Pilot study of social cognition and interaction training (SCIT) for schizophrenia
ABSTRACT There has been growing interest in the role of social cognition in schizophrenia. The importance of social cognition has also led to interventions that seek to improve social cognitive functioning. The authors report pilot data on a new intervention, Social Cognition and Interaction Training (SCIT). SCIT is a manual-based, group intervention designed for individuals with schizophrenia spectrum disorders. They evaluated the feasibility of SCIT in a pilot study conducted at Dorothea Dix State Hospital. Although SCIT was designed for 18 weekly, the authors administered a small battery prior to and following SCIT. The participant's task is to indicate why the person likely acted the way s/he did and what s/he would do about it. The findings indicate trend-level reductions in symptoms and hostile and aggressive biases, as well as a statistically significant improvement in Theory of Mind performance. These findings suggest that SCIT is feasible and may yield clinical benefits, particularly in the areas of Theory of Mind and attributional style. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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ABSTRACT: This study is part of a research program aimed at understanding the reason why French-Speaking Sub-Saharan African citizens decide to settle in Europe and particularly in France. We created an anonymous questionnaire to collect data on the construction of the migration process. All participants (N: 316) are French-speaking Africans, citizens of Sub-Saharan African French-Speaking countries. For the analysis, we created two groups: participants who reside in their home country, and the migrant population. Participants were contacted through social networks and professional and personal relationships in Europe and Africa. The group analysis shows a predilection for economic reasons to migrate and to settle; the return is explained in terms of economic stability, and the ability to provide knowledge and the means of development in the home country. In term of the key factors that determine the migration process, these results confirm the ones showed in our first study. Despite the progress, this study remains one based on a mixed approach, which does not seek to establish generalities applicable to all Africans wishing to migrate or in a migration process. Rather, it is to understand the reason a specific population has to migrate, allowing access to underlying psychological phenomena.Psychology Applications & Developments. Advances in Psychology and Psychological Trends Series, Edited by Clara Pacrana, 12/2014: chapter 26: pages 263 – 271; inScience Pres.
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ABSTRACT: Several researches have shown student engagement as an important predictor of academic outcomes and educational success. Yet, despite evidence that student engagement is an important determinant of performance at university, it has been under analyzed in research and practice, particularly in relation to academic years of study, engagement and psychological distress. Therefore, the goal of the undertaken research is to: (a) assess the level of student engagement and anxiety across academic years of study (i.e., freshman, sophomore, junior and senior), and (b) examine the correlation between student engagement and anxiety. Two instruments, Utrecht Work Engagement Scale-Student Version (UWES-S) and Anxiety scale from Depression, Anxiety and Stress Scale (DASS) were used for the purpose of this research. The sample comprised of 492 female students who were enrolled at a private university in Jeddah, KSA. Results of One-Way ANOVA indicated a statistically significant difference in engagement based on academic year of study, F(3, 172) = 3.63, p = .01. Additionally, student engagement was inversely related to anxiety, r(430) = -.13, p< .01. Findings of this study indicate that engaged students tend to have low anxiety levels. Further research is recommended to explicate the role of engagement and anxiety across academic years.Psychology Applications & Developments, Edited by Clara Pracana, 12/2014: chapter 25: pages 248-258; inScience Press., ISBN: 978-989-97866-9-1
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ABSTRACT: Individuals with schizophrenia exhibit a range of cognitive impairments, including tasks assessing theory of mind (ToM) and autobiographical memory (AM). This study appears to be the first to examine how ToM and AM abilities interact in relation to schizotypy. Forty-seven undergraduate students reporting a wide continuous range of scores on the Schizotypal Personality Questionnaire (SPQ) completed a measure of ToM and a measure assessing various phenomenological qualities of AM. Female participants exhibited a negative correlation between the ToM score and the SPQ total score and a positive correlation between enhanced phenomenological qualities of AM and the SPQ disorganized factor score. No statistically significant relationships were found for male participants. ToM was negatively correlated with AM across the entire sample, which was not moderated by sex or schizotypy. It is possible that distinct underlying mechanisms account for the observed sex differences on ToM and AM performance in schizophrenia-related conditions.