Social connectedness and suicidal ideation: the roles of perceived burdensomeness and thwarted belongingness in the distress to suicidal ideation pathway.

BACKGROUND: Suicide is a serious public health issue. Distress has been identified as a common risk factor, with research also suggesting that a lack of social connectedness is involved. METHODS: This quantitative, cross-sectional study investigated the role of perceived burdensomeness and thwarted belongingness in the psychological distress/suicidal ideation pathway in a community sample of 480 Australian adults. RESULTS: As expected, distress was found to be a strong predictor of suicidal ideation. Perceived burdensomeness and thwarted belongingness both moderated and mediated the relationship between distress and suicidal ideation. Specifically, distress was more strongly linked to suicide ideation when burdensomeness or thwarted belongingness were also high. This moderating effect was stronger for thwarted belongingness than it was for burdensomeness. These variables also mediated the pathway, in that higher distress related to higher burdensomeness and thwarted belonging, which in turn related to higher suicide ideation. This mediating effect was stronger for burdensomeness than for thwarted belonging. CONCLUSIONS: Overall, the findings confirm the importance of our social relatedness in suicide. Increasing belongingness and reducing the perception of being a burden on others may be an important intervention strategy for weakening the link between distress and suicide ideation.

The Gender Paradox: Understanding the Role of Masculinity in Suicidal Ideation.

It is important to understand the role of social determinants, such as gender, in suicidal ideation. This study examined whether conformity to specific masculine norms, particularly high self-reliance and emotional self-control, moderated the relationship between psychological distress and suicidal ideation for men. The other norms explored were those pertaining to behavioral-emotional or social hierarchy status aspects of masculinity, and whether they moderated the psychological distress-suicidal ideation relationship for men and women. The Conformity to Masculine Norms Inventory, the Kessler Psychological Distress Scale, and the Suicidal Ideation Attributes Scale were administered to an Australian community sample in an online survey (n = 486). As predicted, higher psychological distress was associated with higher suicidal ideation. Self-reliance enhanced the relationship and was the only moderator among men. High self-reliance levels might be an important indicator of risk, which can be used when assessing and working with men who are hesitant to openly discuss suicidal ideation with clinicians. For female participants, higher endorsement of behavioral-emotional norms and lower conformity to social hierarchy status norms appear to increase suicide risk in the presence of psychological distress. Our findings suggest that high self-reliance is of particular concern for men experiencing psychological distress. It is also important to consider the roles of masculine norm endorsement in the psychological distress-suicidal ideation relationship among women.

Y Model Psychotherapy Training: A Qualitative Investigation of Students' Experiences.

This article reports on a research project investigating psychology graduate students' experiences of Y model psychotherapy training at an Australian university. Focus group interviews were conducted with clinical psychology students (N=20), and thematic analysis was used to capture core aspects of their training experience. Participants felt that the dual training in cognitive-behavioral therapy and psychodynamic therapy gave them a significant advantage over students trained in only a single approach. Notwithstanding the perceived benefits of their training, participants emphasized how intellectually and emotionally demanding it was. Students struggled to shift between therapeutic orientations, both in learning about and conducting different therapies and in accommodating differing supervisory expectations. Psychodynamic therapy was viewed as the most conceptually, technically, and personally challenging component to learn, but also as the most enriching. Despite the emphasis the students placed on the psychodynamic arm of the Y model training, participants reported a variety of therapeutic identity positions, and most maintained a flexible view of how they would practice therapeutically.

Psychological woundedness and its evaluation in applications for clinical psychology training.

