Pub Date : 2021-07-05DOI: 10.1080/19012276.2021.1943498
Ewa Mörtberg, Markus Jansson Fröjmark, Nejra van Zalk, M. Tillfors
Abstract This longitudinal study aimed to examine the 1-year prevalence, incidence and persistence of sub-diagnostic social anxiety (SSA) as well as general risk factors for the incidence and persistence of SSA during early and mid-adolescence. A Swedish sample of adolescents (N = 2,523) aged 13–14 years at Time 1 and 14–15 years at Time 2 completed measures of anxiety, depressive symptoms, stressors and emotion regulation strategies across the two timepoints. SSA was defined and assessed by the Social Phobia Screening Questionnaire for Children. The prevalence of SSA was 16%, the incidence 12%, and the persistence 53% over time. Symptoms of depression and general anxiety, various stressors and emotion regulation strategies were overall significantly related to SSA. Predictors for the incidence of SSA were lower age, female gender and elevated general anxiety and behavioral avoidance (i.e. being afraid of new activities when there is uncertainty about the outcome). Predictors for persistent SSA were female gender and increased behavioral avoidance. In conclusion, SSA is very common among young individuals, and behavioral avoidance appears particularly important for understanding the development and persistence of SSA in adolescence.
{"title":"A longitudinal study of prevalence and predictors of incidence and persistence of sub-diagnostic social anxiety among Swedish adolescents","authors":"Ewa Mörtberg, Markus Jansson Fröjmark, Nejra van Zalk, M. Tillfors","doi":"10.1080/19012276.2021.1943498","DOIUrl":"https://doi.org/10.1080/19012276.2021.1943498","url":null,"abstract":"Abstract This longitudinal study aimed to examine the 1-year prevalence, incidence and persistence of sub-diagnostic social anxiety (SSA) as well as general risk factors for the incidence and persistence of SSA during early and mid-adolescence. A Swedish sample of adolescents (N = 2,523) aged 13–14 years at Time 1 and 14–15 years at Time 2 completed measures of anxiety, depressive symptoms, stressors and emotion regulation strategies across the two timepoints. SSA was defined and assessed by the Social Phobia Screening Questionnaire for Children. The prevalence of SSA was 16%, the incidence 12%, and the persistence 53% over time. Symptoms of depression and general anxiety, various stressors and emotion regulation strategies were overall significantly related to SSA. Predictors for the incidence of SSA were lower age, female gender and elevated general anxiety and behavioral avoidance (i.e. being afraid of new activities when there is uncertainty about the outcome). Predictors for persistent SSA were female gender and increased behavioral avoidance. In conclusion, SSA is very common among young individuals, and behavioral avoidance appears particularly important for understanding the development and persistence of SSA in adolescence.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"74 1","pages":"152 - 170"},"PeriodicalIF":0.8,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1943498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49212274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19012276.2021.1918225
M. Lindau, Milena Lundberg, M. Najström
Abstract The Wechsler Adult Intelligence Scale, fourth version (WAIS-IV), is a frequently used instrument for neuropsychological assessment. The aim was to assess the degree of conformity between the Scandinavian adaptation of the WAIS-IV and a short form of this scale (SF) in a mixed sample of neurological diagnoses. The SF comprised Block Design, Similarities, Digit Span, Arithmetic, Information, Digit Symbol (in the WAIS-IV named Coding), and Picture Completion, the latter here replaced by Matrix Reasoning. The sample consisted of 150 patients and included multiple sclerosis (n = 27), brain tumor (n = 15), traumatic brain injury (n = 60) and vascular brain damage (n = 48). There was a lack of congruence between the WAIS-IV and the SF in the entire sample, revealing selectively significantly higher scores for the SF on Full Scale IQ (FSIQ) and Processing Speed Index (PSI). On a diagnostic group level, the discrepancies were as follows: in the traumatic brain injury group on FSIQ, Verbal Comprehension Index (VCI) and PSI, in the vascular damage group the FSIQ was significantly higher on SF compared to the WAIS-IV. Since the results revealed several mismatches between the SF and the WAIS-IV, except for the MS and traumatic brain tumor group, there is a lack of interchangeability between these two sets of tests. Thus, generally the SF cannot be recommended as a substitute for the WAIS-IV in this type of mixed Swedish neurological sample. The small sample sizes make the generalizability of this study limited.
