Sharing Knowledge and Shared Care

Summary

This concluding article presents the main themes that emerged from this volume within a multidimensional, multidisciplinary integrative framework conceptualizing the consequences of the trauma of terrorism and informing optimal prevention and intervention methods. It reviews short- and long-term findings of the effects of terrorism on adults, children, families, communities, and societies and makes numerous research recommendations. Viewing terrorism as psychological warfare against the community, it advances community-based, culturally congruent interventions, with a public mental health approach, in an ongoing, integrated network of services promoting community and individual resilience, specialized training, international collaboration, and continued dialogue concerning the role of the media.     

Preschoolers begin to differentiate the times of events from throughout the lifespan

Three-, 4- and 5-year-old children were presented with simple timelines of past and future and asked to place pictures representing different events at appropriate places. Events came from three rough temporal groupings for both past and future (24 hours, 12 months and several years). Placement of items in the categories improved with age. Three-year-olds placed events that occurred years ago further away on the past timeline than events that had occurred more recently, but they failed to discriminate between the times of future events. Four-year-olds performed no better than 3-year-olds on the past timeline, but successfully differentiated daily events from more remote future events. Five-year-olds differentiated between all three temporal categories of events in both the past and future. The ability to localize events at distinct points in time appears to undergo major transition during the preschool years.     

Examining adversarial growth in illness: The factor structure of the silver lining questionnaire (SLQ-38)

The Silver Lining Questionnaire (SLQ-38) is purported to measure 10 aspects of adversarial growth in illness. To date however, no empirical evidence exists to support this claim. Hence the aim of this study was to investigate the factor structure of the SLQ-38 in a sample of 560 individuals with multiple sclerosis (MS), cancer, cardiac, and renal disease. The results demonstrate that 24 SLQ-38 items can be factored into five subscales: improved personal relationships, greater appreciation for life, positive influence on others, personal inner strength and changes in life philosophy, all of which are in accordance with the literature on adversarial growth. Individuals with MS experienced lower adversarial growth compared to other illness groups. Gender, age and time since diagnosis were unrelated to adversarial growth in illness. The utility of the revised SLQ-38 is discussed along with suggestions for future research on the convergent and divergent validity of this revised instrument.     

Temporal discounting: basic research and the analysis of socially important behavior

Recent basic research on human temporal discounting is reviewed to illustrate procedures, summarize key findings, and draw parallels with both nonhuman animal research and conceptual writings on self-control. Lessons derived from this research are then applied to the challenge of analyzing socially important behaviors such as drug abuse, eating and exercise, and impulsiveness associated with attention deficit hyperactivity disorder. Attending to the broader temporal context in which behavior occurs may aid in the analysis of socially important behavior. Applying this perspective to the study of behavior in natural environments also highlights the importance of combining methodological flexibility with conceptual rigor to promote the extension of applied behavior analysis to a broader array of socially important behaviors.     

Commentary on the Future of Community Psychology: Perspective of a Research Community Psychologist

Community psychology is commented upon from the perspective of a community psychologist who was trained in the Community Psychology Program at the University of Michigan in Ann Arbor. Her background and training are reviewed. A brief survey of research on homelessness as a frame for community psychology research is presented. Concluding remarks are provided on the future of research in community psychology.     

Taking a Stand: The Next 50 Years of Community Psychology

On the occasion of the 50th anniversary of community psychology, the author looks backwards in community psychology literature and to each side in other allied disciplines to suggest three fundamental issues that are in need of critical reflection and re‐evaluation as we move toward the next 50 plus years of our field. These fundamental issues are: Defining community psychology, Doing community psychology, and Perfecting community psychology.     

Networks of prospective thoughts: The organisational role of emotion and its impact on well-being

Recent research has shown that many prospective thoughts are organised in networks of related events, but the relational dimensions that contribute to the formation of such networks are not fully understood. Here, we investigated the organisational role of emotion by using cues of different valence for eliciting event networks. We found that manipulating the emotional valence of cues influenced the characteristics of events within networks, and that members of a network were more similar to each other on affective components than they were to members of other networks. Furthermore, a substantial proportion of events within networks were part of thematic clusters and cluster membership significantly modulated the impact of represented events on current well-being, in part through an intensification of the emotion felt when thinking about these events. These findings demonstrate that emotion contributes to the organisation of future thoughts in networks that can affect people's well-being.     

Overgeneral past and future thinking in dysphoria: the role of emotional cues and cueing methodology

Overgeneral memory, where individuals exhibit difficulties in retrieving specific episodes from autobiographical memory, has been consistently linked with emotional disorders. However, the majority of this literature has relied upon a single methodology, in which participants respond to emotional cue words with explicit instructions to retrieve/simulate specific events. Through the use of sentence completion tasks the current studies explored whether overgenerality represents a habitual pattern of thinking that extends to how individuals naturally consider their personal past and future life story. In both studies, when compared with controls, dysphoric individuals evidenced overgeneral thinking style with respect to their personal past. However, overgeneral future thinking was only evident when the sentence stems included emotional words. These findings highlight the importance of investigating the overgenerality phenomenon using a variety of cueing techniques and results are discussed with reference to the previous literature exploring overgenerality and cognitive models of depression.     

员工建言行为的结果及其调节机制

该文从个体层面和群体层面对员工建言行为结果的研究进行综述。个体层面建言结果大致可以分为五个方面：员工绩效、工作态度、人际关系、建言采纳和后续建言行为; 群体层面的结果主要包括群体绩效、群体创新和群体离职。无论是在个体层面还是在群体层面, 建言对其结果的影响研究结论都不尽一致。个体层面研究结论的不一致可能是受建言特点(类型和策略)、建言者身份、建言对象反应、建言情境等调节因素的影响; 群体层面结论的不一致可能归因于建言对象和管理者可用资源等的调节作用。未来研究应进一步探索管理者对建言不同类型反应的原因, 探究群体建言的作用机制。     

Physical aggression toward teachers: Antecedents,behaviors, and consequences

School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction. Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions.