Pub Date : 2012-10-26DOI: 10.1080/03033910.2012.714709
M. Murphy, R. Cunningham
Soft skills, including communication skills, are of relevance to university students both academically and in terms of employability. A particularly prized soft skill is communication, to which semantic verbal fluency (SVF) is an important contributor. Both the hardware and software models of cognitive reserve suggest that experience can lead to improved performance in cognitive tasks. This experiment sought to improve SVF through a short, crossword-based intervention. Thirty-four third-level students attempted a simple crossword daily for 4 weeks, while 40 served as a control group. Analysis indicated that the crossword group experienced greater improvement in SVF than did the control group. Simple crosswords may prove a straightforward means of improving SVF in this population.
{"title":"A crossword a day improves verbal fluency: a report of an intervention study","authors":"M. Murphy, R. Cunningham","doi":"10.1080/03033910.2012.714709","DOIUrl":"https://doi.org/10.1080/03033910.2012.714709","url":null,"abstract":"Soft skills, including communication skills, are of relevance to university students both academically and in terms of employability. A particularly prized soft skill is communication, to which semantic verbal fluency (SVF) is an important contributor. Both the hardware and software models of cognitive reserve suggest that experience can lead to improved performance in cognitive tasks. This experiment sought to improve SVF through a short, crossword-based intervention. Thirty-four third-level students attempted a simple crossword daily for 4 weeks, while 40 served as a control group. Analysis indicated that the crossword group experienced greater improvement in SVF than did the control group. Simple crosswords may prove a straightforward means of improving SVF in this population.","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"193-198"},"PeriodicalIF":0.0,"publicationDate":"2012-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.714709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-26DOI: 10.1080/03033910.2012.723194
N. Perham, S. Macpherson
Both the mental arithmetic and semantic auditory distraction literatures show task interference from similar items, yet this has not been demonstrated in the common scenario of performing mental arithmetic whilst similar numbers are being spoken. This study attempted to rectify this omission by conducting an experiment in which both the type of irrelevant sound (quiet, similar numbers, dissimilar numbers and non-number speech) and the difficulty of problems (easy and hard) were revealed to affect addition mental arithmetic performance. Specifically, hard problems were solved less often than easy problems and, more importantly, a number similarity effect was observed such that similar irrelevant numbers impaired performance more than dissimilar irrelevant numbers. Results and future research are discussed with respect to both the mental arithmetic and semantic auditory literatures.
{"title":"Mental arithmetic and irrelevant auditory number similarity disruption","authors":"N. Perham, S. Macpherson","doi":"10.1080/03033910.2012.723194","DOIUrl":"https://doi.org/10.1080/03033910.2012.723194","url":null,"abstract":"Both the mental arithmetic and semantic auditory distraction literatures show task interference from similar items, yet this has not been demonstrated in the common scenario of performing mental arithmetic whilst similar numbers are being spoken. This study attempted to rectify this omission by conducting an experiment in which both the type of irrelevant sound (quiet, similar numbers, dissimilar numbers and non-number speech) and the difficulty of problems (easy and hard) were revealed to affect addition mental arithmetic performance. Specifically, hard problems were solved less often than easy problems and, more importantly, a number similarity effect was observed such that similar irrelevant numbers impaired performance more than dissimilar irrelevant numbers. Results and future research are discussed with respect to both the mental arithmetic and semantic auditory literatures.","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"181-192"},"PeriodicalIF":0.0,"publicationDate":"2012-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.723194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-26DOI: 10.1080/03033910.2012.677996
S. Roddy, Ian Stewart
This study examined attitudes towards overweight peers among children in both middle (6–8 years) and late (9–13 years) childhood using implicit and explicit measures. Thirty-three children (17 middle group and 16 late group) completed a child-oriented version of the Implicit Association Test (IAT), explicit rating scales and the Shared Activities Questionnaire (SAQ). Children in both age groups showed bias against overweight peers on both the implicit and explicit measures. Implications of these findings are discussed.
{"title":"Children's implicit and explicit weight-related attitudes","authors":"S. Roddy, Ian Stewart","doi":"10.1080/03033910.2012.677996","DOIUrl":"https://doi.org/10.1080/03033910.2012.677996","url":null,"abstract":"This study examined attitudes towards overweight peers among children in both middle (6–8 years) and late (9–13 years) childhood using implicit and explicit measures. Thirty-three children (17 middle group and 16 late group) completed a child-oriented version of the Implicit Association Test (IAT), explicit rating scales and the Shared Activities Questionnaire (SAQ). Children in both age groups showed bias against overweight peers on both the implicit and explicit measures. Implications of these findings are discussed.","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"166-180"},"PeriodicalIF":0.0,"publicationDate":"2012-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.677996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-26DOI: 10.1080/03033910.2012.724645
Aisling Murray
Parenting style has been highlighted as an important factor in child and adolescent outcomes for a range of indicators including health and educational achievement. The fostering of a positive self-concept and closer parental monitoring of school involvement are two of the suggested mechanisms by which parenting style may affect educational achievement. In recent years, much research has tended to focus on adolescents and there is considerably less information for middle childhood. This paper looks at the role of maternal parenting style (based on child-reports) on academic achievement for a large sample of 9-year-old children who took part in the Growing Up in Ireland study. It shows that an authoritative parenting style was associated with higher scores on measures of reading and maths relative to neglectful or uninvolved styles, however the expected advantage over an authoritarian parenting style did not emerge (and tended to reverse post-adjustment for mediators), and other socio-demographic character...