{"title":"WAIS-IV short form applied to a mixed neurological Swedish clinical sample","authors":"M. Lindau, Milena Lundberg, M. Najström","doi":"10.1080/19012276.2021.1918225","DOIUrl":"https://doi.org/10.1080/19012276.2021.1918225","url":null,"abstract":"Abstract The Wechsler Adult Intelligence Scale, fourth version (WAIS-IV), is a frequently used instrument for neuropsychological assessment. The aim was to assess the degree of conformity between the Scandinavian adaptation of the WAIS-IV and a short form of this scale (SF) in a mixed sample of neurological diagnoses. The SF comprised Block Design, Similarities, Digit Span, Arithmetic, Information, Digit Symbol (in the WAIS-IV named Coding), and Picture Completion, the latter here replaced by Matrix Reasoning. The sample consisted of 150 patients and included multiple sclerosis (n = 27), brain tumor (n = 15), traumatic brain injury (n = 60) and vascular brain damage (n = 48). There was a lack of congruence between the WAIS-IV and the SF in the entire sample, revealing selectively significantly higher scores for the SF on Full Scale IQ (FSIQ) and Processing Speed Index (PSI). On a diagnostic group level, the discrepancies were as follows: in the traumatic brain injury group on FSIQ, Verbal Comprehension Index (VCI) and PSI, in the vascular damage group the FSIQ was significantly higher on SF compared to the WAIS-IV. Since the results revealed several mismatches between the SF and the WAIS-IV, except for the MS and traumatic brain tumor group, there is a lack of interchangeability between these two sets of tests. Thus, generally the SF cannot be recommended as a substitute for the WAIS-IV in this type of mixed Swedish neurological sample. The small sample sizes make the generalizability of this study limited.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"74 1","pages":"114 - 124"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1918225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47740612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19012276.2021.1939110
M. Wolgast, S. Ajdahi, Erika Hansson, Sima Wolgast
Abstract The present study suggests that the theoretical framework of evolutionary psychology, in particular theories and models relating to social status and pride, can be used to further our understanding of educational motivation. Our assumption was that the desire for social recognition and high status is a universal human phenomenon. Based on this, we suggested that differences in educational motivation among high school students would be related to differences in the extent to which one sees academic achievements as a viable path to social status and source of pride. The present study examined this topic using a cross-sectional design in a sample of high school students. In general, the results provided support for the hypothesis that status and pride are reliably related to educational motivation in high school students, and that the theoretical framework employed could be used to understand differences in educational motivation related to both gender and level of parental education.
{"title":"Status, pride, and educational motivation: Understanding differences in attitudes to education from the perspective of evolutionary emotion theory","authors":"M. Wolgast, S. Ajdahi, Erika Hansson, Sima Wolgast","doi":"10.1080/19012276.2021.1939110","DOIUrl":"https://doi.org/10.1080/19012276.2021.1939110","url":null,"abstract":"Abstract The present study suggests that the theoretical framework of evolutionary psychology, in particular theories and models relating to social status and pride, can be used to further our understanding of educational motivation. Our assumption was that the desire for social recognition and high status is a universal human phenomenon. Based on this, we suggested that differences in educational motivation among high school students would be related to differences in the extent to which one sees academic achievements as a viable path to social status and source of pride. The present study examined this topic using a cross-sectional design in a sample of high school students. In general, the results provided support for the hypothesis that status and pride are reliably related to educational motivation in high school students, and that the theoretical framework employed could be used to understand differences in educational motivation related to both gender and level of parental education.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"74 1","pages":"138 - 149"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1939110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43497894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19012276.2021.1966592
