Weak grip strength does not predict upper extremity musculoskeletal symptoms or injuries among new workers

PURPOSE: Grip strength is often tested during post-offer pre-placement screening for workers in hand-intensive jobs. The purpose of this study was to evaluate the association between grip strength and upper extremity symptoms, work disability, and upper extremity musculoskeletal disorders (UE MSD) in a group of workers newly employed in both high and low hand intensive work. METHODS: 1107 recently-hired workers completed physical examinations including grip strength measurements. Repeated surveys obtained over 3 years described the presence of upper extremity symptoms, report of physician-diagnosed musculoskeletal disorders (MSD), and job titles. Baseline measured grip values were used in analytic models as continuous and categorized values to predict upper extremity symptoms, work disability, or UE MSD diagnosis. RESULTS: Twenty-six percent of males and 20% of females had low baseline hand strength compared to normative data. Multivariate logistic regression analyses showed no consistent associations between grip strength and three health outcomes (UE symptoms, work disability, and musculoskeletal disorders) in this young cohort (mean age: 30 years). Past MSD and work type were significant predictors of these outcomes. CONCLUSIONS: Physical hand strength testing was not useful for identifying workers at risk for developing UE MSDs, and may be an inappropriate measure for post-offer job screens

A Study of Transference Phenomena in the Light of Jung's Psychoid Concept

This research constitutes an investigation of unconscious interaction between patient and analyst in situations where psyche and soma are in relation. The literature is extensive, but not coherent, and there exists a need for an overall mapping of the field. The project aims to establish a conceptual topography, grounded in Jung’s psychoid concept, since this applies to a deeply unconscious realm that is neither physiological nor psychological but that partakes of both. A methodology based on the conceptual research of Dreher (2000) is employed, including: a historical study tracing the evolution of Jung’s ideas, from their biological origins in the work of Driesch (1903) and Bleuler (1929), through Jung’s own self-investigation in his Red Book work, to his subsequent theoretical conceptualisations, to establish a public definition for the psychoid concept; and an empirical study, based on expert interviews, to interrogate this definition. The empirical study employs a methodological instrument, developed for this research, for identifying clinicians’ private theories relating to psycho-physical experience. Such instrument comprises the process notes for a single session, in which the psychic fact and the physical fact are combined, and a set of discussion vertices, derived from Sandler (1983), Canestri (2006) and Tuckett (2008), for guiding the interview. The empirical data, constituting the transcripts of the interviews, not the process notes, is analysed using grounded theory. Comparisons from psychoanalysis are employed at all stages of both studies. The results demonstrate that the psychoid concept is valid and clinically useful. The empirical study establishes that clinicians support contrasting views of the transference, namely a symmetrical and mutual transference and an asymmetrical and hierarchical transference, the former being consistent with Jung’s psychoid concept. Unexpectedly, not only Jungians but also some psychoanalysts conceptualised a symmetrical transference, albeit employing different terminology. This adds Popperian weight to the research results

The Post-Jungians

This chapter contemplates how the publication in 2009 of Jung’s Red Book, which contains his active imagination process over many years, has affected the post-Jungian community. Exposure to his self-experimentation clearly demonstrates for the first time both his conceptual shift from a scientific to a hermeneutic approach and his own personal experience of the symbolic process that is individuation. Such publication has revolutionised the way that the post-Jungians envisage Jung, emphasising the process-oriented nature of his model of the psyche and the ways in which the analytic process addresses the dialectic tension arising between conscious and unconscious. Important advances by post-Jungians, such as Atmanspacher, Aziz, Cambray, Fordham, Hogenson, Jacoby, Kirsch, Main, Neumann, Samuels, Singer and Stein, are also mentioned to supplement the discussion

Jung, Bion and the Crucible of War

WWI had a transformative effect on the lives and ideas of both Carl Jung and Wilfred Bion. Both suffered intense and life-changing experiences, which they carried with them for the rest of their lives. For Jung, living in neutral Switzerland, the febrile tension of the war emerged in a stream of archetypal imagery, while his daily life interspersed periods of analytic practice and family existence with periods of military service. For Bion, as a tank commander in the British Army, the gritty reality of mud, confusion and shell fire were his daily fare. The impact of the war left its mark on both of them, forging their emotions, their thinking and their theories. In this sense, WWI was a crucible, shaping their experience and their future conceptualizations. This paper reflects on the experiences of both men and on the consequences of these experiences and contemplates the lessons that may be learned from history today

Jung, Bion and social phenomena: Intra-psychic dynamics, inter-psychic dynamics or something else?

This paper traces the evolution of Jung’s ideas on the collective and Bion’s ideas on groups stemming from their personal experiences during WWI and their respective observational studies. A comparison of their psychoid and proto-mental concepts on the basis of this historical development demonstrates an overlap in their understandings of social phenomena but a divergence in their primary interests and hence in the application of their concepts

An Assessment of the Effect of a Short-Term Parent-Education Program Upon Parental Knowledge and Attitudes Toward Child Development, Learning, and Behavior

The purposes of this study were to determine the effect of a short-term parent-education program and to investigate the relationship between parents' knowledge of child development and parents' attitudes toward parent-child relationships. The basic problem under consideration was to assay whether the level of parental knowledge of child development principles makes a difference in the attitudes of the parent in the relationship. Hypothesis I predicted that subjects participating in the training sessions would exhibit a significant gain in knowledge of child development. An analysis of covariance determined the gain to be significant at the .01 level. Hypothesis II stated that a significant relationship would exist between the subjects' knowledge of the defined principles of child development and the subjects' attitudes toward parent-child interactions. A Pearson Product-Moment Correlation of the scores of experimental group and control group on the PARI and the cognitive test revealed a negative correlation of -0.1363. Thus, the second hypothesis that a significant relationship would exist had to be rejected. Hypothesis III projected that a significant difference would exist between the posttest attitudes of the participants of the experimental group and those of the control group. Analysis of covariance was used to determine the significance of the scores on the PARI between the experimental group and the control group. In combining the twenty-three subtests' scores into one score for each group, it must be reported that the test showed no significant differences between the posttest attitudes of the two groups; hence the third re search hypothesis must be rejected. However, analysis of covariance between the experimental and control groups on each of the twenty-three subscales revealed a significant difference in attitudes between the two groups on eleven of the twenty-three scales

