Refreshing, necessary exposure to the problem with exposure therapies for trauma: Commentary on Rubenstein et al. (2024).

In this invited commentary, I address what I see as the major contributions Rubenstein et al. (2024) have made to challenging the hegemony of exposure therapies for trauma-exposed persons. These include a thorough review of the history of the rise of exposure therapies, the identification of posttrauma responses as forms of anxiety disorders, and an extensive discussion of the neurobiology of the trauma response. Additionally, Rubenstein et al. expose the very high dropout rates in studies of exposure therapies and ways in which many traumatized people have not found them helpful. This article brings the so-called "gold standard" back to its rightful position as one possible, occasionally helpful way of assisting some, but not all, traumatized people. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Examining intergenerational transmission of Holocaust trauma as it relates to Jewish identity, communication type, and mental well-being.

A growing body of literature has examined how historical trauma can transmit across generations. Within this literature, one's level of enculturation is thought to impact their awareness of historical losses, which, in turn, is hypothesized to relate to mental well-being. Some studies have suggested that family communication about historical trauma can impact the strength of cultural identity and mental well-being. The current study sampled second- and third-generation Holocaust survivors to examine how family communication about the Holocaust relates to historical loss awareness and the strength of Jewish identity. Adults (N = 98) with relatives who had either been killed in or who survived the Holocaust completed online questionnaires. First, we examined the associations among Jewish identity, historical loss awareness, and family communication about the Holocaust. Next, we examined whether Holocaust-related family communication type predicted mental well-being. Healthy communication was classified as frequent and willing, and unhealthy communication was classified as indirect and guilt-inducing. Multiple linear regression analyses indicated that stronger Jewish identity and more frequent family Holocaust communication predicted more historical loss awareness, R2 = .22. Unhealthy communication was related to poorer mental well-being, R2 = .09, lending support to the idea that family narratives about trauma impact the next generation. Implications for healing from historical trauma are discussed.

Guideline orthodoxy and resulting limitations of the American Psychological Association's Clinical Practice Guideline for the Treatment of PTSD in Adults.

This article introduces the special issue in which we explore problems and limitations inherent both in the development and implementation of the American Psychological Association's (APA) Clinical Practice Guideline for the Treatment of Posttraumatic Stress Disorder in Adults. As Chair (Christine A. Courtois) and member (Laura S. Brown) of the guideline development panel, we were in a unique position to observe how certain decisions made by the APA regarding how this guideline should be produced led to flaws in the final product. In this special issue, we address problems that may be inherent in many clinical practice guidelines for psychotherapists. Our authors explore the importance of a more ecologically-informed model for such guidelines, one that would take into account the body of research on the psychotherapy relationship, psychotherapy process, and a broad range of psychotherapy outcomes. We end with recommendations APA might take to generate future clinical practice guidelines that are well-founded in APA's own definitions of evidence-based practice, and more attuned to APA's increasing attention to the specialized concerns of clients who come from socially marginalized groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Influence of Music on Facial Emotion Recognition in Children with Autism Spectrum Disorder and Neurotypical Children.

BACKGROUND: Children with autism spectrum disorder (ASD) often struggle with social skills, including the ability to perceive emotions based on facial expressions. Research evidence suggests that many individuals with ASD can perceive emotion in music. Examining whether music can be used to enhance recognition of facial emotion by children with ASD would inform development of music therapy interventions. OBJECTIVE: The purpose of this study was to investigate the influence of music with a strong emotional valance (happy; sad) on children with ASD's ability to label emotions depicted in facial photographs, and their response time. METHODS: Thirty neurotypical children and 20 children with high-functioning ASD rated expressions of happy, neutral, and sad in 30 photographs under two music listening conditions (sad music; happy music). During each music listening condition, participants rated the 30 images using a 7-point scale that ranged from very sad to very happy. Response time data were also collected across both conditions. RESULTS: A significant two-way interaction revealed that participants' ratings of happy and neutral faces were unaffected by music conditions, but sad faces were perceived to be sadder with sad music than with happy music. Across both conditions, neurotypical children rated the happy faces as happier and the sad faces as sadder than did participants with ASD. Response times of the neurotypical children were consistently shorter than response times of the children with ASD; both groups took longer to rate sad faces than happy faces. Response times of neurotypical children were generally unaffected by the valence of the music condition; however, children with ASD took longer to respond when listening to sad music. CONCLUSIONS: Music appears to affect perceptions of emotion in children with ASD, and perceptions of sad facial expressions seem to be more affected by emotionally congruent background music than are perceptions of happy or neutral faces.

Conceptualizing schizotypal ambivalence: factor structure and its relationships.

