DOCSLIB.ORG

An Update of Acute Stress Disorder

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Update of Acute Stress Disorder VOLUME 24/NO. 1 • ISSN: 1050-1835 • 2013 Research Quarterly advancing science and promoting understanding of traumatic stress Published by: National Center for PTSD VA Medical Center (116D) An Update of Richard A. Bryant, PhD 215 North Main Street School of Psychology University of New South Wales White River Junction Acute Stress Disorder Vermont 05009-0001 USA (802) 296-5132 FAX (802) 296-5135 Email: [email protected] It is nearly 20 years since DSM-IV introduced the overall the ASD diagnosis is sensitive in predicting All issues of the PTSD Research diagnosis of acute stress disorder (ASD). At the time PTSD; that is, the majority of individuals with a Quarterly are available online at: there was relatively little research substantiating the diagnosis of ASD do subsequently develop PTSD www.ptsd.va.gov role or definition of diagnosis, but its introduction (Bryant, 2011). In contrast, the ASD diagnosis has promoted an unprecedented amount of research low specificity; that is, most people who eventually Editorial Members: into acute stress reactions after trauma. As we experience PTSD do not initially display ASD. These Editorial Director approach the introduction of DSM-5, it is timely to studies suggest that although trauma survivors with Matthew J. Friedman, MD, PhD review what we now know about acute traumatic ASD do experience stress reactions that are likely Scientific Editor stress and how this is influencing the new definition to persist, the current criteria is overly narrow in Fran H. Norris, PhD of the ASD diagnosis. identifying people at risk. Managing Editor Heather Smith, BA Ed ASD was initially introduced for two reasons: What is the reason for the poor predictive ability of (a) to describe severe acute stress reactions that ASD? Some studies suggest that the emphasis on National Center Divisions: occur in the initial month after a trauma that could dissociation may be overly limiting because many Executive not be described as PTSD, which can only be people at risk may not display acute dissociative White River Jct VT diagnosed after a month has transpired since the responses (Bryant, Creamer, O’Donnell, Silove, Behavioral Science trauma; and (b) to identify acutely traumatized and McFarlane, 2008; Dalgleish et al., 2008; Harvey Boston MA people who will subsequently develop PTSD as and Bryant, 1998; Kassam-Adams and Winston, Dissemination and Training opposed to experiencing a transient stress reaction 2004). This finding is consistent with other evidence Menlo Park CA (Spiegel et al., 1996). To satisfy criteria for an ASD concerning the relationship between acute Clinical Neurosciences diagnosis in DSM-IV, one needed to experience a dissociation and subsequent PTSD. Although there West Haven CT traumatic event and respond with fear, horror, or are numerous studies attesting to the predictive Evaluation helplessness (Criterion A), and similarly to PTSD, capacity of acute dissociation and subsequent West Haven CT needed to satisfy re-experiencing (Criterion C), PTSD (Murray, Ehlers, and Mayou, 2002), other Pacific Islands avoidance (Criterion D), and arousal (Criterion E) analyses suggest that peritraumatic dissociation Honolulu HI symptom clusters. ASD was markedly differentiated is not an independent predictor of PTSD (Breh and Women’s Health Sciences from PTSD by a strong emphasis on acute Seidler, 2007; van der Velden et al., 2006). One study Boston MA dissociation, such that one needed to have at least found that dissociation mediates the relationship three of the following symptoms: emotional between acute arousal and subsequent PTSD numbing, derealization, depersonalization, reduced (Bryant, Brooks, et al., 2011), suggesting that it may awareness of surroundings, or dissociative amnesia be the arousal rather than dissociation at the time of (Criterion B). This emphasis on dissociation was trauma that is pivotal in PTSD development. based largely on the perspective that dissociative responses to trauma are pivotal in longer-term There are only a few studies of the relationship psychopathology (Harvey and Bryant, 2002). between ASD and PTSD in children (Bryant, Salmon, Sinclair, and Davidson, 2007; Dalgleish et al., 2008; Longitudinal Evidence Kassam-Adams and Winston, 2004). Although limited for Acute Stress Disorder by the small number