Autobiographical memories of anxiety-related experiences.

Ninety-nine undergraduate students retrieved three memories associated with each of the five emotional experiences: panic, trauma, worry, social anxiety, and feeling content. Subsequently, they answered 24 questions assessing properties of each memory, including the vividness and perceived accuracy of the memories and sensory, emotional, and anxiety-related experiences during retrieval. Memories were coded for affective tone and specificity. Results indicated that panic-related and trauma-related memories were rated similarly as content memories, but that they generally were associated with more imagery and emotional experiencing than worry-related or social anxiety-related memories. Participants experienced panic and worry symptoms to the greatest degree when they retrieved panic-related and trauma-related memories. All anxiety-related memories were characterized by more negative tone than content memories. Panic-related and trauma-related memories were more specific than worry-related, social anxiety-related, and content memories. These findings can explain partially why individuals with some, but not all, anxiety disorders experience enhanced memory for threatening material.

The emotional costs of caring incurred by men and women in the British labour market

This study investigates whether men and women in caring occupations experience more negative job-related feelings at the end of the day compared to the rest of the working population. The data are from Wave Nine of the British Household Panel Survey (1999) where respondents were asked whether, at the end of the working day, they tended to keep worrying or have trouble unwinding, and the extent to which work left them feeling exhausted or “used up.” Their responses to these questions were used to develop ordinal dependent variables. Control variables in the models include: number of children, age, hours worked per week, managerial responsibilities and job satisfaction, all of which have been shown in previous research to be significantly related to “job burnout.” The results are that those in caring occupations are more likely to feel worried, tense, drained and exhausted at the end of the working day. Women in particular appear to pay a high emotional cost for working in caring occupations. Men do not emerge unscathed, but report significantly lower levels of worry and exhaustion at the end of the day than do women.

40 years is an awful long time

ABSTRACT: Older people who are caring for their adult sons and daughters with disabilities are under tremendous stress because they may suffer health problems themselves; have financial problems due a lifetime of caring; may have to care on their own due to the death of their spouse; worry about the future care of their child; and may feel uncomfortable approaching professionals for help. Professionals working with these families need to take contextual pressures into consideration when planning intervention. Twenty-nine parents of 27 adults with intellectual and/or developmental disabilities (including autism) were asked about present care and service arrangements, health issues, family support, and “futures planning.” The research reported here identifies complex networks of relationships. Virtual absence of structured futures planning was one of the key issues. Recommendations are made for professionals working in this field.

Psychosocial impact of breast/ovarian (BRCA 1/2) cancer-predictive genetic testing in a UK multi-centre clinical cohort

This multi-centre UK study assesses the impact of predictive testing for breast and ovarian cancer predisposition genes (BRCA 1/2) in the clinical context. In the year following predictive testing, 261 adults (59 male) from nine UK genetics centres participated; 9 I gene mutation carriers and 170 noncarriers. Self-report questionnaires were completed at baseline (pre-genetic testing) and 1, 4 and 12 months following the genetic test result. Men were assessed for general mental health (by general health questionnaire (GHQ)) and women for general mental health, cancer-related worry, intrusive and avoidant thoughts, perception of risk and risk management behaviour. Main comparisons were between female carriers and noncarriers on all measures and men and women for general mental health. Female noncarriers benefited psychologically, with significant reductions in cancer-related worry following testing (P

'How long are we able to go on?' Issues faced by older family caregivers of adults with disabilities

Research-informed policy and practice is needed for older caregivers of adult sons/daughters with disabilities. These caregivers are often under tremendous stress because of failing health, financial pressures, bereavement and worry about the future of their sons/daughters. Twenty-nine older parents/caregivers of 27 adults with intellectual and/or developmental disabilities were interviewed to explore their views and experiences regarding long-term care and service arrangements, health and psychological needs and 'future planning'. Findings show a severe lack of support, respite care and future planning which causes high stress levels for caregivers. Policy makers and researchers working in this field need to take into consideration the needs of older caregivers when making future plans for adults with disabilities.

Bereavement: A behavioural process

Sixty-seven widows whose husbands had been killed in the context of sectarian violence in Northern Ireland were assessed in relation to the cause of death, the quality of their marital relationship and the level of worry prior to the loss. Results reported here show that the violent cause of death led to a greater level of long-term psychological distress than other causes of death. Furthermore, widows who reported happiness regarding their marital relationship showed more signs of distress after the loss than those who reported less happiness. Widows who had not worried about their husband showed less signs of psychological distress after the loss than those who had worried. The interpretation of the findings is based on recent thinking in behaviour analysis.

