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Post Traumatic Stress Disorder: An Alternative Paradigm
Issue:
Volume 9, Issue 1, January 2020
Pages:
1-6
Received:
6 January 2020
Accepted:
20 January 2020
Published:
3 February 2020
Abstract: Trauma focussed treatments for PTSD, have limited efficacy and utility. The purpose of this paper is to review a) the theoretical base of TFT’s, in particular the evidence that a flawed traumatic memory lies at the heart of the development of PTSD b) the evidence that a focus on the traumatic memory is a necessary part of the evidence based treatment of PTSD and c) to distil an alternative model of PTSD. The author reviews existing trauma focussed treatments to determine a) what may be the active ingredients for change and b) treatment acceptability. He suggests that it is not proven that the qualities of the traumatic memory are pivotal in the development and maintenance of PTSD. Psychogenic amnesia is not found to be significantly associated with outcome, compared to the bodily expressions of exaggerated startle response and hypervigilance. There appears no added value in re-living the traumatic event per se, rather the latter may prevent treatment compliance. The author suggests an alternative conceptualisation of PTSD, that does not appeal to a notion of arrested information processing but suggests instead that PTSD arises from a state of terrified surprise, (which is a combination of an exaggerated startle response and hypervigilance) which the person explains in terms of a hostile environment.
Abstract: Trauma focussed treatments for PTSD, have limited efficacy and utility. The purpose of this paper is to review a) the theoretical base of TFT’s, in particular the evidence that a flawed traumatic memory lies at the heart of the development of PTSD b) the evidence that a focus on the traumatic memory is a necessary part of the evidence based treatme...
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Hope and Despair in First-Year Medical Students
Norma Yepez,
Ileana Petra,
Beatriz Zamora,
Mariana Fouilloux,
Maria Martina Jurado
Issue:
Volume 9, Issue 1, January 2020
Pages:
7-13
Received:
14 January 2020
Accepted:
27 January 2020
Published:
11 February 2020
Abstract: The transition of high school to university, as well as accustoming to new peers and teachers, requires a more exceptional ability for students to adapt. Besides, as academic demands and stress increase, some students become more overwhelmed with exams or other requirements, causing despair to appear or accentuate. In some cases, this situation is related to their youth, which can reinforce negative attitudes, as well as anxiety and depression or even, make them feel like they made a wrong decision about choosing their career. This study aims to know the characteristics of hope and despair in first-year medical students that are about to finish the school year. On the other hand, it was necessary to adapt and validate the clinic characteristics of the Hope-Despair Test of Mario Ramón Pereyra to the student population, including a factorial analysis. Results of the factor analysis of the Hope scale, with 11 items, showed a .825 Cronbach Alpha, with two factors explaining 47.8% of the variance. Factor one was called Expectancy, while the second was called Coping. The Despair scale showed a .847 Cronbach Alpha, with three factors that explained 59.95% of the variance. Factor one was called Pessimism, the second Distrust, and the third Regression. In the Expectancy factor, most students tend to look forward to the future and believed they could achieve what they propose (80.2%). In the Copping factor, more than half of the students considered that they can keep making an effort despite adversity, are open to new situations, and tend to be productive. In the scale of Despair, although more than half (50 to 85.8%) hoped for the best, just over the third part was afraid that terrible things might happen in their future. These results emphasize that almost a quarter are easily discouraged and depressed; 9.5% reported thinking that their life was meaningless, and 4.6% have thought of ending their lives. Women scored lower in coping than men. Students mentioned the importance of living at home with their parents as well as having mothers who attended higher education. It is stated that the institutions must offer support to students who tend to despair.
Abstract: The transition of high school to university, as well as accustoming to new peers and teachers, requires a more exceptional ability for students to adapt. Besides, as academic demands and stress increase, some students become more overwhelmed with exams or other requirements, causing despair to appear or accentuate. In some cases, this situation is ...