K. Nielsen
This issue of Nordic Psychology has a number of interesting and important articles to be read during the beautiful Nordic fall. The articles cover important and interesting themes like working memory, social support, the Modified Cognitive Reserve Scale, the normative dimensions of educational psychological practice and a critique of Hattie’s theory of Visible Learning. In the first article of this issue “Face-to-face working memory training does not enhance children’s reading comprehension a pilot study with Danish children” Hanne Knudsen and Kristine Jensen de L opez test a non-computerized Working Memory training method to improve children’s reading comprehension in a longitudinal design. 38 Danish children in 3rd and 4th grade divided into a training group and a control group. The results showed that Verbal Working Memory and reading comprehension were not improved following training. Visuo-spatial Working Memory improved at post-training, but the effect did not last into the one-year follow up. The role of Working Memory in reading comprehension and the pedagogical implications for teaching are discussed in the article. In the second article of this issue “Why does Perceived Social Support Protect against Somatic Symptoms: Investigating the Roles of Emotional Self-Efficacy and Depressive Symptoms” Ingrida Grigaityte and Patrik S€ oderberg investigate the roles of emotional self-efficacy and depressive symptoms as mediators of the effect of social support on physical health, based on a regionally representative sample in Finland. The study found that (a) perceived social support was associated with less somatic symptoms, (b) the relationship between perceived social support was partially and significantly mediated by both emotional self-efficacy and depressive symptoms, and (c) there was sign of a moderated mediation: the association between perceived social support and somatic symptoms was stronger for girls than for boys, and this association was primarily accounted for by the mediating role of depressive symptoms. In third article of this issue “Active lifestyle as a reflection of cognitive reserve – the Modified Cognitive Reserve Scale” Kristiina Relander, Kaisa M€aki, Soinne Lauri, Juan Garc ıa-Garc ıa and Marja Hietanen examine the usefulness, validity and reliability of a modified Finnish translation of the Cognitive Reserve Scale, the Modified Cognitive Reserve Scale. The Modified Cognitive Reserve Scale consists of 20 questions concerning studying and information seeking, hobbies and social relationships during three age phases. A group of 69 neurologically healthy adults aged 26–78 filled the Modified Cognitive Reserve Scale and completed a neuropsychological test battery. The result showed that the Modified Cognitive Reserve Scale was significantly associated with occupation and education but not with age or gender. There were significant associations between the Modified Cognitive Reserve Scale and verbal reasoning, visual reasoni
本期《北欧心理学》有许多有趣而重要的文章，在美丽的北欧秋天可以阅读。这些文章涵盖了重要而有趣的主题，如工作记忆、社会支持、改良认知储备量表、教育心理实践的规范维度以及对海蒂可见学习理论的批判。在本期的第一篇文章“面对面工作记忆训练不能提高儿童的阅读理解——一项针对丹麦儿童的试点研究”中，Hanne Knudsen和Kristine Jensen de L opez在纵向设计中测试了一种非计算机化的工作记忆训练方法，以提高儿童的读写理解。38名三、四年级的丹麦儿童被分为训练组和对照组。结果表明，训练后言语工作记忆和阅读理解能力没有得到改善。Visuo空间工作记忆在训练后有所改善，但这种影响并没有持续到一年的随访中。本文讨论了工作记忆在阅读理解中的作用及其对教学的启示。在本期的第二篇文章“为什么感知的社会支持可以预防躯体症状：调查情绪自我效能感和抑郁症状的作用”中，Ingrida Grigaityte和Patrik S€oderberg调查了情绪自我效能和抑郁症状作为社会支持对身体健康影响的中介的作用，基于芬兰具有区域代表性的样本。研究发现，（a）感知的社会支持与较少的躯体症状相关，（b）感知的社交支持之间的关系部分且显著地由情绪自我效能感和抑郁症状介导，和（c）有一个适度中介的迹象：感知到的社会支持和身体症状之间的联系女孩比男孩更强，这种联系主要是由抑郁症状的中介作用引起的。在本期的第三篇文章“积极的生活方式作为认知储备的反映——修正的认知储备量表”中，Kristiina Relander、Kaisa M€aki、Soinne Lauri、Juan Garcıa-Garcşa和Marja Hietanen研究了修正的芬兰语翻译的认知储备表的有用性、有效性和可靠性。改良认知储备量表由20个问题组成，涉及三个年龄阶段的学习和信息寻求、爱好和社会关系。一组69名年龄在26-78岁之间的神经健康成年人填写了改良认知储备量表，并完成了一组神经心理学测试。结果表明，改良认知储备量表与职业和教育程度显著相关，但与年龄或性别无关。改良认知储备量表与言语推理、视觉推理、学习和抑制之间存在显著关联。研究表明，改良认知储备量表是评估终身休闲活动的一种可靠有效的方法。在本期的第四篇文章“教育心理学实践的规范性”中，Thomas Szulevicz认为，规范性反思往往在教育心理学实践中受到监督。文章进一步声称，当仔细观察教育心理学实践时，重点主要放在如何进行教育上