Spatio-temporal methods for estimating subsurface ocean thermal response to tropical cyclones

Tropical cyclones (TCs), driven by heat exchange between the air and sea, pose a substantial risk to many communities around the world. Accurate characterization of the subsurface ocean thermal response to TC passage is crucial for accurate TC intensity forecasts and for an understanding of the role that TCs play in the global climate system. However, that characterization is complicated by the high-noise ocean environment, correlations inherent in spatio-temporal data, relative scarcity of in situ observations, and the entanglement of the TC-induced signal with seasonal signals. We present a general methodological framework that addresses these difficulties, integrating existing techniques in seasonal mean field estimation, Gaussian process modeling, and nonparametric regression into a functional ANOVA model. Importantly, we improve upon past work by properly handling seasonality, providing rigorous uncertainty quantification, and treating time as a continuous variable, rather than producing estimates that are binned in time. This functional ANOVA model is estimated using in situ subsurface temperature profiles from the Argo fleet of autonomous floats through a multi-step procedure, which (1) characterizes the upper ocean seasonal shift during the TC season; (2) models the variability in the temperature observations; (3) fits a thin plate spline using the variability estimates to account for heteroskedasticity and correlation between the observations. This spline fit reveals the ocean thermal response to TC passage. Through this framework, we obtain new scientific insights into the interaction between TCs and the ocean on a global scale, including a three-dimensional characterization of the near-surface and subsurface cooling along the TC storm track and the mixing-induced subsurface warming on the track's right side.Comment: 33 pages, 14 figures; supplement and code at https://github.com/huisaddison/tc-ocean-method

Coping with an Advanced Stage Lung Cancer Diagnosis: Patient, Caregiver, and Provider Perspectives on the Role of the Health Care System

Although lung cancer is the leading cause of cancer death in the USA, there have been few studies on patient-centered advanced lung cancer treatment practices. As part of a larger research study on how to use a patient-inclusive approach in late-stage lung cancer treatment, this present study describes patient, caregiver, and provider perspectives on the role of the health care system in helping patients cope with an advanced stage lung cancer diagnosis. Four focus group sessions were conducted with six to eleven participants per group for a total of 36 participants. Two focus groups were held with patients and family members/caregivers and two with physicians and nurses. A major theme that emerged concerned coping with an advanced lung cancer diagnosis, which is the subject of this paper. The patients, caregivers, and providers spoke passionately about interactions with the health care system and volunteered examples of supportive and non-supportive relationships between patients and clinicians. They advocated for better patient-provider communication practices as well as the expanded use of patient navigation and new patient orientation programs. This study contributes additional knowledge by including the perspectives of caregivers and providers who live and work closely with patients with advanced lung cancer. The findings can inform the development of comprehensive patient-centered care plans for patients living with an advanced lung cancer diagnosis

2006 AAPP Monograph American Series

The African American Professors Program (AAPP) at the University of South Carolina is proud to publish the sixth edition of its annual monograph series. The program recognizes the significance of offering its scholars a venue for engaging actively in research and for publishing papers related thereto. Parallel with the publication of their refereed manuscripts is the opportunity to gain visibility among scholars throughout institutions worldwide. Scholars who have contributed manuscripts for this monograph are to be commended for adding this additional responsibility to their academic workloads. Writing across disciplines adds to the intellectual diversity of these papers. From neophytes, relatively speaking, to an array of very experienced individuals, the chapters have been researched and comprehensively written. Founded in 1997 through the Department of Educational Leadership and Policies in the College of Education, AAPP was designed to address the underrepresentation of African American professors on college and university campuses. Its mission is to expand the pool of these professors in critical academic and research areas. Sponsored by the University of South Carolina, the W.K. Kellogg Foundation, and the South Carolina General Assembly, the program recruits doctoral students for disciplines in which African Americans currently are underrepresented among faculty in higher education. The continuation of this monograph series is seen as responding to a window of opportunity to be sensitive to an academic expectation of graduates as they pursue career placement and, at the same time, one that allows for the dissemination of AAPP products to a broader community. The importance of this monograph series has been voiced by one of our 2002 AAPP graduates, Dr. Shundele LaTjuan Dogan, a former Program Officer for the Southern Education Foundation, Atlanta, Georgia, a former Administrative Fellow at Harvard University, and currently a Senior Program Officer with the Arthur M. Blank Foundation, focusing on the Pathways to Success Initiative. Dr. Dogan wrote: One thing in particular that I want to thank you for is having the African American Professors Program scholars publish articles for the monograph. I have to admit that writing the articles seemed like extra work at the time. However, in my recent interview process, organizations have asked me for samples of my writing. Including an article from a published monograph helped to make my portfolio much more impressive. You were \u27right on target\u27 in having us do the monograph series. {AAPP 2003 Monograph, p xi) The African American Professors Program offers this 2006 publication as a contribution to its readership and hopes that you will be inspired by this select group of manuscripts. John McFadden, Ph.D. The Benjamin Elijah Mays Professor Director, African American Professors Program University of South Carolinahttps://scholarcommons.sc.edu/mcfadden_monographs/1008/thumbnail.jp