scholarly journals Transdiagnostic or Disorder Specific? Indicators of Substance and Behavioral Addictions Nominated by People with Lived Experience

2020 ◽  
Vol 9 (2) ◽  
pp. 334 ◽  
Author(s):  
Hyoun S. Kim ◽  
David C. Hodgins ◽  
Benjamin Kim ◽  
T. Cameron Wild
Keyword(s):  
Lived Experience ◽  
Lived Experiences ◽  
Behavioral Addictions ◽  
Addictive Behaviors ◽  
Canadian Province ◽  
The Past ◽  
Patterns Of Use ◽  
Content Analyses ◽  
Prevention And Treatment ◽  
Qualitative Responses

Using a transdiagnostic perspective, the present research examined the prominent indicators of substance (alcohol, cocaine, marijuana, tobacco) and behavioral (gambling, video games, sex, shopping, work, eating) addictions nominated by people with lived experiences. Specifically, we aimed to explore whether the perceived most important indicators nominated were consistent across the 10 addictions or differed based on the specific addiction. Additionally, we explored gender differences in the perceived most important indicators across addictive behaviors. A large online sample of adults recruited from a Canadian province (n = 3503) were asked to describe the most important signs or symptoms of problems with these substances and behaviors. Open-ended responses were analyzed among a subsample of 2603 respondents (n = 1562 in the past year) who disclosed that they had personally experienced a problem with at least one addiction listed above. Content analyses revealed that dependence (e.g., craving, impairments in control) and patterns of use (e.g., frequency) were the most commonly perceived indicators for both substance and behavioral addictions, accounting for over half of all the qualitative responses. Differences were also found between substance and behavioral addictions regarding the proportion of the most important signs nominated. Consistent with the syndrome model of addiction, unique indicators were also found for specific addictive behaviors, with the greatest proportion of unique indicators found for eating. Supplemental analyses found that perceived indicators across addictions were generally gender invariant. Results provide some support for a transdiagnostic conceptualization of substance and behavioral addictions. Implications for the study, prevention, and treatment of addictions are discussed.

scholarly journals Prosocialness in young males with substance and behavioral addictions

2021 ◽  
Author(s):  
Alexander Tomei ◽  
Joseph Studer ◽  
Gerhard Gmel
Keyword(s):  
Alcohol Addiction ◽  
Social Dimension ◽  
Screening Tools ◽  
Control Group ◽  
Behavioral Addictions ◽  
Addictive Behaviors ◽  
Young Males ◽  
The Social ◽  
Prevention And Treatment ◽  
Different Types

AbstractBackground and aimsSocial determinants are closely related to addiction, both as a cause and a consequence of substance use and other addictive behaviors. The present paper examines prosocialness (i.e. the tendency to help, empathize, and care for others) among a population of young males. We compared prosocialness across different types of addiction and examined whether prosocialness varied according to the presence of multiple addictions.MethodsA sample of 5,675 young males, aged 19–29 years old (Mean = 21.4; Median = 21), completed a questionnaire that included screening tools to identify addictive behaviors with regards to alcohol, nicotine, cannabis, gambling, and gaming. The questionnaire also included a scale to measure prosocialness.ResultsCompared to a no-addiction control group, the subgroups of young men suffering from behavioral addictions (i.e., gambling and gaming) reported the lowest levels of prosocialness. Respondents with an alcohol addiction also showed lower prosocialness compared to no-addiction controls. By contrast, no significant differences in prosocialness were found between respondents with nicotine disorder or cannabis disorder and the no-addiction controls. Furthermore, the number of addictions had no clear, observable effects on prosocialness. Significant differences were found between the no-addiction control group and the groups reporting one or more addictions, but not between the separate groups reporting one, two, and three or more addictions.Discussion and conclusionsA better understanding of the social dimension affecting young males with addiction, particularly gambling and gaming addictions, may be useful for their prevention and treatment.