{"title":"Editorial","authors":"K. Nielsen","doi":"10.1080/19012276.2021.1966592","DOIUrl":"https://doi.org/10.1080/19012276.2021.1966592","url":null,"abstract":"This issue of Nordic Psychology has a number of interesting and important articles to be read during the beautiful Nordic fall. The articles cover important and interesting themes like working memory, social support, the Modified Cognitive Reserve Scale, the normative dimensions of educational psychological practice and a critique of Hattie’s theory of Visible Learning. In the first article of this issue “Face-to-face working memory training does not enhance children’s reading comprehension a pilot study with Danish children” Hanne Knudsen and Kristine Jensen de L opez test a non-computerized Working Memory training method to improve children’s reading comprehension in a longitudinal design. 38 Danish children in 3rd and 4th grade divided into a training group and a control group. The results showed that Verbal Working Memory and reading comprehension were not improved following training. Visuo-spatial Working Memory improved at post-training, but the effect did not last into the one-year follow up. The role of Working Memory in reading comprehension and the pedagogical implications for teaching are discussed in the article. In the second article of this issue “Why does Perceived Social Support Protect against Somatic Symptoms: Investigating the Roles of Emotional Self-Efficacy and Depressive Symptoms” Ingrida Grigaityte and Patrik S€ oderberg investigate the roles of emotional self-efficacy and depressive symptoms as mediators of the effect of social support on physical health, based on a regionally representative sample in Finland. The study found that (a) perceived social support was associated with less somatic symptoms, (b) the relationship between perceived social support was partially and significantly mediated by both emotional self-efficacy and depressive symptoms, and (c) there was sign of a moderated mediation: the association between perceived social support and somatic symptoms was stronger for girls than for boys, and this association was primarily accounted for by the mediating role of depressive symptoms. In third article of this issue “Active lifestyle as a reflection of cognitive reserve – the Modified Cognitive Reserve Scale” Kristiina Relander, Kaisa M€aki, Soinne Lauri, Juan Garc ıa-Garc ıa and Marja Hietanen examine the usefulness, validity and reliability of a modified Finnish translation of the Cognitive Reserve Scale, the Modified Cognitive Reserve Scale. The Modified Cognitive Reserve Scale consists of 20 questions concerning studying and information seeking, hobbies and social relationships during three age phases. A group of 69 neurologically healthy adults aged 26–78 filled the Modified Cognitive Reserve Scale and completed a neuropsychological test battery. The result showed that the Modified Cognitive Reserve Scale was significantly associated with occupation and education but not with age or gender. There were significant associations between the Modified Cognitive Reserve Scale and verbal reasoning, visual reasoni","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"73 1","pages":"209 - 210"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46323696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19012276.2021.1962731
K. Nielsen, Jacob KlitmØller
Abstract In recent years, John Hattie’s book Visible Learning (2009) has greatly influenced educational practitioners and policymakers. The visible learning approach has been deemed “the Holy Grail of teaching” (Mansell, 2008), and Hattie has been called the “messiah” of educational research (Evans, 2012). In this article, we outline some of the significant methodological problems embedded in Hattie’s work and relate them to his theoretical stance. We argue that his focus on single causal factors causes him to disregard important dimensions in educational practice. Furthermore, by analyzing parts of the primary research and the meta-analysis upon which Hattie grounds his conclusions, we find both serious methodological challenges and validity problems. We relate these problems to the technological rationality that informs Hattie’s work and implicitly constitutes his theoretical approach. Finally, we outline, among other things, how questions of human agency and intentionality for attending school become marginalized as the broader consequences of using Hattie’s approach to institutionally organize teaching processes. Another consequence of Hattie’s work is that educational research begins with questions of methods rather than research into schools’ everyday teaching practices.
