Predictor Variables of PTSD Symptoms in School Victimization: A Retrospective Study with College Students

The literature has indicated that school victimization might favor the development of posttraumatic stress disorder (PTSD) symptoms. However, few studies have shown which variables are important in this process. This study aimed to investigate the relationship between explanatory variables (individual characteristics and aversive school experiences), and the development of PTSD symptoms, using an ordinal logistic regression model. To this end, 691 students of a public university situated in the state of São Paulo, Brazil, with a mean age of 21.1 years responded to a Brazilian version of the retrospective instrument Student Alienation and Trauma Survey–R (SATS–R). Significant variables for the regression model were age, duration of the worst school experience and subsequent discomfort, and relational and verbal violence victimization. In general, the greater the discomfort experienced by the student, the longer the duration of the worst school experience, the older the student and the more verbal and relational victimization episodes experienced, the greater the possibility of displaying clinically significant symptoms of PTSD.     

System-of-Care Practice Review Scores as Predictors of Behavioral Symptomatology and Functional Impairment

The longitudinal comparison study of the national evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program assesses factors in service delivery systems that may shape the impact of systems of care. We evaluated the extent to which services embodying the principles of a system of care, as measured by the System-of-Care Practice Review (SOCPR), affect clinical outcomes for children being served in federally-funded systems of care and matched comparison communities. The participants included 75 children and families selected for participation in the SOCPR. Results indicated that experience of services embodying system-of-care principles at a high level was associated with lower symptom and impairment scores one year after entry into services. Children in systems of care were rated to have experienced high levels of system-of-care principles implemented within their services, and their symptom severity and functional impairment did not vary as a function of their experiences. Children in matched comparison communities had more variable rated experiences of system-of-care principles within their services, and their symptom severity and functional impairment decreased as their experiences of the principles increased.     

Retrospective spiritual narratives: exploring recalled childhood and adolescent spiritual experiences

This paper draws on a collection of retrospective narratives of childhood and adolescent spiritual experiences to explore the qualities and characteristics of the spirituality of the young. They recall a range of spiritual experiences that touch on death, mortality, visions, and perceptions and connections beyond the self. Their experiences include varying intensities of emotion and invoke a range of responses in them and others. The paper considers the social, emotional and familial context of these early life experiences and their impact on spiritual experience and the possibility/impossibility and freedom/lack of freedom to express, and integrate spirituality.     

Nurturing spirituality in secular classrooms

Since 1999 the New Zealand secular school curriculum has included a statement on fostering children's spirituality in classrooms. This statement defines spirituality in a broad fashion and includes reference to Maori (indigenous New Zealander) views on spirituality. The implications of this for classroom teachers have not been researched in this country and therefore this paper reports on a study that examined teachers' views on spirituality and the implications for the children they teach. The methodology focused on the experiences of nine teachers in two multicultural secular primary schools. The classroom experiences of a spiritual nature that the teachers recounted, while many and varied, revealed some common themes that related to the climate of the classrooms. Such classrooms were characterized as being non-judgemental and non-self-conscious and as places where a community of spiritual discourse was encouraged and where deeply meaningful activities and events occurred. The findings suggest that while teachers cannot plan and predict precisely what will foster spirituality in classrooms, teachers can cultivate a climate that enhances children's spirituality.     

Faces of Shame: Implications for Self-Esteem,Emotion Regulation,Aggression, and Well-Being

There is an increasing interest in psychological research on shame experiences and their associations with other aspects of psychological functioning and well-being, as well as with possible maladaptive outcomes. In an attempt to confirm and extend previous knowledge on this topic, we investigated the nomological network of shame experiences in a large community sample (N = 380; 66.1% females), adopting a multidimensional conceptualization of shame. Females reported higher levels of shame (in particular, bodily and behavioral shame), guilt, psychological distress, emotional reappraisal, and hostility. Males had higher levels of self-esteem, emotional suppression, and physical aggression. Shame feelings were associated with low self-esteem, hostility, and psychological distress in a consistent way across gender. Associations between characterological shame and emotional suppression, as well as between bodily shame and anger occurred only among females. Moreover, characterological and bodily shame added to the prediction of low self-esteem, hostility, and psychological distress above and beyond the influence of trait shame. Finally, among females, emotional suppression mediated the influence of characterological shame on hostility and psychological distress. These findings extend current knowledge on the nomological net surrounding shame experiences in everyday life, supporting the added value of a multidimensional conceptualization of shame feelings.     

