Hopelessness, Temperament, Anger and Interpersonal Relationships in Holocaust (Shoah) Survivors�� Grandchildren

The psychiatric literature is divided with regard to the long-term psychological effects associated with Holocaust (Shoah) experiences because the findings of clinical and empirical studies often contradict each other. Despite case reports of emotional sequelae related to intergenerational transmission of trauma, recent empirical research has suggested that offspring of survivors of the Shoah did not differ from other children and found no evidence that traumatic experiences of survivors of the Shoah affected their children??s and grandchildren??s adjustment. To shed light on some of the differences between the empirical and clinical observations, the present study set out to compare the grandchildren of survivors of the Shoah and persons of the same age whose families had not been through the Shoah experience. This study compared the two groups on some psychological dimensions relevant to traumatic sequelae: hopelessness, temperament, personality, attitudes, and interpersonal expectations. Subjects were 124 equally divided among the Shoah survivors?? grandchildren and comparison groups; we administered to all subjects TEMPS-A Rome, Beck Hopelessness Scale, State-Trait Anger Expression Inventory, and 9AP (9 Attachment Profile). We found no differences between two groups in Hopelessness, Dysthimic/Cyclotimic/Anxious, Hyperthimic temperament, and self-perception; instead the Shoah survivors?? grandchildren have a view of the other as rejecting, hostile, submissive, insecure, unreliable, and competitive in the interpersonal relationships. The Shoah survivors?? grandchildren are similar to controls in affective temperament, hopelessness and self-perception, but they are more irritable and angry than controls, and their perception about others is deeply negative. Attribution theory was used to elucidate these findings.     

What's parenting got to do with it: emotional autonomy and brain and behavioral responses to emotional conflict in children and adolescents

Healthy parenting may be protective against the development of emotional psychopathology, particularly for children reared in stressful environments. Little is known, however, about the brain and behavioral mechanisms underlying this association, particularly during childhood and adolescence, when emotional disorders frequently emerge. Here, we demonstrate that psychological control, a parenting strategy known to limit socioemotional development in children, is associated with altered brain and behavioral responses to emotional conflict in 27 at‐risk (urban, lower income) youth, ages 9–16. In particular, youth reporting higher parental psychological control demonstrated lower activity in the left anterior insula, a brain area involved in emotion conflict processing, and submitted faster but less accurate behavioral responses—possibly reflecting an avoidant pattern. Effects were not replicated for parental care, and did not generalize to an analogous nonemotional conflict task. We also find evidence that behavioral responses to emotional conflict bridge the previously reported link between parental overcontrol and anxiety in children. Effects of psychological control may reflect a parenting style that limits opportunities to practice self‐regulation when faced with emotionally charged situations. Results support the notion that parenting strategies that facilitate appropriate amounts of socioemotional competence and autonomy in children may be protective against social and emotional difficulties.     

Social Anxiety Disorder and Perceived Criticism in Intimate Relationships: Comparisons With Normal and Clinical Control Groups

Individuals with social anxiety disorder (SAD) have difficulties in their romantic relationships, including decreased satisfaction and intimacy, but the reasons for these difficulties are poorly understood. Because fear of negative evaluation is a cardinal feature of SAD, perceived criticism from a romantic partner may play a central role in socially anxious individuals’ relationships. In the present study, we compared levels of perceived, expressed, and observed criticism and reactions to criticism among individuals with SAD and their partners (n = 21), individuals with other anxiety disorders and their partners (n = 35), and couples free of psychopathology (n = 30). Participants rated both global criticism and criticism during a 10-minute problem-solving task, which was also coded for criticism by observers. Individuals with anxiety disorders showed elevated levels of interaction-specific perceived criticism, expressed criticism, and upset and stress due to criticism relative to normal controls; they also reported that the interaction was more stressful. However, there were no group differences on global measures of criticism, and the two anxious groups did not differ on any measures. Findings suggest that the high levels of criticism anxious individuals perceive and their corresponding negative reactions to criticism, though not specific to SAD, may account for some of the relationship difficulties that have been identified in SAD. Results also indicate that anxious individuals may contribute to their relationship difficulties by being highly critical themselves. Overall, our findings point to the need for a clinical focus on decreasing perceived criticism among individuals with anxiety disorders.     

Loneliness as Moderator Between Trauma and Posttraumatic Growth

This study investigated the association between loneliness, trauma symptomatology, and posttraumatic growth (PTG) in undergraduate students (N = 362). The study also explored whether loneliness moderated the relationship between experiences of trauma and PTG. The results demonstrated that both loneliness and trauma symptoms predicted levels of PTG, and loneliness moderated the relationship between trauma and PTG. Limitations, directions for future research, and implications for counseling are discussed.     

Auditory recognition without identification

When visual recognition test items are unidentifiable--through fragmentation, for example--participants can discriminate between unidentifiable items that were presented recently and those that were not. The present study extends this recognition without identification phenomenon to the auditory modality. In several experiments, participants listened to words and were then presented with spoken recognition test items that were embedded in white noise. Participants attempted to identify each spoken word through the white noise, then rated the likelihood that the word was studied. Auditory recognition without identification was found: Participants discriminated between studied and unstudied words in the absence of an ability to identify them through white noise, even when the voice changed from male to female and when the study list was presented visually. The effect was also found when identification was hindered through the isolation of particular phonemes, suggesting that phoneme information may be present in memory traces for recently spoken words.     

Impact of Internal Auditing on Branch Bank Performance: A Field Experiment

We conducted an experiment to assess the contribution of internal auditing to organizational effectiveness. We randomly assigned 224 bank branches to experimental conditions (audited or not audited) and monitored their performance for a year. Performance significantly improved during the half year following the audit in the experimental branches, in contrast to a decline in the control branches due to poor general business conditions. The contribution of auditing to performance is discussed in terms of learning, motivation, deterrence, and process improvement.     

Vocational Guidance for Trainee Teachers?: Some Caribbean Evidence

Guidance in further and higher education is comparatively neglected in many countries. This is particularly true of vocational guidance for trainee teachers. It is suggested that one can no longer assume that such trainees are already committed to a career in teaching. Evidence is offered from Jamaica and Antigua to show that about half the trainee teachers in those territories neither wanted nor look forward to a career in teaching. It is argued that their occupational preferences indicate a need for vocational guidance even as they are being trained for teaching. Finally, it is suggested that this policy is not as paradoxical as it may sound.