The Relationship Between Empathy and Humor Styles and Secondary Traumatic Stress in the Public Mental Health Workplace

The purpose of this study was to determine if there is a relationship between both empathy type and humor type to secondary traumatic stress in individuals who work in a public mental healthcare setting. Empathy type was divided into four subcategories: Perspective Taking, Fantasy-type, Empathic Concern, and Personal Distress. Similarly, humor type was divided into four subcategories: Affiliative, Self-Enhancing, Aggressive, and Self-Defeating. Clinical and non-clinical staff at the Alcohol, Drug, and Mental Health Services department of Santa Barbara County, California participated in an online survey. The survey consisted of a sociodemographic questionnaire, as well as questionnaires related to humor, empathy, and secondary traumatic stress. Non- clinical staff was more likely to endorse STS and to report significantly higher scores Personal Distress Empathy scale, in comparison to clinical staff. Further, a significant relationship was found in both clinical and non-clinical workers to Perspective Taking and Fantasy-type Empathy. Finally, both clinical and non-clinical staff who endorsed significantly higher STS were also more likely endorse higher scores on Self-Defeating and Self-Enhancing Humor scales. Results showed that non-clinicians were more likely to report psychological distress than their clinical counterparts. Further, humor related to oneself was likely to be indicative of STS, as were the cognitive empathy types. The electronic version of this dissertation is available free at Ohiolink ETD Center, www.ohiolink.edu/et

DNA methylation as a biomarker for age-related cognitive impairment

PhD ThesisDue to the ageing population, the number of patients diagnosed with age-related diseases such as stroke and Parkinson’s disease are on the rise. In both post-stroke dementia (PSD) and mild cognitive impairment in Parkinson’s disease (PD-MCI), the mechanisms resulting in cognitive decline are unknown. This project aims to identify a biomarker which could predict those patients most at risk of developing cognitive decline, which would subsequently assist healthcare professionals in recommending early treatment and care. Epigenetics is an emerging field in which biomarkers have previously been useful in prognostication of cancers and prediction of cardiovascular disease. In this study, 30 patients from a PSD cohort (COGFAST) and 48 patients from a PD-MCI cohort (ICICLE) were analysed using the Illumina HumanMethylation450 BeadChip to identify differentially methylated positions which could predict patients who would later develop cognitive decline. Top hits were validated using Pyrosequencing to confirm DNA methylation differences in a replication cohort. Individual CpG sites within APOB and NGF were identified as potential blood-based biomarkers for PSD and one CpG site within CHCHD5 was highlighted as a potential blood-based biomarker for PD-MCI. In addition, methylation at one CpG site within NGF and a CpG site (cg18837178) within a non-coding RNA, were found to be associated with Braak staging (degree of brain pathology) using DNA from two brain regions. NGF deregulation has previously been associated with Alzheimer’s disease, and this finding indicates it may also have a role in the development of PSD. These novel findings represent the first steps towards the identification of blood-based biomarkers to assist with diagnosis of PSD and PD-MCI, but require further validation in a larger independent cohort. The differentially methylated genes identified may also give insight into some of the mechanisms involved in these complex diseases, potentially leading to the future development of targeted preventative treatments.Medical Research Council and Newcastle Universit

Fostering Undergraduate Spiritual Growth Through Service-Learning

Scholars and educational leaders have expressed concern that higher education is not adequately meeting students’ desire for spiritual growth within an academic context. Prior studies have demonstrated a relationship between the pedagogical method of service-learning and spiritual development. This study analyzed the relationship between specific service-learning components and the occurrence of spiritual growth in an effort to better understand how such growth can be fostered within the curriculum. Findings indicated that spiritual growth occurred when students experienced significant challenge balanced with support. Challenge was initiated when students witnessed injustice while simultaneously being exposed to new, diverse perspectives in class. Support emerged from relationships as well as the effective integration of coursework with the service experience.   

Co-Creating News Oases in Media Deserts

The Media Deserts Project is a research effort to map and model the changing media landscape in the United States. Media deserts are defined as geographies lacking fresh, daily news and information. Using circulation data of US print newspapers, emerging hyperlocal online news sites in digital networks, and broadband access data from the Federal Communication Commission, the Media Deserts Project maps these changes using geographic information systems down to the zip code level, making visible local communication systems and gaps. To develop community-centered news and information solutions, this research team used community-based research practices, where students engaged with residents, local business leaders, health, education, and other administrators to examine the communication needs of three specific communities in Southeast Ohio. We centered our efforts on building relationships with community members and designing localized media tools. We learned key insights that we believe may travel well into other projects using community-based engagement, participatory design, and co-creation practices

Dimensions of Spirituality Fostered through the PULSE Program for Service Learning

