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The aim of this study is to expose perceptions of teacher candidates about the concept of visual literacy through metaphors. The participants for this study included 131 teacher candidates from Erciyes Üniversitesi Eğitim Fakültesi. In order to collect data, teacher candidates were asked to complete the prompt “Visual literacy is like ... because ...”. The study was designed as a phenomenological study within the qualitative approach. The data was analyzed with using the content analysis technique. According to the data, teacher candidates produced 73 valid metaphors about the concept of visual literacy. Analyzing the metaphors which were investigated in terms of qualifications, different conceptual categories were identified. According to the result of this study, teacher candidates have positive perceptions towards the visual literacy.

Artikkelen ser nærmere på hvordan høytlesing og felles utforskning av en bildebok på førstetrinn kan bidra til elevenes emosjonelle literacy. Artikkelforfatterne har observert og analysert to høytlesingsøkter med bildeboken Fy Katte! av Viermyr og Granhaug. Boken tematiserer følelser og relasjoner, valg og verdier, og har et komplekst samspill mellom tekst og bilder som inviterer til fortolkning. Vi undersøker elevenes responser og hvordan lærer leder den litterære samtalen. Funnene ses i lys av teori om hvordan bildebøker i særlig grad kan bidra til emosjonell literacy, samt teori om klassesamtalen generelt og den litterære samtalen spesielt. Vi finner at bildeboken kan være en god utforskningsarena for både grunnleggende og sosiale følelser, men at lærers rolle som samtaleleder er avgjørende.

Empathy deficits and emotional dysregulation are core features of Cluster B personality disorders, often contributing to interpersonal dysfunction and therapeutic resistance. This paper explores the therapeutic potential of guided literary fiction reading—termed Dialectical Bibliotherapy—as a novel adjunct intervention aimed at enhancing affective empathy and emotional literacy in individuals with borderline, narcissistic, histrionic, and antisocial personality traits. Drawing on Reader-Response Theory, the study frames literary fiction not merely as passive entertainment but as an interactive psychological encounter wherein readers engage with complex emotional landscapes and multifaceted character psychologies. The proposed intervention involves structured reading sessions of selected emotionally intense fiction, followed by reflective dialogue modeled after techniques in Dialectical Behavior Therapy (DBT). The therapeutic reading process aims to scaffold empathic resonance by fostering imaginative identification and symbolic processing in a non-threatening context. This interdisciplinary model draws from psychiatry, narrative theory, and affective neuroscience to argue that literature may serve not only as mirror but as mediator—offering patients the opportunity to safely rehearse empathy and reconfigure emotional scripts. The paper concludes by outlining a pilot framework for clinical application and calls for empirical validation through controlled trials.

In this paper I offer a philosophical approach to the emotion ‘love’, as a response to more psychological approaches presupposed in ‘emotional intelligence’, ‘emotional literacy’ programmes, or how some Philosophy for Children practitioners interpret ‘caring thinking’. Martha Nussbaum’s philosophy of emotions expressed in her book Love’s Knowledge, and the complex arguments contained within it have been given a narrative context: the picturebook Frog in Love by Max Velthuijs. The narrative contextualisation shows how literature can be used to explore the meaning of love philosophically, but also (and this is the main thrust of my paper) it is an illustration of how some works of literature can do justice to the complexity involved in understanding emotions. The paper starts with an exposition of one of the sources of a currently popular view of emotion by psychologists and educators. Originally conceptualised by Plato, emotions are regarded as mental states in need of mastery and control. As a result, some parents and educators argue that their age and experience puts them in an advantageous position to tame youngsters’ wild ‘sides’ and to help them ‘mature’ into adults who understand and manage their emotions, and become so-called emotionally ‘literate’ or ‘emotionally intelligent’. For educators it is an appealing promise of empowerment and achievement for all (Miller, 2009, p 222). One particular approach to teaching and learning called Philosophy with Children (P4C) is also increasingly promoted and adopted in schools as a vehicle for emotional ‘intelligence’ or emotional ‘literacy’ (see e.g. Lewis, 2007). The caring thinking it encourages is interpreted psychologically often without acknowledging its moral and political dimensions. After a brief introduction of P4C, I problematise a psychological understanding of emotion by focusing on one book in particular, Martha Nussbaum’s Love’s Knowledge. With the help of the picturebook Frog in Love I entangle some of her complex arguments about ‘love’, what it means, and how literature can provide insight. I argue against a behaviourist approach to emotions, and through phronesis, that is, a detailed exploration of ‘love’ in the context of Frog in Love I intend to show an alternative, philosophical approach to emotions that regards emotions as neither fixed entities, nor feelings ‘inside’ our ‘selves’ that need to be managed or controlled, but as complex judgments, as linguistic concepts. Psychological approaches to emotions often misunderstand the ‘golden mean’ principle to mean self-discipline and willpower, but for Aristotle self-control is not a virtue. Instead, I argue how emotions need to be regarded as informative expressions of and responses to dynamic social relationships and return at the end of the paper to the relevance of this point of view for the theory and practice of P4C as phronesis.

