10^th International Conference on Depression, Anxiety and Stress Management May 22-23, 2023 Berlin, Germany

Biography:

Kimberly Meyer currently works as a junior research and lecturer at the German Police University, where she is also working on her doctorate. Her focus is on prevention measures for the negative consequences of occupational stress. This is a collaborative project between the Institute for Traffic and Engineering Psychology at the German Police University in Münster and the Institute for Business Psychology at FOM University in Dortmund. She completed her master's degree in business psychology and consulting in 2021 with a master's thesis in which she developed a scale to measure internal resignation.

Abstract:

Work stress puts a strain on both the individual and the organization. Individuals can suffer from adverse health effects (e.g., depression, psychosomatic symptoms) and organizations are impaired in productivity (lower performance, engagement etc.). Organizations should therefore develop both a self-interest and an ethical responsibility to implement stress-reducing measures. Meta-analytic results show moderate to large effects of stress management interventions. However, it is currently unclear whether these effects relate only to acute stress levels or whether they also reduce long-term strain. Therefore, one issue for research on work stress is to identify interventions that prevent long-term strain. Such an intervention could be expressive writing. Expressive writing is a writing technique in which participants spend 15 to 20 minutes in three to four consecutive sessions writing about their deepest thoughts and feelings related to a stressful event. The intervention was developed in the 1980s and showed positive effects, especially for posttraumatic stress. Since then, however, research on expressive writing has been extended to other applicational fields, including the professional contexts. Expressive writing was shown to be beneficial in dealing with workplace injustice, during times of high work intensity, as well as in moments of work life adjustment (e.g., an unintentional local transfer). A positive influence of expressive writing on psychopathological symptoms (e.g., depression), personal resources (e.g., self-efficacy, clout) and organizational variables (e.g., continuance commitment) was also shown. The aim of the study was to apply expressive writing to the specific use case of work stress and to examine its effectiveness. For this purpose, a 3 x 3 mixed factorial experimental design was used (Fig. 1). The measurement focused on a comprehensive operationalization of work stress through variables such as burnout, psychosomatic symptoms, negative affectivity, and irritation, on accounting for long-term effects through a follow-up and particular focus on organizational outcomes. The data evaluation is currently not yet completed. By the time of the conference, however, first results will be presented.

Recent Publications:

1. Barclay, L. J., & Saldanha, M. F. (2015). Facilitating forgiveness in organizational contexts: Exploring the injustice gap, emotions, and expressive writing interventions. Journal of Business Ethics, 137(4), 699-720.
2. Cosentino, C., D’apice, C., Del Gaudio, M., Bertoletti, C., Bini, M., Liotti, M. C., ... & Artioli, G. (2021). Effectiveness of expressive writing protocol in palliative care healthworkers: a quantitataive study. Acta Bio Medica: Atenei Parmensis, 92(Suppl 2).
3. Lanaj, K., Foulk, T. A., & Erez, A. (2019). Energizing leaders via self-reflection: A within-person field experiment. Journal of Applied Psychology, 104(1), 1.
4. Procaccia, R., Segre, G., Tamanza, G., & Manzoni, G. M. (2021). Benefits of expressive writing on healthcare workers’ psychological adjustment during the COVID-19 pandemic. Frontiers in Psychology, 12, 624176.
5. Saldanha, M. F., & Barclay, L. J. (2021). Finding meaning in unfair experiences: Using expressive writing to foster resilience and positive outcomes. Applied Psychology: Health and Well‐Being, 13(4), 887-905.

Biography:

Ivanna Korobeinikova graduated from the magistracy and successfully prepared a master's thesis on the topic: "Studies of the psychophysiological state of highly qualified athletes with different levels of aggression." For several years, he has been actively involved in the examination and ensuring the psychological preparation of athletes. In 2020, she began working on her dissertation where she studied the professional hardiness of trainers. Started work on new research in 2022 “Development of a comprehensive system of diagnostics and training of psychophysiological states of elite athletes after critical life events” funded by Volkswagen Foundation in Germany Sport University Cologne.

Abstract:

Purpose: Study the level of PTSD in Ukrainian athletes and non-athletes in war conditions.

Methods: Brief Scale of anxiety, depression, and PTSD, the scale for assessing the impact of a traumatic event. 54 elite athletes (members of Ukrainian National Teams, age 20-32) and 109 non-athletes (Ukrainian citizens, age 22-43) were examined.

