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This contribution aims to promote a dialogue between history and psychology by outlining a direction for future research at the intersection of these disciplines. In particular, it seeks to demonstrate the potential contributions of history to psychology by employing the category of mental health in a historical context. The analysis focuses on notions of psychological health that were developed in late antiquity, especially the equation between "health of the soul" and dispassion (apatheia) within the Christian monastic movement. This theologically informed notion of what constitutes positive human functioning and well-being is examined in view of modern attempts, in mainstream and positive psychology, to define mental health. The optimism concerning the naturalness of virtue and the malleability of human nature that underlies late antique notions of "health of the soul" becomes noticeable in its absence once we turn to modern notions of mental health. It thus provides an illuminating counter-example against which to compare and analyze modern attempts to define mental health. A comparison of these alternative notions human flourishing offers an opportunity to reflect on and test the validity of contemporary attempts to define this condition in a culturally sensitive manner. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Posttraumatic stress disorder (PTSD) following interpersonal trauma in transitional-aged youth (TAY), aged 15 to 25, is highly prevalent; however, evidence-based interventions have rarely been studied.

A single-group pre-/posttest study was conducted at headspace Sunshine, Melbourne, Australia, evaluating the feasibility, acceptability, safety, tolerability, and potential clinical effectiveness of trauma-focused cognitive-behavioral therapy (TF-CBT).

An intent-to-treat analysis was conducted for N = 20 participants (65% female, n = 13) who attended a mean of 15 TF-CBT sessions over 25 weeks. At the end of treatment, only 1 of the 16 participants with a baseline PTSD diagnosis still met diagnostic criteria. Significant improvements were also noted for self-report measures of PTSD (d = -.83), anxiety (d = -.74), and depression (d = -.76). A minority of participants reported a brief exacerbation in symptoms of PTSD (n = 8) and anxiety and depression (n = 5) during stabilization and directly before and/or amine if TF-CBT (Cohen et al., 2017) can be effectively translated to this underresearched age group. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
The present study aimed to address to the dearth of research into the phenomenology of recovery among young people exposed to trauma.

Using an interpretative phenomenological approach, we analyzed Internet forum data to consider how young people experience recovery from trauma.

Five domains of recovery were identified meaningful shifts in the sense of self, gaining control and autonomy, establishing hope and commitment, making meaning out of tragedy, and engaging in normative activities and connecting with others. Participants described the experience of recovery as an ongoing, nonlinear and dialectical process that was not synonymous with cure and often took place in the context of supportive relationships.

While the broad themes of recovery align with those derived from adult literature, the accounts diverge with respect to the content within the domains themselves. The findings suggest that services oriented to trauma-exposed young people need to bolster these internal processes of change, while also attending to their specific developmental needs and capacities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
While the broad themes of recovery align with those derived from adult literature, the accounts diverge with respect to the content within the domains themselves. The findings suggest that services oriented to trauma-exposed young people need to bolster these internal processes of change, while also attending to their specific developmental needs and capacities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Interest in the pathways young people take from high school to early adulthood indicates that participation in early employment and postsecondary education facilitates long-term independence, agency, and career stability (Eliason et al., 2015; Shanahan et al., 2002). Although many adolescents with disabilities do not participate in these early adult experiences at rates commensurate with their normative peers, the overall structure, timing, and persistence of these patterns is not well understood. The current study analyzes data from the National Longitudinal Transition Study 2 (NLTS2) to explore patterns of emerging adult engagement in employment and/or postsecondary school among young adults with high-incidence disabilities across three early adult time points (20 to 25 years old) as well as adolescent precursors to these patterns. The sample was comprised exclusively of youth with disabilities (i.e., learning disabilities, emotional disturbance, and intellectual disability), 32% of participants were students of color, and 23% were from families living below the federal poverty line. Results suggested 3 patterns of adult engagement dynamically engaged (15%), primarily employed (51%), and primarily unengaged (34%). Student race and disability type were associated with these patterns as were individual skills (e.g., reading, mathematics & social skills), family characteristics (i.e., parent expectations), and school experiences (i.e., peer relationships, extracurricular activities) gathered during high school. These findings shed new light on the patterns of early employment and postsecondary participation among emerging adults with disabilities as well as adolescent predictors of these patterns. (PsycInfo Database Record (c) 2021 APA, all rights reserved).This study investigated the developing ability of children to identify emotional facial expressions in terms of the contexts in which they generally occur. We presented Dutch 6- to 9-year-old primary school children (N = 164, 98 girls) prototypical contexts for different emotion categories and asked them whether different kinds of facial expressions belonged to those contexts or not, using a 2-alternative forced-choice task. Selleck Sardomozide Correct and incorrect responses were quantified into a single index using signal detection theory, representing children's sensitivity to perceive each facial expression as categorically different from each of the others in terms of their prototypical contexts. Results show age-related improvements in identifying facial expressions as belonging to their prototypical contexts. In addition, we found that older children not only made less misidentifications but also misidentified less kinds of facial expressions to the prototypical contexts. Furthermore, the kinds of misidentifications children made suggest that they do not identify facial expressions based on their conceptual emotional valence.
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