Pre-job loss grief reactions and work attachment among sick-listed employees: Introduction of the imminent Job Loss Scale.

BACKGROUND: With this study, we aimed to explore the emotional experiences of sick-listed employees facing imminent job loss, as this emotional distress may hinder successful job search outcomes. The study had two objectives: (1) to develop and validate the Imminent Job Loss Scale (IJLS) for assessing pre-job loss grief reactions and (2) to examine its relationship to work attachment. METHODS: Development of the 9-item IJLS was carried out using feedback from an expert panel, consisting of five academic experts in grief and labour, five re-integration specialists, and five sick-listed employees facing imminent job loss. The psychometric properties of the IJLS were evaluated, and its association with work attachment was examined using data from 200 sick-listed employees facing imminent job loss. RESULTS: The IJLS demonstrated strong internal consistency and temporal stability, distinctiveness from depression and anxiety symptoms, and solid convergent validity. Work-centrality and organizational commitment were positively related to pre-job loss grief reactions, while work engagement and calling showed no significant associations. CONCLUSION: This study provides valuable insights into pre-job loss grief reactions and shows the potential utility of the IJLS for screening and monitoring purposes. Understanding pre-job loss grief reactions can improve the re-integration and job prospects of sick-listed employees. In future research, explorations of these dynamics should continue to provide better support to sick-listed employees during this challenging period.

Understanding implicit and explicit learning in adolescents with and without anorexia nervosa.

BACKGROUND: Cognitive disturbances such as impairments in learning are thought to play a role in adult Anorexia Nervosa (AN). It is remains unclear to what extent these disturbances result from starvation of the brain, or relate to an abnormal premorbid cognitive profile. This study investigates learning processes in adolescents with AN, hypothesizing that implicit learning is intact, as found previously in explicit learning tasks. Secondly, we hypothesized that anxiety and depression symptoms, inherent to AN, are associated to learning processes in AN. METHODS: In total 46 adolescents diagnosed with AN and 44 control participants were administered an implicit category learning task in which they were asked to categorize simple perceptual stimuli (Gabor patches) based on a linear integration (i.e., an implicit task) of orientation and spatial frequency of the stimulus. A subgroup of adolescents (n = 38) also completed a task assessing explicit learning. RESULTS: Model-based analyses indicated that adolescents with AN performed significantly more accurately compared to their healthy peers regardless of whether they used the optimal strategy or not. Depression and anxiety did not relate to learning performance in the AN group. CONCLUSIONS: Overall, our findings of augmented implicit and explicit learning in adolescents with AN corroborate recent studies that suggested higher stimulus-response learning during prediction error paradigms. Learning disturbances in adult AN may then be at least partly due to long-term malnourishment, highlighting the importance of early recognition and refeeding in treatments for AN.

We know that some adults with anorexia nervosa (AN) experience difficulties in learning processes. It is remains unclear to what extent these difficulties result from long-term starvation of the brain. This study looked at learning processes in adolescents with AN who have a relatively short duration of illness. We also investigated whether anxiety and depression affected learning. Forty-six adolescents diagnosed with AN and 44 control participants completed tasks that assessed learning and questionnaires assessing depression and anxiety. We found that adolescents with AN performed more accurately compared to their healthy peers. However, depression and anxiety did not relate to learning performance. Overall, our findings suggest that individuals with AN, relative to their healthy peers, may be quicker in forming automatic responses and behaviors to cues. Learning disturbances in adult AN may then be at least partly due to long-term malnourishment, which highlights the importance of early recognition of AN and refeeding in treatments for AN.