UNLABELLED: This paper reports on a qualitative study investigating clinical psychology programme selectors' perceptions of psychological 'woundedness' in the autobiographical narratives of applicants for clinical psychology training. Woundedness was here defined in terms of the ongoing or residual psychological impact of adverse experiences and psychic conflicts. Ten selectors were presented with a sample of applicants' written autobiographical narratives, differentiated by the conspicuous presence or absence of psychological woundedness. The selectors, who were not informed of the specific aims of the study, ranked applicant protocols and were interviewed individually about their impressions of the protocols and the criteria that they used to rank them. Most selectors were positively biased toward 'wounded' narratives and suspicious of those in which woundedness was manifestly absent. Although generally disposed to favour wounded applicants, how woundedness was presented, rather than the mere presence of it, was a discriminating feature in selectors' appraisal of wounded narratives. Selectors were concerned that unresolved woundedness may compromise applicants' professional boundaries, impair self-reflective capacity and lead to damaging countertransference enactments. The relative extent to which applicant woundedness appeared to be resolved was significant in selectors' assessment of applicants' clinical training potential. A distinction is thus proposed between obstructive and facilitative woundedness in clinical psychology applicants. KEY PRACTITIONER MESSAGE: A sample of clinical psychology programme selectors identified psychological woundedness as a significant feature in applicant autobiographies. Selectors favoured applicant autobiographies showing evidence of woundedness. The distinction between obstructive and facilitative woundedness is important in how the selector sample evaluated woundedness.

Plying the steel: A reconsideration of surgical metaphors in psychoanalysis.

Among the metaphors that Freud used to describe psychoanalysis, the surgical is possibly the most deplored. It is considered an anachronistic remnant of a dubious medical ideology that psychoanalysis has largely renounced. However, while analysts today avoid surgical analogies, their patients continue to produce surgical fantasies about analytic treatment. This fact alone requires a serious consideration of the meanings that surgical metaphors have for them. A second reason for reconsidering the role of the surgical metaphor, from the analyst's perspective, lies in its creative revival by W. R. Bion. Disregarding the shift away from surgical analogizing, Bion employed the metaphor to vividly portray various aspects of the analytic situation and the patient's experience of them. A brief historical overview of the surgical metaphor in psychoanalysis is provided, followed by an account of the reasons for its demise and by a review of the criticisms that continue to be leveled at it. Bion's use of surgical metaphors toward the end of his life is then explored. Finally, illustrations are given of the various ways in which patients use spontaneous surgical metaphors to depict transference and the analytic process. Though the analyst should not deliberately adopt surgical metaphors, it is important to remain open to these transference portrayals.

Enactment controversies: a critical review of current debates.

This critical review of the current disputes concerning countertransference enactment systematically outlines the various issues and the perspectives adopted by the relevant psychoanalytic authors. In the light of this the 'common ground ' hypothesis concerning the unifying influence of contemporary countertransference theory is challenged. While the existence of enactments, minimally defined as the analyst's inadvertent actualization of the patient's transference fantasies, is widely accepted, controversies regarding the specific scope, nature, prevalence, relationship to countertransference experience, impact on the analytic process, role played by the analyst's subjectivity, and the correct handling of enactments abound. Rather than taking a stand based on ideological allegiance to any particular psychoanalytic school or philosophical position, the author argues that the relative merits of contending perspectives is best evaluated with reference to close process scrutiny of the context, manifestation and impact of specific enactments on patients' intrapsychic functioning and the analytic relationship. A detailed account of an interpretative enactment provides a context for the author's position on these debates.

A method of teaching psychodynamic case formulation.

In light of the paucity of literature discussing the systematic instruction of trainee psychologists in psychodynamic case formulation, the author introduces an eight-step method for teaching the theory and application of psychodynamic case formulation. The method involves clarifying the nature of psychodynamic formulations, outlining the characteristics of competent formulations, presenting a conceptually simple structure for organizing case material, exposing trainees to carefully selected written and video-recorded cases, and getting trainees to use their subjective responses to video-recorded initial clinical interviews as a source of useful hypotheses. A case study from the literature is used to demonstrate this formulation methodology. The paper concludes with a discussion of both the prerequisites for, and characteristics of, competent case formulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved).