Understanding the Impact of Trauma and Urban Poverty on Family Systems: Risks, Resilience and Interventions
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Uncovering the Mask of Borderline Personality Disorder
CE ARTICLE Uncovering the mask of borderline personality disorder: Knowledge to empower primary care providers Hiba Wehbe-Alamah, PhD, RN, FNP-BC, CTN-A (Associate Professor) & Susan Wolgamott, DNP, RN, CEN, CTN-B (Lecturer) Department of Nursing, School of Health Professions and Studies, University of Michigan–Flint, Flint, Michigan Keywords Abstract Content analysis; mental health; borderline personality; internet blogs; research; Purpose: This manuscript will provide a review of the literature and a re- disparities. port on the findings of a qualitative study that explored the lived experiences of people with borderline personality disorder (BPD). It also offers resources Correspondence designed to empower healthcare professionals to provide timely and accurate Hiba Wehbe-Alamah, PhD, RN, FNP-BC, CTN-A, referrals, diagnosis, or collaborative management of BPD in primary care. Department of Nursing, School of Health Data sources: Review of the literature examining background, epidemiol- Professions and Studies, University of Michigan–Flint, 303 East Kearsley Street, 2162 ogy, pharmacotherapy, psychotherapy, and available resources regarding BPD. WSW, Flint, MI 48502–1950. Content analysis conducted on data obtained from 1109 postings on three dif- Tel: 810-766-6760; ferent public online forums/blogs specifically for BPD. Fax: 810-766-6851; Conclusions: BPD is characterized by unstable moods, behaviors, and rela- E-mail: hiba@umflint.edu tionships. While navigating a healthcare system fraught with health disparities, Received: July 2013; BPD sufferers may have their feelings of abandonment and hopelessness rein- accepted: March 2014 forced. Four core themes emerged (a) a reliance on online blogging to cope; (b) a quality of life that is impacted by debilitating effects of condition; (c) coping doi: 10.1002/2327-6924.12131 mechanisms that encompass healthy and destructive measures; and (d) social To obtain CE credit for this activity, go to injustices that include stigmatization, prejudice, delayed diagnosis, misdiagno- www.aanp.org and click on the CE Center. -
Intergenerational Transmission of Parental Nakba Related Trauma Experiences Among the Palestinans Living in Israel
INTERGENERATIONAL TRANSMISSION OF PARENTAL NAKBA RELATED TRAUMA EXPERIENCES AMONG THE PALESTINIANS LIVING IN ISRAEL Dissertation zur Erlangung des Grades des Doktors der Naturwissenschaften (Dr. rer. nat.) vorgelegt von Adnan Abu El Hija an der Mathematisch-Naturwissenschaftliche Sektion Fachbereich Psychologie Tag der mündlichen Prüfung: 12. März 2018 1. Referent: Prof. Dr. Thomas Elbert 2. Referent: PD Dr. Maggie Schauer-Elbert Konstanzer Online-Publikations-System (KOPS) URL: http://nbn-resolving.de/urn:nbn:de:bsz:352-2-1x8e2v3pfnpur5 I ABSTRACT This review summarizes studies on the intergenerational influence of the Palestinian disaster in 1948 (i.e., NAKBA). For the purposes of this review, it was investigated whether second-generation individuals were affected by war-related trauma to which first-generation individuals were exposed. In this study we examined the intra-family trauma communication style (i.e., disclosure/silencing) as a mediator variable. A path model was constructed to demonstrate how the influence of traumatic experiences was transmitted to the second generation. Finally we investigated the factors that might affect the willingness of Palestinians to reconcile with Jews and the state of Israel. This thesis includes a review and three articles, which consider the topic from different perspectives. In the first chapter, a literature review of the existing publications on the topic of the transgenerational impact of trauma and displacement is presented and the outstanding research questions are discussed. The subsequent three chapters refer to the results of the current study and finally a chapter summarizes the results in German. Keywords: Nakba-trauma, intergenerational transmission, communication styles, psychological complaints, word assumption, II DEDICATION To the memory of my father, who would have been happy and proud to see my completed dissertation. -
AVAILABLE from ABSTRACT DOCUMENT RESUME Mental