of studies, and the focus of all of them on traumatic injury, these studies indicate A series of longitudinal studies have assessed the that the ASD diagnosis has poor capacity to predict relationship between ASD and subsequent PTSD. PTSD in injured children. We know much less about One recent review of 22 studies concluded that the trajectories of trauma response in children than U.S. Department of Veterans Affairs Continued on page 2 Author’s Address: Richard A. Bryant, PhD is affiliated with the School of Psychology, University of New South Wales Sydney, NSW, Australia, 2052. Email Address: [email protected]. Continued from cover we do in adults, but it is possible that children experience distinctive Assessment of Acute Stress Disorder trajectories of posttraumatic adjustment as a result of developmental and environmental factors, and so the definition of ASD may be less Although the definition of ASD has changed, the existing measures successful in predicting PTSD. of ASD are still useful because the symptom composition is largely unchanged. Scoring of the measures would need to be modified Arguably the more compelling reason why ASD is not accurately because the new definition no longer requires that each cluster of predicting longer-term PTSD is that evidence has now accrued that symptoms are satisfied; instead, each measure would need to the relationship between acute trauma response and longer-term determine the presence of ASD on the basis of 9 symptoms being PTSD is complex and non-linear. One recent large longitudinal study present. There are three measures of ASD to choose from. The first that assessed more than 1,000 traumatic injury survivors at four time measure developed for ASD was the Stanford Acute Stress Reaction points after injury found that people followed complex courses over Questionnaire, which is a self-report measure that indexes 30 possible time; only half of those who met PTSD at any time point satisfied symptoms of ASD (Cardena, Koopman, Classen, Waelde, and PTSD criteria at subsequent time points (Bryant, O’Donnell, Creamer, Spiegel, 2000). An alternate measure is the Acute Stress Disorder McFarlane, and Silove, in press). A more sensitive approach has Interview (Bryant, Harvey, Dang, and Sackville, 1998), which possesses been to use latent growth mixture modeling (LGMM), which classifies good sensitivity (92%), and specificity (93%) relative to independent groups in a population to identify classes of individual variation over clinical diagnosis. The Acute Stress Disorder Scale (Bryant, Moulds, time, thereby allowing distinct trajectories to be identified over time and Guthrie, 2000) is a self-report version of the Acute Stress after trauma. Several studies have noted four major trajectories Disorder Interview, which also has sound psychometric properties. following traumatic experiences: (a) resilient class with few PTSD symptoms, (b) recovery class with initial distress then gradual Alternate Options for Assessing remission over time, (c) delayed reaction class with initially low High-risk Trauma Survivors symptom levels but increasing symptoms over time, and (d) chronic distress with consistently high PTSD levels. These trajectories have The modest predictive accuracy of the ASD diagnosis raises questions been documented in survivors of traumatic injury, Severe Acute concerning alternate means to identify recently traumatized people Respiratory Syndrome (SARS) infection, women diagnosed with who will progress to PTSD. In short, we currently have little knowledge breast cancer, and military personnel deployed to the Middle East. in terms of acute markers that we can rely on to predict who will These complex and often fluctuating courses of posttraumatic develop the disorder. In light of the previously reviewed complexity adjustment represent a marked challenge for any attempt to use of the trajectories that we see following trauma, it is perhaps not acute symptoms as a marker for trauma survivors who will develop surprising that acute markers do not perform very well as predictors. chronic PTSD: for a review, see Bonanno and Mancini, 2012. This qualification notwithstanding, several acute biological markers have been shown to have a statistical relationship with longer-term As a result of this accumulating evidence, DSM-5 has markedly PTSD severity. These include elevated resting heart rate, elevated modified the goals and criteria for ASD. The