Delivery as a traumatic event: prevalence, risk factors, screening & treatment

This review looks at the evidence for postnatal posttraumatic stress disorder (PTSD). Postnatal traumatic stress responses are divided into: appraisal of birth as traumatic, traumatic stress responses (severe symptoms of intrusions and avoidance that do not fulfil criteria for PTSD), and PTSD. Evidence is examined for the prevalence of these types of responses after birth, and for prenatal, perinatal, and postnatal vulnerability and risk factors. Screening tools that could be used are outlined and possible intervention and treatment approaches considered. Various conceptual and methodological issues are also raised. It is concluded that up to 10% of women have severe traumatic stress responses to birth although only 1-2% of women actually develop chronic postnatal PTSD. The limited research available suggests that a history of psychiatric problems, mode of delivery, and low support during labour put women at increased risk of postnatal PTSD, although there is unlikely to be a simple relationship between mode of delivery and traumatic stress responses. A model of the possible pathways between vulnerability/risk factors and postnatal PTSD is proposed. Current evidence suggests that brief cognitive-behavioural therapy (CBT) interventions should be used with women who have a severe traumatic stress response, and longer CBT interventions with women with postnatal PTSD. More research is needed to further explore and confirm prenatal, birth, and postnatal risk factors

Use of online discussion groups to increase student understanding of global social and technical issues

Most engineering programs at University of Southern Queensland are offered in both on-campus and distance education modes. The Faculty of Engineering and Surveying student cohort has consisted of approximately 25 percent on-campus and 75 percent distance education students for more than a decade. In recent years, the proportion of international students has increased markedly and now approximately 30 percent of students in both modes are from a non-Australian background. This paper describes how the national and cultural diversity of the student cohort has been utilized in an engineering course to increase student awareness and understanding of global social and technical issues. The method employed has been to use a component of the assessment scheme to require students to participate in an on-line discussion group where they share local information about issues relating to transport, a commodity which all students use in one form or another. The information the students are asked to research and share is factual knowledge drawn from their own experience and web research of local sites. The method was introduced after finding that many students in both modes of study had a fairly restricted understanding of many of the social and technical issues outside their own direct experience. The method has been well received by students and could be used in a variety of other courses where the student cohort features a range of social and cultural backgrounds

Consumption of Organic Foods from a Life History Perspective: An Exploratory Study among British Consumers

Summary not availabl

Promoting Public and Private Reinvestment in Cultural Exchange-Based Diplomacy

Makes the case for renewed investment in public diplomacy and cultural exchange. Analyzes trends in government, foundation, and other private support for cultural diplomacy, the benefits and obstacles, and models of engagement. Details recommendations