The words of the body: psychophysiological patterns in dissociative narratives

Trauma has severe consequences on both psychological and somatic levels, even affecting the genetic expression and the cell\u2019s DNA repair ability. A key mechanism in the understanding of clinical disorders deriving from trauma is identified in dissociation, as a primitive defense against the fragmentation of the self originated by overwhelming experiences. The dysregulation of the interpersonal patterns due to the traumatic experience and its detrimental effects on the body are supported by influent neuroscientific models such as Damasio\u2019s somatic markers and Porges\u2019 polyvagal theory. On the basis of these premises, and supported by our previous empirical observations on 40 simulated clinical sessions, we will discuss the longitudinal process of a brief psychodynamic psychotherapy (16 sessions, weekly frequency) with a patient who suffered a relational trauma. The research design consists of the collection of self-report and projective tests, pre-post therapy and after each clinical session, in order to assess personality, empathy, clinical alliance and clinical progress, along with the verbatim analysis of the transcripts trough the Psychotherapy Process Q-Set and the Collaborative Interactions Scale. Furthermore, we collected simultaneous psychophysiological measures of the therapeutic dyad: skin conductance and hearth rate. Lastly, we employed a computerized analysis of non-verbal behaviors to assess synchrony in posture and gestures. These automated measures are able to highlight moments of affective concordance and discordance, allowing for a deep understanding of the mutual regulations between the patient and the therapist. Preliminary results showed that psychophysiological changes in dyadic synchrony, observed in body movements, skin conductance and hearth rate, occurred within sessions during the discussion of traumatic experiences, with levels of attunement that changed in both therapist and the patient depending on the quality of the emotional representation of the experience. These results go in the direction of understanding the relational process in trauma therapy, using an integrative language in which both clinical and neurophysiological knowledge may take advantage of each other

Mapping neurobiological drivers to entrepreneurial proclivity.

This chapter contributes from a theoretical and practical perspective providing an overview of emerging research strands in entrepreneurship and neuroeconomics. This review maps and unites the research in a unified narrative, understandable to economists, entrepreneurship scholars and the scientific and social scientific communities. It links disparate theories and discusses them at a laymans level. We consider how:- ï‚

Classification and stigma: Theorising the identity impact of dyslexia for students in UK higher education

This thesis investigates the identity impact of dyslexia for students in UK higher education. It responds to gaps in the literature exploring the experiences of students with dyslexia and theorises the impacts of dyslexia’s stigma and universities’ dyslexia classification as defect and disability. To explore these areas, in the project I interviewed five UK students with dyslexia and triangulated these findings with four university learning support tutors. The students noted dyslexia’s heterogeneity, invisibility and situational nature contrasted with societal assumptions of specific negative traits and universities’ standard support. Moreover, previously unidentified dyslexia impacted students’ academic choices and self-esteem. Universities’ classification of dyslexia as a disability, directed by UK law and evident in university policy, led to stigma as dyslexia was categorised as an individual problem needing remedial help. In the analysis I apply critical perspectives from the related fields of education research, disability studies and identity work addressing social justice, health and disease. These ideas explore social classification, question societal assumptions about difference, highlight stigma and the implications of stigma management, and challenge the distribution of power between student and institution. This thesis theorises the impact on student identity of dyslexia’s stigma by probing students’ academic self-concept and stigma management through non-disclosure, hiding or rejecting dyslexia as an identity aspect and considers the consequences of identity deception, conflict and dependency on support. The conclusions primarily contribute to dyslexia research in higher education, applying critical perspectives to develop theory and highlight priorities for the field. I also suggest implications for university policy and practice in dyslexia support provision, to lessen its stigma and encourage a wider appreciation of the benefits of cognitive diversity in UK higher education

Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011

These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester

Being differently abled: learning lessons from dyslexic entrepreneurs.

Learning plays a crucial part in the development of entrepreneurial propensity and is inextricably linked to communication. An appreciation of the role of communication in entrepreneurial studies is increasing, albeit slowly, and in particular the pervasiveness of entrepreneurial narrative as a learning mechanism. For example, our knowledge of entrepreneurship is often grounded in cherished stories. These stor ies are built around accepted myths. One such myth of the ‘poor -boy’ struggling to overcome communicational difficulties has long had anecdotal credence in entrepreneurial narrative. Indeed, it is part and parcel of the heroic construct of the entrepreneur and is an element of the basic script

Dyslexia and Medicine: The experience and the impact of dyslexia on the education, training, and practice of doctors.

