Framework analysis: a worked example of a study exploring young people’s experiences of depression

Framework analysis is an approach to qualitative research that is increasingly used across multiple disciplines, including psychology, social policy, and nursing research. The stages of framework analysis have been described in published work, but the literature is lacking in articles describing how to conduct it in practice, particularly in the field of psychology, where researchers may be working as part of a team. Having used framework analysis on a study exploring adolescents’ experiences of depression, we faced various challenges along the way and learned from experience how to use this approach to qualitative analysis. In this reflective article, we describe a worked example of using framework, which we hope will assist other researchers in deciding if this approach is suitable for their own research, and will provide guidance on how one might go about conducting framework analysis when working as part of a research team. We conclude that framework is a valuable contribution to qualitative methods in psychology, offering a pragmatic, flexible and rigorous approach to data analysis.     

付出-回馈失衡工作压力理论的迁移、拓展与展望

付出-回馈失衡工作压力理论(Effort-Reward Imbalance,ERI)是基于社会交换公平的工作压力理论,从付出、回馈、过度投入三个方面探讨了工作压力的形成机制和作用机理。在对近十几年来有关ERI模型实证研究文献的梳理和分析的基础上,介绍该理论在多个领域的拓展以及在国内外的新进展,包括对ERI理论中间变量及前因变量的探索,研究者们开始将ERI理论迁移到社会的多个领域,以及ERI理论在中国的检验与创新,并提出研究展望与付出-回馈动态交叉失衡模型的假设构想。     

经济决策中人际信任博弈的理论模型与脑机制

信任是指个体在缺乏足够信息来判断他人动机、意图和行为的情况下,将社会资源交给对方处置并承担相应风险的意愿。作为一种基本的社会信号机制,信任对于发展和维持良好社会关系具有重要作用。借助信任博弈范式,研究者揭示了人际信任的认知神经机制并建构了多种理论,包括背叛厌恶理论、社会规范理论、道德规范理论和默认行为模型。脑成像研究发现信任行为主要涉及内侧前额叶、尾状核、杏仁核和脑岛等脑区,其中内侧前额叶主要参与心理推理、情绪认知与调控等过程,尾状核参与同伴值得信赖性的习得与编码,杏仁核和脑岛则主要参与风险、不确定性和背叛恐惧加工。今后研究应侧重不同理论之间的补充与整合,强化不同脑区之间的功能连接与整体性,并注重信任行为中的个体差异。     

Why the view of intellect in De Anima I 4 is not Aristotle’s own

In De Anima I 4, Aristotle describes the intellect (nous) as a sort of substance, separate and incorruptible. Myles Burnyeat and Lloyd Gerson take this as proof that, for Aristotle, the intellect is a separate eternal entity, not a power belonging to individual humans. Against this reading, I show that this passage does not express Aristotle’s own views, but dialectically examines a reputable position (endoxon) about the intellect that seems to show that it can be subject to change. The passage’s argument for the indestructibility of intellect via an analogy to perception does not fit with Aristotle’s own views. Aristotle thinks that perception operates via bodily organs, but denies this of understanding. He also requires separability from the body for indestructibility, something this analogy rules out. However, Aristotle’s Platonist interlocutors may well endorse such an argument. My dialectical interpretation best resolves the interpretative difficulties and explains its place in the larger context, Aristotle’s discussion of Platonist views on the soul. Aristotle presents a challenge to his insistence that the soul is subject to change, dialectically resolves that challenge, and then ends by reserving the right to give a different account of the intellect.     

Anxiety and depression: toward overlapping and distinctive features

ABSTRACT

This Special Issue of Cognition and Emotion addresses one of the cardinal concerns of affective science, which is overlapping and distinctive features of anxiety and depression. A central finding in the study of anxiety and depression is that they are moderately highly correlated with each other. This leads us to the question: What is behind this co-occurrence? Possible explanations relate to poor discriminant validity of measures; both emotional states are associated with negative affect; stressful life events; impaired cognitive processes; they share a common biological/genetic diathesis. However, despite a set of common (nonspecific) features, anxiety and depression are clearly not identical emotional states. Differences between them might be best viewed, for example, through their heterogeneous and multi-layered nature, adaptive functions and relations with regulatory processes, positive affect, and motivation or complex cognitive processes. In this introduction we consider several approaches (e.g. functional approach; tripartite model and content-specificity hypothesis) to which most research in this Special Issue is relevant. In addition, we have asked contributors to this Special Issue to indicate how their own studies on comparisons between anxiety and depression and models on anxiety and depression move this area of research to more mature science with applicability.     