{"title":"Blind spots in visible learning: A critique of John Hattie as an educational theorist","authors":"K. Nielsen, Jacob KlitmØller","doi":"10.1080/19012276.2021.1962731","DOIUrl":"https://doi.org/10.1080/19012276.2021.1962731","url":null,"abstract":"Abstract In recent years, John Hattie’s book Visible Learning (2009) has greatly influenced educational practitioners and policymakers. The visible learning approach has been deemed “the Holy Grail of teaching” (Mansell, 2008), and Hattie has been called the “messiah” of educational research (Evans, 2012). In this article, we outline some of the significant methodological problems embedded in Hattie’s work and relate them to his theoretical stance. We argue that his focus on single causal factors causes him to disregard important dimensions in educational practice. Furthermore, by analyzing parts of the primary research and the meta-analysis upon which Hattie grounds his conclusions, we find both serious methodological challenges and validity problems. We relate these problems to the technological rationality that informs Hattie’s work and implicitly constitutes his theoretical approach. Finally, we outline, among other things, how questions of human agency and intentionality for attending school become marginalized as the broader consequences of using Hattie’s approach to institutionally organize teaching processes. Another consequence of Hattie’s work is that educational research begins with questions of methods rather than research into schools’ everyday teaching practices.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"73 1","pages":"268 - 283"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1962731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45674653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19012276.2021.1914147
Ingvar Eysteinsson, S. M. Gústavsson, J. F. Sigurdsson
Abstract The aim of this study was to test whether adding assessment of functional impairment to symptoms of specific mental disorders would have any effect on estimated prevalence of mental disorders in a non-clinical sample of university students in Iceland. A self-report measure was designed to assess the subjective functional impairment of anxiety, depression and stress in students’ everyday life. Measures were administered on paper to 671 participants. We hypothesized that taking functional impairment into account would yield lower prevalence rates than using only specific symptoms measures. The results suggests that the addition of functional impairment measure lends a context to the results of the symptom-specific measures and can provide a more accurate estimation of mental health problems of university students than symptoms self-report measures alone.
{"title":"Prevalence estimates of depression and anxiety disorders among Icelandic University students when taking functional impairment into account","authors":"Ingvar Eysteinsson, S. M. Gústavsson, J. F. Sigurdsson","doi":"10.1080/19012276.2021.1914147","DOIUrl":"https://doi.org/10.1080/19012276.2021.1914147","url":null,"abstract":"Abstract The aim of this study was to test whether adding assessment of functional impairment to symptoms of specific mental disorders would have any effect on estimated prevalence of mental disorders in a non-clinical sample of university students in Iceland. A self-report measure was designed to assess the subjective functional impairment of anxiety, depression and stress in students’ everyday life. Measures were administered on paper to 671 participants. We hypothesized that taking functional impairment into account would yield lower prevalence rates than using only specific symptoms measures. The results suggests that the addition of functional impairment measure lends a context to the results of the symptom-specific measures and can provide a more accurate estimation of mental health problems of university students than symptoms self-report measures alone.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"74 1","pages":"102 - 113"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1914147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60007036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.1080/19012276.2021.1938436
K. Nielsen