DOCUMENT RESUME ED 431 981 CG 029 333 TITLE Mental Health in Schools: New Roles for School Nurses. Addressing Barriers to Student Learning. INSTITUTION California Univ., Los Angeles. Center for Mental Health in Schools. SPONS AGENCY Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. PUB DATE 1997-04-00 NOTE 298p. AVAILABLE FROM School Mental Health Project, Center for Mental Health in Schools, Dept. of Psychology, UCLA, 405 Hilgard Ave., Los Angeles, CA 90095-1563; Tel: 310-825-3634; Fax: 310-206-8716; e-mail: [email protected]; Web site: http://smhp.psych.ucla.edu (minimal fee to cover copying, postage and handling). PUB TYPE Guides Classroom Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Confidentiality; Due Process; Elementary Secondary Education; *Mental Health; Prevention; *Professional Development; *School Nurses; *Staff Role; Student Development IDENTIFIERS Consent; Screening Programs ABSTRACT This set of three continuing education units is designed to be used as a professional development tool for school nurses. Each unit consists of several sections designed to stand alone. Thus, the total set can be used and taught in a straightforward sequence, or one or more units and sections can be combined into a personalized course. Each section begins with specific objectives and focusing questions to guide reading and review. Interspersed throughout each section is boxed information designed to help the learner think in greater depth about the material. Test questions are provided at the end of each section as an additional study aid. Unit 1, "Placing Mental Health into the Context of Schools and the 21st Century," provides an overview and discusses enhancing health development; addressing barriers to learning; moving toward a comprehensive approach; and responding to students' problems. -
Recovery from Psychological Trauma
Psychiatry and Clinical Neurosciences (1998) 52 (Suppl,), S145 S150 Session 8 Recovery from psychological trauma JUDITH L, HERMAN, MD Department of Psychiatry. Harvard Medical School. Boston, and Victims of Violence Program. The Cambridge Hospital. Cambridge. Massachusetts. USA Abstract Trauma destroys the social systems of care, protection, and meaning that support human life. The recovery process requires the reconstruction of these systems. The essential features of psycho- logical trauma are disempowerment and disconnection from others. The recovery process therefore is based upon empowerment of the survivor and restoration of relationships. The recovery process may be conceptualized in three stages: establishing safety, retelling the story of the traumatic event, and reconnecting with others. Treatment of posttraumatic disorders must be appropriate to the survivor's stage of recovery, Caregivers require a strong professional support system to manage the psychological consequences of working with survivors. Key words posttraumatic stress disorder, principles of treatment, recovery stages, survivor mission, trauma psychology. The core experiences of psychological trautna are dis- With trauma survivors, the therapeutic alliance can- empowerment and disconnection from others.' Re- not be taken for granted but must be painstakingly covery therefore is based upon etnpowennent of the built,"* Psychotherapy requires a collaborative working survivor and the creation of new connections. Recovery relationship m which both partners act on the basis of ean take place only within the context of relationships; their implicit confidence in the value and efficacy o[' it cannot occur in isolation. In renewed connections persuasion rather than coercion, ideas rather force, with other people, the survivor recreates the psycho- mutual cooperatioti rather than authoritarian control. -
Breaking Intergenerational Cycles of Repetition. a Global Dialogue on Historical Trauma and Memory