Introduction: Dyslexia is the most common specific learning difficulty, affecting of about 6% of the population. In medicine, the numbers of learners disclosing a diagnosis of dyslexia is rising. Small-scale studies have begun to venture into the effects of dyslexia on the education of medical students, and doctors in foundation year training and beyond. There is a call for research to develop a more nuanced understanding of how dyslexia affects doctors during their training and practice. Methodology: Using interpretative phenomenological analysis, this project aimed to develop a greater understanding of the ways in which dyslexia affects the training and practice of doctors. The data collection followed a three-phase approach, employing semi-structured interviews, a Self-Characterisation Sketch exercise, and Critical Incident Reflection audio-diaries. Analysis: In-depth, idiographic analysis of anonymised case studies for 10 doctors in training across a variety of specialties, from England and Wales was undertaken. The detail of the analysis cannot be adequately captured in a short summary but the overarching themes identified in the data included: Self; Belonging; and Coping. Each theme is supported by subthemes: good enough, chaos and power of the label; black sheep, conformity, and community; and difficulties and capabilities, agency and attribution, and strategies and risk, respectively. Notable ‘pearls’ within the data included the notion of partitioning, and that of brute failure. Discussion: The in-depth analysis of these doctors’ experience of their dyslexia, with reference to their education, training and practice, provides a unique insight into an unstudied aspect of lived experience of doctors. The analysis of the data from these doctors offers a unique understanding of self-concept, attribution and learned helplessness. These findings bear significance for engaging with, and seeking help from the team and wider structures in medical education. Synthesis of this analysis with wider literature would suggest a role for self-compassion and individual counselling approaches in medical education.I was in grateful receipt of a Studentship from the College of Social Sciences and International Studie

Dyslexia and mobility-related social exclusion: The role of travel information provision

Transport is increasingly recognised as having a significant impact upon quality of life for people with disabilities. The ability to access opportunities, services, social networks and other goods is highly dependent upon the ability to access private and/or public transport. However, there are many barriers to transport access for people with disabilities. This paper considers access to the transport system for those with a specific learning disability, namely, dyslexia. The paper reports results from a series of focus groups, which highlight the problems accessing and using travel information for this group. The contribution of inaccessible information to mobility-related social exclusion is highlighted. It is argued that there is a need for accessible information as a component of strategies to tackle mobility-related social exclusion. In this context, the paper presents a number of recommendations that may facilitate greater ease of use of private and public transport for those with dyslexia, with an emphasis upon actions to create more accessible information systems. Such improvements are likely to benefit those with other learning disabilities, while also improving the usability of information systems for non-disabled travellers. © 2012 Elsevier Ltd

How High School Students With Dyslexia Use Assistive Technology; A Teacher\u27s Perspective

High school teachers of students with dyslexia face unique instructional challenges. Students’ with dyslexia experience levels of difficulty in reading and writing tasks that have now transmigrated into the digital realm. These teachers are working to collaborate with and teach students that are dyslexic, using technology tools. The purpose of this qualitative case study was to gain an understanding of how these teachers are using technology to support the learning of students with dyslexia. Two research questions guided this study: How do the teachers of high school students with dyslexia perceive the use of digital technology to assist in the learning process? What are the experiences of teachers who use digital technology to teach high school students with dyslexia? The sample was a purposeful sample consisting of 8 high school teacher participants. Participants taught a variety of subjects including English, mathematics, history, and science at a charter school in western North Carolina. The data collection instruments were face to face interviews, observations, and member checking sessions. The typological analysis model was used to analyze data collected from interviews and observations. The constant comparative strategy was used during analysis to effectively determine commonalities among these data. These strategies ensured data were being analyzed beyond the surface level. The key findings of this study were that participants view digital classroom technology favorably and are using technology frequently as a teaching tool for all students. The teachers expressed the need for professional development and training sessions to more fully develop technology skills as a way to specifically engage with students with dyslexia and their learning needs