This issue of Nordic Psychology has a number of really interesting articles to be read during the wonderful Nordic summer. The articles cover important and interesting themes like acquired brain injury, care and family life, seeking psychological help, collaborative practices and the relationship between mindfulness and PTSD symptoms. In the first article of this issue, “Psychosocial sequelae after acquired brain injury: a 5-year follow-up study” Chalotte Glintborg and Tia Hansen study the biopsychosocial challenges in a long-term perspective and investigate which challenges remain after five years. Adults with moderate or severe acquired brain injury were evaluated at three time points: at discharge from hospitalization, 1-year post-injury, and 5-year follow-up. Data were derived from self-reported questionnaires. The results show that the physical quality of life and aspects of autonomy increased over time whereas social quality of life decreased. Family roles were challenged at discharge and remained so at 1-year and 5-year follow-up, and the frequency of being married or in a relationship dropped. Level of depression did not change significantly over time, and one in four were still above clinical cut-off at the 5-year follow-up. Employment increased over time but remained less than half of the pre-injury level. In the second article of this issue” Collaborative instrumentalization of family life: How new learning agendas disrupt care chains in the Danish welfare state” Allan Westerling and Pernille Juhl argue that the latest Danish Early Childhood Education and Care (ECEC) Act has direct implications for the ways in which parents and professionals collaborate about children. The article analyzes how the new conditions for collaboration between parents and professionals, stipulated in the recent ECEC Act, are translated and transformed into local polices and everyday practices. Furthermore, the article shows how the learning agenda marginalizes parents’ perspectives in the collaboration between families and Early Childhood Education and Care centers. In third article of this issue” How Social Networks influence Young Men to Seek Psychological Help” Bo Helsing, Carl Philip Hwang and Ann Fris en study young men’s reluctance to seek psychological help. Using thematic analysis, the study investigated 30 young men’s description of how members from three categories of their social networks (partner, family and friends) have influenced them to seek psychological help and how they have experienced this influence. The results show that certain themes recur between various members of men’s social networks while others were unique to roles in the social network. In the fourth article of this issue “From caregiver to risk managers? Professionals assessing parents in Danish childcare institutions” Anja Marschall and Crisstina Munck explore assessments and collaborative practices between Danish parents and professionals when young children enter nursery ca
这一期的《北欧心理学》有很多非常有趣的文章供你在这个美妙的北欧夏日阅读。这些文章涵盖了重要而有趣的主题，如后发性脑损伤、护理和家庭生活、寻求心理帮助、合作实践以及正念与创伤后应激障碍症状之间的关系。在本期的第一篇文章“后天性脑损伤后的社会心理后遗症:一项5年的随访研究”中，charlotte Glintborg和Tia Hansen从长期的角度研究了生物心理社会挑战，并调查了五年后哪些挑战仍然存在。中度或重度获得性脑损伤的成人在三个时间点进行评估:出院时、损伤后1年和5年随访。数据来源于自我报告的问卷。结果表明，随着时间的推移，身体生活质量和自主性方面有所提高，而社会生活质量则有所下降。出院时，家庭角色受到了挑战，在1年和5年的随访中仍然如此，结婚或恋爱的频率下降了。随着时间的推移，抑郁水平没有显著变化，在5年随访中，四分之一的人仍高于临床标准。随着时间的推移，就业人数有所增加，但仍不到受伤前水平的一半。在本期的第二篇文章“家庭生活的合作工具化:新的学习议程如何破坏丹麦福利国家的护理链”中，Allan Westerling和Pernille Juhl认为，最新的丹麦早期儿童教育和护理(ECEC)法案对父母和专业人员在儿童问题上的合作方式有直接的影响。本文分析了最近的ECEC法案中规定的父母和专业人员之间合作的新条件是如何转化为地方政策和日常实践的。此外，本文还展示了在家庭与幼儿教育和护理中心的合作中，学习议程如何将父母的观点边缘化。在本期《社交网络如何影响年轻人寻求心理帮助》的第三篇文章中，Bo Helsing、Carl Philip Hwang和Ann Fris研究了年轻人不愿寻求心理帮助的原因。通过主题分析，该研究调查了30名年轻男性对来自三类社交网络(伴侣、家人和朋友)的成员如何影响他们寻求心理帮助以及他们如何经历这种影响的描述。结果表明，某些主题在男性社会网络的不同成员之间反复出现，而其他主题则是社会网络中角色所特有的。本期第四篇文章《从看护人到风险管理者?》专业人员评估丹麦托儿机构的父母“Anja Marschall和Crisstina Munck探讨了丹麦父母和专业人员在幼儿进入托儿所时的评估和合作实践。这篇文章描述了父母的照顾行为有时如何被专业人士解释为不愿意合作，从而将儿童对日托环境的适应评估转变为对父母技能的评估。这种对父母的客观化，可能会破坏合作和孩子的关爱链。在本期杂志的第五篇也是最后一篇文章“经验回避在恐怖袭击幸存者的正念与创伤后应激障碍症状严重程度之间的关系中起中介作用”中，Chinenye Aliche, Chuka Ifeagwazi, Philip Mefoh, John
{"title":"Editorial","authors":"K. Nielsen","doi":"10.1080/19012276.2021.1938436","DOIUrl":"https://doi.org/10.1080/19012276.2021.1938436","url":null,"abstract":"This issue of Nordic Psychology has a number of really interesting articles to be read during the wonderful Nordic summer. The articles cover important and interesting themes like acquired brain injury, care and family life, seeking psychological help, collaborative practices and the relationship between mindfulness and PTSD symptoms. In the first article of this issue, “Psychosocial sequelae after acquired brain injury: a 5-year follow-up study” Chalotte Glintborg and Tia Hansen study the biopsychosocial challenges in a long-term perspective and investigate which challenges remain after five years. Adults with moderate or severe acquired brain injury were evaluated at three time points: at discharge from hospitalization, 1-year post-injury, and 5-year follow-up. Data were derived from self-reported questionnaires. The results show that the physical quality of life and aspects of autonomy