Breaking Intergenerational Cycles of Repetition Pumla Gobodo-Madikizela (ed.) Breaking Intergenerational Cycles of Repetition A Global Dialogue on Historical Trauma and Memory Barbara Budrich Publishers Opladen • Berlin • Toronto 2016 An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. The Open Access ISBN for this book is 978-3-8474-0240-4. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org © 2016 This work is licensed under the Creative Commons Attribution-ShareAlike 4.0. (CC- BY-SA 4.0) It permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you share under the same license, give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/ © 2016 Dieses Werk ist beim Verlag Barbara Budrich GmbH erschienen und steht unter der Creative Commons Lizenz Attribution-ShareAlike 4.0 International (CC BY-SA 4.0): https://creativecommons.org/licenses/by-sa/4.0/ Diese Lizenz erlaubt die Verbreitung, Speicherung, Vervielfältigung und Bearbeitung bei Verwendung der gleichen CC-BY-SA 4.0-Lizenz und unter Angabe der UrheberInnen, Rechte, Änderungen und verwendeten Lizenz. This book is available as a free download from www.barbara-budrich.net (https://doi.org/10.3224/84740613). -
What Counselors Should Know When Working with Trauma Survivors
Preventing Vicarious Trauma:What Counselors Should Know When Working With Trauma Survivors Robyn L. Trippany, Victoria E. White Kress, and S.Allen Wilcoxon Counselors in all settings work with clients who are survivors of trauma. Vicarious trauma, or counselors developing trauma reactions secondary to exposure to clients’ traumatic experiences, is not uncommon. The purpose of this article is to describe vicarious trauma and summarize the recent research literature related to this construct. The Constructivist Self-Development Theory (CSDT) is applied to vicarious trauma, and the implications CSDT has for counselors in preventing and managing vicarious trauma are explored. ounselors in virtually all settings work with 1995b, p. 152). These changes involve disruptions in the clients who are survivors of trauma. Trauma cognitive schemas of counselors’ identity, memory system, can generally be defined as an exposure to a and belief system.VT has been conceptualized as being ex situation in which a person is confronted with acerbated by, and perhaps even rooted in, the open engage an event that involves actual or threatened ment of empathy, or the connection, with the client that is Cdeath or serious injury, or a threat to self or others’ physical inherent in counseling relationships (Pearlman & Saakvitne, well-being (American Psychiatric Association, 2000). Client 1995b).VT reflects exposure of counselors to clients’ trau traumas frequently encountered in clinical practice include matic material and encompasses the subsequent cognitive childhood sexual abuse; physical or sexual assault; natural disruptions experienced by counselors (Figley, 1995; McCann disasters, such as earthquakes or tornadoes; domestic violence; & Pearlman, 1990).These repeated exposures to clients’ trau and school and work-related violence (James & Gilliland, matic experiences could cause a shift in the way that trauma 2001). -
Transgenerational Transmission of Trauma – Matryoshka Theory
__________________________________________________________________________________ Received: March 29, 2021 Acad Med J 2021;1(1):3-10 Accepted: April 15, 2021 UDC: 364-787.24:159.944.4 Review article TRANSGENERATIONAL TRANSMISSION OF TRAUMA – MATRYOSHKA THEORY Pop-Jordanova Nada Macedonian Academy of Sciences and Arts, Skopje, R.N. Macedonia e-mail: [email protected] Abstract Intergenerational trauma is relatively a new field of research in psychology and psychiatry. The idea is that trauma is not just experienced by one person but extends from one generation to the next. It travels silently and at times, out of awareness. Parental emotional heritage, as the pains in previous generations, affect the emotional well-being, and the way the second and third generations react to life events. In this context, families affected by catastrophes such as tsunami, wars, earthquake and similar events are especially vulnerable for generational transmission of trauma. Research into the causes of psychopathology has been largely focused on two broad etiologic factors: genetic vulnerability and environmental stressors. This study is a review of published articles available on PubMed and Psych Net in the past two decades. The results obtained confirmed genetic, behavioural and attachment-related transmission of intergenerational trauma. The need of psychological support is emphasised. Keywords: transgenerational transmission, trauma, Matryoshka doll, genetics, environment Introduction From the beginning of the world, traumatic events have happened anywhere and anytime. In any period of the Earth history, wars, diseases, disasters, and personal traumatic events have appeared without break up. All these events have influenced on the human growth, development and especially on mental health of the people. -
Rejection Sensitivity, Attachment Styles, Autobiographical Memory, and Why Some Feel the Sting More Than Others Aili Weeks