A Phenomenological Investigation of the Lived Experience of Psychopathology

1981 ◽  
Vol 1 (1) ◽  
pp. 17-24
Author(s):  
Russell M. Harris ◽  
Russell A. Bors
Keyword(s):  
Lived Experience ◽  
Lived Experiences ◽  
Personal Experience ◽  
Subjective Character ◽  
Interpersonal Dynamics ◽  
Diagnostic Labels ◽  
The University ◽  
Undergraduate Class

We collected personal documents from various participants on the topic of "a personal experience in which you observed or experienced psychopathology." The protocols were "topical autobiographical" personal documents, which we analyzed using the procedures set forth by van Kaam, to describe—rather than attempting to explain—lived experiences. Subsequently, 15 protocols obtained from an undergraduate class in psychopathology at the University of Regina were analyzed. We feel that both the methodology used and our findings reveal a new way of viewing psychopathology, showing the inadequacy of reducing psychopathology to diagnostic labels. We found that the fullness of the pathological experience can only be understood through elucidating experienced interpersonal dynamics. Consequently, both an essential and a situational quality is evidenced, revealing the inadequacy of theories in which either the existence of psychopathology or its subjective character are denied.

scholarly journals The Role of Lifestyle, Eating Habits and Social Environment in the Prevention and Treatment of Type 2 Diabetes and Hypertension

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1460
Author(s):  
Kalliopi Karatzi ◽  
Yannis Manios
Keyword(s):  
Type 2 Diabetes ◽  
Social Environment ◽  
Eating Habits ◽  
Health Problems ◽  
Major Health ◽  
The Past ◽  
Prevention And Treatment

Type 2 diabetes (T2DM) and hypertension are major health problems, with an undisputed growth burden in the past decades [...]

Narrative Continuity/Rupture: Projected Professional Futures amid Pervasive Employment Precarity

2021 ◽  
pp. 073088842110282
Author(s):  
Elena Ayala-Hurtado
Keyword(s):  
Working Conditions ◽  
Lived Experiences ◽  
Institutional Support ◽  
University Graduates ◽  
Cultural Narratives ◽  
Future Projections ◽  
Cultural Narrative ◽  
The Past ◽  
Stable Employment ◽  
Past Conditions

As working conditions change worldwide, employment precarity is increasing, including for groups for whom such conditions are unexpected. This study investigates how members of one such group—educationally advantaged young adults—describe their professional futures in a context of unprecedented employment precarity where their expected trajectories are no longer easily achievable. Using 75 interviews with young university graduates in Madrid, Spain, I find that most young graduates drew on a long-standing cultural narrative, which I call the “achievement narrative,” to imagine future stable employment. Simultaneously, most denounced this narrative as fraudulent. To explain this finding, I draw on the concept of hysteresis: the mismatch between beliefs that are dependent on the past conditions that produced them and the available opportunities in the present. I argue that hysteresis can extend into future projections; projected futures can be guided by beliefs based on past conditions more than by lived experiences in the present. Further, I argue that the achievement narrative itself reinforces hysteresis in future projections due to its resonance and institutional support. The paper offers new insights into projected futures and employment precarity by analyzing the future projections of a privileged cohort facing unexpected precarity, further develops the concept of hysteresis, and extends the study of cultural narratives.

Children's and Families' Use of Computers in Australian Homes

2002 ◽  
Vol 3 (2) ◽  
pp. 182-196 ◽  
Author(s):  
Toni Downes
Keyword(s):  
Lived Experiences ◽  
Approaches To Learning ◽  
Information And Communications Technologies ◽  
Patterns Of Use ◽  
Communications Technologies ◽  
Instructional Environments ◽  
Computing Environments ◽  
Computer Resources ◽  
Home Computing ◽  
Modern Technologies

