Reflections of Writing Narratives

Writing becomes a catalyst for healing. When people transfer thoughts and feelings to paper or a computer, stressful emotional events in the mind and physical tension in the body often improve. While writing cannot take the place of a medical expert's evaluation, it can help the healing process. This narrative focuses on how students in a classroom, patients in a clinic, and anyone coping with uncertain times can use the writing process to share ideas, track symptoms, vent frustrations, compose prayers, or reflect on life.

Clinical phenomenology of anxiety disorders in internally displaced persons

In recent years, reports from international organizations have focused on the mental health of internally displaced persons and the provision of timely medical care. Involuntary resettlement is accompanied by transformation of the entire system of socio- psychological relations, including interpersonal, family, parental, labor and leads to a significant strain on pathopsychological mechanisms, which ultimately contributes to the formation of anxiety disorders. In examined patients from main group, along with mood depression and anxiety, there were various fears and anxieties, asthenic manifestations and autonomic paroxysms, as well as against the background of anxious symptoms, they noted presence of isolated obsessive fears, closely related to anxious thinking about assessments in the eyes of others, short-term violent reactions to minor emotional events, mismatch of the strength of emotional reactions to the situation. At the same time, patients of the control group showed sensitization to external stimuls, especially during sleep and in the process of falling asleep.

Neuronal activity in the human amygdala and hippocampus enhances emotional memory encoding

Emotional events are often easier to recall, and comprise our most valuable memories. Here, as subjects performed a memory task in which they recalled emotional stimuli more readily than neutral stimuli, we used direct brain recording and stimulation in the hippocampus and amygdala to identify how the brain prioritizes emotional information for memory encoding. High-frequency activity (HFA), a correlate of local neuronal spiking, increased in both hippocampus and amygdala when subjects successfully encoded emotionally arousing stimuli. Direct electrical stimulation applied to these regions during encoding decreased HFA and selectively impaired retrieval for emotional stimuli. Finally, depressed subjects' memory was biased more by valence than arousal, and they exhibited a congruent increase in HFA as a function of valence. Our findings thus provide evidence that emotional stimuli up-regulate activity in the amygdala--hippocampus circuit to enhance memory for emotional information, and suggest that targeted modulation of this circuit alters emotional memory processes.

Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease

Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational perspective, by drawing on supporting evidence that significant emotional events in early life (traumatic and benign) can influence health and well-being later in life. We suggest that traumatic events instigate psychophysiological “stress” responses and the formation of emotional memory images (EMIs) within very short time frames, i.e., “split-second learning.” Once formed these emotional memories are triggered in daily living “re-playing” psychophysiological stress responses, resulting in chronic psychophysiological “dis-ease.” We describe a novel therapeutic approach to scan clients for mannerisms signifying a subconscious “freeze-like” stress response that involves the client as a curious observer within their own experience, feeding back the non-verbal cues as they arrive in the moment. By breaking down the observable fragments of their split-second Pavlovian response to the trigger, clients can detach their EMI from the psychophysiology stress response, i.e., “split-second unlearning.” Our split-second unlearning model recognizes the EMI as a barrier to moving forward and needs to be unlearned before the client can become naturally adaptive again. We argue that this approach places the client at the center of the work without the need of getting bogged down in a life-long narrative.

Embodied Irrationality? Knowledge Avoidance, Willful Ignorance, and the Paradox of Autonomy

In the current philosophical and psychological literature, knowledge avoidance and willful ignorance seem to be almost identical conditions involved in irrational patterns of reasoning. In this paper, we will argue that not only these two phenomena should be distinguished, but that they also fall into different parts of the epistemic rationality-irrationality spectrum. We will adopt an epistemological and embodied perspective to propose a definition for both terms. Then, we will maintain that, while willful ignorance is involved in irrational patterns of reasoning and beliefs, knowledge avoidance should be considered epistemically rational under particular circumstances. We will begin our analysis by considering which of the two phenomena is involved in patterns of reasoning that are still amply recognized as irrational—as wishful thinking, self-deception, and akrasia. We will then discuss the impact of epistemic feelings—which are emotional events that depend on epistemic states—on agents' decision-making. Then, we will consider the impact of willful ignorance and knowledge avoidance on agents' autonomy. By considering these issues, we will argue that when agents are aware that they are avoiding certain information (and aware of what kind of feelings acquiring the information would trigger), knowledge avoidance should be considered a rational, autonomy-increasing, hope-depended selection of information.

