43618 research outputs found
Sort by
Figure S1 - The synapsis checkpoint and the LIN-35/DREAM complex promote temperature stress induced increases in germline apoptosis in Caenorhabditis elegans
No full textTo be published in G3 in 202
Figure 3 - The synapsis checkpoint and the LIN-35/DREAM complex promote temperature stress induced increases in germline apoptosis in Caenorhabditis elegans
No full textTo be published in G3 in 202
The Layers of Trauma in Gisella Perl’s I Was a Doctor in Auschwitz
Full text linkContemporary trauma theory argues that trauma operates in a binary, linear fashion that represents healing from a crisis. As one of the foremost trauma theorists, Cathy Caruth situates trauma within a binary framework of either victim or perpetrator but does not fully account for victims who became perpetrators or those who perpetrated for survival—or for the survival of others. One example of such a figure is Gisella Perl. In her memoir I Was a Doctor in Auschwitz, Perl describes multiple layers of trauma that create a deeper connection to her emotions and her lived experience in Auschwitz. Unlike other Holocaust memoirists, Perl occupies a unique subject position as an ‘inbetween,’ a person who perpetrated as a means to save others as well as herself. This position acknowledges different emotions and pathways to trauma. Caruth’s revolutionary theory, however, does not address the differences among traumas or the multiple convergences that arise from alternating roles within traumatic contexts, especially during genocidal and wartime events such as the Holocaust. Trauma theory itself struggles to consider how humanity—and the human mind—changes in concentration camps due to the collapse of ordinary social structures. Ultimately, we must turn to the literary field to illuminate how trauma functions within survivors in order to develop a new version of trauma theory—as Michelle Balaev has begun to do—that explains those who do not fit within the mold defined by contemporary trauma theory, such as Perl
TRAINEES’ EXPERIENCE OF VIDEOCONFERENCING PSYCHOTHERAPY TRAINING: A CONSENSUAL QUALITATIVE RESEARCH STUDY
Full text linkAs videoconferencing psychotherapy (VCP) becomes an increasingly common component of mental health service delivery, little is known about how trainees experience VCP training during their graduate education. Gaining insight into trainees’ lived experiences is essential to understanding how they navigate virtual care and how training programs can better prepare future clinicians. This study employed Consensual Qualitative Research (CQR) methodology to explore how trainees experienced their VCP training and how it shaped their clinical development. Fifteen master’s- and doctoral-level trainees were interviewed and provided rich accounts of both the helpful and challenging aspects of VCP training. Through the use of CQR, the research team identified core themes grounded in participant narratives, reflecting both common and nuanced experiences. Participants described how interactive learning, such as group discussions, hands-on practice, mock sessions, and live feedback, fostered technical skills and increased their confidence. Many voiced that opportunities to practice with peers and receive real-time feedback eased their anxieties and allowed them to feel more capable when conducting virtual therapy. Training focused on ethics, confidentiality, client safety, and creating a professional virtual presence was particularly valued. At the same time, participants expressed concerns regarding overall insufficient VCP training. Many felt they were expected to take on virtual caseloads with minimal preparation, leading to heightened anxiety, self-doubt, and difficulty building therapeutic rapport in virtual spaces. Participants advocated for the integration of VCP training throughout academic coursework and clinical placements. Their reflections highlight the importance of experiential learning, ongoing feedback, and attention to diversity and inclusion. Findings contribute to the limited body of research on VCP training and offer practical recommendations for future training, supervision, and research
Neural Processes of Emotional Conflict Detection and Prediction of Posttraumatic Stress Disorder Symptom Clusters in Traumatic Injury Survivors
No full textObjective: Given the prevalence and significant burden of posttraumatic stress disorder (PTSD), identifying early predictors of symptom development following trauma is critical. PTSD is a heterogeneous disorder comprised of distinct symptom clusters-reexperiencing, avoidance, negative mood, and hyperarousal-that contribute to the broad range of possible symptom profiles. Affective and attentional regulation processes, such as emotional conflict detection, are impaired in individuals with PTSD; however, the neural mechanisms underlying these alterations and their predictive utility for the development of PTSD symptoms remain unclear.
Method: Traumatic injury survivors (N = 49) without traumatic brain injury were recruited from the emergency department of an urban, Level-1 trauma center. Within 1 month of trauma exposure, participants completed a well-characterized emotional conflict task during a functional magnetic resonance imaging scan. Participants returned 6-month later for a clinical assessment of PTSD symptoms. Using a region-of-interest mask derived from whole-brain voxelwise analyses during emotional conflict detection (vs. no emotional conflict detection) we examined whether differential neural activity predicted 6-month PTSD symptom cluster severity.
Results: Greater activation of the right middle frontal gyrus during emotional conflict detection prospectively predicted lower PTSD avoidance symptom severity 6 months later (above and beyond the effects of self-reported baseline PTSD and depressive symptoms, previous traumatic life events, racial discrimination, age, sex, and injury severity).
Conclusions: Neural processes of emotion conflict detection measured in the early aftermath of a potentially traumatic event are useful as predictors for the development of PTSD symptoms. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Centering Relation in Media Literacy Practice
No full textAs calls for media literacy in formal and informal learning spaces continue to grow, educators’ understanding of media literacies and their purposes remains complex. In 2021, the authors of this paper led a multi-methods research project on media literacy education in the United States, focusing on impact and equity. Findings showed that educators share a commitment to equity and justice but are unclear on how to incorporate them into their work. In response, our research team developed a field guide that maps out equitable media literacy practices for classrooms and communities. In this study, we detail the findings from 11 focus groups gathered from six different workshops. These focus groups were conducted with 35 secondary educators across three locations in the US. The findings of this research show that the participation gap has widened between educators and students, causing a range of new challenges for bringing media literacy education into the classroom. At the same time, our findings show a positive disposition to media literacy practices that focus on relation, empathy, and community engagement with and through creative media practices