Children's approaches to learning may be changing as a result of their interactions with modern technologies. In Australian society there have been quantum leaps in the use of and reliance upon computers and information and communications technologies. An understanding of the lived experiences and interactions of children of various ages with computer technologies in their homes is the focus of this article. Such an understanding informs the work of educators who wish to provide effective instructional environments that draw on children's starting points and the positive aspects of their home computing environments. The research found that children's family computer resources, patterns of use and sociocultural contexts combined to affect children's computing experiences. Several discourses exist surrounding the use of computers by families. These discourses are the importance of computers for education, for the future and as productivity tools. From children's discussions emerged a comfortable co-existence of ‘toy use’ (for playing games) and ‘tool use’ (for purposeful work and leisure tasks) when using the computer and a preference for an exploratory mode of learning. A number of key elements present in domestic computing environments were identified as contributing significantly to children's learning. Implications for teachers are discussed.

scholarly journals Acute graft-versus-host disease: a bench-to-bedside update

Blood ◽  
2014 ◽  
Vol 124 (3) ◽  
pp. 363-373 ◽  
Author(s):  
Shernan G. Holtan ◽  
Marcelo Pasquini ◽  
Daniel J. Weisdorf
Keyword(s):  
Small Molecules ◽  
Graft Versus Host Disease ◽  
Host Disease ◽  
Multiple Modalities ◽  
Graft Versus Host ◽  
The Past ◽  
Prevention And Treatment ◽  
Near Future ◽  
Acute Graft

Abstract Over the past 5 years, many novel approaches to early diagnosis, prevention, and treatment of acute graft-versus-host disease (aGVHD) have been translated from the bench to the bedside. In this review, we highlight recent discoveries in the context of current aGVHD care. The most significant innovations that have already reached the clinic are prophylaxis strategies based upon a refinement of our understanding of key sensors, effectors, suppressors of the immune alloreactive response, and the resultant tissue damage from the aGVHD inflammatory cascade. In the near future, aGVHD prevention and treatment will likely involve multiple modalities, including small molecules regulating immunologic checkpoints, enhancement of suppressor cytokines and cellular subsets, modulation of the microbiota, graft manipulation, and other donor-based prophylaxis strategies. Despite long-term efforts, major challenges in treatment of established aGVHD still remain. Resolution of inflammation and facilitation of rapid immune reconstitution in those with only a limited response to corticosteroids is a research arena that remains rife with opportunity and urgent clinical need.

Mothering from a Distance: The Lived Experiences of Filipina Transnational Mothers in Singapore

2021 ◽  
pp. 106648072110618
Author(s):  
Jeffrey R. Ballaret ◽  
Jonel P. Lanada
Keyword(s):  
Labor Migration ◽  
Lived Experiences ◽  
Positive Thinking ◽  
Economic Prosperity ◽  
Virtual Communication ◽  
The Past ◽  
New Family ◽  
Transnational Mothers

Transnational motherhood continues to grow among Filipina mothers. It resulted in economic prosperity and quality of life of Filipino families but caused family pressures within the sphere of motherhood. This qualitative study is grounded through the philosophical lens of phenomenology aimed to explore the lived experiences of transnational mothers. It seeks to understand their life history, present experiences that redefined their motherhood, and reflections of the future. The lived experiences of transnational mothers began with the experience of the personal and structural dimensions of poverty in the past. Their decision to embark on labor migration was primarily instrumental to alleviate their life condition. However, mothering from a distance has ensued emotional, social, and psychological strains. To cope with the situation, they observed four central coping ways: the role of faith and prayer; the repression of emotional strains through work and friends; focus and positive thinking; and the rationalization of distance by way of regular virtual communication and remittances. The hopes of transnational mothers revealed their yearning for family reunification predicated on improving their family life through financial security, savings, and children's education. This intersection between motherhood and labor migration has therefore created new family forms, structures, roles, meaning, and expectations.

