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PubMed2006

Compassion fatigue and nursing work: can we accurately capture the consequences of caring work?

Health outcomes and, in particular, patient health outcomes have become a driving force within health-care delivery. Little emphasis has been placed on the potential health consequences for nurses providing care and caring within the health-care system. Compassion fatigue (or secondary traumatic stress) has emerged as a natural consequence of caring for clients who are in pain, suffering or traumatized. This paper sheds light on how nursing work might impact the health of nurses by exploring the concept of compassion fatigue. Limitations of current instruments to measure compassion fatigue are highlighted, and suggestions for future direction are presented.

Adaptation, Psychological↗
PubMed2006

Meaning-making in the aftermath of sudden infant death syndrome.

The reconstruction of meaning in the aftermath of sudden infant death syndrome (SIDS) is part of the grieving process but has to date been poorly understood. Earlier theorists including Freud, Bowlby and Kübler-Ross provided a foundation for what occurs during this time using stage theories. More recent researchers, often using qualitative techniques, have provided a more complex and expanded view that enhances our knowledge of meaning reconstruction following infant loss. This overview of representative contemporary authors compares and contrasts them with the longstanding models that are being supplanted within the emerging field of thanatology. Understanding parental reactions within this new framework can help healthcare professionals in dealing with those affected by SIDS and provide a more empathic and sensitive approach to individual differences. Parents' own accounts of their post-SIDS experience are consistent with these newer theories. Comprehending how parents cope and reconstruct their lives is an important element in providing appropriate psychological support services.

Adaptation, Psychological↗
PubMed2006

Facilitating help-seeking through student interactions in a WebCT online graduate study program.

This article discusses a qualitative research project that revealed how online health-care practitioners in a graduate studies program believe their primary source of help is other students in their class. The project was framed from a constructivist theoretical perspective and an action research approach. The participants were clinicians, such as advanced nurse practitioners, who graduated from a Master of Nursing or Master of Health Studies program offered exclusively through a WebCT online environment. The data sources included a program satisfaction survey, focus groups, and 10 individual audiotape-recorded and transcribed interviews. The data were collected over a 2 year period, analyzed for themes by two researchers, and confirmed with the participants through ongoing member-checking. The following four strategies to facilitate help-seeking interactions among online graduate study learners are presented: award marks for participation, encourage thoughtful, well-crafted introductions, create a coffee lounge, small group forums and private email within the course environment, and identify non-contributing students.

Alberta↗
PubMed2006

Verbal and social interactions in Swedish forensic psychiatric nursing care as perceived by the patients and nurses.

Patients and nurses in a Swedish forensic psychiatric unit filled in a questionnaire Verbal and Social Interactions designed to survey patients' and nurses' views on the frequency and importance of nursing interactions in forensic psychiatric care. The patients perceived the 'supportive/encouraging interactions' and the 'reality orientation interactions' as the most frequent interactions and the 'supportive/encouraging interactions' and the 'social skills training' as the most important interactions. The nurses perceived the 'supportive/encouraging interactions' and the 'practical skills training' as the most frequent and the 'supportive/encouraging interactions', 'interpretative interactions' and the 'practical skills training' as the most important interactions. There were significant differences between patients' and nurses' perceptions about the frequency of all the different groups of interactions, but greater agreement as to the importance. In general, the patients perceived that the interactions occurred less frequently than the nurses. The differences between patients' and nurses' perceptions on the interactions as well as the clinical implications of these differences are discussed.

Adult↗
PubMed2006

Reducing the isolation of young adults living with a mental illness in rural Australia.

Research on mental health issues in rural Australia has been insufficient to date to guide nurses' clinical practice. This study explored young adults' experience of living with a mental illness in rural Western Australia using the grounded theory approach. Nine young adults, aged 18-30 years, identified isolation as their main concern. Isolation was brought about by society excluding participants because they had a mental illness and because of their behaviour. This isolation was further increased by the general population's lack of knowledge and understanding of what it is like to live with a mental illness. Based on the findings of this study, measures of how nurses can help reduce these young adults' isolation in a rural area are suggested.

Adaptation, Psychological↗
PubMed2005

Towards an understanding of nursing as a response to human vulnerability.

It is not unusual for the adjective 'vulnerable' to be applied to those in receipt of nursing practice without making clear what it is that persons thus described are actually vulnerable to. In this paper I argue that the way nursing has adopted the idea of vulnerability tends to imply that some people are in some way invulnerable. This is conceptually unsustainable and renders the idea of the vulnerable patient (almost) meaningless. The paper explores the meaning of vulnerability both in general terms and in the context of nursing practice. It is argued that to be in receipt of nursing is to become, to a greater or lesser extent, more-than-ordinary vulnerable. Thus all patients are more-than-ordinarily vulnerable and this restricts their potential to flourish. Nurses are well placed to contribute to the flourishing of more-than-ordinarily vulnerable persons and my substantive claim is that this 'protective' function is indeed a legitimate and fundamental part of the role of nurses.

Empathy↗
PubMed1989

The role of sympathy and altruistic personality traits in helping: a reexamination.