diagnosis no longer respiration rate, elevated cortisol, low Gamma-Amino Butyric Acid attempts to predict chronic PTSD, but rather identifies those (GABA) plasma levels, and FKBP5 mRNA expression, indicating survivors who are suffering severe acute stress reactions in the glucocorticoid activation. Cognitive predictors include maladaptive period prior to when a diagnosis of PTSD can be made (i.e., 1 month). appraisals about the experiences and one’s responses, over general In recognition of the heterogeneity of acute stress responses and the retrieval of autobiographical memories, shame, and rumination. It finding that dissociation may be overemphasized in DSM-IV, the new must be emphasized, however, that although each of these factors definition now requires at least 9 out of possible 14
Load more

Recommended publications
  • Effect of Emotional Arousal 1 Running Head
    Effect of Emotional Arousal 1 Running Head: THE EFFECT OF EMOTIONAL AROUSAL ON RECALL The Effect of Emotional Arousal and Valence on Memory Recall 500181765 Bangor University Group 14, Thursday Afternoon Effect of Emotional Arousal 2 Abstract This study examined the effect of emotion on memory when recalling positive, negative and neutral events. Four hundred and fourteen participants aged over 18 years were asked to read stories that differed in emotional arousal and valence, and then performed a spatial distraction task before they were asked to recall the details of the stories. Afterwards, participants rated the stories on how emotional they found them, from ‘Very Negative’ to ‘Very Positive’. It was found that the emotional stories were remembered significantly better than the neutral story; however there was no significant difference in recall when a negative mood was induced versus a positive mood. Therefore this research suggests that emotional valence does not affect recall but emotional arousal affects recall to a large extent. Effect of Emotional Arousal 3 Emotional arousal has often been found to influence an individual’s recall of past events. It has been documented that highly emotional autobiographical memories tend to be remembered in better detail than neutral events in a person’s life. Structures involved in memory and emotions, the hippocampus and amygdala respectively, are joined in the limbic system within the brain. Therefore, it would seem true that emotions and memory are linked. Many studies have investigated this topic, finding that emotional arousal increases recall. For instance, Kensinger and Corkin (2003) found that individuals remember emotionally arousing words (such as swear words) more than they remember neutral words.
    [Show full text]
  • What We Mean When We Talk About Suffering—And Why Eric Cassell Should Not Have the Last Word
    What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate, Robert Pearlman Perspectives in Biology and Medicine, Volume 62, Number 1, Winter 2019, pp. 95-110 (Article) Published by Johns Hopkins University Press For additional information about this article https://muse.jhu.edu/article/722412 Access provided at 26 Apr 2019 00:52 GMT from University of Washington @ Seattle What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate* and Robert Pearlman† ABSTRACT This paper analyzes the phenomenon of suffering and its relation- ship to medical practice by focusing on the paradigmatic work of Eric Cassell. First, it explains Cassell’s influential model of suffering. Second, it surveys various critiques of Cassell. Next it outlines the authors’ concerns with Cassell’s model: it is aggressive, obscure, and fails to capture important features of the suffering experience. Finally, the authors propose a conceptual framework to help clarify the distinctive nature of sub- jective patient suffering. This framework contains two necessary conditions: (1) a loss of a person’s sense of self, and (2) a negative affective experience. The authors suggest how this framework can be used in the medical encounter to promote clinician-patient communication and the relief of suffering. *Center for Ethics in Health Care and School of Medicine, Oregon Health and Science University, Portland. †National Center for Ethics in Health Care, Washington, DC, and School of Medicine, University of Washington, Seattle. Correspondence: Tyler Tate, Oregon Health and Science University, School of Medicine, Depart- ment of Pediatrics, 3181 SW Sam Jackson Park Road, Portland, OR 97239-3098.
