Sensitivity of the Genuine Symptoms Scale of the Self-Report Symptom Inventory (SRSI) to Psychopathology:Enhancing the Informational Value of a Symptom Validity Test for Symptom Overreporting

The Self-Report Symptom Inventory (SRSI) is primarily utilized to identify symptom overreporting. To make this purpose less apparent, the SRSI includes a blend of 50 genuine symptoms and 50 unlikely symptoms (i.e., pseudosymptoms) presented in a mixed format. Studies have shown that the pseudosymptoms scale is effective in detecting symptom overreporting, but the genuine symptom items of the SRSI have typically been regarded as filler content. Our study aimed to determine whether these genuine symptom items could yield clinically meaningful information once overreporting, underreporting, and inattentive/random responding have been screened out, recognizing the limitations imposed by a restricted set of screening indices. We analyzed SRSI genuine symptoms scores in a screened sample of 100 psychotherapy patients and 81 job applicants. Psychotherapy patients endorsed significantly more genuine symptoms than job applicants, and a receiver operating characteristics analysis of the genuine symptoms main scale yielded an AUC of 0.94 (95% CI [.89, .97]), indicating strong discrimination. Subscale AUCs were generally below .90, suggesting that the SRSI genuine symptoms main scale, rather than its subscales, may serve as a useful tool for identifying cases that may require clinical attention. Additionally, we found a strong correlation (r = .78, p < .001) between the SRSI genuine symptoms main scale and the higher-order Emotional/Internalizing Dysfunction (EID) scale of the MMPI-2-RF, further highlighting the clinical value of the genuine symptoms main scale

Trauma memories with and without moral conflict:characteristics, centrality, and associations with posttraumatic stress

The significance of moral conflicts that emerge during traumatic events and their influence on posttraumatic stress (PTS) and related symptoms are increasingly recognised. However, characteristics of the memories of these conflicts and how central these memories are within autobiographical memory remain largely unclear. In this study, students recalling trauma memories with a moral conflict were compared to students whose trauma memories did not include a moral conflict, in terms of the event-centrality of the trauma memory, memory characteristics, current emotional distress, and PTS. Additionally, we examined to what extent event-centrality was associated with PTS and memory characteristics. Participants recalling trauma memories with a moral conflict referred to these memories as more central, self-defining, and were more often recalled from observer perspective with greater self-distance compared to participants recalling trauma memories without moral conflict. The former group experienced more shame, guilt, disgust, and horror during the traumatic event and reported more PTS and current emotional distress. Event-centrality was positively correlated with PTS. This study highlights that event-centrality and memory characteristics play an important role in trauma memories with moral conflict.</p

Obereit's Nihilism:Inventing or Diagnosing a Social Sickness?

AbstractThis paper provides an overview of Jakob Hermann Obereit’s introduction of the philosophical term nihilism from 1787 up to 1791. It argues that this introduction is part of a project called the desperate metaphysics, which is partly a response to the reception of Immanuel Kant’s Critique of pure Reason , but also an assessment of the rise of a focus on individual responsibility, development and autonomy that had been put forward during the Enlightenment. In this sense, nihilism is introduced in response to a philosophical discussion that is understood as drawing out the depths of these Enlightenment demands and the untenability of traditional metaphysics, explaining the immediate appeal of the term and its rapid spread beyond philosophy

The challenge of assessing the needs of vulnerable populations in public health:Promoting an approach grounded in proportionate universalism principles

AIM: Health inequities persist as a pressing public health challenge, often rooted in unequal access to resources, opportunities and privileges that disproportionately affect vulnerable populations. Proportionate universalism offers a promising approach by advocating for universal health interventions that adjust in scale and intensity to meet varying levels of needs. Despite its potential, implementing proportionate universalism in health promotion remains challenging, particularly when narrowly assessing vulnerability using socioeconomic indicators alone, which can misclassify or stigmatise vulnerable groups and perpetuate inequities. This commentary reflects on these challenges in the context of developing a smoking prevention intervention for adolescents facing societal vulnerability and proposes more nuanced strategies for assessing needs within a proportionate universalism framework.CONCLUSIONS: This article highlights the complexity of defining and assessing vulnerability in public health research and practice. By sharing insights from our research process, we advocate for a broader understanding of adolescent vulnerability that moves beyond traditional socioeconomic measures. We hope to inspire more inclusive and equitable health promotion interventions that are responsive to the diverse and intersecting forms of disadvantage individuals may experience. </p

Enriching online flipped classrooms with feedback strategies

Flipped classroom is a type of learning method where students are introduced to content at home while practicing, reflecting, or discussing it in class. In this study, we explore how different feedback strategies impact learning performance, motivation, and satisfaction in online flipped classrooms within a higher education context. Using a quasi-experimental design, 123 undergraduate students were randomly assigned to one of four conditions: teacher feedback, group peer feedback, dialogic peer feedback, and one-way peer feedback. Data were collected using a validated learning performance test, motivation, and satisfaction questionnaire with established reliability. Results indicated that group peer feedback significantly improved students’ learning performance, motivation, and satisfaction compared to other strategies. Additionally, those receiving teacher feedback excelled in the educational dimension of learning and reported greater satisfaction with domain-specific learning. These findings highlight the impact of different feedback strategies on student learning in online flipped classroom environments