A Randomized Controlled Trial of Interventions to Promote Adjustment in Children With Congenital Heart Disease Entering School and Their Families

Objective: To report on a randomized controlled trial of psychological interventions to promote adjustment in children with congenital heart disease and their families.
Method: Following baseline assessment, 90 children (aged 4–5 years) and their families were randomly assigned to an Intervention or Control group before entering school. 68 (76%) were retained at 10-month follow-up.
Results: Gains were observed on measures of maternal mental health and family functioning. Although no differences were found on measures of child behavior at home or school, children in the intervention group were perceived as “sick” less often by their mother and missed fewer days from school. A regression model, using baseline measures as predictors, highlighted the importance of maternal mental health, worry and child neurodevelopmental functioning for child behavioral outcomes almost a year later.
Conclusions: The intervention promoted clinically significant gains for the child and family. The program is of generalizable significance.

A controlled trial of early interventions to promote maternal adjustment and development in infants born with severe congenital heart disease

Background: Congenital heart disease can have a negative impact on both infant development and maternal adjustment. This study considered the impact of a new programme of early psychosocial interventions on such outcomes, following the birth of a child with severe congenital heart disease.
Methods: Seventy infants and their mothers were assigned to an intervention or control group based on order of presentation to the unit. Interventions aimed at bolstering mother–infant transactions, through psychoeducation, parent skills training and narrative therapy techniques were implemented.
Results: Clinically and statistically signi?cant gains were observed at 6-month follow-up on the mental (but not the psychomotor) scale of the Bayleys-II. Positive gains were also manifested on feeding practices, maternal anxiety, worry and appraisal of their situation.
Conclusions: A programme of generalizable psychosocial interventions is shown to have a positive impact on the infant with severe congenital heart disease and the mother.

Predictors of psychological functioning in mothers and fathers of infants born with severe congenital heart disease

This study examined mental health and coping styles in both mothers and fathers of infants born with a severe congenital heart defect. Factors associated with mental health outcomes were elucidated. Parents of 70 infants, recently born with a severe congenital heart defect, completed questionnaires which examined psychological functioning and coping strategies. Disease, surgical and psychosocial factors were examined for their significance in predicting psychological functioning. Findings indicated elevated levels of clinically significant psychological distress in mothers, compared to fathers, and differences between parents in coping styles. Regression analyses suggested that the extent of distress in both parents was not primarily predicted by illness or demographic factors. Rather, certain coping styles, knowledge, subjective worry and family functioning emerged as significant predictive variables. Implications for early intervention are discussed.

Patriotism or Integrity?:Constitutional Community in Divided Societies

Some commentators worry that a plurinational constitutional order can only ever be an inherently unstable modus vivendi. They fear that the accommodation of sub-state nationalism will tend to undermine the viability of constitutional democracies. This article enlists Ronald Dworkin’s theory of ‘law as integrity’ to show how these concerns might be assuaged. My central claim is that the expressive value of integrity can drive a divided society in the direction of an eventual community of principle, even in the absence of a common political identity. I argue that this model of political community is a more plausible prescription for divided societies than the theory that competing nationalisms might be superseded by constitutional patriotism. I go on to explain, however, that integrity has a better chance of realizing this potential if the generally judge-centric focus of Dworkin’s theory is expanded to make greater room for non-judicial interpretative responsibility. Occasional references are made to the example of Northern Ireland to illustrate my points.

On Not Reading Fifty Shades:Feminism and the Fantasy of Romantic Immunity

This paper explores the politics of feminist criticism of the Fifty Shades novels as seen in both traditional media commentary and popular online news and cultural websites and blogs. I argue that much media commentary, in broadsheet and other ‘respectable’ outlets particularly, has featured avowedly feminist writers dismissing the books as ‘bad’, not only containing bad writing and bad sex but, ultimately, as being bad for their women readers. Situating these responses within a history of feminist discomfort with popular erotic and romantic fiction marketed to women I read these responses as a form of ‘anti-romantic’ fantasy in which the reader/critic is able to assert both her immunity from the romantic fantasy offered in the text and her cultural distance from those women who are subject to it. Further, this act of disavowal is often linked to a professed concern for the women who read the novel who the critic argues will, inevitably, replicate the abusive and harmful relationship dynamics that the novel represent. Such a move then positions the feminist critic as not only more culturally intelligent than women readers of the novel but enacts a fantasy of respectable, middle-class feminist cultural custodianship. Such a fantasy, I argue, is connected to the post-feminist era in which we live, which has produced a class of self-appointed ‘feminist’ cultural critics who seek to contest their own cultural marginalisation through enacting a governmental authority to worry about other women. This paper, therefore, is a critical investigation of the pleasures and politics of very publicly not reading Fifty Shades and its significance for analysing the contemporary politics of popular culture and feminism.