Awake ripples enhance emotional memory encoding in the human brain

Intracranial recordings from the human amygdala and the hippocampus during an emotional memory encoding and discrimination task reveal increased awake sharp-wave/ripples (aSWR) after encoding of emotional compared to neutral stimuli. Further, post-encoding aSWR-locked memory reinstatement in the amygdala and the hippocampus was predictive of later memory discrimination. These findings provide electrophysiological evidence that post-encoding aSWRs enhance memory for emotional events.

Schoolchildren’s autobiographical memory: COMT gene Val158Met polymorphism effects on emotional content and quality of first memories

Autobiographical memory is a cognitive function strongly related to emotional processing as autobiographical memory often includes emotional content. The COMT gene Val158Met polymorphism is associated with both cognitive and emotional processing. COMT gene Val158Met polymorphism effects on the emotional content and quality of Estonian schoolchildren’s first autobiographical memories were investigated in the present study. In addition, gender effects were considered and the emotional valence of the first memory was taken into account. Schoolchildren’s (N = 234) first memories were coded for valence, emotion words, specificity, and details. Girls were more likely to provide specific memories and recollections with an emotional valence than boys were. Children described memories with a positive or a negative valence in more detail than neutral memories. Interactions between the COMT gene Val158Met polymorphism and gender and valence of the events were detected: Val/Met heterozygotes provided fewer details for emotional events; Val/Met heterozygote boys reported fewer details for their first memories than Val/Met heterozygote girls did; Met/Met homozygote children provided fewer evaluative details for emotional events.

Appraisal shifts during reappraisal

How might we model the processes involved in regulating emotions via reappraisal? In two complementary studies, we tested the idea that reappraisal effects on emotion are mediated by shifts along appraisal dimensions. In an experimental Study 1, 437 students recalled a recent distressing event and rated their appraisals and emotions before and after using reappraisal to feel less negative about the event. Between 19% and 49% of changes to different emotions were statistically mediated by shifts along ten appraisal dimensions. Latent profile analyses suggested that the appraisal shifts reflected four distinct reappraisal tactics. These findings were conceptually replicated in a second intensive longitudinal study, where 168 participants rated their appraisals and emotions in relation to maximum of 3 emotional events for 7 days, first within an hour of the event and again in the evening when they also reported on emotion regulation use (1142 observations). Between 22% and 46% of changes to different emotions accompanying reappraisal use were mediated by shifts along appraisal dimensions. Appraisal shifts were significantly less relevant for otherwise regulated and spontaneous emotion changes. Relative to Study 1, the latent profile analyses of Study 2 revealed two similar and four novel reappraisal tactics reflecting a broader set of events. Across both studies, all appraisal dimensions were involved in at least one tactic and no dimension was involved in all of them, highlighting the importance of appraisal profiles. These findings suggest that appraisal shift profiles can be part of a useful model of cognitive processes underlying reappraisal.

Heritage Thinking. Approaching Communities with Communication in the Venice Countryside

Digital and Cultural Heritage studies reinforced the meaning to communicate and make creative use of information to express complex data. Moreover, the power of narratives and re-living memories lead to the creation of a series of emotional events. This paper focuses on a series of case-studies regarding the interplay between society and the landscapes around Venice (Italy), and the way cultural memory is encoded and interpreted. The communities’ engagement is reinforced by the use of a citizen-science approach, which aims at facilitating the dialogue, sharing knowledge and involving citizens in academic research and dissemination of results.