Redemptive processing of impactful COVID-19 experiences predicts well-being among older but not younger adults

People engage in autobiographical reasoning to make sense of major life events. This study examined whether younger and older adults utilized different autobiographical reasoning strategies to make sense of highly emotional and impactful experiences during the COVID-19 pandemic. We hypothesized that older adults would show higher levels of redemptive processing, younger adults would show higher levels of exploratory processing, and that these respective processes would be associated with well-being for each group. Two samples of younger (n = 245; ages 17–22) and older (n = 224; ages 55–83) adults provided written narratives about their most impactful positive and negative experiences from the COVID-19 pandemic and responded to a questionnaire assessing well-being. We found that younger and older adults did not differ in their use of exploratory and redemptive processing. Redemptive processing was uniquely predictive of well-being among older adults, although this relationship disappeared when positive and negative events were considered independently. These results suggest that the ability to positively reframe COVID-related events could be particularly important for the well-being of older adults.     

Application of The Assimilation Model in The Context of Family Therapy: A Case Study

In this case study the aim was to apply the APES (Assimilation of Problematic Experiences Scale) model to the analysis of the family therapeutic treatment process. This was done as a qualitative methodological triangulation in a case of the family of a 10-year old psychotic boy. The study suggests that assimilation model is suitable for many kinds of data in analyzing family therapeutic treatment processes, makes the change more comprehensible, and yields information about the effectiveness of experiential family therapy techniques.     

Narrative expectations in financial forecasting

How do people form expectations about the future? We use amateur and expert investors' expectations about financial asset prices to study this question. Three experiments contrast the rational expectations assumption from neoclassical economics (investors forecast according to neoclassical financial theory) against two psychological theories of expectation formation—behaviorally informed expectations (investors understand empirical market anomalies and expect these anomalies to occur) and narrative expectations (investors use narrative thinking to predict future prices). Whereas neoclassical financial theory maintains that past public information cannot be used to predict future prices, participants used company performance information revealed before a base price quotation to project future price trends after that quotation (Experiment 1), contradicting rational expectations. Importantly, these projections were stronger when information concerned predictions about a company's future performance rather than actual data about its past performance, suggesting that people not only rely on financially irrelevant (but narratively relevant) information for making predictions but erroneously impose temporal order on that information. These biased predictions had downstream consequences for asset allocation choices (Experiment 2), and these choices were driven in part by affective reactions to the company performance news (Experiment 3). There were some mild effects of expertise, but overall the effects of narrative appear to be consistent across all levels of expertise studied, including professional financial analysts. We conclude by discussing the prospects for a narrative theory of choice that provide new microfoundational insights about economic behavior.     

The reminiscence bump in older adults' life story transitions

Older adults' memories of events that occurred in adolescence and early adulthood are over-represented compared to other lifetime periods. Prior research on this reminiscence bump has focused on qualities of individual memories. The present study used a novel interview method to examine the potential role played by mental representations of extended lifetime periods. Older adults provided oral life stories, and they divided their transcribed narratives into “chapters”. Participants' ages at chapter beginnings and endings showed pronounced reminiscence bumps. The results are consistent with the idea that personal episodes occurring near the boundaries of extended lifetime periods receive preferential processing that enhances long-term memory.     

Training to be a volunteer Rape Crisis counsellor: a qualitative study of women's experiences

This is an account of a qualitative study designed to elicit and analyse the narratives of women who had trained to be volunteer counsellors at a Rape Crisis centre. Little prior research has focused on the experiences of workers in Rape Crisis centres and this project was designed to explore women's experiences in ways that were meaningful to them. The research methods used were face-to-face, unstructured, in-depth individual interviews and group sessions. Participants in the individual interviews had all undertaken Rape Crisis training within the preceding two years. The group sessions involved all workers who were actively involved with the Rape Crisis centre at the time of the research. Five themes emerged from an inductive analysis of the data: motivation to train, complexity and change, changes in personal relationships, personal change and feminism. Overall the study highlights the complex, transformative processes that volunteer Rape Crisis counsellors may experience. The article concludes by identifying implications for practice that may serve to enhance training for volunteer counsellors in the future.     

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.     

Floating worlds and their phantoms in the aftermath of social catastrophes

In this paper the author describes certain kinds of images (phantoms) that appear in the aftermath of social catastrophes. These phantoms come with an underlying narrative structure, which the author describes as phantom narratives. Phantom narratives show how the unconscious, working at the group and individual levels, provides political and social contexts within which the individual may find a different kind of containment for these catastrophes. In this way their suffering may be potentially processed psychologically and related to symbolically.     

Can virtue be learned? An exploration of student learning experiences in ethics courses and their implications for influencing moral character

What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data concerning the outcomes of select pedagogical approaches that involve exposing students to the experiences of others: the use of narratives; participation in structured experiential learning activities; and community engagement through deep listening and facilitated dialogue. We focus our interpretation around the implications of these pedagogies in relation to student understanding of and attitudes regarding three character traits identified as “other‐regarding” virtues in theological and philosophical scholarship – altruism, compassion, and solidarity. This paper considers the implications of these pedagogies and the practical effects of different sorts of teaching strategies on students' self‐understanding as moral agents.