance which functions to protect the person against recalling details of upsetting memories. This study tested whether avoidance strategies impact on the ability to retrieve specific autobiographical memories. Healthy participants (N = 51) watched a negative video clip and were instructed to either suppress any thought (thought suppression), suppress any feeling (emotional inhibition), or think and feel naturally (controls) in response to the video. Participants then completed the Autobiographical Memory Test. Participants engaging in either thought suppression or emotional inhibition retrieved fewer categoric autobiographical memories than controls. These findings challenge the affect regulation component of the CarFAX model insofar as they suggest that regulatory strategies that aim to reduce awareness of adverse emotional memories do not necessarily lead to increased recall of categoric autobiographical memories.