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Correlation of Clinical Depression, Anxiety and Academic Performance of Adolescents in Selected Secondary Schools in Kenya
Moureen Adhiambo Nyayieka,
Stella Kemuma Nyagwencha,
Solomon Nzyuko
Issue:
Volume 9, Issue 1, January 2020
Pages:
14-21
Received:
18 February 2020
Accepted:
28 February 2020
Published:
6 March 2020
Abstract: Depression and anxiety are associated with lower academic performance among adolescents. In Kenya, up to 26.4% of school going adolescents have been reported to present with symptoms of depression and anxiety. This study aimed at testing the correlation between academic performance, clinical depression and anxiety among adolescents in selected secondary schools in Homabay County, Kenya. In a quasi-experimental study, nonequivalent pretest-posttest design was adopted to test correlation between clinical depression, anxiety and academic performance among the adolescents. Two schools were selected with one being the experimental group and the other being the control group. Data was collected from 126 adolescents who were screened for depression and anxiety symptoms using Beck Depression Inventory (BDI-II), Beck Anxiety Inventory (BAI) and researcher generated questionnaire. Respondents aged 14-16 were 54% (68) while those aged 17-19 were 46% (58). In order to examine the relationship between depression and anxiety, and academic performance, bivariate analysis was employed. Spearman Correlation Coefficient was used to show correlation between depression, anxiety and academic performance. The study found that the correlation test between Y1 (depression) and µX (academic performance) using Distance Correlation Coefficient indicated a significant correlation (p=0.010). However, the correlation test between Y2 (anxiety) and µX (academic performance) was not significant (p=0.651). Moreover, µX (academic performance) was also used as predictor to test the dependence of Y1 (depression) and Y2 (Anxiety) in correlation. Depression and anxiety were found to correlate with academic performance which should be treated as a clinical concern for mental health service providers and secondary school heads.
Abstract: Depression and anxiety are associated with lower academic performance among adolescents. In Kenya, up to 26.4% of school going adolescents have been reported to present with symptoms of depression and anxiety. This study aimed at testing the correlation between academic performance, clinical depression and anxiety among adolescents in selected seco...
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The Role of Parenting Style in Instilling Adolescents Pro-social Behavior: The Case of Adolescent Students in Arba-minch, Konso, and Jinka, Southern Ethiopia
Zebene Temtmie,
Demssie Tefera
Issue:
Volume 9, Issue 1, January 2020
Pages:
22-33
Received:
4 January 2020
Accepted:
24 February 2020
Published:
17 March 2020
Abstract: The aim of this study is to investigate the role of parenting styles in instilling adolescents’ pro-social behavior among secondary and preparatory school students. Two adapted instruments, i.e. the Pro-social Tendencies Measure (Eisenberg et al., 1995, Rushton et al., 1981) and Parental Authority Questionnaire (Buri, 1988) were used. The researchers hypothesized that, perceived Authoritative parenting significantly predicts adolescents’ pro-social behavior higher than those who perceive their parents relied primarily on Authoritarian, Permissive, or Neglectful Parenting‘s, and there is gender difference in pro-social behavior among adolescent students. Adapted Parental authority questionnaires and pro-social tendencies measure were distributed to 392 adolescent students. The study was employed Correlational research design. The data analysis used statistical techniques like bivariate correlation, regression analysis and independent samples t-test. The significant relationship were found between the permissive as well as the authoritative parenting style and the level of adolescents pro-social behavior development, (P<0.05) at a (.048) and (P<0.05) at a (.049) level of significance respectively. Regression analysis was performed and the hypothesis was rejected because permissive parenting style was found to have a more powerful impact on development of adolescents pro-social behavior with (β =.132, p<.05). There was no statistically significant gender difference in overall pro-social behavior t(390) =.296, p =.767. However, there was significant mean difference between male and female adolescent students only in altruism sub-type of pro-social behavior t (308.128) = 1.541, p =.017 (two-tailed); female adolescents were scored higher on mean score of altruism pro-social behavior than male adolescents. Important implications of the results were discussed and recommendations are also forwarded.
Abstract: The aim of this study is to investigate the role of parenting styles in instilling adolescents’ pro-social behavior among secondary and preparatory school students. Two adapted instruments, i.e. the Pro-social Tendencies Measure (Eisenberg et al., 1995, Rushton et al., 1981) and Parental Authority Questionnaire (Buri, 1988) were used. The researche...
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