The role of somatosensory stimulation in social phobia—An analysis of hand coordination in patients and therapeutic dyads during psychodynamic psychotherapy

In the psychotherapeutic treatment of social phobia, the hand movement behaviour exhibited during the interaction provides information about the success of the therapy. In particular, the degree of mutual somatosensory stimulation of the hands (hands moving on each other, as a unit, apart) appears to be relevant regarding the patient's mental state. To test this hypothesis, the present study investigates hand coordination in the course of psychotherapy in patients with and without symptom improvement and in the corresponding therapeutic dyads. Forty-two videos of patient–therapist dyads consisting of 21 patients (n = 11 non-improved; n = 10 improved; according to Liebowitz Social Anxiety Scale self-assessment) from the Social Phobia Research Network project were investigated in early psychotherapy sessions and in pre-last sessions. Hand movements of four randomised video sequences per dyad were analysed with NEUROGES^®-ELAN. Patients with non-improved symptoms displayed shorter act apart coordination and more act on each other coordination than patients with improved symptoms. Patients displayed more act apart and act on each other and less act as a unit coordination than therapists. In therapeutic dyads, act on each other coordination in early sessions, as well as short act apart coordination, was significantly related to non-improvement. Patients with non-improved symptoms are characterised by more hand coordination associated with a high degree of somatosensory stimulation serving self-regulation (act on each other), as well as short complex gestural expressions (act apart). Thus, hand coordination constitutes a progression and outcome parameter informing on somatosensory stimulation.     

The content of the message influences the hand choice in co-speech gestures and in gesturing without speaking

The present study investigates the hand choice in iconic gestures that accompany speech. In 10 right-handed subjects gestures were elicited by verbal narration and by silent gestural demonstrations of animations with two moving objects. In both conditions, the left-hand was used as often as the right-hand to display iconic gestures. The choice of the right- or left-hands was determined by semantic aspects of the message. The influence of hemispheric language lateralization on the hand choice in co-speech gestures appeared to be minor. Instead, speaking seemed to induce a sequential organization of the iconic gestures.     

Does Dispositionalism Entail Panpsychism?

Topoi - According to recent arguments for panpsychism, all (or most) physical properties are dispositional, dispositions require categorical grounds, and the only categorical properties we know are...     

Creating Supportive Environments for Children Who have had Exposure to Traumatic Events

The prevalence of trauma among young children and its impact on educational outcomes is gaining attention. It is probable that the needs of children who have experienced or been exposed to trauma have long gone unmet due to identification challenges and a lack of knowledge concerning best practices. For this study, qualitative interviews were conducted to gather perspectives of 14 community-based service providers who worked with children and families regarding trauma-related concerns. Each shared his or her perspectives on knowledge and skills early childhood education teachers need to support children who have experienced traumatic events and partner with their families. Research questions were: What should early childhood teachers know about (1) trauma experiences among young children; (2) the emotional and behavioral patterns of children who have experienced traumatic events; and (3) supporting the social and emotional well-being of children in the classroom setting, including partnering with families, who have experienced or been exposed to traumatic events? Participants indicated that teachers might not readily connect children’s behaviors and emotions to trauma. However, teachers can use approaches and strategies (e.g., being attuned and supporting positive social and emotional and communicative responses) that promote social and emotional well-being for children who experience trauma. Participants also noted that teachers can resist re-traumatization by making adaptations to social, physical, and temporal aspects of the classroom environment. Findings indicate that trauma-informed care might be viable in early childhood classroom settings. Implications for research are discussed.