Global and School-Related Happiness in Finnish Children

The relation between the global happiness and school-related happiness of 737 12-year-old students was examined. The measures were the Subjective Happiness Scale Lyubomirsky and Lepper (1999) and the School Children’s Happiness Inventory (SCHI 2007). Additionally, the respondents were asked to choose from a list of 12 putative items that make people happy what they felt increased their happiness. They were also asked about their relationships with family members and other important people. The results show a strong relationship between global and school-related happiness and social relationships. The most popular choices of the happiness increasing factors were success in school, more free time and success in a hobby. However, the choices were dependent on the level of global happiness. The least happy students more often than others wanted to have more friends, better looks, more money and a peaceful family life. The happiest students had the fewest number of expressed desires with no special characteristics. The results confirm safe social relations as a primary factor underlying children’s happiness, but they also reveal an achievement-focused attitude in the Finnish students. Future directions in happiness research among school children are discussed.     

Distress after a single violent crime: how shame-proneness and event-related shame work together as risk factors for post-victimization symptoms

To increase understanding of post-victimization symptom development, the present study investigated the role of shame- and guilt-proneness and event-related shame and guilt as potential risk factors. 35 individuals (M age = 31.7 yr.; 48.5% women), recently victimized by a single event of severe violent crime, were assessed regarding shame- and guilt-proneness, event-related shame and guilt, and post-victimization symptoms. The mediating role of event-related shame was investigated with structural equation modeling (SEM), using bootstrapping. The guilt measures were unrelated to each other and to post-victimization symptoms. The shame measures were highly intercorrelated and were both positively correlated to more severe post-victimization symptom levels. Event-related shame as mediator between shame-proneness and post-victimization symptoms was demonstrated by prevalent significant indirect effects. Both shame measures are potent risk factors for distress after victimization, whereby part of the effect of shame-proneness on post-victimization symptoms is explained by event-related shame.     

Assessment of self-conscious emotions: a Swedish psychometric and structure evaluation of the Test of Self-Conscious Affect (TOSCA)

The Test of Self-Conscious Affect (TOSCA) is a well-established scenario-based questionnaire assessing self-conscious emotions, such as shame and guilt, which have been shown to be differentially associated with a variety of functional, motivational, behavioral and health outcomes. The aim of this study was to evaluate the psychometric properties and internal structure of a Swedish version of TOSCA in a sample of 361 healthy adults. The psychometric properties and internal consistency of the Swedish version were at level with the original US TOSCA version for shame, guilt and detachment. The internal structure of the Swedish version was acceptable for shame, guilt and detachment but contained shortcomings in assessment of externalization.     

Solution-Focused Therapy in Prison

This is a report on a combined therapy and research project conducted with a seriously criminal population in Swedish prisons and using a Solution-Focused Brief Therapy approach with a focus on networks. Recidivism was significantly lower and less serious among experimental group participants. A case study is included.     

Electrocortical Responses to ecologically relevant visual stimuli among professional drivers with and without cardiovascular disease

Electrocortical responses were assessed using two simulated aspects of visual signals encountered in traffic: the Glare Pressor Test (GPT) and Event-Related Potential Avoidance Task (ERPAT) among four groups of male professional drivers: 12 with ischemic heart disease (IHD), 12 hypertensives, 10 borderline hypertensives, 34 who were apparently healthy and 23 nonprofessional driver healthy control subjects. The blood pressure (BP) responses immediately after the ERPAT were also measured. There was a significant between groups effect for the amplitude of the target N2 component in the ERPAT (p=0.02), with the lowest means among the drivers with IHD and the highest among those with hypertension. Drivers with IHD also showed the highest diastolic BP reactivity to the ERPAT. Significantly more than the expected number of drivers with IHD failed to recover alpha activity after the first glare impulse of the GPT. Professional drivers who failed to recover baseline levels of alpha activity after the GPT showed a significantly smaller N2 amplitude compared to those who recovered (p=0.01). There was a positive correlation between abundance of alpha activity at rest with P300 amplitude (p=0.02). An inverse relation was found between number of work hours behind the wheel and the amplitude of the target P300 (p=0.04). Results are interpreted in light of recent advances concerning integrative mechanisms of defence versus vigilance response patterns. The findings in this study justify further applications of these psychophysiologic methods to assess the relationship between simulated signals of the work environment and mechanisms of cardiac risk in this occupational group.     