{"title":"The relationship of parenting style to academic achievement in middle childhood","authors":"Aisling Murray","doi":"10.1080/03033910.2012.724645","DOIUrl":"https://doi.org/10.1080/03033910.2012.724645","url":null,"abstract":"Parenting style has been highlighted as an important factor in child and adolescent outcomes for a range of indicators including health and educational achievement. The fostering of a positive self-concept and closer parental monitoring of school involvement are two of the suggested mechanisms by which parenting style may affect educational achievement. In recent years, much research has tended to focus on adolescents and there is considerably less information for middle childhood. This paper looks at the role of maternal parenting style (based on child-reports) on academic achievement for a large sample of 9-year-old children who took part in the Growing Up in Ireland study. It shows that an authoritative parenting style was associated with higher scores on measures of reading and maths relative to neglectful or uninvolved styles, however the expected advantage over an authoritarian parenting style did not emerge (and tended to reverse post-adjustment for mediators), and other socio-demographic character...","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"23 1","pages":"137-152"},"PeriodicalIF":0.0,"publicationDate":"2012-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.724645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-08-23DOI: 10.1080/03033910.2012.708897
Alexandre Pereda-Baños, H. Garavan, R. Byrne
People often reason hypothetically in everyday life, for example, from conditionals such as ‘if there is a circle there is a triangle’. They find some inferences easy, e.g., ‘there is a circle, therefore there is a triangle’, and others difficult, e.g., ‘there is no triangle, therefore there is no circle’. We report an experiment that applies attention switching methods to reasoning from counterfactuals, e.g., ‘if there had been a circle, there would have been a triangle’. The results show that even the simplest inference is adversely affected if reasoners must switch attention from a preceding difficult inference. Asymmetrical inference switching costs occur not only for indicative but also for counterfactual conditionals: the easy inference takes longer when reasoners must switch attention from the difficult one compared to when they switch attention from another easy one; the difficult inference remains difficult whether reasoners switch from an easy or difficult inference.
{"title":"Switching attention incurs a cost for counterfactual conditional inferences","authors":"Alexandre Pereda-Baños, H. Garavan, R. Byrne","doi":"10.1080/03033910.2012.708897","DOIUrl":"https://doi.org/10.1080/03033910.2012.708897","url":null,"abstract":"People often reason hypothetically in everyday life, for example, from conditionals such as ‘if there is a circle there is a triangle’. They find some inferences easy, e.g., ‘there is a circle, therefore there is a triangle’, and others difficult, e.g., ‘there is no triangle, therefore there is no circle’. We report an experiment that applies attention switching methods to reasoning from counterfactuals, e.g., ‘if there had been a circle, there would have been a triangle’. The results show that even the simplest inference is adversely affected if reasoners must switch attention from a preceding difficult inference. Asymmetrical inference switching costs occur not only for indicative but also for counterfactual conditionals: the easy inference takes longer when reasoners must switch attention from the difficult one compared to when they switch attention from another easy one; the difficult inference remains difficult whether reasoners switch from an easy or difficult inference.","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"72-77"},"PeriodicalIF":0.0,"publicationDate":"2012-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.708897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-08-23DOI: 10.1080/03033910.2012.708899
S. Salomone, Jacqueline M. Shanahan, J. Bramham, R. O’Connell, I. Robertson
Attention deficit hyperactivity disorder (ADHD), a neuropsychiatric condition characterised by attention and impulsivity problems, is one of the most common behavioural disorders in Ireland. The first-line treatment for ADHD is psycho-stimulant medication. However, these can have limited effectiveness, particularly in adults, and are often associated with adverse side-effects. It is thus imperative that new non-pharmaceutical approaches to treatment are developed. This study aims to combine psychoeducation with skin-conductance biofeedback to train adults with ADHD to increase their arousal. The training focuses on everyday problems of inattentiveness and impulse control and participants identify goals to which they learn to apply self-initiated alerting techniques. Participants are assessed at baseline, immediately following the 5-week training period, and after 3 months. Pre- and post-training goals ratings are also recorded. Research methods and preliminary outcomes are presented.