Approach-avoidance responses to infant facial expressions in nulliparous women: Associations with early experience and mood induction

Infant expressions are important signals for eliciting caregiving behaviors in parents. The present study sought to test if infant expressions affect adults’ behavioral response, taking into account the role of a mood induction and childhood caregiving experiences. A modified version of the Approach Avoidance Task (AAT) was employed to study nulliparous female university students’ implicit responses to infant faces with different expressions. Study 1 showed that sad, neutral and sleepy expressions elicit a tendency for avoidance, while no tendency for approach or avoidance was found for happy faces. Notably, differences between approach and avoidance response latencies for sad faces and participants’ negative caregiving experiences were positively correlated (r = 0.30, p = 0.04, Bonferroni corrected), indicating that individuals who experienced insensitive parental care show more bias toward sad infant faces. In Study 2, we manipulated participants' current mood (inducing sad and happy mood by asking to recall a happy or sad event of their recent life) before the AAT. Results showed that sad mood enhanced the bias toward sad faces that is buffered by positive mood induction. In conclusion, these findings indicate that implicit approach avoidance behaviors in females depend on the emotional expression of infant faces and are associated with childhood caregiving experiences and current mood.     

The experience of receiving a kidney transplant from a deceased donor: Implications for renal services

Objective: The study aimed to explore the psychological experiences of receiving a kidney transplant from a deceased donor and to examine resulting implications for renal services.

Design: A qualitative design was utilised within an interpretative phenomenological analysis (IPA) framework.

Main outcome measures: Semi-structured interviews were conducted with six adults (male = 5, mean age = 45 yrs) on their experiences of receiving a kidney transplant from a deceased donor. All participants had their transplant within the preceding 21 months. Data were analysed using IPA.

Results: The four elicited themes incorporate recipients’ positive feelings about receiving a transplant, mainly arising from the newfound freedom that this entails, in addition to strong feelings of gratitude towards their donors. They also capture challenges, such as the uncertainty of living with a transplanted kidney, and highlight the increased dependence on others throughout the transplant process.

Conclusion: The findings indicate a range of psychological, social and occupational experiences for participants. It is concluded that optimal care in renal services would incorporate a holistic approach to pre and post-transplant care; identifying and supporting the needs of transplant recipients. A biopsychosocial model of care may enhance service user well-being. Potential areas of future research are explored.     

How beginning counselors learn: The interaction of personal and professional experiences in counselors with an experiential orientation

Research suggests that the way counselors work is influenced not only by training and practice but also by their personal experiences and qualities. In this study, we aimed to explore how beginning counselors with an experiential orientation integrate the experiences from different sources (e.g. training, supervision, individual therapy, practice, and their personal life) and how they utilize them in practice. Seven in-depth interviews with beginning Gestalt-oriented counselors were conducted and grounded theory method was used for analysis. The results show that personal experiences and qualities play an important role in shaping the way beginning Gestalt counselors work. We conceptualized two main components of counselors’ working style – Personal Core and Professional Extension, and 10 specific types of interaction between these components which were subsumed into two broad categories: (1) cultivation of personal qualities and (2) adoption of new competencies. These findings challenge earlier assumptions that beginning counselors simply imitate their trainers, supervisors, and senior colleagues. Implications for further research and use in practice are discussed.     

The ability to tickle oneself is associated with level of psychometric schizotypy in non-clinical individuals

A recent study (Lemaitre et al., 2016, Consciousness and Cognition, 41, 64–71) found that non-clinical individuals who scored highly on a psychometric scale of schizotypy were able to tickle themselves. The present study aimed to extend this finding by investigating whether the ability to tickle oneself was associated with level of psychometric schizotypy considered as a continuous variable. One hundred and eleven students completed the Schizotypal Personality Questionnaire (SPQ). A mechanical device delivered tactile stimulation to participants’ palms. The device was operated by the experimenter (External) or the participant (Self). Participants were asked to rate the intensity, ticklishness and pleasantness of the stimulation. A significant association was observed between participants’ tactile self-suppression (External minus Self) and their score on the SPQ. These results suggest that the ability to suppress the tactile consequences of self-generated movements varies across the general population, and maps directly onto the personality dimension of schizotypy.