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The participants were scheduled in 11 groups of ten and one group of five over a 12-day period to appear for testing at their respective universities. They were advised that the research project was related to memory. No deception was used and each participant signed an informed consent. General demographic information was then collected from each participant. Of the 175 respondents, 28 were excluded due to reported histories of major depressive disorder and 32 others were excluded based on self-reports of more than two distinct episodes of dysphoric type symptoms. The remaining 115 respondents were eventually administered the Beck Depression Inventory (BDI) and deemed to be of appropriate mental health status for the purposes of the current study. During the testing phase of the study, refreshments were provided to the participants and breaks were allowed between measures. The participants first completed the BDI to assess mental health status and were also questioned about any current or previous mental health issues. None of the participants proved to suffer from significant mental health …show more content…
issues. A Trauma History Screen (THS) was then administered to each participant, followed by the Cope Inventory (CI). Finally, each participant completed the Autobiographical Memory Test (AMT). The AMTs were administered verbally and were recorded with Sony T3056 digital audio/video recorders for later determination of memory type. Participants were provided with instructions as to what would constitute a specific memory (a detailed account of an event lasting less than one day), and were supplied with two words from the “neutral” list in order to practice specificity prior to actual testing. Following the completion of all four measures, the participants were debriefed and released from the study. Results We hypothesized that the age of onset of childhood trauma would affect the development of lifelong, overgeneral autobiographical memory in otherwise healthy individuals who employed an avoidant coping style. A chi-square test of independence was performed to examine the relation between age at onset of trauma experience and overgeneral autobiographical memory. The relationship was significant, with χ2 = 6.89, and a p value of 0.009 at a significance level of p < 05. There appeared to be a negative correlation between age at onset of trauma experience and the development of overgeneral autobiographical memory. Thirty-four of the participants who reported having experienced trauma during the earlier stage of childhood (4-10 years of age), experienced overgeneral autobiographical memory, while only 26 of those reporting earlier-onset trauma retained specificity. In contrast, only six of the participants reporting onset of trauma experience during the latter stage of childhood (11-17 years of age) displayed overgeneral autobiographical memory, while 18 retained specificity. Of the 73 females who participated in the study, 61 reported having experienced at least one traumatic event in childhood.
The 12 female subjects who reported no trauma experience in childhood were placed into a control group. Of the 61 female subjects who reported childhood trauma, 44 reported initial onset of the trauma experience in early childhood (4-10 years of age), and 17 reported initial onset of the trauma experience in middle childhood to adolescence (11-17 years of age). Of the 44 female participants who reported the onset of trauma in early childhood, 21 rated the trauma as severe, while 23 rated the trauma as less severe. Of the 21 female participants who rated the trauma as severe, 16 additionally reported that the trauma was chronic (occurred more than twice), and six of the 23 who rated their trauma as less severe reported that the trauma was also
chronic. Of the 17 female participants who reported that the onset of their trauma experience was in mid-childhood to adolescence, seven rated the trauma as severe, four of those who rated the trauma as severe also reported that it was chronic, ten rated their trauma as less severe and three of the ten who rated their trauma as less severe also reported that it was chronic. The trauma experiences reported included exposure to sexual behavior (n=21), physical assault or abuse (n=8), emotional abuse or neglect (n=5), traffic accidents (n=8), natural disasters (n=3), domestic violence (n=12), death (n=3), and divorce (n=16). Fifteen of the female participants reported some combination of these events. Of the 42 males who participated in the study, 23 reported having experienced at least one traumatic event in childhood. The 19 male subjects who reported no trauma experience in childhood were placed into a control group. Of the 23 male subjects who reported childhood trauma, 16 reported initial onset of the trauma experience in early childhood (4-10 years of age), and seven reported initial onset of the trauma experience in middle childhood to adolescence (11-17 years of age). Of the 16 male participants who reported the onset of trauma in early childhood, six rated the trauma as severe, while ten rated the trauma as less severe. Of the six male participants who rated the trauma as severe, four additionally reported that the trauma was chronic (occurred more than twice), and three of the ten who rated their trauma as less severe reported that the trauma was also chronic.
Reviewing the 12 Core Concepts of the National Child Trauma Stress Network, James is suffering from three of the 12 concepts. Number 1 core concept, Traumatic experience are inherently complex. Traumatic experiences are inherently complex no experience are the same varying degrees of objective life threat, physical violation, witnessing of an injury or death. The victim perceives their surroundings and decides what is best for them now safety and self-protection. Number 4 core concept, A child or adolescent can exhibit an extensive range of reactions to suffering and loss. Number 9 core concept, the developmental neurobiology triggers a youth’s reactions to traumatic experience. In this paper, we will be covering another trauma that affects the social worker or case worker who works on these cases of
Beck, A. T., Steer, R. A., & Brown, G. (1996). Beck Depression Inventory-II. Retrieved August 18, 2011from EBSCOhost.
U.S. Public Health Service.(1999). The Surgeon General’s Report on Mental Health. Retrieved June,5,2000, from http://www.surgeongeneral.gov/library/mentalhealth/home.html
The following study will be concerned with the assessment of depression. In particular we will examine the Montgomery and Asberg Depression rating scale (MADRS).
