Using artificial intelligence and longitudinal location data to differentiate persons who develop posttraumatic stress disorder following childhood trauma

Post-traumatic stress disorder (PTSD) is characterized by complex, heterogeneous symptomology, thus detection outside traditional clinical contexts is difficult. Fortunately, advances in mobile technology, passive sensing, and analytics offer promising avenues for research and development. The present study examined the ability to utilize Global Positioning System (GPS) data, derived passively from a smartphone across seven days, to detect PTSD diagnostic status among a cohort (N = 185) of high-risk, previously traumatized women. Using daily time spent away and maximum distance traveled from home as a basis for model feature engineering, the results suggested that diagnostic group status can be predicted out-of-fold with high performance (AUC = 0.816, balanced sensitivity = 0.743, balanced specificity = 0.8, balanced accuracy = 0.771). Results further implicate the potential utility of GPS information as a digital biomarker of the PTSD behavioral repertoire. Future PTSD research will benefit from application of GPS data within larger, more diverse populations

Is lifetime traumatic brain injury a risk factor for mild cognitive impairment in veterans compared to non-veterans?

Data availability statement: Owing to the nature of the research, for ethical reasons supporting data are not available.Supplemental data for this article can be accessed online at: https://doi.org/10.1080/20008066.2023.2291965 .Copyright . Background: Traumatic brain injury (TBI) is prevalent in veterans and may occur at any stages of their life (before, during, or after military service). This is of particular concern, as previous evidence in the general population has identified TBI as a strong risk factor for mild cognitive impairment (MCI), a known precursor of dementia. Objectives: This study aimed to investigate whether exposure to at least one TBI across the lifetime was a risk factor for MCI in ageing UK veterans compared to non-veterans. Method: This cross-sectional study comprised of data from PROTECT, a cohort study comprising UK veterans and non-veterans aged ≥ 50 years at baseline. Veteran and TBI status were self-reported using the Military Service History Questionnaire (MSHQ) and the Brain Injury Screening Questionnaire (BISQ), respectively. MCI was the outcome of interest, and was defined as subjective cognitive impairment and objective cognitive impairment. Results: The sample population comprised of veterans (n = 701) and non-veterans (n = 12,389). TBI was a significant risk factor for MCI in the overall sample (OR = 1.21, 95% CI 1.11–1.31) compared to individuals without TBI. The prevalence of TBI was significantly higher in veterans compared to non-veterans (69.9% vs 59.5%, p < .001). There was no significant difference in the risk of MCI between veterans with TBI and non-veterans with TBI (OR = 1.19, 95% CI 0.98–1.45). Conclusion: TBI remains an important risk factor for MCI, irrespective of veteran status. The clinical implications indicate the need for early intervention for MCI prevention after TBI.Resumen: Antecedentes: El traumatismo encéfalocraneano (TEC) es frecuente en veteranos, el cual puede ocurrir en cualquier etapa de sus vidas (antes, durante o después del servicio militar). Esto es motivo de preocupación, ya que evidencia previa en la población general ha identificado al TEC como un fuerte factor de riesgo de Deterioro Cognitivo Leve (DCL), un precursor conocido de demencia. Objetivo: Este estudio tuvo como objetivo investigar si la exposición a al menos un Traumatismo encéfalocraneano a lo largo de la vida era un factor de riesgo de Deterioro Cognitivo Leve en veteranos del Reino Unido en comparación con no veteranos. Método: Este estudio de corte transversal incluyó datos de PROTECT, un estudio de cohorte que incluye a veteranos y no veteranos del Reino Unido de ≥50 años al inicio del estudio. El estatus de veterano y de Traumatismo encéfalocraneano (TEC) se auto-reportaron utilizando el Cuestionario de Historia de Servicio Militar (MSHQ, por sus siglas en inglés) y el Cuestionario de Detección de Traumatismo encéfalocraneano (BISQ, por sus siglas en inglés), respectivamente. El Deterioro Cognitivo Leve (DCL) fue el resultado de interés, definido como deterioro cognitivo subjetivo y deterioro cognitivo objetivo. Resultados: La muestra poblacional incluyó a veteranos (n = 701) y no veteranos (n = 12.389). El Traumatismo encéfalocraneano (TEC) fue un factor de riesgo significativo de Deterioro Cognitivo Leve (DCL) en la muestra total (OR = 1.21, IC del 95% 1.11–1.31) en comparación con individuos sin TEC. La prevalencia de TEC fue significativamente mayor en veteranos en comparación con no veteranos (69.9% vs 59.5%, p < .001). No hubo diferencia significativa en el riesgo de DCL entre veteranos con TEC y no veteranos con TEC (OR = 1.19, IC del 95% 0.98–1.45). Conclusión: El Traumatismo encéfalocraneano (TEC) continúa siendo un factor de riesgo significativo de Deterioro Cognitivo Leve (DCL), independiente del estatus de veterano. Las implicaciones clínicas sugieren la necesidad de intervenciones tempranas para la prevención de DCL después de un TEC.PhD studentship by the Alzheimer’s Society (award no. 475 [AS-PhD-18b-002]). The PROTECT study was externally funded/supported by the National Institute of Health and Care Research, Exeter Biomedical Research Centre. The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care. The Family History of Neurological Disease Questionnaire was funded in part by the Alzheimer’s Research UK South West Network

