Early Traumatic Experiences and Their Relationship With the Emergence of Depressive Symptoms in Adulthood

The aim of this study was the exploration of early traumatic experiences related to emotional abuse, physical abuse, sexual abuse, emotional and physical neglect, as well as the connection of the dimensions of these early traumatic experiences with the experiencing of depressive symptoms in adulthood. A sample of 331 University students in Tirana, 60 males (N = 60) or 18.1% and 271 females (N = 271) or 81.9% completed the online Beck Inventory for Depression (BDI), and the Childhood Trauma Questionnaire-Short Form (CTQ-SF). The minimum age of the youth participating in the study was 18 years and the maximum age was 32 years, with an average of 20 years (M = 20.07) and the standard deviation (SD = 1.5). Descriptive, correlational and linear regression analysis were used for data processing through the SPSS 22. The study confirmed the connection between early traumatic experiences and the appearance of depressive symptoms in adulthood (r(329) = .333, p < .001). Among the dimensions of early traumatic experiences, it seems that a stronger connection with the occurrence of depressive symptoms relates to the size of emotional trauma. The size of child sexual trauma is connected to feelings of punishment and suicidal thoughts in adulthood. Early traumatic experiences seem to have a significant impact on how adults express themselves and choose to interact with their environment. Coping with problems of mental health and depression today can be closely related to the early traumatic experiences of juveniles and adults

Dynamic Psycho-linguistics: The Impact of the Social Interaction System in the Individual Psycholinguistic Prototype

Speaking is a cognitive, motor activity apparently simple, which differentiates men from other animals and is made possible by a vast network of cerebral, cortical and subcortical structures. Language implies the relationship of the human being to his world while Psycholinguistics is the dynamic language process that leads to a mutual connection with the world external and with the other, which is other than self. In the history of Albanian psycho-pedagogical thinking there are evidences that reveal the efforts and contributions to understand and interpret the phenomena and problems directly related to the development and education of students of different school ages. The discussion of complex linguistic topics, communication and relationships is related not only to the exhaustion of the definition, but also the ability to take into consideration the circumstances that make them a social-ethnic reference system with the contribution of main references such as linguistic psychology, philosophy of language, linguistics and semiotics, cognitive level analysis and phenomenological aspects in a daily dimension, but also in the form of meanings, concept of reciprocity, social connotation and the dynamic process in the whole

Uptake and effects of psychological first aid training for healthcare workers’ wellbeing in nursing homes: A UK national survey

Aims Psychological First Aid is a brief intervention based on international guidance from the World Health Organisation. Free to access online training in the intervention was introduced during the COVID-19 pandemic in UK. We aimed to determine the uptake of Psychological First Aid training among healthcare workers in care homes in the UK and to assess its effects on their wellbeing. Design This was a sequential mixed methods design. Methods Healthcare workers (nurses and carers) working in care homes in the UK were surveyed about their uptake of Psychological First Aid, their stress, coping efficacy and the key concepts of Psychological First Aid (safety, calmness, hopefulness, connectedness, and accomplishment). Those that completed the Psychological First Aid training were asked to share their experiences via qualitative survey. Data collection was conducted between June and October 2021. Analyses included descriptive statistics and regression analysis. A six step thematic analysis was used to interpret the qualitative data. Results 388 participants responded to the survey. The uptake of Psychological First Aid training was 37 (9.5%). Psychological first aid was a significant predictor for coping efficacy (β = 17.54, p = .001). Participants with a physical or mental health condition experienced higher stress and lower coping regardless of PFA training. Four themes were identified from the qualitative analysis: self-awareness and growth, relationships with others, overcoming stress and accessibility. Conclusion While this study suggests some benefits to healthcare workers in care home settings undergoing PFA the poor uptake of the training warrants further investigation. Impact Care home staff need psychological support. This gap remains as few completed PFA training. This is the first study in UK and worldwide to look at the effects of psychological first aid on stress and coping in this population and it warrants further investigation

Inclusive education and its fundamental characteristics: A reflection on the evidence-based approach

Introduction: Political appeal and social pressure, combined with law ambiguity and lack of resources, to avoid the hard decisions, often have brought to a simplified model of inclusive education and to an apparently simplistic solution: opting for the location of education for children with special educational needs and dis¬abilities instead of tackling the routes of the problem. Scope: Within this context, the current research aims to explore the fundamental characteristics of inclusive education, highlighting the bio-psycho-social evidence-based approach in education. Method: The method applied in the present work is explorative-reflective research on what can be regarded as inclusive education, education for all, and social capital psychoeducation as benchmarks for an integrative society. Findings and Conclusions: This research concludes that the inclusive education is not an emergency-adaptive pedagogy but has to be conceived as a medical psycho-pedagogy of raising awareness in healthy personalities and social inclusion, not shunning differences but observing them and seeking to offer to everyone the best opportunities for personal and community growth. Compared to the traditional concept of inclusion, the theoretical perspective of evidence-based approach has a much broader scope and it embraces the fact that inclusive education carries intrinsically also a risk of exclusion that must be actively prevented, and at the same time affirms the importance of involving all actors in creating a truly welcoming community, which must become sensitive to the full range of differences present in children's life