    [Show full text]
  • Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin Healthcare
    Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin healthcare 4/22/2020 Overview benzodiazepines • Examples of benzos and benzo like drugs • Indications for benzos • Pharmacology of benzos • Side effects and contraindications • Benzo withdrawal • Benzo tapers 12/06/2018 Sedative/Hypnotics • Benzodiazepines • Alcohol • Z-drugs (Benzo-like sleeping aids) • Barbiturates • GHB • Propofol • Some inhalants • Gabapentin? Pregabalin? 12/06/2018 Examples of benzodiazepines • Midazolam (Versed) • Triazolam (Halcion) • Alprazolam (Xanax) • Lorazepam (Ativan) • Temazepam (Restoril) • Oxazepam (Serax) • Clonazepam (Klonopin) • Diazepam (Valium) • Chlordiazepoxide (Librium) 4/22/2020 Sedatives: gaba stimulating drugs have incomplete “cross tolerance” 12/06/2018 Effects from sedative (Benzo) use • Euphoria/bliss • Suppresses seizures • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Sleep inducing • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 Tolerance to benzo effects? • Effects quickly diminish with repeated use (weeks) • Euphoria/bliss • Suppresses seizures • Effects incompletely diminish with repeated use • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Seep inducing • Durable effects with repeated use • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 If you understand this pharmacology you can figure out the rest... • Potency • 1 mg diazepam <<< 1 mg alprazolam • Duration of action • Half life differences • Onset of action • Euphoria, clinical utility in acute
    [Show full text]
  • Managing Anxiety Through Childhood Social-Emotional
    MANAGING ANXIETY THROUGH CHILDHOOD SOCIAL-EMOTIONAL DEVELOPMENT by Adriane Hannah Dohl B.A., The University of British Columbia, 2008 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (School Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2013 © Adriane Hannah Dohl, 2013 Abstract School professionals are implementing a universal social-emotional learning program for children in Kindergarten and Grade 1 (aged 4-6 years) in many schools across the province with training and funding provided by the government. The Fun FRIENDS (Barrett, 2007) program focuses on increasing social-emotional learning and promotes coping techniques and resiliency in order to prevent the onset of behavioural and emotional disorders (Pahl & Barrett, 2007). Preliminary results (Pahl & Barrett, 2007, 2010) have highlighted the effectiveness of the Fun FRIENDS program in reducing anxiety in children. The present study utilized a quasi-experimental design to evaluate the effectiveness of the Fun FRIENDS program in reducing anxiety and promoting social-emotional competence among a sample of Kindergarten and Grade 1 students (N = 33) in a British Columbia school district. Results revealed a significant decrease in program participants’ anxiety symptoms as rated by teachers when compared with those in the control group. Teachers also reported that children who participated in the program had significant increases in social-emotional skills, while those in the control group’s skills remained the same. However, overall, children in the control group had significantly higher social-emotional skills, as rated by teachers. No significant results were found for parent rated levels of anxiety or social-emotional skills of children enrolled in either condition.
    [Show full text]
  • Social Emotional Learning Through Depression Education in a High School Setting
    Illinois State University ISU ReD: Research and eData Theses and Dissertations 3-10-2019 Social Emotional Learning Through Depression Education In A High School Setting Antonette Minniti Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Public Health Education and Promotion Commons, School Psychology Commons, Secondary Education and Teaching Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Minniti, Antonette, "Social Emotional Learning Through Depression Education In A High School Setting" (2019). Theses and Dissertations. 1043. https://ir.library.illinoisstate.edu/etd/1043 This Dissertation is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. SOCIAL EMOTIONAL LEARNING THROUGH DEPRESSION EDUCATION IN A HIGH SCHOOL SETTING Antonette Minniti 125 Pages Education on depression is an important part of social emotional learning. Lacking emotion regulation skills tend to lead to larger problems, such as academic struggles, disconnect from peers, strife at home and trouble in interpersonal relationships. Research in depression education or educational programs connected to mental health literacy are minimal, especially at the high school level. The purpose of this research focused on examining the impact of one depression education program, John Hopkins Hospital’s Adolescent Depression Awareness Program (ADAP). The ADAP is a three-day program that informs students about the facts of depression, how it is treated, and what to do if the individual students or someone they know needs help with depression.
    [Show full text]
  • Bionomics to Trial Drug Against Post-Traumatic Stress Disorder
    ABN 53 075 582 740 ASX ANNOUNCEMENT 30 June 2016 BIONOMICS TO TRIAL DRUG AGAINST POST-TRAUMATIC STRESS DISORDER Trial to examine effects of Bionomics’ drug candidate BNC210 on PTSD No current effective treatments for PTSD 5-10% of population will suffer PTSD at some point ADELAIDE, Australia, 30 June 2016: Bionomics Limited (ASX:BNO; OTCQX:BNOEF), a biopharmaceutical company focused on the discovery and development of innovative therapeutics for the treatment of diseases of the central nervous system and cancer, has initiated a Phase II clinical trial with its drug candidate BNC210 in adults suffering Post- Traumatic Stress Disorder (PTSD). The study’s primary objective is to determine whether BNC210 causes a decrease in symptoms of PTSD as measured by the globally-accepted Clinician-Administered PTSD Scale (CAPS-5). Secondary objectives include the determination of the effects of BNC210 on anxiety, depression, quality of life, and safety. This clinical study will recruit 160 subjects with PTSD at 8-10 clinical research centres throughout Australia and New Zealand. The study is a randomized, double-blind, placebo-controlled design with subjects to be treated over 12 weeks with BNC210 or placebo. The Principal Investigator is Professor Jayashri Kulkarni from the Monash Alfred Psychiatry Research Centre in Melbourne, Australia. PTSD is very common and its societal and economic burden extremely heavy. It is estimated that 5-10% of the general population will suffer from PTSD at some point in their lives. There is a need for further and improved pharmacotherapy options for people with PTSD. Currently, only two drugs, the antidepressants paroxetine and sertraline, are approved for the treatment of PTSD.
