An empirical study of the psychodynamics of suicide: A preliminary report

Preliminary results from a study of psychodynamic constructs are presented based on data from inpatients following a suicide attempt. The study examines the association between four psychodynamic constructs, severity of suicidal intent, and severity of depressive symptomatology in a sample of hospitalized suicide attempters. Higher levels of suicidal intent were associated with less differentiated self and object representations and less emotional investment in relationships. More severe depressive symptoms in suicide attempters were correlated with more self‐targeted anger; less eternally directed anger, higher levels of shame and guilt, more affectively negative views of relationships, greater use of maladaptive and self‐sacrificing defenses, and more impaired reality testing. These findings offer some preliminary empirical support for the validity of psychodynamic theories of suicidal behavior. Depression 4:89–91 (1996). © 1997 Wiley‐Liss, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106104/1/9_ftp.pd

Biochemistry Instructors’ Views toward Developing and Assessing Visual Literacy in Their Courses

Biochemistry instructors are inundated with various representations from which to choose to depict biochemical phenomena. Because of the immense amount of visual know-how needed to be an expert biochemist in the 21st century, there have been calls for instructors to develop biochemistry students’ visual literacy. However, visual literacy has multiple aspects, and determining which area to develop can be quite daunting. Therefore, the goals of this study were to determine what visual literacy skills biochemistry instructors deem to be most important and how instructors develop and assess visual literacy skills in their biochemistry courses. In order to address these goals, a needs assessment was administered to a national sample of biochemistry faculty at four-year colleges and universities. Based on the results of the survey, a cluster analysis was conducted to group instructors into categories based on how they intended to develop visual literacy in their courses. A misalignment was found between the visual literacy skills that were most important and how instructors developed visual literacy. In addition, the majority of instructors assumed these skills on assessments rather than explicitly testing them. Implications focus on the need for better measures to assess visual literacy skills directly

Accessible information for people with complex communication needs

Information can be empowering if it is accessible. While a number of known information access barriers have been reported for the broader group of people with disabilities, specific information issues for people with complex communication needs have not been previously reported. In this consumer-focused study, the accessibility of information design and dissemination practices were discussed by 17 people with complex communication needs; by eight parents, advocates, therapists, and agency representatives in focus groups; and by seven individuals in individual interviews. Participants explored issues and made recommendations for content, including language, visual and audio supports; print accessibility; physical access; and human support for information access. Consumer-generated accessibility guidelines were an outcome of this study.<br /