Connecticut College Digital Commons @ Connecticut College Psychology Honors Papers Psychology Department 2011 The aH rsh Sting of Rejection: Rejection Sensitivity, Attachment Styles, Autobiographical Memory, and Why Some Feel the Sting More Than Others Aili Weeks Follow this and additional works at: http://digitalcommons.conncoll.edu/psychhp Recommended Citation Weeks, Aili, "The aH rsh Sting of Rejection: Rejection Sensitivity, Attachment Styles, Autobiographical Memory, and Why Some Feel the Sting More Than Others" (2011). Psychology Honors Papers. 14. http://digitalcommons.conncoll.edu/psychhp/14 This Honors Paper is brought to you for free and open access by the Psychology Department at Digital Commons @ Connecticut College. It has been accepted for inclusion in Psychology Honors Papers by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. Running head: AUTOBIOGRAPHICAL MEMORY AND REJECTION SENSITIVITY The Harsh Sting of Rejection: Rejection Sensitivity, Attachment Styles, Autobiographical Memory, and Why Some Feel the Sting More Than Others A thesis presented by Aili A. Weeks To the Department of Psychology In partial fulfillment of the requirements for the degree of Bachelor of Arts Connecticut College New London, Connecticut April, 2011 i Acknowledgements I would first and foremost like to thank my advisor, Professor Jefferson Singer. As my major advisor as well as my thesis advisor, he has always presented me with support and enthusiasm for my decisions and ideas. His intelligence and knowledge on these topics are invaluable and helped me challenge myself and learn and grow through this experience. -
Borderline Personality Disorder: an Information Guide for Families Isbn: 978-0-88868-819-4 (Print) Isbn: 978-0-88868-817-0 (Pdf) Isbn: 978-0-88868-818-7 (Html) Pm083
For more information on addiction and mental health issues, or a copy of this booklet, please contact the CAMH McLaughlin Information Centre: Ontario toll-free: 1 800 463-6273 Borderline Toronto: 416 595-6111 This publication may be available in other formats. For informatinoaboutalternate formats, to order multliecopies of thsibooklet, or to order othreCAMH publiactions, pleasecontact personality Sales and Distribution: Toll-free: 1 800vvqmqqqq Toronto: 416 595-6059 E-mail: [email protected] disorder Online store: http://store.camh.net To make a donation, please contact the CAMH Foundation: Tel.: 416ywymvypy E-mail: [email protected] An If you have questions, concerns or compliments about services at CAMH, please contact the Client Relations Service: Tel.: 416usumxupq ext. 2028 or 2078 Website: ww.wcamh.net information guide for families ISBN 978-0-88868-819-4 3 - 2 0 0 9 M p x s A Pan American Health Organization / World Health Organization Collaborating Centre Borderline personality disorder An information guide for families Library and Archives Canada Cataloguing in Publication Borderline personality disorder: an information guide for families isbn: 978-0-88868-819-4 (print) isbn: 978-0-88868-817-0 (pdf) isbn: 978-0-88868-818-7 (html) pm083 Printed in Canada Copyright © 2009 Centre for Addiction and Mental Health No part of this work may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system without written permission from the publisher—except for a brief quotation (not to exceed 200 words) in a review or professional work. -
77865632009 2.Pdf
Papeles del Psicólogo ISSN: 0214-7823 ISSN: 1886-1415 [email protected] Consejo General de Colegios Oficiales de Psicólogos España Cervera Pérez, Isabel María; López-Soler, Concepción; Alcántara-López, Mavi; Castro Sáez, Maravillas; Fernández-Fernández, Visitación; Martínez Pérez, Antonia CONSEQUENCES OF CHRONIC INTRA-FAMILY ABUSE IN CHILDHOOD: DEVELOPMENTAL TRAUMA Papeles del Psicólogo, vol. 41, no. 3, 2020, September-, pp. 219-227 Consejo General de Colegios Oficiales de Psicólogos España DOI: https://doi.org/10.23923/pap.psicol2020.2934 Available in: https://www.redalyc.org/articulo.oa?id=77865632009 How to cite Complete issue Scientific Information System Redalyc More information about this article Network of Scientific Journals from Latin America and the Caribbean, Spain and Journal's webpage in redalyc.org Portugal Project academic non-profit, developed under the open access initiative Papeles del Psicólogo / Psychologist Papers, 2020 Vol. 41(3), pp. 219-227 Articles https://doi.org/10.23923/pap.psicol2020.2934 http://www.papelesdelpsicologo.es http://www.psychologistpapers.com CONSEQUENCES OF CHRONIC INTRA-FAMILY ABUSE IN CHILDHOOD: DEVELOPMENTAL TRAUMA Isabel María Cervera Pérez1, Concepción López-Soler2, Mavi Alcántara-López2, Maravillas Castro Sáez2, Visitación Fernández-Fernández2 and Antonia Martínez Pérez2 1Unidad de Salud Mental Comunitaria Huércal-Overa. 