Rating Procedures for Improving Identification of Exposure to Potentially Traumatic Events When Using Checklist Measures

Organizational trauma is a contemporary construct that highlights long-lasting negative psychological consequences of various internal and external events that overwhelm the capacity of people in organizational settings. This chapter proposes that a typology of “potentially traumatic events” (PTEs) and the taxonomy of these events' attributes can be developed by conducting a comprehensive literature review. The search of databases for the period of 1995-2016 revealed 81 articles on which inductive qualitative content analysis was conducted. Analysis brought three PTEs: “events resulting from organizational processes”; “adverse experiences in trauma-prone occupations/sectors”, and “catastrophic events caused by economic/social/environmental conditions”. These events' attributes appeared distinctive under three themes: “features of traumatic events”;“human behaviours”;“internal and external organizational environment”. As the final step, the proposed taxonomy was applied to real traumatic business cases happened in 2015 and early 2016 so that the taxonomic model was tested.

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Inconsistency in reporting potentially traumatic events

The British Journal of Psychiatry ◽

10.1192/bjp.bp.104.008102 ◽

2006 ◽

Vol 188 (3) ◽

pp. 278-283 ◽

Cited By ~ 50

Author(s):

Urs Hepp ◽

Alex Gamma ◽

Gabriella Milos ◽

Dominique Eich ◽

Vladeta Ajdacic-Gross ◽

...

Keyword(s):

Stress Disorder ◽

Traumatic Events ◽

Diagnostic Interview ◽

Community Based ◽

Potentially Traumatic Events ◽

Self Reports ◽

Structured Diagnostic Interview ◽

High Level ◽

First Time ◽

Exposure To Trauma

BackgroundResearch on posttraumatic stress disorder (PTSD) relies mainly on self-reports of exposure to trauma and its consequences.AimsTo analyse the consistency of the reporting of potentially traumatic events (PTEs) over time.MethodA community-based cohort, representative of the canton of Zurich, Switzerland, was interviewed at the ages of 34–35 years (in 1993) and 40–41 years (in 1999). A semi-structured diagnostic interview, including a section on PTSD, was administered.ResultsOf the 342 participants who attended both interviews, 169 reported some PTE (1993, n=110; 1999, n=120). In 1999, 56 participants (33.1%) reported for the first time PTEs that actually occurred before 1993, but which had not been reported in the 1993 interview. In total, 68 participants (40.2%) who had reported a PTE in 1993 did not report it in 1999. The overall frequency of inconsistent reporting was 63.9%.ConclusionsThe high level of inconsistency in the reporting of PTEs has implications for therapy as well as for research.

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The Role of Trauma Type and Age in the Relation Between Trauma Exposure and Intelligence

Child Maltreatment ◽

10.1177/1077559519860596 ◽

2019 ◽

Vol 25 (2) ◽

pp. 192-202 ◽

Cited By ~ 1

Author(s):

Austen McGuire ◽

Yo Jackson

Keyword(s):

Sexual Abuse ◽

Foster Care ◽

Cognitive Functioning ◽

Traumatic Events ◽

Trauma Exposure ◽

Potentially Traumatic Events ◽

Iq Scores ◽

Trauma Type ◽

Youth In Foster Care

Experiencing potentially traumatic events (PTEs) is associated with deficits in cognitive functioning for youth. Previous research has demonstrated that PTE type may influence the association between PTE experiences and intelligence, such that IQ scores may differ by the type of PTE experienced. Additionally, mixed findings in the literature suggest that these associations might differ by age. The current study examined the association between PTE type and IQ and how age may moderate this association. In a sample of youth in foster care ( N = 328, Mage = 13.25), physical, psychological, and sexual abuse and family PTEs were directly associated with verbal and nonverbal IQ. Age significantly moderated the association between IQ and neglect and academic PTEs. Results suggest that broad PTE grouping methods or failing to account for both maltreatment and general PTEs in samples of youth in foster care may conceal differences in how PTEs relate to intellectual functioning.

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