Classroom Accommodations for Student-Veterans Attending Community Colleges

Soldiers have returned from serving in Iraq and Afghanistan with posttraumatic stress disorder (PTSD) and traumatic brain injuries (TBIs) and have enrolled in post-secondary education in large numbers, especially at community colleges because of flexible course scheduling. The problem explored in this study was the need for 1 community college to have better information regarding classroom needs for student-veterans with PTSD or a TBI. The purpose of this study was to explore the perceptions of both student-veterans with PTSD or a TBI and faculty concerning classroom accommodations for student-veterans at the study site. Knowles\u27 theory of the adult learner served as the conceptual framework for this qualitative case study. Data collection consisted of individual interviews with student-veterans and faculty. Data analysis included coding, theme development, member checking, and triangulation. The results of this study revealed that not all student-veterans want or are aware of classroom accommodations. Student-veteran participants did express a need for a designated person on campus and available mentors. Student-veterans indicated that they benefit from PowerPoint presentations, video recordings, and lectures. Faculty participants indicated they are not aware of student-veterans if the students do not self-identify; faculty were eager to understand how to better serve this student population. Results of this study may lead to positive social change because, with faculty development, faculty will have a better understanding of student-veterans\u27 classroom needs and can provide student-veterans with appropriate classroom accommodations

The utilization of adventure based programming to foster posttraumatic growth within a veteran population: A mixed methods study

There is a lack of research exploring interventions that promote posttraumatic growth with veterans. The current project represents a first attempt to explore posttraumatic growth among veterans who participate in a strength-based program specifically designed for the healthy reintegration and socialization of returning members of the armed services. Through the use of a mixed methods approach, I hoped to show that veterans would report increases in posttraumatic growth following participation in an Outward Bound Veterans Program. Veterans that completed the program were compared to a waitlist control, which consisted of other military personnel that had signed up for, but had yet to participate in an expedition. A total of 95 participants completed self-report measures at two time points. Members of the treatment group (n = 50) were sent a pre-program survey two weeks prior to their trip and a post-program survey two weeks after the trip ended. Individuals in the waitlist control (n = 45) completed the same surveys in a similar time frame as the treatment group. As predicted, those who completed an Outward Bound Veterans Program reported significantly higher levels of posttraumatic growth when compared to the waitlist control. However, further analysis led to a surprising finding when evaluating the five subscales that comprise posttraumatic growth: Relating to Others, Spirituality, Personal Strength, Appreciations of Life, and New Possibilities. The results suggested Relating to Others was the only statistically significant factor when comparing group means. Although Personal Strength was nearing significance, these results emphasize the importance of acceptance and belonging for returning veterans.;Sequentially, qualitative data was gathered from eight Outward Bound Veterans Program participants after the quantitative data was analyzed. These individuals completed a phone interview at various times after their trip. This information allowed for the development of an integrated theory highlighting the various factors and processes that promoted growth as a result of participation in the program. The trip Environment, Cadre, and Program represent the contextual factors that seemingly influenced the group processes: Social Learning, Cohesion, and Overcoming Adversity. Collectively, these factors reportedly impacted the experience of posttraumatic growth

Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities

The ways in which faculty navigate the relationship between their personal identity and the identities of their military connected students, especially concerning their approaches to teaching behaviors (Barnard-Brak, Bagby, Jones, & Sulak, 2011) are influenced by normative values that their institution or department supports (Weidman, 1989) as well as by the values that they themselves hold (Barnard-Brak et al., 2011). Given the fraught history of academia and the military (Summerlot, Green, & Parker, 2009; Downs & Murtazashvili, 2012), such variables are especially important to measure as student-faculty interaction impacts student learning outcomes (Cruce, Wolniak, Seifert, & Pascarella, 2006; Ethington, 2000; Kim, 2010; Kim & Sax, 2009, 2011, 2015). Toward that end, the primary purpose of this study was to create a multi-institutional survey instrument that operationalizes perceptions of teaching behaviors amongst faculty who educate military-connected students (MCS) at civilian colleges and universities. Main objectives included creating and developing items specific to unique teaching behaviors and ensuring validity of this instrument. I used a variety of analyses to create the instrument and to ensure validity of content within the survey. I followed DeVellis’ (2017) model for scale development to create and validate the Military-Connected Student-Faculty Interaction Questionnaire (MCSFI-Q). Eleven field experts participated in cognitive interviews to provide sources of evidence for construct validity (Miller et al., 2014) as well as to uncover and resolve content validity and construct validity issues (Padilla & Benítez, 2014). Following data collection, I conducted content and construct validity analysis to develop a valid and more parsimonious survey instrument. Results from all analyses led to the conclusion that the MCSFI-Q is comprised of conceptually valid items that operationalize teaching behaviors amongst faculty who educate MCS at civilian colleges and universities and that the MCSFI-Q has the potential to collect accurate data. Research next steps include further empirical testing in order for the MCSFI-Q to be useable in measuring teaching norms amongst faculty who educate MCS at civilian colleges and universities

