The psychometric properties of the Varieties of Inner Speech Questionnaire-Revised in Hebrew

IntroductionThe Varieties of Inner Speech Questionnaire-Revised (VISQ-R) is a self-report questionnaire designed to measure characteristics of inner speech. In the current study, we adapted and validated a Hebrew version of VISQ-R. Our first hypothesis was that Confirmatory Factor Analysis (CFA) of the Hebrew VISQ-R would confirm the five subscales replicating the factor structure of the original questionnaire. In addition, building on previous findings that inner speech is involved in tasks that require the executive functions we examined the relationship between VISQ-R and self-reported executive functions questionnaire (BRIEF-A). We hypothesized that correlations between subscales of the Hebrew VISQ-R would reveal covariance between BRIEF-A and some but not all inner speech subscales.Methods406 participants completed the Hebrew VISQ-R and 280 of them also completed the BRIEF-A.ResultsAs hypothesized, CFA confirmed the factor structure revealing the same 5 subscales reported in the original English version, with acceptable internal reliability. Partial support was found for the hypothesized correlations between VISQ-R and BRIEF-A, with covariance of executive functions with some subscales of inner speech (Evaluative, Other-People and Dialogic), and distinct variance with others (Condensed and Positive).DiscussionThese results indicate that the Hebrew version of the VISQ-R has good psychometric properties and that it can be used in future research. The implications concerning the contribution of inner speech for people with difficulties in executive functions are discussed

Can Recovery From an Eating Disorder Be Measured? Toward a Standardized Questionnaire

Background: There is a clear need for a standardized definition of recovery from eating disorders (EDs) and for self-report instruments to assess where individuals with an ED are situated at a given point of time along their process of illness and recovery. It has been acknowledged that psychological and cognitive symptoms are important to recovery in addition to physical and behavioral indices. This study proposes a 28-item multidimensional questionnaire encompassing the main features of recovery from ED, derived from the endorsement of different criteria by people with a lifetime ED diagnosis, family members and ED clinicians.Methods: Participants were 213 volunteers over the age of 18 (118 people with a lifetime ED diagnosis, 58 healthy family members of people with EDs and 37 ED clinicians), who completed the ED-15 and indicated online how important they thought each of 56 criteria were for recovery from an ED.Results: Four factors were identified in an exploratory factor analysis: Lack of Symptomatic Behavior (LSB), Acceptance of Self and Body (ASB), Social and Emotional Connection (SEC), and Physical Health (PH). Confirmatory factor analysis using the seven highest loading items from each subscale confirmed the structure validity of a shortened version of this questionnaire, the Eating Disorders Recovery Endorsement Questionnaire (EDREQ), which had excellent goodness-of-fit indices. Despite a few between-group differences, there was general agreement that LSB was most salient to recovery, followed by ASB, SEC, and PH in that order.Conclusion: Despite the absence of a standardized definition of recovery from ED, there is a general consensus about its components. The EDREQ is a psychometrically sound questionnaire containing items that people with an ED history, their family members and therapists all define as important components of recovery. The inclusion of emotional and psychosocial aspects of recovery in addition to symptomatic and medical aspects is important to expand treatment goals and the concept of recovery from EDs beyond symptom relief and the absence of disease markers. As a clinical tool, the EDREQ stands to assist in setting and refining therapeutic goals throughout therapy, and in establishing standardized, comparable norms for recovery levels in research

Focus on Your Breathing: Does Meditation Help Lower Rumination and Depressive Symptoms?

The present study examines the relationships between meditation, rumination and depressive symptoms. Research to date has found that individuals who meditate experience less ruminative thinking and have lower depressive symptoms than individuals who do not meditate. While most psychological studies in this area examined the influence of controlled attention focused therapies on rumination and depression, this study describes the relationships between these indices in a non-clinical population. We hypothesize that: 1) The longer meditators practice meditation, the less they will experience ruminative thinking and depressive symptoms; 2) Meditators will have less ruminative thinking and depressive symptoms than non-meditators; 3) Different measures of meditation and ruminative thinking will negatively predict depressive symptoms; and 4) The relation between ruminative thinking and depressive symptoms will be positive and stronger among non-meditators than among meditators. 150 participants, about half of them practicing meditation, were sampled via social networks and answered questions pertaining to ruminative thinking, depressive symptoms and their meditation practice. Participants who practiced meditation for a longer period of time reported less rumination and depressive symptoms. Furthermore, meditators experienced significantly less ruminative thinking (but not depressive symptoms) than non-meditators. Moreover, rumination was found to positively predict depressive symptoms, while meditation measures did not. Finally, the relationship between ruminative thinking and depressive symptoms was found to be positive, significant and stronger among non-meditators than among meditators. Persistent meditation may have long lasting effects on lowering ruminative thinking and depressive symptom

“Let’s Talk About It”: The Moderating Role of Self-Disclosure on Complicated Grief over Time among Suicide Survivors

Suicide often imparts highly stressful ramifications to those left behind. Previous research on suicide survivors (SUSs) has demonstrated their being at high risk for developing anxiety and depression, including pathological complicated grief (CG). Self-disclosure (S-D)––the tendency to share one’s personal feelings––has been found to be an important component of dealing with grief. In this study, we examined the effect of S-D on CG in an 18-month longitudinal design following one hundred fifty-six SUSs. We found that SUSs suffering from pathological CG at Time 1 (T1) were lower in S-D at T1 and T2 and higher in depression at T2. We also found that SUSs with lower S-D at T1 had higher CG at T2. Using a structural equation model, we found that S-D at T1 contributed significantly (and negatively) to CG at T1, above and beyond the natural fading of CG over time. Our findings emphasize that while CG is highly prevalent among SUSs, S-D has a beneficial effect which can serve as a protective factor against CG for this group. Implications regarding possible interventions with SUSs were discussed