increased over time whereas social quality of life decreased. Family roles were challenged at discharge and remained so at 1-year and 5-year follow-up, and the frequency of being married or in a relationship dropped. Level of depression did not change significantly over time, and one in four were still above clinical cut-off at the 5-year follow-up. Employment increased over time but remained less than half of the pre-injury level. In the second article of this issue” Collaborative instrumentalization of family life: How new learning agendas disrupt care chains in the Danish welfare state” Allan Westerling and Pernille Juhl argue that the latest Danish Early Childhood Education and Care (ECEC) Act has direct implications for the ways in which parents and professionals collaborate about children. The article analyzes how the new conditions for collaboration between parents and professionals, stipulated in the recent ECEC Act, are translated and transformed into local polices and everyday practices. Furthermore, the article shows how the learning agenda marginalizes parents’ perspectives in the collaboration between families and Early Childhood Education and Care centers. In third article of this issue” How Social Networks influence Young Men to Seek Psychological Help” Bo Helsing, Carl Philip Hwang and Ann Fris en study young men’s reluctance to seek psychological help. Using thematic analysis, the study investigated 30 young men’s description of how members from three categories of their social networks (partner, family and friends) have influenced them to seek psychological help and how they have experienced this influence. The results show that certain themes recur between various members of men’s social networks while others were unique to roles in the social network. In the fourth article of this issue “From caregiver to risk managers? Professionals assessing parents in Danish childcare institutions” Anja Marschall and Crisstina Munck explore assessments and collaborative practices between Danish parents and professionals when young children enter nursery ca","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"73 1","pages":"117 - 118"},"PeriodicalIF":0.8,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1938436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48734138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/19012276.2021.1929420
Thomas Szulevicz
Abstract This article addresses how the current mental health challenges among children and young people call for new educational psychology perspectives, and even more importantly, how the current challenges also call for normative reflections about the reasons behind the rising mental health issues. In the paper, it is claimed that many of these normative reflections tend to be overlooked in educational psychology practice. The paper further claims that when taking a closer look at educational psychology practice, focus has mainly been on how EPs most effectively can support schools in their everyday work by providing therapeutic interventions or by supporting different educational aims. However, less emphasis has been put on the why of educational psychology practice. Based on empirical evidence, it is shown how EPs often are faced with normative dilemmas. The article concludes by introducing a distinction between an affirmative and a non-affirmative approach to educational psychology practice.
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Pub Date : 2021-03-31DOI: 10.1080/19012276.2021.1902845
Ingrida Grigaitytė, Patrik Söderberg
Abstract The importance of close relationships has been confirmed for a wide range of health-related outcomes, yet the mechanisms by which social support influences physical health remains understudied. The aim of the study was to investigate the roles of emotional self-efficacy and depressive symptoms as mediators of the effect of social support on physical health, based on a regionally representative sample in Finland (N = 3 242, mean age = 15.0, sd = .41). A conditional process analysis found that (a) perceived social support was associated with less somatic symptoms, (b) the relationship between perceived social support was partially and significantly mediated by both emotional self-efficacy and depressive symptoms, and (c) there was sign of a moderated mediation: the association between perceived social support and somatic symptoms was stronger for girls than for boys, and this association was primarily accounted for by the mediating role of depressive symptoms. The present findings contribute to the existing literature on how regulated and dysregulated emotions influence pathways between social interaction and physical health.
