The role of repetitive thought in determining posttraumatic growth and distress following interpersonal trauma

Background and Objectives: Repetitive thought (RT) strategies have been linked to a range of negative outcomes following traumatic interpersonal events but are proposed to serve an adaptive function under particular circumstances. This study examined outcomes following RT within a transdiagnostic framework, and explored the potentially adaptive nature of trait-like and event-related RT. Design: The centrality of a traumatic event to one's identity was explored as a context under which the adaptive nature of RT might change. Young adults with interpersonal violence experiences (N = 163) reported use of trait-like and event-related RT, centrality of the event, depressive, anxious, and posttraumatic stress symptoms (PTSS), posttraumatic depreciation and posttraumatic growth. Methods: Hierarchical multiple regression analyses were used to examine main and moderating effects of four types of RT and event centrality on outcome variables. Results: Centrality positively predicted depressive symptoms and PTSS, depreciation, and growth. Brooding RT positively predicted all negative outcomes. Reflecting RT positively predicted anxious symptoms and PTSS and depreciation. Only deliberate RT positively predicted growth. Centrality did not moderate any examined relationships. Conclusions: Findings highlight the importance of addressing specific types of RT in interventions with survivors and of considering centrality as a robust contributor to outcomes following interpersonal violence.     

Acute stress disorder among civilians during a war and post-traumatic growth six years later: the impact of personal and social resources

Background and Objectives: Various studies suggest a link between stress response to a traumatic event and post-traumatic growth (PTG), but little is known about their long-term relationship. In this study, the relationship between acute stress disorder (ASD) among civilians during a war on the home front and PTG six years later was examined for the first time. Based on the conservation of resources (COR) theory, the role of personal and social resource loss and gain as moderating factors was investigated. Design and Methods: At Time 1 of the research (the Second Lebanon War in 2006), a structured questionnaire was administered to 370 civilians living within rocket range. At Time 2, 6 years later, 301 participants from Time 1 were again examined. The data analysis refers to the 301 respondents who participated at Time 2. Results: The findings indicate a significant relationship between ASD and PTG. Examination of the interaction revealed that resource gain (but not resource loss) moderates (strengthens) the relationship between the two. Conclusions: These findings are not consistent with the COR view that resource loss has a greater effect on stress responses than resource gain.     

Temporal dynamics of need satisfaction and need frustration. Two sides of the same coin?

We study the dynamics of need satisfaction and need frustration by examining how need satisfaction and need frustration change over time and how these changes relate to changes in motivation. To investigate this, volunteers were assessed daily during a delineated activity, resulting in a total sample of 77 volunteers and 467 completed daily diaries. Bayesian confirmatory factor analysis on the within-person level confirmed a bifactor solution: autonomy, competence, and relatedness were distinguished by three specific factors, but the majority of variance was explained by two strongly correlated (need satisfaction and need frustration) factors. The strong correlation between need satisfaction and need frustration further translated in the development of their relationship over time. That is, Bayesian latent growth curve modelling revealed a simultaneous, yet opposite, growth curve. Contrary to our expectations, neither of them could be related to behavioural internalization or externalization. These results imply that, at the within-person level, momentary need satisfaction and frustration are difficult to distinguish, and affecting one may automatically affect the other. Also, the relationships within the self-determination framework, such as the proposed link between need satisfaction and behavioural internalization may be better reframed with attention to the time-frame in which they occur.     

Vicarious trauma: The psychological impact of working with survivors of trauma for South African psychologists

Traumatic events are highly prevalent in South African society and psychologists who work with survivors of trauma have been identified as particularly at risk of being adversely affected by their work, and experiencing vicarious trauma. This study aimed to explore the experiences of a group of South African psychologists who work predominantly with trauma survivors. Individual semi-structured interviews were conducted with six psychologists (females = 67%). The predominant type of trauma encountered by participants in clinical practice was interpersonal trauma in the form of physical and sexual abuse (83%). Data were analysed using thematic analysis. All participants reported symptoms of vicarious trauma including disruption in cognitive schemas, symptoms characteristic of post-traumatic stress disorder, and somatic symptoms. Participants also reported vicarious post-traumatic growth including an enhanced sense of interpersonal connectedness and positive changes in their philosophy of life and self-perceptions. The findings serve to sensitise psychologists to the impact of working with trauma survivors so as to enhance the efficiency of psychological service delivery to traumatised populations.     

Sources of anxiety among pre-service teachers on field placement experience

This study examined pre-service students’ perceptions of their sources of anxiety during field experience. A sample of 85 undergraduate education students participated in the study (females = 52.9%). The students completed a survey on their perceptions of sources of anxiety during teaching practice. The results suggest students experience anxiety in four domains, namely preparation and execution of lesson plans, evaluation of lessons, classroom management, and relationship with host school staff. Evaluation of lessons ranked high as a source of anxiety for student teachers on field placement, followed by preparation, classroom control and relationship with the host school staff, respectively. Seeming inconsistencies between university and school-based supervisors in lesson plan formats compounded the pre-service teachers field placement-related anxieties Appropriately targeted student support interventions can help allay the fears and anxiety of pre-service teachers during teaching practice.     

Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training

ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change.     

Electrodeposition,assisted by abrasive polishing,of crack-free hard chromium with compressive stress

Crack networks and residual tensile stresses are general characteristics of electrodeposited hard chromium coatings. In this paper, crack-free hard chromium coatings with compressive stresses have been obtained by an electrodeposition process assisted by abrasive polishing. The deposited coatings had mirror-like smooth surfaces, values of hardness in the range 800–1000 HV and compressive stresses between 1000 and 1600 MPa. A model involving hydrogen disentanglement from the lattice is proposed to explain the effects of abrasive polishing on the complete elimination of cracks and the generation of a compressive stress. This explanation is discussed in terms of the variations in properties of the coating with the rotation speed of the cathode.     

The Curious Case of the De-ICD: Negotiating the Dynamics of Autonomy and Paternalism in Complex Clinical Relationships

This article discusses the response of our ethics consultation service to an exceptional request by a patient to have his implantable cardioverter defibrillator (ICD) removed. Despite assurances that the device had saved his life on at least two occasions, and cautions that without it he would almost certainly suffer a potentially lethal cardiac event within 2 years, the patient would not be swayed. Although the patient was judged to be competent, our protracted consultation process lasted more than 8 months as we consulted, argued with, and otherwise cajoled him to change his mind, all to no avail. Justifying our at times aggressive paternalistic intervention helped us to reflect on the nature of autonomy and the dynamics of the legal, moral, and personal relationships in the clinical decision-making process.     

Journeys With People Who Have Dementia: Connecting and Finding Meaning in the Journey

This article begins with a reflective journey with one person who was diagnosed with early onset dementia. It then turns to reflect on the subsequent journey of research with other people who have dementia and where they find meaning in life, through the process of spiritual reminiscence. The article views dementia through a theological lens that sees those who have dementia as people made in God’s image and the implications this has for the lives of those living with dementia and those who care for them. One of the important findings from research conducted in the small group process was that meaning was almost synonymous with relationship and connectedness for participants, just as it is for people who don’t have dementia.