Introduction: War is a powerful psycho-traumatic event that affects the well-being and psychological state of people. Current evidence suggests positive effects of exercise on posttraumatic stress symptoms. The authors found the health benefits of sports and exercise in people living with post-traumatic stress disorder (Clemens et al, 2018). Based on this, we assumed that athletes may be less prone to stress since their activity helps to reduce stress and start recovery processes.

Results:
The median intrusion scale and excitability scale were significantly lower in athletes. While avoidance subscale scores are higher than non-athletes (Table 1). The avoidance subscale is a coping strategy, due to physical activity, because in athletes the mechanisms of stress resistance are more developed.

As a result of processing the data, we see that athletes are less susceptible to post-traumatic stress and disorder anxiety depression (Table 2).

Conclusion:
As a result of processing the data, we see that athletes are less susceptible to post-traumatic stress and disorder anxiety depression.

Keywords: PTSD, War, Athletes, Coping Strategy.

References:

1. Bomyea J, Risbrough V, & Lang AJ (2012). A consideration of select pre-trauma factors as key vulnerabilities in PTSD. Clinical Psychology Review, 32, 630-641. Doi: 10.1016/j.cpr.2012.06.008.

2. Lawrence S, De Silva M, Henley R. Sports and games for post-traumatic stress disorder (PTSD). Cochrane Database of Systematic Reviews 2010.

3. Ley C, Rato Barrio M, Koch A. "In the Sport, I Am Here": Therapeutic Processes and Health Effects of Sport and Exercise on PTSD. Qual Health Res. 2018 Feb;28(3):491-507. doi: 10.1177/1049732317744533. Epub 2017 Dec 3. PMID: 29199529; PMCID: PMC5764144.

4. Kokun, O., Agayev, N,. Pischko, I., & Stasiuk, V. (2020). Characteristic impacts of combat stressors on posttraumatic stress disorder in Ukrainian military personnel who participated in the armed conflict in eastern Ukraine. International Journal of Psychology & Psychological Therapy, 20(3), 315–326. https://www.ijpsy.com/volumen20/num3/554.html

5. Kokun O, Pischko I, Lozinska N. Military personnel's stress reactivity during pre-deployment in a war zone. Psychol Health Med. 2022 Jul 22:1-12. Doi: 10.1080/13548506.2022.2104882. Epub ahead of print. PMID: 35866414.

Biography:

Sushil Kandel is a renowned scholar in the field of perception visualization, with a PhD in the subject. He has delivered lectures at over 35 universities around the world. He is highly active in his professional life and has worked in multiple roles. He serves as the director of the National Program Center, which is currently active in 47 districts of Nepal and as the director of Kaivalya Viddhyashram, a preschool. He also works as a mental health specialist in Nepal and India. He serves as the head of psychology in schools, which currently has 500 schools in Nepal under his supervision. His current research focuses on virtual autism in urban Nepal.

Abstract:

Effective education is not possible without a thorough understanding of the children in the classroom. Understanding the individual needs, abilities and challenges of each student is a key to creating a supportive learning environment. To this end, it is critical to classify students into different groups based on their abilities, interests and other relevant factors. This can help to create targeted, individualized educational programs for each student and ensure that their needs are met. In addition to understanding the children, it is also imperative to identify and address any problems they may be facing. This could include issues such as behavioral problems, difficulties with schoolwork, or social and emotional challenges. By identifying and addressing these problems, educators can help to create a more supportive and positive learning environment for all students.

To further support students and their families, a Parent Education Program can be implemented. This program could include workshops, seminars and other educational resources to help parents understand their child's educational needs and support their child's learning.

Another critical aspect of ensuring quality education is providing counseling and training to teachers, parents and school management teams, such as the Parent-Teacher Association (PTA) and the School Management Committee (SMC). These training programs can help equip educators and parents with the skills and knowledge they need to better support students and ensure a positive learning environment.

Problem-solving is also a crucial aspect of quality education. To this end, schools should encourage a culture of collaboration and problem-solving, where educators, parents and students can work together to find solutions to any challenges that arise. This could involve regular meetings, open communication channels and opportunities for feedback and input from all stakeholders.

Maintaining the quality of students, teachers and parents is another key aspect of education. This could involve ongoing professional development for teachers, regular evaluations of student progress and programs to support the well-being and mental health of students and their families. Finally, data maintenance is a key to ensuring quality education. This includes maintaining accurate and up-to-date records for students, teachers, staff, parents and the management team. This information can then be used to assess the quality of education and make necessary improvements. Regular assessments of the quality of education can help to identify areas for improvement, track progress and ensure that students are receiving the highest possible education. The results of these assessments should be reported to all stakeholders, including parents and the wider community, to ensure transparency and accountability.