2Universidad de Murcia Los traumas tempranos y repetidos en el contexto de las relaciones de apego impactan de una manera dramática en el desarrollo de los niños/as, generando una diversidad de manifestaciones psicopatológicas complejas, que se incluyen en la última versión de la Clasificación Internacional de Enfermedades (CIE-11) como un diagnóstico nuevo denominado Trastorno por Estrés Postraumático Complejo (TEPT-C). -
The Transgenerational Impact of the Troubles in Northern Ireland
TRANSGENERATIONAL TRAUMA, NORTHERN IRELAND TRAUMA, NORTHERN TRANSGENERATIONAL YEARS OF EDUCATIONAL PSYCHOLOGY TRAINING AT QUEEN’S UNIVERSITY 50 BELFAST THE TRANSGENERATIONAL IMPACT OF ‘THE TROUBLES’ IN NORTHERN IRELAND EMILY FITZGERALD, MARK GIVEN, MAIGHREAD GOUGH, LINZI KELSO, VICTORIA MCILWAINE AND CHLOE MISKELLY, SCHOOL OF PSYCHOLOGY, CDS 180810 9 781909 131644 QUEEN’S UNIVERSITY BELFAST 180810 QUB Transgenerational Impac/Troubles publication_v3.indd All Pages 03/10/2017 14:48 Contents Chapter One: Maighread Gough: The Psychological Impact of “the 1 Troubles” in Northern Ireland on Today’s Children: A Post-Conflict, Transgenerational Perspective 1.1 International Literature on the Psychological Impact of Armed Conflict 1 1.1.1. Children of parents with PTSD 2 1.1.2 Conflict in the Middle East 2 1.1.3 The war in former Yugoslavia 3 1.1.4 Limitations to generalizing from specific conflicts 3 1.2 The Conflict in Northern Ireland 4 1.2.1 The transgenerational transmission of trauma 4 1.3 Theories of Transmission of Trauma 5 1.3.1 The stress vulnerability model 6 1.3.2 The transmission of psychopathology model 6 1.3.3 The transmission of genetic/physiological material model 6 1.3.4 The psychodynamic model 6 1.3.5 The family systems model 7 1.3.6 Social psychological models 7 1.4 Coping with Conflict 8 1.4.1 Positive outcomes from exposure to traumatic events 8 1.5 Mediating Role of Childhood Adversities 8 1.6 Children and their Communities in Northern Ireland 9 1.7 The Importance of Social Identity 10 1.8 Transmission of Prejudice 10 1.9 -
Loss, Grief and Bereavement Overview
Carebridge Resource Loss, Grief and Bereavement Overview Introduction People cope with the loss of a loved one in many ways. For some, the experience may lead to personal growth, even though it is a difficult and trying time. There is no right way of coping with death. The way a person grieves depends on the personality of that person and the relationship with the person who has died. How a person copes with grief is affected by the experience with cancer, the way the disease progressed, the person's cultural and religious background, coping skills, mental history, support systems, and the person's social and financial status. The terms grief, bereavement, and mourning are often used in place of each other, but they have different meanings. Grief is the normal process of reacting to the loss. Grief reactions may be felt in response to physical losses (for example, a death) or in response to symbolic or social losses (for example, divorce or loss of a job). Each type of loss means the person has had something taken away. As a family goes through a cancer illness, many losses are experienced, and each triggers its own grief reaction. Grief may be experienced as a mental, physical, social, or emotional reaction. Mental reactions can include anger, guilt, anxiety, sadness, and despair. Physical reactions can include sleeping problems, changes in appetite, physical problems, or illness. Social reactions can include feelings about taking care of others in the family, seeing family or friends, or returning to work. As with bereavement, grief processes depend on the relationship with the person who died, the situation surrounding the death, and the person's attachment to the person who died.