Depression is a psychological disease. It is one of the most common mental illnesses (Blais, et al., 2013). Depression was known since antiquity. Hippocrates diagnosed it in fourth century BC (McNamara and Horan, 1986). After World War II, depression was described as “aggression turned inward” (McNamara & Horan, 1986). Now there is Hamilton Depression Rating Scale, which is designed to evaluate how severe is depression (Gibbons et al., 2012).
Certain practical issues need to be considered by the clinician during the assessment of MDD, (Dozois & Dobson, 2009). Depressed individuals tend to express their problems in a detailed manner when they are aware of what is expected from them during initial phase of assessment. Warning depressed clients about the possible interruptions at the initial phase along with providing them rationale helps to improve the effectiveness of the assessment (Dozois & Dobson, 2009). As depressed individuals tend to commit cognitive bias (Dozois & Beck, 2008), it is necessary to determine the actual impairment by evaluating patient’s daily routine in terms of different areas of functioning. Each diagnostic criteria needs to be addressed in number of ways (Shea, 1988). Sometimes, the patient describe their symptoms in more idiosyncratic way. So, the clinician needs to translate those concerns in to the nosological system (Dozois & Dobson, 2009). Bolland & Keller (2009) emphasize the need to assess the number of previous episodes and their duration because this information is one the predictor for risk of subsequent relapse (Solomon et al, 2000). Dozois & Dobson (2009) have reported to rely upon information related to previous episode carefully as the client may commit the reporting bias. The reporting bias can be reduced by ensuring that the patient understands the time frame to which he or she refers (Dozois & Dobson, 2009) and providing contextual cues to the patient’s memory (Shea, 1988). The information related to previous treatments, medical history, patient’s motivation for change, etc. may help in identifying resources for change (Dozois & Dobson, 2009). It is also helpful to assess client’s strengths which will help in formulating...
Kahn, Ada P., and Jan Fawcett. The Encyclopedia of Mental Health. 2nd ed. New York: Facts On File, 2001.
"Prevalence, Severity, and Comorbidity of 12-month DSM-IV Disorders in the National Comorbidity Survey Replication." National Center for Biotechnology Information. U.S. National Library of Medicine, n.d. Web. 19 Dec. 2013. .
Childhood Trauma is defined as “The experience of an event by a child that is emotionally painful or distressful, which often results in lasting mental and physical effects.” (The National Institute of Mental Health). Childhood trauma is an epidemic that seems to be running its way throughout the world. Childhood trauma is a worldwide problem that can affect anyone and everyone. People tend to just try and help the problems that occur due to the childhood trauma, but not the problem itself. Many of these issues will also follow the child into their adult years and will cause negative effects. This paper will discuss the negative outcomes for a child who suffers from childhood trauma, and the negative outcomes that can follow them into adulthood.
The second edition of this measuring instrument includes other symptoms existing in patients with Depression. The BDI-II has 21 items to evaluate the acuteness of depression in individuals previously diagnosed and those with transitory emotional distress due to specific circumstances in their lives. (Pearson, 2016). On the other hand, the reliability of this instrument is .92 in comparison with the first edition with a Coefficient Alpha of .86 from a 500 sample (Pearson,
Simpson, C. (2007) ‘Mental Health part3: Assessment and Treatment of Depression’ British Journal of Healthcare assistants. pp 167-171.
While learning about Eye Movement Desensitization and Reprocessing (EMDR), historical trauma, and Ricky Greenwald’s “Who helped you and how?” from the Child Trauma Handbook, I felt my knowledge on trauma work grow and expand.
The Beck scales are validated scales used to measure and identify specific areas of dysfunction of the client. The Beck Anxiety Inventory (BAI) is a 21 item self-report inventory that discriminates between anxious and non-anxious respondents. The BAI requires clients to rate symptoms experienced in the past week. It uses a 4-point scale from (0) not at all to (3) severely it brothers me a lot. The total scores are obtained and give a summation of one of three interpretations rating the severity of anxiety from low to high anxiety (Lindsay & Skene, 2007, p. 403). The Beck Depression Inventory (BDI-II) is also a 21 item self-report questionnaire that measures behavioral, cognitive, and motivational symptoms of depression. The scale covers a 21 symptom attitude categories including cognitive, affective, somatic, and vegetative symptoms depression. Scaling of items 0-3. The scale has a scoring test reliability r-0.93, scoring internal consistency: Cronbach’s coefficient for BDI=II 0.92 (Lindsay & Skene, 2007, p. 403 &
The BDI-II reports to have a higher reliability than the first Becks Depression Inventory (BDI) (Beck, Steer, Brown, 1993). Furthermore, the assessment validity is examining the attitudes/moods, sense of failure, self-dissatisfaction, guilt, self-accusations, suicidal thoughts, crying, irritability, social withdrawal, indecisiveness, body image change, work difficulty, insomnia, fatigability, loss of appetite, and somatic preoccupation (Beck, Steer, & Brown, 1996, p.
In life, many things are taken for granted on a customary basis. For example, we wake up in the morning and routinely expect to see and hear from certain people. Most people live daily life with the unsighted notion that every important individual in their lives at the moment, will exist there tomorrow. However, in actuality, such is not the case. I too fell victim to the routine familiarity of expectation, until the day reality taught me otherwise.