Ambivalence is an important facet of pathology that has received limited attention despite its importance in understanding negative emotionality within schizophrenia spectrum disorders. Central to understanding the role of ambivalence in schizophrenia is characterizing its manifestation within schizotypal individuals-those with the purported genetic liability for schizophrenia. The present study used the Schizotypal Ambivalence Scale (SAS) to examine the nature of ambivalence. An exploratory factor analysis of SAS scores revealed three factors: interpersonal, indecision, and contradictory feelings of ambivalence. Group differences in SAS scores were found such that psychometrically defined schizotypal individuals reported higher levels of ambivalence than controls, and different schizotypy traits exhibited different relationships with SAS factors and quality of life. The inclusion of implicit and explicit measures of positive and negative attitudes revealed that individuals with schizotypy might lack insight into their affective experiences as suggested by the incongruence between our explicit and implicit measures of social attitudes. As hypothesized, the Schizotypal Personality Questionnaire trait dimensions associated with greater SAS ambivalence and the different trait dimensions of schizotypy showed both common and disparate relationships with the ambivalence factors. The current results support the notion that schizotypal ambivalence is a multifaceted construct that not only is affective but also reflects broader processes that dynamically interact with one another to influence functional outcomes.

First do no harm: is it any longer safe to write case reports?

This article explores the risks to authors and their clients of creating psychological literature based on case studies. The author considers how the events that occurred in Nicole Taus's case might have affected those clients with whom she wrote case studies. Finally, the author analyzes the potential losses to the field should other participants in case studies be at risk of the kind of intrusive invasion of privacy experienced by Taus and calls for the development of ethical principles for psychological science.

Music research with children and youth with disabilities and typically developing peers: a systematic review.

BACKGROUND: Systematic reviews of research provide pertinent information to both practitioners and researchers. While there are several recent reviews of music research and children with specific disabilities (primarily autism), there is no current review of music research with children with a wide variety of disabilities. OBJECTIVE: The aim of the current study is to identify and systematically review music research with children and youth published in peer reviewed journals for the years 1999 through 2009. Research questions focused on participant characteristics; research purposes, methodologies, and findings; as well as the presence of ideas from special education policies, and practices. We also asked how results have changed from those from an earlier review (Jellison, 2000). METHODS: Using computer and hand-searches, we identified 45 articles that met our criteria for inclusion. Once identified, through a process of consensus we analyzed articles based on criteria, categories, and codes used in the earlier review. Additionally we analyzed measurement instruments and effectiveness of interventions as reported by the authors. RESULTS: Primary findings show a large majority of studies were experimental with most reporting effective or partially effective interventions, particularly for social variables. Compared to the earlier review, increases were found for participants with autism and for reports including ideas from special education. Percentages of articles measuring generalization and examining high-incident disability populations (specific learning disabilities) were low. CONCLUSIONS: The findings from this review and comparisons to the earlier review reveal important implications for practices with children with autism and preparation of researchers to design and conduct studies in inclusive music settings.

Motivated forgetting and misremembering: perspectives from betrayal trauma theory.

Individuals are sometimes exposed to information that may endanger their well-being. In such cases, forgetting or misremembering may be adaptive. Childhood abuse perpetrated by a caregiver is an example. Betrayal trauma theory (BTT) proposes that the way in which events are processed and remembered will be related to the degree to which a negative event represents a betrayal by a trusted, needed other. Full awareness of such abuse may only increase the victim's risk by motivating withdrawal or confrontation with the perpetrator, thus risking a relationship vital to the victim's survival. In such situations, minimizing awareness of the betrayal trauma may be adaptive. BTT has implications for the larger memory and trauma field, particularly with regard to forgetting and misremembering events. This chapter reviews conceptual and empirical issues central to the literature on memory for trauma and BTT as well as identifies future research directions derived from BTT.

Feminist therapy with people who self-inflict violence.

In this article, the authors describe how a feminist therapist approaches work with clients who practice self-inflicted violence (SIV). They begin by discussing feminist therapy, with its focus on empowerment of clients and the use of noncoercive strategies. The feminist perspective on understanding SIV behaviors is described, with SIV being defined as a coping strategy used by survivors of complex trauma as a means of self-care. Feminist therapy is illustrated with a case example of a woman who used SIV, and the challenges to a therapist wishing to promote client safety while empowering the client. Practice recommendations and cautions are advanced.

Empathy, genuineness--And the dynamics of power: A feminist responds to Rogers.

In this article, I discuss the points of convergence and divergence between Carl Rogers' core constructs for therapy (Rogers, 1957; see record 2007-14639-002) and the theories and practices of feminist therapy (Brown, 1994, 2007). The value of Rogers' insights about the importance of the relationship in therapy is reviewed, and the lacunae in his model arising from an inattention to issues of power and politics is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Don't be a sheep: how this eldest daughter became a feminist therapist.

This article describes what I consider to be important influences on the development of my career as a psychotherapist. I explore familial effects, the influences of culture and of individual role models, and the impact of the women's movement on my career. I also examine the role that a contrarian, "outside" stance has played in the selection of my career and theoretical orientation.