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The Layers of Trauma in Gisella Perl’s I Was a Doctor in Auschwitz
Get PDFContemporary 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
Get PDFAs 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
Bringing Self-Determination Theory to the Forefront: Examining How Human Resource Practices Motivate Employees of All Ages to Succeed
No full textSelf-determination theory (SDT) is widely used in human resource (HR) practice studies to explain how HR practices impact work outcomes. However, there is little empirical evidence establishing the complete SDT mediational process in the HR domain, which entails basic psychological needs and motivation acting as mediators of relations between HR practices and work outcomes. The present study addresses this issue with a mixed methods approach. Using an item classification task with subject matter experts (N = 48), HR practices were classified as autonomy-, competence-, and relatedness-supportive. Based on this scheme, we tested an SDT-based conceptual model in a three-wave sample of working adults (N = 818). Results from Multilevel Structural Equation Modeling (MSEM) support the hypothesized model: basic psychological need satisfaction and autonomous motivation mediate the relationship between HR practice perceptions and work outcomes (performance, thriving, affective organizational commitment, and turnover intentions). Autonomy-supportive practices had a positive effect on autonomy need satisfaction, while competence-supportive practices had positive associations with all three basic psychological needs. Counterintuitively, relatedness-supportive practices had negative effects on autonomy and competence need satisfaction, and the relationship between relatedness-supportive practices and autonomy need satisfaction was moderated by chronological age. We discuss our findings in the context of prominent HR studies that utilize SDT and offer a supplemental age-inclusive HR practice scheme for HR managers interested in understanding the benefits of supporting basic psychological needs from both a motivation and workforce retention standpoint
Zuckerberg Facebook Reel singing Benson Boone song at Priscilla\u27s birthday party
No full texthttps://epublications.marquette.edu/zuckerberg_files_videos/1458/thumbnail.jp
Defense Information Insufficiency and Biased Information Use Behavior: Extending the Risk Information Seeking and Processing Model
No full textControversies have surrounded the COVID-19 pandemic. People encountering COVID-19-related opinions that oppose their own are likely to find their deeply held beliefs questioned and their personal integrity threatened, which can compel them into defensiveness. Consequently, to serve the goal of defending their beliefs, they might seek and process COVID-19 information in ways that are consistent with their beliefs. To examine risk information seeking and processing for this defensive informational goal, we applied the risk information seeking and processing model (Griffin, Dunwoody, & Yang, 2013), and extended it by (1) systematically explicating the concept of defense information insufficiency (the perceived information needed to preserve one’s enduring beliefs) and (2) exploring the antecedents and effects of defense information insufficiency. We conducted an online survey of Hong Kong adults aged 18 years and older and collected 830 responses. The findings showed that fear and informational subjective norms increased defense information insufficiency, which influenced the engagement in selective risk information use behavior. Informational subjective norms had also positively influenced selective information use. As a result, people were likely to be exposed to homogeneous information. Implications on polarization are discussed