Neonatal intensive care and late preterm infants:Health and family functioning at three years

Background: Late preterm infants (LPIs), born at 34 + 0 to 36 + 6 weeks of gestation contribute a significant proportion of all neonatal intensive care (NIC) admissions and are regarded as being at risk of adverse outcomes compared to term-born infants.

Aim: To explore the health outcomes and family functioning of LPIs who required neonatal intensive care, at three years of age.

Study design and subjects: This cohort study included 225 children born late preterm, between 1 January and 31 December 2006 in Northern Ireland. Children admitted for NIC (study group, n = 103) were compared with children who did not require NIC or who required special care only for up to three days (comparison group, n = 122).

Outcome measures
Health outcomes were measured using the Health Status Questionnaire, health service usage by parent report and family functioning using the PedsQL™ Family Impact Module.

Results: LPIs who required NIC revealed similar health outcomes at three years in comparison to those who did not. Despite this, more parents of LPIs who required NIC reported visiting their GP and medical specialists during their child's third year of life. Differences in family functioning were also observed with mothers of LPIs who required NIC reporting, significantly lower levels of social and physical functioning, increased difficulties with communication and increased levels of worry.

Conclusions: LPIs were observed to have similar health outcomes at three years of age regardless of NIC requirement. The increase in GP and medical specialist visits and family functioning difficulties observed among those infants who required NIC merits further investigation.

Abbreviations: LPI, late preterm infant; NIC, neonatal intensive care; HSQ, Health Status Questionnaire; GP, general practitioner

Echoes of the future: Adults with disabilities living at home with their parents

Almost 90% of all adult sons and daughters with disabilities live at home with their parents. Consequently, they have life experiences that are atypical for most of their adult peers and their aging caregivers are under stress due to failing health, financial pressures, bereavement, and worry about the future.

Adults with intellectual disabilities and aging parents took part in focus groups and interviews. results show a loving and caring home environment but evidence a lack of effective life skills development and futures planning. the paper draws attention to the inevitable crisis that occurs when aging caregivers are no longer able to care. The urgent need for skill development and timely futures planning is outlined.

Educação para cidadania democrática: necessidade e desafio para a escola do século XXI

Esta dissertação quer-se fundamentalmente um esforço de estimular a preocupação por uma educação enraizada no conhecimento e práticas duma cidadania democrática. Uma educação que sirva de sustentáculo para a criação de uma cultura democrática a partir da tenra idade, onde as crianças aprendam a aprender os princípios democráticos e a traduzi-los no seu quotidiano, na sua forma de ser e de estar com os outros, fazendo prova de uma grande e efectiva maturidade de saber conviver na diferença e no respeito recíproco. Para lhe conferir o cunho científico de que não deve se abdicar, procedemos a uma revisão da literatura disponível sobre o assunto. Foi através dela que descobrimos os pressupostos epistemológicos que nos serviram de necessários e indispensáveis “inputs” para o entendimento conceitual e o real significado duma «educação para a cidadania democrática», tema que escolhemos para a nossa reflexão. Também não deixamos de olhar para os nossos documentos legais, isto é, a Constituição da República de Angola e a Lei de Bases do Sistema Educativo em vigência, no intuito de extrair os dispositivos que, de maneira “a priori”, justificam a preocupação nacional, pelo menos no plano teórico, por uma educação para a cidadania democrática; ABSTRACT: Education for democratic citizenship: necessity and challenge for the XXI’s school This dissertation is just like an effort to stimulating a preoccupation of an education based on knowledge and policies of a democratic citizenship. We are talking about the education which is required to be a foundation to build a democratic culture. This is a project to start from the childhood up to the teenage where the children are invited to learn and to put into the practice the democratic policies in their daily activities and lives. The project can allow them to look at the democratic policies as their habitual way of being and standing or gathering with others, showing big and effective maturity of how to live in difference and mutual respect. To confer the required scientific marc to this issue, we decided do visit part from the tools of the literacy available for this studies. Through this way, we discovered the epistemological presupposes which are necessary an indispensable support for the needed conceptual understanding and real meaning of «education for democratic citizenship», the topic of this dissertation. Our legal documents, such as, the Angolan Constitution and the Educative System Bases Law, helped us to take out the devices that, “a priori”, legitimize the national worry in education for democratic citizenship, though still in theory yet, more than in practice as we learnt from ours interviewed.

