Resilience to loss and chronic grief: A prospective study from preloss to 18-months postloss

The vast majority of bereavement research is conducted after a loss has occurred. Thus, knowledge of the divergent trajectories of grieving or their antecedent predictors is lacking. This study gathered prospective data on 205 individuals several years prior to the death of their spouse and at 6- and 18-months postloss. Five core bereavement patterns were identified: common grief, chronic grief, chronic depression, improvement during bereavement, and resilience. Common grief was relatively infrequent, and the resilient pattern most frequent. The authors tested key hypotheses in the literature pertaining to chronic grief and resilience by identifying the preloss predictors of each pattern. Chronic grief was associated with preloss dependency and resilience with preloss acceptance of death and belief in a just world. The death of a spouse is generally assumed to be one of the most stressful experiences that people encounter during the course of their lives (Holmes & Rahe, 1967). However, there are marked individual differences in how much and for how long people grieve (Bonanno & Kaltman, 1999, 2001; Wortman & Silver, 1989, 2001). In addition to what is assumed to be the typical or common reaction, an initial increase in depression that gradually subsides over time, several other patterns of grief have been discussed in the literature. These include prolonged or chronic grieving, the noticeable absence of grief symptoms, and delayed grief responses. Social and personality psychologists have become increasingly interested in these different trajectories, and how they compare with those observed for other marital transitions and othe

Learning considered within a cultural context : Confucian and Socratic approaches

A Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. It is argued that these ancient exemplars model approaches to learning that continue to differentiate students within a modern Canadian postsecondary context. Specifically, it is argued that Chinese cultural influence increases the likelihood that a student will report Confucian learning beliefs and behaviors and that Western cultural influence increases the likelihood that a student will report Socratic learning beliefs and behaviors. Socrates valued private and public questioning of widely accepted knowledge and expected students to evaluate others' beliefs and to generate and consider their own hypotheses. Confucius valued effortful and pragmatic acquisition of essential knowledge. Confucius also valued poetic summary and behavioral reform. Two self-report studies, one (pilot) expert study, and one work sample study assess the utility of this framework in a Canadian context. The self-report studies provide evidence that the framework is reflective of modern cultural differences as expressed in a Western postsecondary context; however, the work sample study produced mainly null results. Consequences of cultural differences in Western postsecondary contexts are discussed.Arts, Faculty ofPsychology, Department ofGraduat