The Dance of Words

2010 ◽  
Vol 1 (1) ◽  
pp. 58-65
Author(s):  
Lis Engel ◽  
Rikke Schou Jeppesen
Keyword(s):  
Physical Education ◽  
Lived Experience ◽  
Lived Experiences ◽  
Phenomenological Approach ◽  
General Level ◽  
Special Focus ◽  
Lived Body ◽  
Central Question ◽  
Movement Experience ◽  
Movement Theory

Abstract This article is about language and lived experiences and analysis of movement of dance within Physical Education studies in Denmark with a special focus on how the language of movement and dance can be related to lived body and movement experience. The issue of the challenges and possibilities of expressing movement experience and analysis in words is discussed at the general level and exemplified in the context of a dance educational event where the movement theory of Rudolf Laban is applied. A central question arising out of this example of working with language and lived experience of movement is: What influence does language have on our way of understanding and communicating a dance experience? The article proposes that a bodily anchored lived language – through an ethic-aesthetic phenomenological approach – may supplement, expand and broaden a given professional terminology in order to articulate, communicate and unfold the experiential dimensions of dance.

Literature and the Arts as a Basis for Curriculum in the Work of Maxine Greene

2021 ◽  
Author(s):  
Janet L. Miller
Keyword(s):  
Literary Criticism ◽  
Lived Experience ◽  
Performing Arts ◽  
Lived Experiences ◽  
Teacher Educators ◽  
Matter Content ◽  
The Arts ◽  
The World ◽  
Imaginative Literature ◽  
Maxine Greene

Maxine Greene, internationally renowned educator, never regarded her work as situated within the field of curriculum studies per se. Rather, she consistently spoke of herself as an existential phenomenological philosopher of education working across multidisciplinary perspectives. Simultaneously, however, Greene persistently and passionately argued for all conceptions and enactments of curriculum as necessarily engaging with literature and the arts. She regarded these as vital in addressing the complexities of “curriculum” conceptualized as lived experience. Specifically, Greene regarded the arts and imaginative literature as able to enliven curriculum as lived experience, as aspects of persons’ expansive and inclusive learnings. Such learnings, for Greene, included the taking of necessary actions toward the creating of just and humane living and learning contexts for all. In particular, Greene supported her contentions via her theorizing of “social imagination” and its accompanying requisite, “wide-awakeness.” Specifically, Greene refused curriculum conceived as totally “external” to persons who daily attempt to make sense of their life worlds. In rejecting any notion of curriculum as predetermined, decontextualized subject-matter content that could be simply and easily delivered by teachers and ingested by students, she consistently threaded examples from imaginative literature as well as from all manner of the visual and performing arts throughout her voluminous scholarship. She did so in support of her pleas for versions of curriculum that involve conscious acts of choosing to work in order not only to grasp “what is,” but also to envision persons, situations, and contexts as if they could be otherwise. Greene thus unfailingly contended that literature and the arts offer multiplicities of perspectives and contexts that could invite and even move individuals to engage in these active interpretations and constructions of meanings. Greene firmly believed that these interpretations and constructions not only involve persons’ lived experiences, but also can serve to prompt questions and the taking of actions to rectify contexts, circumstances, and conditions of those whose lived lives are constrained, muted, debased, or refused. In support of such contentions, Greene pointed out that persons’ necessarily dynamic engagements with interpreting works of art involved constant questionings. Such interrogations, she argued, could enable breaking with habitual assumptions and biases that dull willingness to imagine differently, to look at the world and its deleterious circumstances as able to be enacted otherwise. Greene’s ultimate rationale for such commitments hinged on her conviction that literature and the arts can serve to not only represent what “is” but also what “might be.” As such, then, literature and the arts as lived experiences of curriculum, writ large, too can impel desires to take action to repair myriad insufficiencies and injustices that saturate too many persons’ daily lives. To augment those chosen positionings, Greene drew extensively from both her personal and academic background and interests in philosophy, history, the arts, literature, and literary criticism. Indeed, Greene’s overarching challenge to educators, throughout her prolonged and eminent career, was to think of curriculum as requiring that persons “do philosophy,” to think philosophically about what they are doing. Greene’s challenges to “do philosophy” in ways that acknowledge contingencies, complexities, and differences—especially as these multiplicities are proliferated via sustained participation with myriad versions of literature and the arts—have influenced generations of educators, students, teaching artists, curriculum theorists, teacher educators, and artists around the world.

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