Educação de infância como tempo fundador: repensar a formação de educadores para uma acção educativa integrada

O estudo Educação de Infância como tempo fundador: Repensar a Formação de Educadores para uma acção educativa integrada inscreve-se no processo de reflexão acerca das finalidades da educação básica e da qualidade da formação e da intervenção dos profissionais de educação de infância. Considerando as condições de instabilidade, crescente insegurança e grande imprevisibilidade que caracterizam as sociedades contemporâneas e, considerando também, os avanços científicos que vêm ocorrendo nas últimas décadas, fundamentando e alertando para a importância decisiva das aprendizagens realizadas na Infância nos processos de desenvolvimento subsequentes, releva-se neste estudo a necessidade de dar continuidade e aprofundar essa reflexão procurando responder, também pela investigação, aos desafios que as mudanças sociais suscitam. Nesta linha e tendo como referente o significado que, em termos de estruturação identitária pessoal e colectiva, é reconhecido à educação de infância, enquanto contexto primeiro de educação básica e complementar da acção educativa da família, o principal objectivo do estudo consiste em aprofundar o conhecimento acerca da natureza e qualidade dos saberes básicos a promover na educação pré-escolar e das competências reconfiguradoras do perfil de desempenho profissional dos educadores de infância para que, em articulação com as famílias das crianças, se tornem facilitadores do seu desenvolvimento, no quadro de uma ampla perspectiva de cidadania e de sucesso para todos. Os eixos investigativos que se cruzam no estudo pressupõem uma dimensão de pesquisa (teórica, documental e empírica) de natureza complexa, na qual, se procura tornar compreensíveis as interacções entre os participantes anteriormente referidos, no sentido de uma possível coerência conceptual e funcional, que regule e sustente a qualidade dos processos de desenvolvimento. Do ponto de vista metodológico, a investigação inscreve-se numa abordagem de natureza qualitativa, de matriz complexa e com características de estudo de caso, centrado nos processos de formação e de intervenção dos educadores de infância em exercício de funções, no distrito de Bragança. No sentido de construir uma visão integrada do objecto de estudo foi desenvolvida uma revisão temática de literatura e de análise documental e, na dimensão empírica do estudo, foram promovidos processos mistos de recolha de dados, com recurso à inquirição por questionário e por entrevista (semi-estruturada). A inquirição por questionário foi feita a 229 educadores de infância e a 1340 pais (ou seus representantes), das crianças que frequentavam a educação pré-escolar e a entrevista a 6 educadoras, que integravam os conselhos executivos dos Agrupamentos de Escolas e, cujas funções de gestão e administração, lhes permitiam ter uma perspectiva mais global das problemáticas em estudo. Os instrumentos de recolha e de análise da informação foram validados de modo a garantir-lhes fiabilidade e credibilidade. Os resultados do estudo podem ser lidos em dois níveis, considerando a sua abrangência e especificidade. Num primeiro plano, numa leitura mais global e transversal às questões em estudo e, num segundo plano, como enfoque mais específico em função de quatro dimensões temáticas decorrentes do quadro de fundamentação teórica e organizadoras do processo de reflexão e de pesquisa. Assim, globalmente, os resultados confirmam a importância que todos os inquiridos reconhecem, quer às aprendizagens ocorridas na Infância, como factor importante no desenvolvimento pessoal e social das crianças ao longo da vida, quer ao papel que, nele, os educadores e respectiva formação (inicial e contínua) devem desempenhar. Com algumas variações, as representações dos educadores de infância e dos pais inquiridos neste estudo, embora diferentes em algumas das questões específicas, apresentam-se maioritariamente coerentes e próximas das perspectivas teóricas mais actuais, que consideram a natureza processual das aprendizagens e a importância que a qualidade dos contextos e das transições, que neles ocorrem, assumem nos processos de desenvolvimento. Ou seja, inscrevem-se na linha das teorias socioconstrutivista e ecológica também subjacentes às orientações curriculares, ao nível nacional e aos quadros teóricos de referência, ao nível internacional. Identificam a aprendizagem da cidadania (ou do aprender a ser em sociedade) como o saber mais estruturante a ser desenvolvido no conjunto da acção educativa e perspectivam-na como processo de responsabilidade partilhada e cooperado. Tratando-se de uma amostra extensa e de um distrito geograficamente marcado pela interioridade, e sem esquecer que os dados se referem a representações expressas ao nível dos discursos, é importante reconhecer os sinais