{"title":"A biofeedback-based programme to improve attention and impulsivity in adults with ADHD","authors":"S. Salomone, Jacqueline M. Shanahan, J. Bramham, R. O’Connell, I. Robertson","doi":"10.1080/03033910.2012.708899","DOIUrl":"https://doi.org/10.1080/03033910.2012.708899","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD), a neuropsychiatric condition characterised by attention and impulsivity problems, is one of the most common behavioural disorders in Ireland. The first-line treatment for ADHD is psycho-stimulant medication. However, these can have limited effectiveness, particularly in adults, and are often associated with adverse side-effects. It is thus imperative that new non-pharmaceutical approaches to treatment are developed. This study aims to combine psychoeducation with skin-conductance biofeedback to train adults with ADHD to increase their arousal. The training focuses on everyday problems of inattentiveness and impulse control and participants identify goals to which they learn to apply self-initiated alerting techniques. Participants are assessed at baseline, immediately following the 5-week training period, and after 3 months. Pre- and post-training goals ratings are also recorded. Research methods and preliminary outcomes are presented.","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"86-93"},"PeriodicalIF":0.0,"publicationDate":"2012-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.708899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-08-23DOI: 10.1080/03033910.2012.709171
T. Trimble, Barbara Hannigan, M. Gaffney
It has been estimated that for every death by suicide, there are at least six bereaved people left behind. Ten participants, five male and five female bereaved by the suicide of a close family member, completed a qualitative questionnaire on postvention experiences. Postvention activities are defined as those which are helpful, supportive and appropriate for individuals bereaved by suicide. Postvention is regarded by some as prevention for the future. Losing a close friend or family member by suicide is often one of many features which are considered risk factors in assessing suicidality in an individual. Survivors are susceptible to a range of mental health difficulties, including further suicidal ideation. Many studies on postvention have focused on grief and pathologies, as opposed to highlighting the aspects of impact, coping and latterly, the potential for psychological survival and transformation. Based on survivor accounts, factors have been identified which contribute towards the experience of ber...
{"title":"Suicide postvention; coping, support and transformation","authors":"T. Trimble, Barbara Hannigan, M. Gaffney","doi":"10.1080/03033910.2012.709171","DOIUrl":"https://doi.org/10.1080/03033910.2012.709171","url":null,"abstract":"It has been estimated that for every death by suicide, there are at least six bereaved people left behind. Ten participants, five male and five female bereaved by the suicide of a close family member, completed a qualitative questionnaire on postvention experiences. Postvention activities are defined as those which are helpful, supportive and appropriate for individuals bereaved by suicide. Postvention is regarded by some as prevention for the future. Losing a close friend or family member by suicide is often one of many features which are considered risk factors in assessing suicidality in an individual. Survivors are susceptible to a range of mental health difficulties, including further suicidal ideation. Many studies on postvention have focused on grief and pathologies, as opposed to highlighting the aspects of impact, coping and latterly, the potential for psychological survival and transformation. Based on survivor accounts, factors have been identified which contribute towards the experience of ber...","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"115-121"},"PeriodicalIF":0.0,"publicationDate":"2012-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.709171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-08-23DOI: 10.1080/03033910.2012.708901
D. Hevey, Eva Wilczkiewicz, J. Horgan
The present study assessed the effects of expressive writing on health-related quality of life (HRQOL) following myocardial infarction (MI). In addition, potential moderators of the effects were examined. Eighty-nine MI patients were randomised to intervention (N=43) or control (N=46) groups. The intervention group wrote (20 minutes/day for 3 days) about their thoughts and feelings regarding their MI, and the control group wrote about daily activities a year previous to their MI. The outcome measure was HRQOL, and the moderating variables examined were psychological distress, Type D personality and coping. Measures were completed pre-randomisation, post-intervention and 3 months later. Three months post-intervention, the intervention group had significantly higher HRQOL. Type D moderated the effect, such that those high on Type D reported greater benefits. Expressive writing is a beneficial intervention that may enhance HRQOL. However, it may be more beneficial for people characterised by high levels of n...