Jung's Erotic Phenomenology: I. A New Translation

In the introduction to The Psychology of the Transference (1946), Carl Jung sketched out a theory of “erotic phenomenology” which condenses his teaching about sexuality and romantic love into a very concise summary. But the meaning of this passage is obscured in the English translation given in the Collected Works of C. G. Jung. I propose here a new translation which makes Jung’s meaning clearer, along with a commentary which explains it in the context of Freudian drive theory and German 19^th century philosophy. Invoking the concepts of instinct, mind, and Eros (both the passion and the divine figure), Jung’s theory says that male sexual desire can be cultivated or repressed in four distinct ways, each associated with a female symbolic figure or anima image: Eve, Helen, Mary and Sophia.     

“Just Beyond my Front Door”: Public Discourse Experiences of Children Adopted from China

The phenotypic differences between children and their adoptive parents in transracial adoptions make the child’s adoptive status readily apparent in public. Consequently, adoptees field more frequent questions and comments about the adoption. The present study examines the nature of public conversations about ethnicity and adoption of 41 elementary school age girls adopted from China and the ecological factors related to less frequent occurrences of such conversations and to the positive nature of these experiences. Results indicate that family structure (single parent vs. two parents) and parental bicultural competence predict membership in the favorable condition (reporting fewer public interaction experiences and reporting more positive experiences, respectively). Child’s age and racial diversity of the town of residence do not predict these outcomes. Implications for families, adoption professionals, teachers and researchers are discussed.     

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School-Based Prevention Programs

While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school‐based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence‐based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results‐oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school‐based prevention support system. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Exploring the Use of the Interactive Systems Framework to Guide School Mental Health Services in Post‐disaster Contexts: Building Community Capacity for Trauma‐Focused Interventions

Over the past two decades schools have been identified as the de facto mental health system for youth. Therefore, improving and expanding school mental health (SMH) has become a pressing agenda item for researchers, practitioners, policy makers, and funders. Advancing this agenda includes not only translating intervention research into practice within schools, but building capacities for these interventions to occur. The interactive systems framework (ISF) of Wandersman and colleagues, and the focus of this special issue, provides guidance in bridging the gap between research and practice through multisystem capacity building. There is some evidence that application of the ISF has helped to build capacity for SMH in states, but this evidence is preliminary. In addition, application of the ISF has not occurred in SMH at the community level or in relation to the specific stresses a community undergoes in relation to a disaster. The purpose of this article was to conduct a preliminary attempt to connect these three areas—the ISF, SMH and strengthening SMH through the ISF to better address impacts of a community level disaster; in this case, we explore the impacts of Hurricane Katrina on New Orleans schools, their students and families, and SMH programming within them. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

The functional role of emotions in aesthetic judgment

Exploring emotions, in terms of their evolutionary origin; their basic neurobiological substratum, and their functional significance in autonomous agents, we propose a model of minimal functionality of emotions. Our aim is to provide a naturalized explanation - mostly based on an interactivist model of emergent representation and appraisal theory of emotions - concerning basic aesthetic emotions in the formation of aesthetic judgment. We suggest two processes the Cognitive Variables Subsystem (CVS) which is fundamental for the accomplishment of the function of heuristic learning; and Aesthetic Appraisal Subsystem (AAS) which primarily affects the elicitation of aesthetic emotional meanings. These two subsystems (CVS and AAS) are organizationally connected and affect the action readiness of the autonomous agent. More specifically, we consider the emotional outcome of these two subsystems as a functional indication that strengthens or weakens the anticipation for the resolution of the dynamic uncertainty that emerges in the particular interaction.