{"title":"Why does perceived social support protect against somatic symptoms: Investigating the roles of emotional self-efficacy and depressive symptoms?","authors":"Ingrida Grigaitytė, Patrik Söderberg","doi":"10.1080/19012276.2021.1902845","DOIUrl":"https://doi.org/10.1080/19012276.2021.1902845","url":null,"abstract":"Abstract The importance of close relationships has been confirmed for a wide range of health-related outcomes, yet the mechanisms by which social support influences physical health remains understudied. The aim of the study was to investigate the roles of emotional self-efficacy and depressive symptoms as mediators of the effect of social support on physical health, based on a regionally representative sample in Finland (N = 3 242, mean age = 15.0, sd = .41). A conditional process analysis found that (a) perceived social support was associated with less somatic symptoms, (b) the relationship between perceived social support was partially and significantly mediated by both emotional self-efficacy and depressive symptoms, and (c) there was sign of a moderated mediation: the association between perceived social support and somatic symptoms was stronger for girls than for boys, and this association was primarily accounted for by the mediating role of depressive symptoms. The present findings contribute to the existing literature on how regulated and dysregulated emotions influence pathways between social interaction and physical health.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"73 1","pages":"226 - 241"},"PeriodicalIF":0.8,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1902845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48772456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.1080/19012276.2021.1902846
Kristiina Relander, K. Mäki, L. Soinne, J. García-García, M. Hietanen
Cognitive reserve (CR) refers to individual differences in cognitive processing that can protect from and compensate for functional decline related to ageing or brain pathology. The CR theory postulates that attaining an active and cognitively stimulating lifestyle can accumulate CR. The Cognitive Reserve Scale (CRS) is a questionnaire that measures lifelong attainment in leisure activities. This cross-sectional study aimed to examine the usefulness, validity and reliability of a modified Finnish translation of the CRS, the Modified Cognitive Reserve Scale (mCRS). The mCRS consists of 20 questions concerning studying and information seeking, hobbies and social relationships during three age phases: young adulthood (18–35 years), adulthood (36–64 years) and late adulthood ( 65 years). A group of 69 neurologically healthy adults aged 26–78 filled the mCRS and completed a neuropsychological test battery. We examined the internal consistency of the mCRS and associations between the mCRS, demographical variables and cognitive performance. The mCRS was normally distributed and showed satisfactory internal consistency (Cronbach’s alpha 0.81). It was significantly associated with occupation (ԑ 1⁄4 0.14) and education (rho 1⁄4 0.51) but not with age or gender. There were significant associations between the mCRS and verbal reasoning (rho 1⁄4 .306), visual reasoning (r 1⁄4 .319), learning (r 1⁄4 .293) and inhibition (rho 1⁄4 -.368). Our study suggests that the mCRS is a reliable and valid method to assess lifelong leisure activity. The mCRS is related to other factors that enhance CR, occupation and education, and associated with cognitive performance of healthy adults. It provides an easily administrable means to assess lifelong attainment in stimulating leisure activities.
{"title":"Active lifestyle as a reflection of cognitive reserve: The Modified Cognitive Reserve Scale","authors":"Kristiina Relander, K. Mäki, L. Soinne, J. García-García, M. Hietanen","doi":"10.1080/19012276.2021.1902846","DOIUrl":"https://doi.org/10.1080/19012276.2021.1902846","url":null,"abstract":"Cognitive reserve (CR) refers to individual differences in cognitive processing that can protect from and compensate for functional decline related to ageing or brain pathology. The CR theory postulates that attaining an active and cognitively stimulating lifestyle can accumulate CR. The Cognitive Reserve Scale (CRS) is a questionnaire that measures lifelong attainment in leisure activities. This cross-sectional study aimed to examine the usefulness, validity and reliability of a modified Finnish translation of the CRS, the Modified Cognitive Reserve Scale (mCRS). The mCRS consists of 20 questions concerning studying and information seeking, hobbies and social relationships during three age phases: young adulthood (18–35 years), adulthood (36–64 years) and late adulthood ( 65 years). A group of 69 neurologically healthy adults aged 26–78 filled the mCRS and completed a neuropsychological test battery. We examined the internal consistency of the mCRS and associations between the mCRS, demographical variables and cognitive performance. The mCRS was normally distributed and showed satisfactory internal consistency (Cronbach’s alpha 0.81). It was significantly associated with occupation (ԑ 1⁄4 0.14) and education (rho 1⁄4 0.51) but not with age or gender. There were significant associations between the mCRS and verbal reasoning (rho 1⁄4 .306), visual reasoning (r 1⁄4 .319), learning (r 1⁄4 .293) and inhibition (rho 1⁄4 -.368). Our study suggests that the mCRS is a reliable and valid method to assess lifelong leisure activity. The mCRS is related to other factors that enhance CR, occupation and education, and associated with cognitive performance of healthy adults. It provides an easily administrable means to assess lifelong attainment in stimulating leisure activities.","PeriodicalId":51815,"journal":{"name":"Nordic Psychology","volume":"1 1","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19012276.2021.1902846","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42545484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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