    [Show full text]
  • About Emotions There Are 8 Primary Emotions. You Are Born with These
    About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .
    [Show full text]
  • In This Issue
    July 2020 NEWS Post-Traumatic Stress Disorder (PTSD) Assessment and Treatment In this Issue: Guidelines for Pediatric Primary Upcoming Clinical Care Conversations 5 Clinical Conversation: May 26, 2020 Presented by Sylvia Krinsky, MD, Tufts Medical Center For some children, childhood is far from a carefree time; they Leadership: experience trauma which can disrupt development and lead John Straus, MD to post-traumatic stress disorder (PTSD). At the May Clinical Founding Director Conversation, Sylvia Krinsky, MD, MCPAP site director at Tufts Barry Sarvet, MD Medical Center, discussed how to address PTSD in the primary Medical Director care setting. Beth McGinn Types of trauma Program Manager There are three major types of trauma: Elaine Gottlieb • Discrete Trauma – examples include a car accident, injury, Contributing Writer medical procedure, or a single episode of physical or sexual assault, when life is filled with otherwise helpful and supportive people • Complex Trauma – series of repeated traumas usually in close interpersonal contexts, such as childhood abuse or neglect, witnessing domestic or community violence, or racism and chronic social adversities • Adverse Childhood Event – a term from the Adverse Childhood Experiences (ACE) study, referring to potentially traumatic events that can have an impact on physical and psychological health Discrete trauma is most recognized in the DSM-5, while ACE is more familiar to the medical community, says Dr. Krinsky. 1000 Washington St., Suite 310 One study reported in the Journal of the American Medical Boston, MA 02118 Association (JAMA) found that more than 90 percent of pediatric Email: [email protected] patients seen in a primary care pediatric clinic had experienced a traumatic exposure, and 25 percent met full or partial criteria for www.mcpap.org PTSD.
    [Show full text]
  • Deconstructing Arousal Into Wakeful, Autonomic and Affective Varieties
    Neuroscience Letters xxx (xxxx) xxx–xxx Contents lists available at ScienceDirect Neuroscience Letters journal homepage: www.elsevier.com/locate/neulet Review article Deconstructing arousal into wakeful, autonomic and affective varieties ⁎ Ajay B. Satputea,b, , Philip A. Kragelc,d, Lisa Feldman Barrettb,e,f,g, Tor D. Wagerc,d, ⁎⁎ Marta Bianciardie,f, a Departments of Psychology and Neuroscience, Pomona College, Claremont, CA, USA b Department of Psychology, Northeastern University, Boston, MA, USA c Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, USA d The Institute of Cognitive Science, University of Colorado Boulder, Boulder, USA e Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Boston, MA, USA f Department of Radiology, Harvard Medical School, Boston, MA, USA g Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA ARTICLE INFO ABSTRACT Keywords: Arousal plays a central role in a wide variety of phenomena, including wakefulness, autonomic function, affect Brainstem and emotion. Despite its importance, it remains unclear as to how the neural mechanisms for arousal are or- Arousal ganized across them. In this article, we review neuroscience findings for three of the most common origins of Sleep arousal: wakeful arousal, autonomic arousal, and affective arousal. Our review makes two overarching points. Autonomic First, research conducted primarily in non-human animals underscores the importance of several subcortical Affect nuclei that contribute to various sources of arousal, motivating the need for an integrative framework. Thus, we Wakefulness outline an integrative neural reference space as a key first step in developing a more systematic understanding of central nervous system contributions to arousal.