Objective To observe the effect of TOMATIS auditory training on improving cognitive and post-traumatic stress disorder in patients after breast cancer chemotherapy. Methods Eighty invasive ductal carcinoma of breast cancer patients with cognition and psychological disorders were selected in the breast department of Tangshan People's Hospital from October 2016 to September 2017.All patients were randomly divided into control group (n=40) and experimental group (n=40). The experimental group was given the TOMATIS high and low audio frequency auditory training, and the control group was given ordinary music training.Before and after the intervention, the Chinese version of the Montreal cognitive assessment scale (MoCA) and the post-traumatic stress disorder scale (PTSD-SS) were evaluated for both groups of patients. Results After the intervention, the experimental group had significantly higher scores in visual structure skills((3.83±0.71)vs(2.68±0.57)), executive function ((2.23±0.53)vs(1.55±0.50)), attention and concentration((1.55±0.78)vs(1.23±0.53)), language((1.50±0.75)vs(1.08±0.47)), calculation((2.00±0.60)vs(1.45±0.75)), abstract thinking((1.63±0.54)vs(1.00±0.51)), memory((4.68±0.47)vs(2.70±0.72)), directive force((5.25±0.54)vs(3.90±0.81)) and total score((22.65±2.89)vs(15.58±2.10))than the control group(all P<0.05). After intervention, the scores of subjective assessment of traumatic events((2.60±0.63)vs(3.98±0.62)), repeated recurring experiences((24.05±2.72)vs(26.70±2.28)), avoidance symptoms((24.35±1.64)vs(26.40±1.19)), increased alertness((24.23±1.80)vs(25.45±1.20)), impaired social function((7.28±1.01)vs(8.68±0.66)), and total scores((85.85±5.13)vs(94.63±2.92)) in the experimental group were significantly lower than those in the control group, and the differences were statistically significant (all P<0.01). Conclusion TOMATIS auditory training can effectively improve the cognitive function and psychological state in breast cancer chemotherapy patients, which is worthy of popularization and application. Key words: TOMATIS auditory training; Breast cancer; Chemotherapy; Cognitive dysfunction; Post-traumatic stress disorder

Background: Ocular trauma is a significant cause of monocular visual impairment and potential psychological morbidity. This study aimed to determine the prevalence of anxiety, depression, and post-traumatic stress disorder (PTSD) in patients with mechanical ocular trauma and to investigate the predictive value of baseline clinical characteristics, specifically initial visual acuity. Methods: This retrospective study included 58 adult patients treated for mechanical ocular trauma. Sociodemographic data, injury mechanisms, and clinical variables, including initial visual acuity (LogMAR), ocular trauma score, and number of ocular surgeries, were analyzed. Psychological status was assessed using the Beck Depression Inventory, Beck Anxiety Inventory, and a PTSD checklist. Multivariate logistic regression and correlation analyses were performed to identify predictors of severe PTSD. Results: The cohort was predominantly male (86.2%) with a mean age of 42.5 years. Severe or very severe PTSD symptoms were identified in 35.1% of patients. Analysis revealed a significant positive correlation between initial visual acuity and PTSD scores (r = 0.273, p = 0.038). In the logistic regression model, initial visual acuity (LogMAR) demonstrated the highest odds ratio for severe PTSD in the multivariable model; however, this association did not reach statistical significance (OR = 2.164, 95% CI: 0.720-6.508, p = 0.169) and should therefore be interpreted as an exploratory trend rather than a confirmed predictor. Conclusions: Greater visual loss at the time of injury showed the strongest, although non-significant, association with subsequent PTSD symptom severity. These findings suggest that patients with severe initial visual impairment following ocular trauma may benefit from early psychological screening and timely mental health referral, warranting confirmation in larger prospective studies.