Cultivating spiritual development is central to the mission of Catholic higher education institutions. Studies demonstrate that service learning is a pedagogical method through which spiritual development can be fostered among undergraduates. This study builds upon prior research to analyze whether spiritual growth occurred and which dimensions of spirituality changed most significantly for students participating in the Boston College PULSE Program for Service Learning. PULSE is a year-long experience integrating weekly service with coursework in philosophy and theology through structured reflection. Quantitative findings indicate that nearly 80 percent of study participants grew spiritually. Results indicate that the most significant change occurred in the dimensions of: 1) believing in the interconnectedness of humanity and a related desire to serve humanity, 2) seeking to better understand oneself and one’s purpose in life, and 3) facing religious/spiritual struggle. Interview excerpts provide detailed descriptions of how students described growth in specific dimensions of spirituality. Dimensiones de la espiritualidad propiciadas mediante el programa PULSE para el aprendizaje a través del servicio Cultivar un ambiente espiritual es central en la misión de las instituciones de educación superior católicas. Los estudios demuestran que el aprendizaje a través del servicio es un método pedagógico mediante el cual se puede propiciar el desarrollo de la espiritualidad entre los estudiantes universitarios. El presente estudio se basa en investigación previa para analizar si hubo crecimiento espiritual y qué aspectos de la espiritualidad cambiaron de manera más significativa para los estudiantes que participaron en el programa PULSE de aprendizaje a través del servicio, de Boston College. PULSE es una experiencia anual que integra servicios semanales con cursos de filosofía y teología mediante una reflexión estructurada. Los hallazgos cuantitativos indican que casi el 80 por ciento de los participantes estudiados crecieron espiritualmente. Los resultado muestran que el cambio más significativo se produjo en los aspectos de: 1) creer en la interconexión de la humanidad y en un deseo relacionado con servir a la humanidad, 2) buscar una mejor comprensión de uno mismo y del papel de uno mismo en la vida, y 3) hacer frente a las dificultades religiosas/espirituales. Algunos fragmentos de entrevistas ofrecen descripciones detalladas sobre cómo los estudiantes describieron crecimiento en aspectos específicos de la espiritualidad. Palabras clave: Aprendizaje a través del servicio, crecimiento espiritual, desarrollo espiritual, espiritualidad en la educación superior, desarrollo del estudiante universitario, educación superior católica Aspects de la spiritualité favorisés par le programme PULSE pour apprendre à servir Le renforcement du développement spirituel est au cœur de la mission des institutions de l\u27enseignement supérieur catholique. Des études ont montré qu\u27apprendre à servir constitue une méthode pédagogique qui peut favoriser le développement spirituel des étudiants de premier cycle. Cette étude s\u27appuie sur des recherches antérieures pour analyser s’il y a eu développement spirituel et quels aspects de la spiritualité ont été le plus affectés pour les étudiants participant au programme PULSE du Boston College pour apprendre à servir. Le programme PULSE dure un an et intègre des cours de philosophie et de théologie par le biais d\u27une réflexion structurée. Des conclusions quantitatives indiquent que près de 80 % des participants à l\u27étude ont vu leur spiritualité se développer. Les résultats montrent que les changements les plus substantiels concernent les aspects suivants : 1) la croyance que l\u27humanité est interconnectée, entraînant un désir de servir ; 2) la recherche d\u27une meilleure compréhension de soi et du but recherché dans la vie ; 3) la confrontation avec les luttes spirituelles/religieuses. Des extraits d\u27entretiens décrivent en détail la manière dont les étudiants ont décrit leur évolution dans des aspects précis de leur spiritualité. Mots-clés : Apprendre à servir, croissance spirituelle, développement spirituel, spiritualité dans l\u27enseignement supérieur, développement des étudiants en premier cycle, enseignement supérieur catholiqu

Fostering the Spiritual Development of Undergraduates through Service-Learning

By integrating spiritual development theories with Sanford\u27s theory of challenge and support and study findings, this mixed methods study examines how spiritual development may be occurring through service-learning. The relationship between service-learning participation and spiritual growth is analyzed by addressing the following research questions: 1) Does spiritual growth occur among undergraduates participating in service-learning? 2) Which aspects of the service-learning experience relate to the occurrence of spiritual growth? 3) What role do challenge and support play in the process of spiritual growth? The 272 study participants are drawn from the Boston College PULSE Program, a service-learning program that requires 10-12 hours of weekly service for the full academic year while students simultaneously take an interdisciplinary philosophy and theology course entitled, Person and Social Responsibility. The quantitative strand of this study sought to objectively understand the components of the PULSE program that may relate to spiritual development among undergraduates through a pre-test/post-test survey adapted from the College Student Beliefs and Values instrument created by Astin, Astin, & Lindholm (2011). The qualitative strand consisted of semi-structured, one-on-one interviews with eleven study participants whose quantitative survey results demonstrated particularly high or low levels of spiritual change. Study findings indicate that nearly 80% of study participants grew spiritually during the service-learning experience. Consistent with Sanford\u27s (1962, 1966,1967) theory of college student development and the spiritual development theories of Fowler (1981) and Daloz Parks (2000), spiritual growth was most likely to occur when students experienced significant challenge balanced with support. Qualitative and quantitative results found that challenge was related to the eye opening experience of witnessing injustice at service sites while simultaneously being exposed to diverse perspectives through course assignments and discussions. This eye opening experience led students to struggle spiritually as they questioned prior assumptions and beliefs. Support was found in relationships and effective integration of course content with the service experience

A Framework Approach To Developing Public Transport Contracting Regimes

Institute of Transport and Logistics Studies. Faculty of Economics and Business. The University of Sydne