Learning as Calling and Responding

According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a learner—might it be a student or a scholar—and the subject studied. The aim of the study is to afford a new way of conceiving the process as well as the outcome of learning. Thinking learning within the framework of calling and responding means understanding the learner and the subject as addressing and responding to each other. This means that predicaments of the subject—such as the truths that the subject holds and the anomalies it suffers from—address the learner in e g lectures, readings, theories, assignments, challenging the knowledge of the learner and in responding to this address, the learner in turn challenges the truths of the subject. By paying heed to, responding responsibly and challenging each other, the outcome of learning becomes a twofold phenomenon, namely both the learner and the subject reconstituting themselves, enlarged by the contribution of each other’s mode of coming-into-presence.     

SHALL WE DANCE? MUSIC AS A PORT OF ENTRANCE TO MATERNAL–INFANT INTERSUBJECTIVITY IN A CONTEXT OF POSTNATAL DEPRESSION

The present study introduces the concept of a mother–infant group therapy that makes use of music, singing, and moving to establish maternal–infant intersubjectivity. It was conducted in a residential mother–baby unit for mothers with postnatal depression and their infants over a 5‐week period. Maternal–infant intersubjectivity of four dyads in relation to the group dynamics were microanalyzed for Sessions 1 and 5. We made within‐session (i.e., beginning–middle–end) and between‐session (Session 1 vs. Session 5) comparisons for the number of intersubjectivity moments (ISMs), total time of intersubjectivity (IST), and the mean duration of ISMs on a dyadic (i.e., own mother/infant involved) and a nondyadic level (i.e., own mother/infant not involved). In addition, three ISM levels (degree of group contribution) were distinguished. The results indicated a significant increase of ISMs/IST from Session 1 to Session 5. Within‐session analyses showed that ISMs/IST significantly decreased through Session 1 and remained stable throughout Session 5. Intersubjectivity occurred mainly on ISM Level 1 during Session 1 and on ISM Level 3 during Session 5, suggesting increased dyadic autonomy and self‐efficacy. The results are discussed in relation to the musical characteristics of mother–infant dyads, music improvisation techniques, group processes, and intersubjective development.     

Career goal-related social ties during two educational transitions: Antecedents and consequences

This study examined adolescents’ career goal-related social ties during the transition from compulsory to post-compulsory education and during transition from post-compulsory education to working-life or further studies. A total of 687 Finnish adolescents aged 15–16 were surveyed of whom 654 also participated at the second measurement point one year later, and 497 three years later. Differences in career goal-related social ties were found according to gender, GPA, family structure, and SES. Moreover, social ties were associated with educational track after compulsory school above and beyond SES, GPA, and family structure. Adolescents who named a teacher or a romantic partner were more likely to enter vocational track, while adolescents who named their father were more likely to enter academic track.     

Couples' Experience of Enactments and Softening in Marital Therapy 1

Abstract

Beginning therapists are not prepared to deal with the complexity that families bring to the therapeutic setting and have a reductionistic approach to understanding what is occurring in a family. In order to move beyond a simplified approach, therapists with the assistance of a supervisor have the power to leave the security of their own being and can learn to take risks. This paper explores the development of a “therapeutic story” with the goal of assisting the beginning therapist in approaches that can be utilized to incorporate all available resources that will help to empower a family to change.     

To press or not to press? Differential receptor expression and response to novelty in rats learning an operant response for reward

Learning to perform instrumental tasks is an ability of all animals. In a population of rats, not all individuals will acquire an operant response for reward. We hypothesized that there could be a genetic explanation for differences between High Consumers (those that acquired the lever press response) and Low Consumers (lever press response is low). Additionally, we proposed that this genetic difference could produce measurable changes in response to novelty. Wistar rats were trained to lever press for a 0.2% saccharin reward and on the 10th day they were placed in a novel open field for 30 min to record locomotor activity. The prefrontal cortex and hippocampus were dissected and qPCR was used to measure mRNA expression. A significant difference (p=.048; 2-way ANOVA) in gene expression was observed between Low and High Consumers. A principal component analysis (PCA), to cluster which genes represent this difference, identified 4 genes; 5-HT2A and mGlu1 in the hippocampus and AMPA GluR1 and adrenergic alpha2A in the prefrontal cortex. Response to a novel open field also differed since Low Consumers displayed a higher Total Distance in comparison to High Consumers. Additionally, Low Consumers could be subdivided into Low-Lever (with lever press response only when water deprived) and Low-Non-Lever (lever press response is low throughout training). PCA with this subdivision identified an additional nine genes differing within the divisions; NMDA NR2B and GABAAalpha3 in the prefrontal cortex and adrenergic alpha2B and alpha2A, AMPA GluR1, GluR2 and GluR3, 5-HT1B and GABAAalpha5 in the hippocampus.