Hematopoietic stem cell transplantation (HSCT) patients undergo tremendous psychological stress during the long course of treatment, which affected the quality of life and the prognosis of the disease. This paper reviews the psychological state of HSCT patients in recent years,to provide a basis for psychological support in appropriate time. The psychological status of HSCT patients is mainly manifested as anxiety, depression, loneliness and post-traumatic stress disorder. The main influencing factors of bad psychological status include: gender, personality, physical function, family and social support, coping style; Intervention measures are: health education, music therapy, comprehensive nursing intervention, palliative care. Key words: Review; Hematopoietic stem cell transplantation; Psychological status

In this research, based on the theoretical and methodological framework of narrative inquiry (CLANDININ; CONNELLY, 2000; 2015; MELLO, 2005), I aimed at understanding, narratively, the reading experiences of a patient, in the context of an ophthalmological office of a clinics hospital, and analyze, also narratively, my own experiences in attending to that patient. Accordingly, the participants in the study were Helena, a person with low vision undergoing prolonged treatment in the low vision service of the referred hospital, and I, as a researcher-participant, who was seeking to understand my own practice. Thus, my research was developed during my psychopedagogical services at the Low Vision Service of the ophthalmology outpatient clinic of a clinics hospital in a city in the interior of the state of Minas Gerais. This thesis was, then, developed based on the field texts which I composed, taking into consideration the three-dimensional space of narrative research. As for the composition of meanings, I took as a basis the theoretical assumptions of Clandinin and Connelly (2011, 2015) and Ely et al. (2001). My initial questions were as follows: When rethinking the material I have used for the visual rehabilitation for my patients’ reading process, I ask myself: Are they adequate? Does the process of showing them letters and words out of context really help? How can emotions affect the reading process? What is my role as a psychopedagogue when patients show their emotions during the process? Why does reading cause so much emotion for my patients? What are the boundaries between my vision-oriented care and the reading process experienced during outpatient care? In order to write this thesis, I constructed narratives based on the experiences lived by the research participants, Helena and I. As for the theoretical foundation for the analysis, I used the concepts of “literacy” (SOARES 2004, 2009; TFOUNI, 2010; STREET 2012, 2014; MENEZES DE SOUZA 2011; FREIRE; MACEDO, 2017), of “emotion” and of “emotional literacy” (MIGUEL, 2015; BARCELOS; SILVA, 2015; BARCELOS, 2015, 2021; NABÃO, 2020). When looking at Helena's experiences, lived, narrated and retold, I understood that the right moment for the patient to have the experience of reading what he/she wants may start from the first consultations. I could see that reading experiences in the office can arouse many emotions and feelings, which is why I must be attentive to the subjective issues that permeate the reading process in visual rehabilitation. I learned from the research that literacy practices in visual rehabilitation can be experienced in different ways by people with low vision. Thus, the experiences with Helena allowed me to reflect on my professional practical knowledge. Each individual can tell me a lot about their own literacy process, if I have an attentive listening to what each one brings to my psychopedagogical service. For that, I need to try not to get stuck to the techniques and procedures prescribed in that medical context and go beyond, as far as reading practices are concerned.

First responders play a vital role in the response to natural disasters and are at a disproportionate risk for developing post-traumatic stress disorder (PTSD) symptoms following these events. The association between attachment style and PTSD is well-established and has been documented among first responders. Understanding the social cognitive and affective factors implicated in the association between insecure adult attachment style and PTSD symptoms among first responders has the potential to inform specialized treatments for this population. The present investigation examined the serial indirect effect of insecure adult attachment style (i.e. attachment avoidance; attachment anxiety) on PTSD symptom severity through trauma-related social cognition and emotion regulation difficulties (ERD). The sample was comprised of 115 first responders (Mage = 42.25, SD = 10.38, 80.0% male) who served during Hurricane Harvey and were recruited to complete an online survey in 2022. Attachment avoidance was indirectly related to PTSD symptom severity via the sequential effects of trauma-related social cognition and ERD (β=.13, SE = .07, CI = .02–.29). The model including attachment anxiety as a statistical predictor was not significant (β = .10, SE = .07, CI = −.01–.27). These findings suggest that there is value in examining the role of social processes and emotion regulatory factors among first responders to inform evidence-based PTSD intervention efforts.