In conclusion, understanding children in the classroom, classifying students, addressing child problems, providing parent education and counseling and training, promoting problem-solving, maintaining quality and ensuring data maintenance and assessment are all crucial aspects of ensuring quality education. By taking these steps, schools can create a supportive and effective learning environment for all students and help them to reach their full potential.

Biography:

Qingling Zhao is a doctoral candidate at Shaanxi Normal University. Her major research interests include peer relationships and adolescent development.

Abstract:

The healthy context paradox indicates that in “healthy” contexts, with lower bullying or victimization norms, victimization experiences would unexpectedly exacerbate adolescents’ adjustment difficulties, yet the underlying mechanisms remain unclear, particularly from the clique perspective. The current 2-year longitudinal multilevel study attempts to examine the conditional effects of both clique structure (i.e., status hierarchy) and clique norms (i.e., aggression norms) on the relationship between individual victimization and aggressive behavior. The sample consisted of 691 Chinese junior high school students (M_age=12.74, SD=0.43; 55.6% boys), who were identified to belong to 153 cliques with sizes varying from 3 to 12 students (M_size=5.08, SD = 1.89), according to the social cognitive map. Participants completed peer-nominated measures at two time points, two years apart. The multilevel models revealed that it was in less hierarchical cliques with lower aggression that victimized adolescents would exhibit more relational forms of aggression (rather than overt forms) two years later. More intriguingly, contrary results were found in all-girls cliques and all-boys cliques. Specifically, victimized girls’ overt and relational aggression was higher in cliques with less hierarchy and lower aggression, whereas, in cliques with more hierarchy and higher aggression, victimized boys’ relational aggression was higher, which conforms to the healthy context paradox and the peer contagion hypothesis, respectively. These findings highlight that egalitarian cliques with low aggression would promote aggressive behavior of victimized adolescents, especially for girls rather than for boys, which in turn has crucial implications for anti-bullying interventions.

Biography:

Elsayed Abed completed a three-year residency program in Al-Azhar University hospitals; one of the leading medical teaching institutes in his country. Through which, he obtained his Master degree in Neuropsychiatry, Al-Azhar University, excellent degree, Nov 2019. Also, he spent a full year of good training in the neurology department at Maadi Military Hospital, now he work as assistant lecturer at neurology department, Al-Azhar University, Cairo, Egypt. Despite his clinical competency, Dr. Abed is an ambitious neurologist who is still keeping learning and gaining new skills in the field of Neurology. During his years of work, he was consistent, dedicated, enthusiastic and exhibiting great care of his work. He has incredible creative energies and a refreshing idealism tempered only enough to accomplish what needs to be done. Moreover, he achieved many academic degrees, much international publication in different fields of neurology.

Abstract:

Background: Despite the high prevalence of cerebrovascular stroke, headache attributed to ischemic strokes is often undertreated and overlooked. The aim is to detect the relation of a post-stroke headache to cerebrovascular pathology and changes in hemodynamics through a high-resolution duplex ultrasound examination.

Methods: This is a prospective case-control study that was conducted in Kasralainy hospital, Cairo University and Al-Azhar University hospitals from January 2021 to August 2021.The study was  conducted on 239 patients who presented with an acute ischemic stroke. Patients were subdivided into two groups; Group I included patients with headache attributed to ischemic stroke (cases) and Group II included headache-free stroke patients (controls). History included headache characteristics and risk factors. Clinical and radiological examination was performed to detect the type of stroke. Ultrasound duplex examination of the extra cranial and intracranial cerebrovascular system was carried for both groups.

Results: Group I included 112 patients (mean age 57.66 ±6.59 years), Group II included 127 patients (mean age 57.73±7.89 years). Post-stroke headache was more frequent in patients with posterior circulation infarction (58%). Post-stroke headache was reported within 7 days post-stroke in (61.6%) of patients. Pre-stroke headache was an independent predictor for post-stroke headache occurrence (OR=28.187, 95%CI; 6.612-120.158, P<0.001). Collateral opening and various degrees of intracranial vascular stenosis were strong predictors of headache occurrence (OR=25.071, 95% CI; 6.498-96.722, P<0.001).

Conclusion: Post-stroke-headache is a common phenomenon especially in patients with pre-stroke headache, history of old stroke, posterior circulation infarction, and large artery disease. This headache was of moderate-intensity with clinical characteristics of tension-type. The intracranial cerebrovascular pathological changes including opening of the collateral channels and variable degrees of stenosis of cerebrovascular systems were implicated in the production of that headache.

Keywords: Post-stroke headache; Cerebrovascular; Hemodynamics; Duplex ultrasound.