The purposes of this study were (a) to examine the role of social evaluative concerns in the self-report of sympathy and in the relation of sympathy to helping; and (b) to determine the role of "altruistic personality" traits and situationally induced vicarious emotional responses in the intention to help. Dispositional and situational self-reports of sympathy and other vicarious emotional reactions were obtained for persons who also were given the opportunity to assist a needy other. Moreover, dispositional measures of concern with social evaluation and an altruistic orientation were obtained, and a bogus pipeline manipulation was instituted for half the study participants. Both dispositional and situational self-reported sympathy were positively related to helping, as were other personality indices viewed as reflecting altruistic characteristics. The relations for the dispositional indices of sympathy were not due solely to social evaluative concerns or to other egoistic concerns. The effects on intended helping of dispositional sympathy, perspective taking, and the tendency to ascribe responsibility for others to the self appeared to be both direct and mediated by situational sympathetic responding. Finally, situational sadness did not mediate the effects of sympathetic responsiveness.

Adult↗
PubMed2006

Emotions and interpersonal relationships: toward a person-centered conceptualization of emotions and coping.

This essay describes my theory of emotions. I make a case for studying discrete emotions in the context of four processes that represent the central features of my theoretical system: appraising, coping, flow of actions and reactions, and relational meaning. I explain why coping is a key feature of the emotion process, and I discuss issues related to the measurement of coping and the importance of understanding coping processes in the context of personality and situational demands. I make the argument that emotions are best studied as narratives, and I offer one such narrative in the form of a case study to demonstrate how emotions can best be understood in the context of an interpersonal relationship and by considering individual differences, interpersonal transactions, and relational meaning. I conclude this essay with a caution that field specialization may interfere with our understanding of emotions and other psychological phenomena, and I underscore the virtues of ipsative-normative research designs as a way to move closer to a person-centered personality psychology.

Adaptation, Psychological↗
PubMedDate not supplied

Children's strategies and goals in response to help-giving and help-seeking tasks within a friendship.

The present research tested whether children's responses to help-giving and help-seeking friendship tasks predicted how many friends they had and the quality of their best friendship. Fifth-grade children (N=511; typically 10 or 11 years old) responded to vignettes in which they could either give help to a friend or seek help from a friend. Children's strategies and goals in both contexts were significantly correlated with the number of friends children had. Responses in the help-giving context but not in the help-seeking context were significantly associated with friendship quality. Although gender differences in strategies and goals were found, strategies and goals were related to the number of friends and friendship quality for both boys and girls.

Adaptation, Psychological↗
PubMedDate not supplied

Untangling the links of parental responsiveness to distress and warmth to child outcomes.

This study demonstrated separate linkages between 2 features of positive parenting--responsiveness to distress and warmth--and different aspects of children's socio-emotional functioning, in a sample of 106 children (6-8 years old). As expected, mothers' and fathers' responsiveness to distress, but not warmth, predicted better negative affect regulation. Maternal responsiveness to distress also predicted children's empathy and prosocial responding. Maternal warmth, but not responsiveness to distress, was linked to better regulation of positive affect and (in boys only) to greater peer acceptance. Additionally, negative affect regulation mediated between maternal responsiveness to distress and children's empathic responding. Positive affect regulation mediated between maternal warmth and boys' peer acceptance. The findings support a differentiated approach to positive parenting.

Adaptation, Psychological↗
PubMed1989

Preschoolers' responses to peers' distress and beliefs about bystander intervention.

The spontaneous responses of 27 3-5-yr-olds to the distress of their peers were recorded in the classroom. Individual interviews were also conducted to assess the children's understanding of social norms governing bystander intervention. Findings indicated that the children often paid attention to distressed peers, and many were capable of active intervention. Overall, however, a low rate of prosocial responding was observed. The interviews revealed that the children held systematic beliefs about how to aid a distressed companion, but did not believe they were supposed to help when competent adult caregivers were present.

Attention↗
PubMed1991

Social-emotional predictors of preschoolers' responses to adult negative emotion.

The study examined predictors of children's prosocial responses to adult negative emotions. An adult displayed anger, sadness and pain during play sessions with 39 preschoolers (mean age = 43 months). Older children responded more prosocially to all three emotions, whereas children with greater emotion knowledge responded more prosocially to the adult's sadness. Children who behaved prosocially in response to peers' negative emotions also were prosocial after the adult's negative emotions, even with effects of age and emotion knowledge held constant. Assertive children responded more prosocially to the adult's anger, even with effects of other variables held constant. Both theoretical and practical implications are discussed.

Adult↗
PubMed1992

Children's understanding of the feeling experience and causes of sympathy.

German children in five age groups, 5-6, 7-8, 9-10, 11-12 and 14-15 years, were interviewed about feeling experiences of sympathy and situations that elicit sympathy. While the younger children focussed on the emotion of sadness, the older children increasingly described sympathy as a multi-dimensional emotional experience consisting of sadness, desire to help, and preoccupied thoughts about the other in distress. The most marked developmental change occurred in the frequency of reference to preoccupied thoughts. The older children regarded severe life-threatening distress as situations that elicit sympathy, whereas the younger children spontaneously named everyday life distress or favourite animals.

Adolescent↗
PubMed1992

The alleviation of suffering--the idea of caring.

Caring science is seeking a basic category or the primary form of caring, the focus of caring science which includes the meaning of caring. Caring science does not deny the presence of suffering, even though it aims at soundness and health; suffering is the point from which it begins. Not until the patient has come to terms with his suffering can he hope to recover. Suffering is the most important basic category of all caring. It gives caring a unique quality and soundness and is something which all forms of caring aim to alleviate. Real caring is not just an abstract idea, philosophy or ideology, it is concrete work confronting suffering in real situations.

Caregivers↗