2021- The Twenty-fifth Annual Symposium of Student Scholars

The full program book from the Twenty-fifth Annual Symposium of Student Scholars, held on April 29, 2021. Includes abstracts from the presentations and posters.https://digitalcommons.kennesaw.edu/sssprograms/1023/thumbnail.jp

Expressions of social support: a qualitative analysis of psychotherapy with clients who have experienced trauma

One commonly accepted protective factor, social support, is hypothesized to be both helpful and harmful following exposure to traumatic events (Bonanno, 2008; Ellis, Nixon, & Williamson, 2009; Lyons, 1991). Although at least 10 theoretical models have been proposed to explain the relationship between social support and post-traumatic responses, existing theories do not adequately capture the multidimensional experience of social support, which is comprised of several constructs and structures (e.g., received and perceived support; support functions and content). Moreover, existing social support theories have not been studied in research related to therapy with traumatized clients. The present study, therefore, examined how clients who experienced trauma expressed social support in psychotherapy. A qualitative content analysis was conducted using a directed coding system developed for this study that was based on the constructs and structures commonly discussed in psychology literature on post-traumatic experiences, namely: (a) received support, (b) perceived support, (c) extended support, (d) social support functions, and (e) social support contents. The current study observed that clients who have experienced trauma are likely to mention social support in sessions but that salient factors related to the benefits and harms associated with social support were discussed less. Although many expressions of social support fell into not otherwise specified categories because the quality or type of support experienced was not clearly stated, inductive analysis identified the following salient factors: support needs, relationship elements, planned future support activities, past perceived support, and past support that did not occur. The study also provided support for some existing models of social support and trauma (i.e., network orientation, stress-buffering, erosion, social-cognitive processing, and COR models). Clinical implications related to social support discussions in individual therapy include the need to examine and potentially change therapists\u27 views of social support. Psychotherapists are encouraged to explore the support relationships identified by clients, as well as the quality and types of support experienced and perceived, in order to understand the role and impact of social support and address the benefits and risks associated with support. Clinicians should also recommend that clients engage in adjunctive mutual aid and affiliative support groups

積み木遊びデータ解析による子供の行動と心理状態推定

Tohoku University北村喜文課

Evaluating Human-equine Interactions Through the Lens of Adult Attachment

Attachment Theory suggests interaction with caregivers in childhood impacts relationships and health throughout our lives (Bowlby, 1965, 1969, 1971), leaving many who have experienced insecure attachment with an inability to form healthy relationships or cope with stressors throughout their lifespan (Holmberg, Lomore, Takacs, & Price, 2011). Horses have interacted with humans for over 12,000 years (Hintz, 1995), holding multiple roles in human society, most relying on observation by humans of equine behavior, and formation of a human-equine bond (Hamilton, 2011). More securely attached humans tend to more readily decipher non-verbal cues, positively affecting their felt security and internal working model of Attachment (Bachi, 2013). Interacting with horses, who provide significant non-verbal cues, may provide an opportunity to enhance this process, providing useful feedback and insight. This study aimed to evaluate if a single ground-based encounter with a horse could bring about changes in women participants’ reports of Attachment and Emotion Regulation. It was hypothesized that participants would move towards more secure dimensions of Attachment and Emotion Regulations after the encounter with the horse and that behavioral interactions with the horse would differ for those with differing dimensions of Attachment or Emotion Regulation. This study incorporated a repeated measures mixed methods design, one twenty-eight year old Standardbred mare, “Wicky” Long Wick, interacted with 22 female university students with minimal prior equine experience aged 18-30. Participants completing a demographic and screening questionnaire along with the Experiences in Close Relationships –Revised (ECR)(Brennan, Clark, & Shaver, 1998) and Emotion Regulation Questionnaires (ERQ)(Gross & John, 2003) at baseline, then the ECR and ERQ again both immediately prior to and immediately following encounter with the horse. The encounter was videotaped and included meeting, grooming, leading, and goodbye. Statistical analyses were completed using SPSS including paired t-tests and correlations. Videotape was evaluated, coded, and included in both quantitative and qualitative data analyses. Participants were recruited and participated in the study over the period of one calendar year. A significant decrease in Attachment anxiety was shown after encountering the horse (t(21)=2.915, p=.008 (M .237364, SD= .381941)), and significantly less time was spent between the horse and participant at goodbye than at meeting (t (21)=2.751, p=.021 (M 42.045, SD= 71.67)), particularly for those with insecure dimensions of Attachment (t (15)= 2.814, p=.013 (M= 45.75, SD=65.03)). Participants with insecure dimensions of Attachment showed significant increases in cognitive reappraisal after encountering the horse (t(14)= -3.732, p=.002 (M -.411, SD= .4266)), and the greatest decreases in Attachment Anxiety (t(14)=3.364, p=.005 (M .307, SD= .354)). The findings suggest interaction between horses and people differs along Attachment dimensions and show some support for positive changes in humans for both Attachment and Emotion Regulation dimensions after interaction with a horse