{"title":"Type D moderates the effects of expressive writing on health-related quality of life (HRQOL) following myocardial infarction (MI)","authors":"D. Hevey, Eva Wilczkiewicz, J. Horgan","doi":"10.1080/03033910.2012.708901","DOIUrl":"https://doi.org/10.1080/03033910.2012.708901","url":null,"abstract":"The present study assessed the effects of expressive writing on health-related quality of life (HRQOL) following myocardial infarction (MI). In addition, potential moderators of the effects were examined. Eighty-nine MI patients were randomised to intervention (N=43) or control (N=46) groups. The intervention group wrote (20 minutes/day for 3 days) about their thoughts and feelings regarding their MI, and the control group wrote about daily activities a year previous to their MI. The outcome measure was HRQOL, and the moderating variables examined were psychological distress, Type D personality and coping. Measures were completed pre-randomisation, post-intervention and 3 months later. Three months post-intervention, the intervention group had significantly higher HRQOL. Type D moderated the effect, such that those high on Type D reported greater benefits. Expressive writing is a beneficial intervention that may enhance HRQOL. However, it may be more beneficial for people characterised by high levels of n...","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"107-114"},"PeriodicalIF":0.0,"publicationDate":"2012-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.708901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-08-23DOI: 10.1080/03033910.2012.708902
Karen Hand, M. Maclachlan
The hypothesis that unequal pay systems create demotivating effects at a societal level was experimentally tested within a general population sample (N=187). Four pay systems, representing unequal pay for equal effort and results, were presented, and anticipated changes in motivation level on three items (productivity, pride and participation) versus baseline were measured. The four unequal systems were (1) Arbitrary (A versus B), (2) Senior versus Junior, (3) Private Sector Higher versus Public Sector Lower and (4) Public Sector Higher versus Private Sector Lower. All four unequal pay systems had significant demotivation effects versus the baseline motivation measures. The demotivation effects were also significantly ‘crowded out’ when presented within systems, which reinforced dominant legitimising myths (e.g., Seniority and Private Enterprise). Further research is needed to estimate the full economic and social capital costs of inequality and to investigate the psychological costs and benefits of ‘moti...
{"title":"An unequal balance? – The effects of unequal pay systems on societal motivation in Ireland","authors":"Karen Hand, M. Maclachlan","doi":"10.1080/03033910.2012.708902","DOIUrl":"https://doi.org/10.1080/03033910.2012.708902","url":null,"abstract":"The hypothesis that unequal pay systems create demotivating effects at a societal level was experimentally tested within a general population sample (N=187). Four pay systems, representing unequal pay for equal effort and results, were presented, and anticipated changes in motivation level on three items (productivity, pride and participation) versus baseline were measured. The four unequal systems were (1) Arbitrary (A versus B), (2) Senior versus Junior, (3) Private Sector Higher versus Public Sector Lower and (4) Public Sector Higher versus Private Sector Lower. All four unequal pay systems had significant demotivation effects versus the baseline motivation measures. The demotivation effects were also significantly ‘crowded out’ when presented within systems, which reinforced dominant legitimising myths (e.g., Seniority and Private Enterprise). Further research is needed to estimate the full economic and social capital costs of inequality and to investigate the psychological costs and benefits of ‘moti...","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"129-136"},"PeriodicalIF":0.0,"publicationDate":"2012-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.708902","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-08-23DOI: 10.1080/03033910.2012.708898
M. C. FitzGerald, S. Carton, F. O’Keeffe, R. Coen, P. Dockree
Acquired brain injury/illness (ABI) can lead to a range of cognitive, physical, emotional, social and behavioural sequelae. Unawareness of these deficits and of errors made in activities of everyday living can be a significant barrier for successful outcomes in rehabilitation following ABI. This review presents several theories and clinical models that propose multiple psychological, neuropsychological and biopsychosocial underpinnings of impaired self-awareness (ISA). Current knowledge regarding neuropathology of awareness is discussed, highlighting the widespread locations and connections within the brain that are implicated in awareness. Clinical practice promotes a client-centred approach to rehabilitation that acknowledges the multiple contributing factors of ISA post-ABI. This review discusses the merits of theories and clinical models in providing a useful framework for assessing and treating the multifaceted and complex phenomenon of ISA following ABI.
{"title":"Impaired self-awareness following acquired brain injury: current theory, models and anatomical understanding","authors":"M. C. FitzGerald, S. Carton, F. O’Keeffe, R. Coen, P. Dockree","doi":"10.1080/03033910.2012.708898","DOIUrl":"https://doi.org/10.1080/03033910.2012.708898","url":null,"abstract":"Acquired brain injury/illness (ABI) can lead to a range of cognitive, physical, emotional, social and behavioural sequelae. Unawareness of these deficits and of errors made in activities of everyday living can be a significant barrier for successful outcomes in rehabilitation following ABI. This review presents several theories and clinical models that propose multiple psychological, neuropsychological and biopsychosocial underpinnings of impaired self-awareness (ISA). Current knowledge regarding neuropathology of awareness is discussed, highlighting the widespread locations and connections within the brain that are implicated in awareness. Clinical practice promotes a client-centred approach to rehabilitation that acknowledges the multiple contributing factors of ISA post-ABI. This review discusses the merits of theories and clinical models in providing a useful framework for assessing and treating the multifaceted and complex phenomenon of ISA following ABI.","PeriodicalId":91174,"journal":{"name":"The Irish journal of psychology","volume":"33 1","pages":"78-85"},"PeriodicalIF":0.0,"publicationDate":"2012-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03033910.2012.708898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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