Psychological management intervention guidelines for rape survivors with post-traumatic stress disorder (PTSD): A brief exploratory systematic literature review

This exploratory systematic literature review aimed to characterise the current evidence on psychological management intervention guidelines for use with rape survivors with post-traumatic stress disorder (PTSD) symptoms. For the data searches we accessed the following electronic databases: Google Scholar, Science Direct, EBSCOhost, and PsychInfo. We utilised search terms with variations of the following key words: psychological management guidelines of PTSD*, rape survivors*. Inclusion criteria were guidelines for rape survivors with PTSD that consider referral, treatment, and preventive and health promotion in an international setting. We excluded guidelines that did not address PTSD resulting from rape in an international setting. We employed a narrative synthesis data analysis approach to integrate the evidence from across studies. Findings suggest prevalent guidelines for rape survivors with PTSD focus on cognitive behavioural therapy and other psychological management interventions in highly specialised areas and Primary Health Care (PHC) settings in international countries, but not in other countries such as South Africa. Emerging guidelines are needed for PTSD psychological management interventions in rape care clinics situated in South Africa.     

Examining Religious Disaffiliation Through a Family Systems Lens: Implications for Treatment

Religious disaffiliation can be emotionally and relationally challenging. Research indicates that people who disaffiliate can experience grief, emotional distress, and even posttraumatic stress disorder (PTSD) symptoms. Research also indicates that disaffiliation can put strain on family relationships, yet exactly how this impacts the family system as a whole is much less understood. This qualitative study, using grounded theory analytic procedures, fills a gap in the literature by utilizing a systemic approach to explore the impact of religious disaffiliation on family units. Twelve participants from five different families representing five different religions were interviewed. At least one disaffiliated member and one affiliated member were interviewed from each family system. Results offered a deeper understanding of (a) the relational impact of religious disaffiliation and (b) the relational challenges of navigating interactions after disaffiliation. Six clinical implications are offered with the goal of helping family members understand their unique experience of this transitional time, process their emotions, enhance distress tolerance skills, and effectively communicate with one another in a spirit of kindness and respect to prevent relational wounds, expedite the healing process, and protect family bonds.     

Exploring the beliefs underpinning drivers’ intentions to comply with speed limits

Using the theory of planned behaviour (TPB; [Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl, J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Berlin: Springer-Verlag.]) as a theoretical framework, the present study was designed to: (a) identify the beliefs underpinning drivers’ intentions to comply with speed limits, and (b) test the expectancy-value theory held to underpin those beliefs. A sample of drivers (N = 598) completed questionnaires designed to measure TPB variables with respect to compliance with speed limits. The results of hierarchical multiple regression analyses provided support for the expectancy-value theory held to underpin each behavioural beliefs (outcome beliefs X outcome evaluations), normative beliefs (referent beliefs X motivation to comply), and control beliefs (control frequency beliefs X control power beliefs). Belief targets for road safety countermeasures that aim persuade drivers to comply with speed limits were also identified by selecting those beliefs that were the statistically significant predictors of direct TPB measures (attitudes, subjective norm, perceived control) and intention. Theoretical and practical implications of the results are discussed.     

Using ethnographic methods for development of culture-specific interventions

Cultural specificity is considered important in developing effective school- and community-based interventions. This article illustrates the use of ethnographic research to enhance understanding of students' cultural experiences and facilitate the development of culturally specific interventions. Ethnographic data were collected during formative and intervention phases of a school-based mental health promotion project. Data were coded using an interactive deductive-inductive process. Culture specificity was defined as the integration of etic (universal) and emic (culture-bound) perspectives. Four culture-specific themes were identified: adult-sanctioned behaviors and practices, adolescents' perspectives about the present and aspirations for the future, and societal factors. These themes encompassed code categories reflecting cultural attitudes, beliefs, customs, expectations, norms, and values; and reflected the ecological framework that guided the research. Future research is needed to address the use of combined etic-emic conceptualizations of culture in the development of culture-specific interventions.     

Therapist training in video chat technology for use in an adaptive digital mental health intervention: Challenges,facilitators and implications for training models

Objective

This qualitative study investigated therapist training experiences, elements of skill acquisition, and barriers and facilitators associated with conducting assessments, and the delivery of low- and high-intensity therapist assistance delivered via video chat technology, adjunctive to a transdiagnostic digital mental health intervention programme for anxiety and depression.

Methodology

In total, 34 semistructured interviews were conducted with 20 therapists. Twenty interviews explored experiences of training to administer a clinical assessment tool, and 14 additional interviews explored training experiences of delivering low- and high-intensity therapist assistance via video chat technology.

Results

Reflexive thematic analysis identified three themes: video chat skill acquisition, competencies transferrable to video chat and video chat service quality. Training and supervision were identified as important to scaffold skill development, and therapists described surprise that their skill set was transferrable to video chat. The most cited barrier to the adoption of video chat was the management of risk and distress, along with environmental suitability. Frequently cited facilitators to the adoption of video chat included stable Internet connection, protocols and resources.

Conclusion

The benefits of video chat technology and digital mental health interventions can be maximised through the expansion and integration of training into existing teaching curricula. If therapists are familiarised and competent to deliver mental health services via the Internet, as well as in person, the future adoption of blended and stepped-care models is likely to be increased.     

儿童情绪胜任力的研究进展：概念、功能与干预措施

儿童情绪胜任力是指儿童拥有情绪知识,对自身和他人的情绪进行识别和理解,并调节和表达自身情绪的一种综合能力,它在提高儿童的认知能力、促进其身心健康发展、提高社会交往能力以及减少儿童危险行为等方面都有重要作用。研究者开展了以儿童情绪和行为问题改善、压力应对能力提高及情绪识别和管理能力提升为目标的干预项目。未来可进一步探究学校、老师、同伴及儿童自身的人格特点等对其情绪胜任力发展的影响及作用机制,并可从增加个性化干预及提升干预长期效果等视角进一步完善干预措施。     

反馈干预对绩效的影响研究

反馈干预是由外部动因提供的关于个体任务操作或过去行为的信息活动,它有反馈对象、反馈效价和反馈提供方式三个维度。研究结果表明反馈效价、反馈提供方式对绩效的影响具有主效应,且两者的之间交互作用对绩效也存在主效应。积极反馈效价、信息型提供方式有助于提高个体的绩效水平。     

Complex Trauma in Children and Youth: A Scoping Review of Sensory-Based Interventions

Emerging evidence in neuroscience indicates exposure to complex trauma in children and youth affects brain development—particularly with the ability to process sensory information. This sensory processing challenge has been shown to negatively impact emotional and self-regulation. A developing area of trauma treatment utilizes sensory-based interventions to target these concerns. A scoping review of the literature indicates there is limited, although promising, evidence for the use of these interventions when used as part of an integrated treatment approach. Occupational therapy is in a unique position to contribute to this area of practice due to a background in sensory-based approaches.     

Facilitators and Inhibitors of Positive School Feelings: An Exploratory Study

This paper brings together the educational psychology and place experience literatures to explore 8 children's experiences of school behavior settings. Within this framework, the goal is to think of school as a place comprised of multiple behavior settings, disentangle behavior and engagement, and problematize the construct of engagement. Results indicate that children liked places where the physical space was open, and they had some autonomy, independence, choice, opportunities for leadership, and social support. Conversely, they disliked places that were physically chaotic, where they perceived an abuse of power, and that inhibited choice, independence, and autonomy. Finally, children engaged their disliked places by attempting to personalize these spaces to bring in other parts of their identities. Implications include creating behavior settings that lead to positive experiences, attending to social justice, and the use of project-based pedagogies.