    [Show full text]
  • Damages for Pain and Suffering
    DAMAGES FOR PAIN AND SUFFERING MARCUS L. PLANT* THE SHAPE OF THE LAw GENERALLY It does not require any lengthy exposition to set forth the basic principles relating to the recovery of damages for pain and suffering in personal injury actions in tort. Such damages are a recognized element of the successful plaintiff's award.1 The pain and suffering for which recovery may be had includes that incidental to the injury itself and also 2 such as may be attributable to subsequent surgical or medical treatment. It is not essential that plaintiff specifically allege that he endured pain and suffering as a result of the injuries specified in the pleading, if his injuries stated are of such nature that pain and suffering would normally be a consequence of them.' It would be a rare case, however, in which plaintiff's counsel failed to allege pain and suffering and claim damages therefor. Difficult pleading problems do not seem to be involved. The recovery for pain and suffering is a peculiarly personal element of plaintiff's damages. For this reason it was held in the older cases, in which the husband recovered much of the damages for injury to his wife, that the injured married woman could recover for her own pain and suffering.4 Similarly a minor is permitted to recover for his pain 5 and suffering. No particular amount of pain and suffering or term of duration is required as a basis for recovery. It is only necessary that the sufferer be conscious.6 Accordingly, recovery for pain and suffering is not usually permitted in cases involving instantaneous death." Aside from this, how- ever,.
    [Show full text]
  • How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test
    Journal of Intelligence Article How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test Daniel V. Simonet 1,*, Katherine E. Miller 2 , Kevin L. Askew 1, Kenneth E. Sumner 1, Marcello Mortillaro 3 and Katja Schlegel 4 1 Department of Psychology, Montclair State University, Montclair, NJ 07043, USA; [email protected] (K.L.A.); [email protected] (K.E.S.) 2 Mental Illness Research, Education and Clinical Center, Corporal Michael J. Crescenz VA Medical Center, Philadelphia, PA 19104, USA; [email protected] 3 Swiss Center for Affective Sciences, University of Geneva, 1205 Geneva, Switzerland; [email protected] 4 Institute of Psychology, University of Bern, 3012 Bern, Switzerland; [email protected] * Correspondence: [email protected] Abstract: Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely Citation: Simonet, Daniel V., predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion Katherine E. Miller, Kevin L. Askew, recognition and regulation incrementally predict grade point average (GPA) and affective engagement Kenneth E. Sumner, Marcello Mortillaro, and Katja Schlegel. 2021. in opposing directions, after controlling for fluid general ability and the Big Five personality traits.
    [Show full text]
  • Acute Stress Disorder
    Trauma and Stress-Related Disorders: Developments for ICD-11 Andreas Maercker, MD PhD Professor of Psychopathology, University of Zurich and materials prepared and provided by Geoffrey Reed, PhD, WHO Department of Mental Health and Substance Abuse Connuing Medical Educaon Commercial Disclosure Requirement • I, Andreas Maercker, have the following commercial relaonships to disclose: – Aardorf Private Psychiatric Hospital, Switzerland, advisory board – Springer, book royales Members of the Working Group • Christopher Brewin (UK) Organizational representatives • Richard Bryant (AU) • Mark van Ommeren (WHO) • Marylene Cloitre (US) • Augusto E. Llosa (Médecins Sans Frontières) • Asma Humayun (PA) • Renato Olivero Souza (ICRC) • Lynne Myfanwy Jones (UK/KE) • Inka Weissbecker (Intern. Medical Corps) • Ashraf Kagee (ZA) • Andreas Maercker (chair) (CH) • Cecile Rousseau (CA) WHO scientists and consultant • Dayanandan Somasundaram (LK) • Geoffrey Reed • Yuriko Suzuki (JP) • Mark van Ommeren • Simon Wessely (UK) • Michael B. First WHO Constuencies 1. Member Countries – Required to report health stascs to WHO according to ICD – ICD categories used as basis for eligibility and payment of health care, social, and disability benefits and services 2. Health Workers – Mulple mental health professions – ICD must be useful for front-line providers of care in idenfying and treang mental disorders 3. Service Users – ‘Nothing about us without us!’ – Must provide opportunies for substanve, early, and connuing input ICD Revision Orienting Principles 1. Highest goal is to help WHO member countries reduce disease burden of mental and behavioural disorders: relevance of ICD to public health 2. Focus on clinical utility: facilitate identification and treatment by global front-line health workers 3. Must be undertaken in collaboration with stakeholders: countries, health professionals, service users/consumers and families 4.
    [Show full text]