de actualidade das perspectivas e das sugestões apontadas para dar continuidade aos processos de desenvolvimento integrado de todos os participantes no processo educativo. Ainda numa leitura global, as principais diferenças, genericamente observadas entre educadores e pais, evidenciam, da parte destes, uma perspectiva de cidadania mais restrita e, da parte dos educadores, uma visão mais alargada do conceito. Com efeito, são os pais com mais elevada qualificação académica que partilham com os educadores esta perspectiva ampliada e transformadora de cidadania. Numa leitura mais enfocada e mais detalhada, e tal como referido anteriormente, os resultados podem ser lidos no cruzamento de quatro dimensões que interligam as questões de pesquisa: os saberes básicos, as estratégias de intervenção para o seu desenvolvimento; a formação e intervenção dos educadores de infância e a identificação de competências que possam vir a aprofundarem a sua formação. No que se refere aos saberes básicos, e não obstante a ocorrência de variações, quer quanto aos próprios saberes, quer quanto à terminologia usada, são considerados como fundamentais: 1. O aprender a ser na perspectiva do desenvolvimento da identidade; 2. O aprender a exercer a cidadania na linha da aprendizagem e da vivência democrática na relação com o mundo e com o outro; 3. O aprender a aprender como ferramenta indispensável à aprendizagem ao longo da vida; 4. O aprender a desenvolver o pensamento crítico, enquanto possibilidade de criteriosa escolha pessoal entre alternativas possíveis e 5. O aprender a comunicar como condição relacional inalienável nos processos de interacção com os contextos e com as pessoas. A segunda dimensão tem a ver com as estratégias consideradas facilitadoras do desenvolvimento destes saberes e são considerados três níveis da intervenção educativa: a acção dos educadores propriamente dita, a cooperação dos pais no processo de aprendizagem das crianças e a interacção da instituição pré-escolar com os pais/família. A acção dos educadores surge, tendencialmente perspectivada como facilitadora do desenvolvimento dos saberes básicos, embora em relação a algumas práticas essa perspectiva surgisse pouco evidente e distingue-se quanto ao desenvolvimento da acção e relação educativa, manifestando os educadores mais experientes uma opinião mais favorável. No que se refere à cooperação dos pais no processo de aprendizagem das crianças, os resultados indicam que a maioria dos pais manifesta uma opinião favorável a práticas configuradoras de um clima facilitador do desenvolvimento dos saberes básicos enunciados, mas variando os seus pontos de vista. São os pais de habilitações académicas mais elevadas, de idade intermédia e situados em contexto urbano os que apresentam opiniões mais favoráveis. Por fim, e no que diz respeito à interacção com as famílias, os resultados evidenciam uma opinião positiva com os meios de interacção utilizados, mas deixando perceber a necessidade de melhorar o processo de cooperação, manifestando os pais uma opinião menos positiva do que os educadores sobre esse processo. A terceira dimensão diz respeito às representações sobre a formação e intervenção profissional dos educadores, evidenciando os resultados que a maioria dos educadores atribuiu muita relevância aos contributos do curso de formação inicial para o desenvolvimento da maioria das competências necessárias para o seu desempenho profissional. Permitem ainda verificar que os educadores de formação mais recente manifestaram uma opinião mais favorável desses contributos, quanto ao desenvolvimento de conhecimentos em áreas, tais como a matemática, conhecimento do mundo e expressão musical, o que significa um avanço relativamente ao reconhecimento da necessidade de fazer investimento nessas áreas sugeridas em alguns estudos e projectos. Quanto ao desenvolvimento da actividade profissional, os resultados relevam que a maior preocupação dos educadores se centra em torno do seu desempenho profissional e das condições de exercício da actividade profissional. No que se refere ao início de carreira, esta última dimensão assume maior evidência, sendo ainda possível perceber que a entrada na vida profissional tem vindo a ocorrer, nos últimos anos, através da rede privada. A quarta dimensão tem a ver com as competências profissionais a desenvolver pelos futuros educadores, e não obstante algumas diferenças nas opiniões manifestadas pelos três grupos de participantes, surgem relevadas competências que a literatura e os perfis de desempenho profissional docente apontam como devendo ser promovidas e incluídas nos programas de formação de educadores de infância/professores. Estas podem ser vistas, quer numa dimensão geral relativa ao grupo docente, quer numa dimensão mais específica da intervenção em educação de infância, tal como é especificado ao longo do trabalho.