Reader-response theory shifts the critical focus from a text to a reader. It diverts the emphasis away from the text as the sole determiner of meaning to the significance of the reader as an essential participant in the reading process and the creation of meaning. Thus, both explanations place a reader as an active participant along with the text in the production of interpretation of that literary work from the point of view of the reader-response theory. As a result, if teaching literature is to accommodate the students' role in making interpretation, it is supposed to place them as the active readers to interpret and shape the meaning of that particular literary works; it is not preaching or directing them into a specific meaning decided previously. Students as the active readers must be given opportunity and space to develop their opinion and argumentation to shape and define what a particular text means to them. Therefore, by understanding and applying reader-response theory in teaching and learning literature in the classroom, at the same time, teachers could have a different teaching and learning method e.g. learners-centered learning. This paper is going to depict how the understanding of a literary work's meaning and interpretation is composed by the readers—the students; how the students could function themselves as active readers who successfully manage to interpret the literary work based on their responses and how finally this particular group of readers could finally agree on the particular interpretation. Besides, it is to place students both as the readers and learners of a discussed literary work as the center of teaching and learning literature as they are the active agent to shape the literary work's meaning. By doing so, teachers are also the ones who encourage students to express their opinions, and eventually students' critical thinking could be embraced. Hence, teaching and learning literature could become an interactive and collaborative process.

Studies on war zones typically focus on post-traumatic reactions within the general population, often emphasizing specific demographics such as war veterans, younger individuals, or particular clinical groups. Research on post-conflict zones shares similar patterns, with some studies even exploring how trauma may be transmitted to future generations, particularly within refugee families. However, even when conducted in post-war settings, much of this research predominantly examines trauma transmission within family units. Understanding the post-war effects on communities, especially among teachers, requires careful attention and diverse perspectives, as their emotional and psychological states can significantly influence the children they teach, potentially leading to the transmission of trauma to new generations. Given the profound influence teachers have on the development and well-being of children, this study investigates war-related trauma exposure and the prevalence of Post-Traumatic Stress Disorder (PTSD) among Kosovo's primary school teachers. It uses the Harvard Trauma Questionnaire and includes up to 145 teachers from 8 municipalities. Results indicate that 40% of the sample meets the cut-off criteria for Post Traumatic Stress Disorder (PTSD) symptomatology. While the current study focuses on documenting trauma exposure and PTSD among teachers, it serves as a starting point for future research exploring the potential transmission of trauma through community networks, particularly within schools, and the role of teachers impact in inter-generational transmission of trauma.

Prevalence of stress, anxiety, and symptoms of post-traumatic stress disorder among Ukrainians after the first year of Russian invasion: a nationwide cross-sectional study

Posttraumatic stress disorder following the 2008 Wenchuan earthquake: A 10-year systematic review among highly exposed populations in China

Background: Help-seeking young people often display depressive symptoms. In some patients, these symptoms may co-exist with clinically high-risk mental states for psychosis. The aim of this study was to determine differences in subjective experience and social perception in young depressed patients with and without psychosis risk. Methods: Participants were 68 young persons with major depressive disorder. Twenty-six patients also met the criteria of attenuated or brief limited intermittent psychotic symptoms according to the Comprehensive Assessment of At Risk Mental States (CAARMS) criteria. Subjective experiences were assessed with the Bonn Scale for the Assessment of Basic Symptoms (BSABS). Recognition of complex social emotions and mental states was assessed using the ‘Reading the Mind in the Eyes’ test. Results: Perplexity, self-disorder, and diminished affectivity significantly predicted psychosis risk. Depressed patients without psychosis risk displayed impaired recognition performance for negative social emotions, whereas patients with psychosis risk were also impaired in the recognition of cognitive expressions. In the high-risk group, self-disorder was associated with impaired recognition of facial expressions. Conclusions: These results suggest that anomalous subjective experience and impaired recognition of complex emotions may differentiate between young depressed patients with and without psychosis risk.

BioMolViz is a community dedicated to improving visual literacy instruction in biology, chemistry, and biochemistry classrooms. To help instructors approach biomolecular visualization instruction, visual literacy concepts are catalogued through the BioMolViz Framework, which presents overarching themes that are subdivided into learning objectives and goals. A main focus of our project is the creation of open‐access assessments associated with each of the Framework learning goals. Through nationwide workshops held over the past four years, faculty teams wrote and revised assessments to probe students’ visual literacy utilizing the BioMolViz Framework. As part of a pre‐workshop activity, we asked faculty to identify student misconceptions in visualization that they observed in their teaching. These were collected, mapped to the framework, and coded for Bloom's taxonomy level. Frequently mentioned misconceptions of broad relevance to biomolecular visualization skills were mapped to the BioMolViz Framework and formatted into a biomolecular visualization literacy misconception survey. We present the process of survey development and invite educators from any higher education institution to contribute to understanding the prevalence of these misconceptions among student populations by participating in our survey. We hope the survey data will allow the community to develop better pedagogical approaches to biomolecular visualization through awareness of student misunderstandings. Our collective contributions can help our students overcome the most common challenges in biomolecular visualization while improving abilities in this foundational skill set.