Integrating Information Technology’s competencies into academic nursing education–An action study

Today, in the digital age, we are committed to prepare the future nurse for the information technology-rich workplace, and to help them reducing the “shock reality” upon arriving at the clinical setting. The main aim of the study is to promote the knowledge of Information Competencies Technology among nurses’ educators and student. The method was an action research process that started by collecting the data—by literature review, nurses’ interviews and students’ survey, analyzing and interpreting the data, and developing a plan of action, including curriculum change for the students and workshops for the nurse educators. Two benefits were driven from this action: updating and developing academic courses and adopting pedagogic tools for nurses’ educators. In conclusion, the overarching theme of this project is the need for Information Technology to be integrated within the larger body of the nursing learning program, and its implication for educators and students

Personality Change and Therapeutic Gain: Randomized Controlled Trial of a Positive Psychology Intervention

This study examined the possibility that personality would change in the course of a positive psychology intervention, and would add to therapeutic gain. 89 participants were randomly assigned into the intervention group (N= 45) and the waiting-list group (N= 44). The intervention followed 6-week-online-protocol. Participants reported on the Steen Happiness Index (SHI), The Positive Psychotherapy Index (PPTI), and the Satisfaction with Life Scale (SLS) as well as on the temperament scales Harm Avoidance and Persistence, and the character trait Self-Directedness three times: at outset, post-intervention, and four weeks later at follow-up. Hypotheses were tested using growth curve analysis and regression analysis. The intervention group gained in all three happiness measures, in the personality traits Self-Directedness and Persistence and decreased in Harm Avoidance relative to the waiting-list group. Regression analyses revealed that the change in personality traits, and particularly in Self-Directedness mediated the therapeutic gains in the SHI as well as in the PPTI, but not in SLS. Although personality is basically very stable, successful interventions can bring about beneficial changes in personality which may in turn help to maintain therapeutic gains. The role of personality change in psychotherapy should be studied across therapeutic approaches, settings, and psychiatric diagnoses

Situated learning: The feasibility of an experimental learning of information technology for academic nursing students

As part of the Bachelor’s degree of nursing education, nursing students are exposed to the increasingly complex world of Information Technology. Aim: To evaluate the feasibility of a situated learning approach for Information Technology course by assessing students’ perceptions at the end of the course. Methods: Course participants completed a pre and post-course survey describing their knowledge and perceptions of the course. Results and discussion: Results demonstrated increased knowledge and satisfaction with this new learning strategy, which was also apparent in their good final course grades. Students had considerably more knowledge after the course (comparing to pre course survey), with a positive correlation between students’ perception of the usefulness of the course and their knowledge after completion of the course. Therefore, enhancing learning using a simulated learning curriculum may allow students to be more aware of the challenges that nurses face in actual practice, and may provide a more contextualized understanding of the issues relating to Information Technology

Enjoying your body: The psychometric properties of an English version of the Dresden Body Image Questionnaire

Objective We present a measure of positive body experiences. The purpose of this study was to validate an English translation of the Dresden Body Image Questionnaire (DKB‐35), designed to assess positive body experiences and to examine whether its subscales moderate the relationship between BMI and eating and body problems. Method An English version of the DKB‐35 was administered to 228 men and women aged 18–73, who also completed measures of body dissatisfaction, disordered eating and life satisfaction, and reported height and weight. Results The psychometric properties of the DKB‐35 were satisfactory. DKB‐35 subscale scores (Vitality, Body Acceptance, Body Narcissism, Physical Contact, and Sexual Fulfillment) correlated positively with life satisfaction and negatively with disordered eating and body dissatisfaction. Of the five subscales, only Body Acceptance correlated significantly with BMI. Body Narcissism and Physical Contact were significant moderators of the association between BMI and disordered eating. For people with low, but not high BMIs, low scorers on Body Narcissism or Physical Contact had higher levels of disordered eating and body dissatisfaction. In a regression analysis predicting life satisfaction scores with BMI and the DKB‐35 subscales, the Body Acceptance, Vitality, and Sexual Fulfillment subscales were positive predictors. Conclusions These results support the use of the DKB‐35 in English. Body acceptance, vitality, sexual fulfillment, body narcissism, and physical contact are positive body experiences measured by this scale

Integrating Information Technology's competencies into academic nursing education-An action study ABOUT THE AUTHOR

Abstract: Today, in the digital age, we are committed to prepare the future nurse for the information technology-rich workplace, and to help them reducing the "shock reality" upon arriving at the clinical setting. The main aim of the study is to promote the knowledge of Information Competencies Technology among nurses' educators and student. The method was an action research process that started by collecting the data-by literature review, nurses' interviews and students' survey, analyzing and interpreting the data, and developing a plan of action, including curriculum change for the students and workshops for the nurse educators. Two benefits were driven from this action: updating and developing academic courses and adopting pedagogic tools for nurses' educators. In conclusion, the overarching theme of this project is the need for Information Technology to be integrated within the larger body of the nursing learning program, and its implication for educators and students