Cumulative Trauma and Trauma Symptoms: A Three-Way Interaction

Xue, Fang; Suh, Han Na; Rice, Kenneth G.; Ashby, Jeffrey S.

doi:10.3390/bs13070576

Cited by 4 publications

(1 citation statement)

References 71 publications

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“…However, experiments with combined practical and theoretical training programs, in that order, have been shown to work best for marginal student populations [29]. Social support is an important factor in well-being and mental health in general [30], and the re-enrollment of students that have dropped out of school or work may rely in part on increasing social support [31].…”

Section: Discussionmentioning

confidence: 99%

‘Days of Frustration’: A Qualitative Study of Adolescents’ Thoughts and Experiences of Schooling after Early Dropout

Ottosen,

Goll,

Wynn

et al. 2023

Behavioral Sciences

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School dropout increases the risk of unemployment, health problems, and disability benefits. Employing an ecological-developmental perspective, we analyzed the interviews of thirteen students from a peripheral Norwegian county, aiming to explore the possible influence of upbringing and schooling on dropout. The analysis revealed that dropout was associated with an unstable family situation, lack of structure in everyday life, unresolved complex learning difficulties, bullying, and a tough existence in a rented room. The participants conveyed a sense of defeat, frustration, and an absence of meaningful alternatives. However, two participants had actively chosen to discontinue their education; this was because they preferred work practice to allow them time to mature and re-orientate in relation to future educational and career choices. Their families and social networks contributed actively to the implementation of their future plans. The findings point to the importance of studying interventions that may prevent school dropout, and that address central factors in the process of school dropout, such as social support, academic achievement, and parental involvement.

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Section: Discussionmentioning

confidence: 99%

‘Days of Frustration’: A Qualitative Study of Adolescents’ Thoughts and Experiences of Schooling after Early Dropout

Ottosen,

Goll,

Wynn

et al. 2023

Behavioral Sciences

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PTSD and cPTSD in foster children – a review of the literature

Czerwińska,

Kucharska

2024

Psychiatr Psychol Klin

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Background: Individuals particularly vulnerable to the development of mental disorders are alumni of foster care. A high prevalence of traumatic experiences is observed in the latter group. Exposure to multiple traumas increases the likelihood of developing post-traumatic stress disorder (PTSD) and complex post-traumatic stress disorder (cPTSD). The translation of the term “post-traumatic stress disorder” into Polish depends on the diagnostic classification applied. Aim: The aim of the review is to present the rates of PTSD and cPTSD in the population of children and adolescents in foster care and adult alumni of foster care. Method: The search for scientific literature in Polish and English was conducted in the databases MEDLINE, PsycINFO, PubMed and Scopus. Additionally, the review took into account results of search carried out using Google Scholar. Finally, 24 research reports published between January 2000 and February 2024 were identified using the terms: “PTSD”, “cPTSD” and “foster care”. Results: The prevalence of PTSD in children ranged from 5.6% to 55%, whereas cPTSD was estimated between 8.2% and 10.7%. PTSD rates in adult alumni of foster care ranged from 2% to 35.6%. Children in foster care who had experienced ≥2 traumatic events were more likely to meet criteria for PTSD and cPTSD than those who had been exposed to a single trauma. The severity of traumatic experiences is a factor that increases the likelihood of developing PTSD.

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The psychological burden of caring for children with intellectual disabilities as experienced by care workers

Molefe

2024

Preprint

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Background: Intellectual disability limits the child’s ability to perform activities of daily living independently. The disability is a neurodevelopmental condition that affects cognitive functioning such as learning, problem-solving, and judgement, plus adaptive functioning such as communication and social participation. At home, children depend on primary caregivers to assist them in fulfilling activities of daily living. When admitted to hospitals, such responsibilities lie with care workers. Caring for children with intellectual disabilities might put the psychological being of care workers at risk. Little is known about the psychological burden of caring for children with intellectual disabilities. The study explored and described the psychological burden of caring for children with intellectual disabilities as experienced by care workers. Methods: A qualitative-exploratory-descriptive and contextual research design was used. The participants were care workers at hospitals admitting children with intellectual disabilities in Gauteng. Semi-structured interviews were conducted with 20 care workers. Data were audio-recorded and analysed using content analysis and ATLAS ti. Results: The following two psychological burdens emerged; namely, stress and emotional trauma. The long-term strategies to manage stress and emotional trauma were further recommended to improve the working environment of care workers. Conclusion:The study found that care workers of children with intellectual disabilities experience psychological burdens associated with caring, as evidenced by stress and emotional trauma experienced by care workers. Long-term strategies such as problem-focused coping approaches and adaptive coping strategies were recommended. If applied, recommendations will improve the health conditions of care workers. Findings will further assist future researchers who are aiming to develop programmes of support for care workers.

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Cumulative Trauma and Trauma Symptoms: A Three-Way Interaction

Cited by 4 publications

References 71 publications

‘Days of Frustration’: A Qualitative Study of Adolescents’ Thoughts and Experiences of Schooling after Early Dropout

‘Days of Frustration’: A Qualitative Study of Adolescents’ Thoughts and Experiences of Schooling after Early Dropout

PTSD and cPTSD in foster children – a review of the literature

The psychological burden of caring for children with intellectual disabilities as experienced by care workers

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