Marilyn S. Paul

Posttraumatic growth and social support in individuals with infertility

BACKGROUND While research on the psychological experiences of infertility has focused almost exclusively on the negative aspects, clinical experience with individuals and couples facing infertility has demonstrated that personal gain can also arise from the struggle involved. This study examined whether individuals who struggle with infertility report posttraumatic growth (PTG), and if perceived availability of and satisfaction with social support are associated with such growth. Other correlates of PTG are reported as well. METHODS Using a cross-sectional design, a convenience sample of 121 individuals with infertility completed a background questionnaire, the Posttraumatic Growth Inventory and the Social Support Questionnaire. RESULTS While individuals reported moderate PTG, moderate availability of, and high satisfaction with social support, there was no significant association between the variables. Infertility-related variables emerged as central to explaining PTG with those with non-female related diagnoses and unexplained diagnoses demonstrating lower PTG than others (t = 2.96, t = 3.6, respectively, P < or = 0.05). Additionally, live birth deliveries was positively associated with PTG (r(2) = 0.22, P < or = 0.02), and those who engaged in clergy counseling had higher PTG than those who did not (t = 2.34, P < or = 0.02). Determinants were unexplained infertility (lower PTG) and number of live birth deliveries (higher PTG). CONCLUSIONS In spite of limitations related to the convenience sampling, correlational design and subjective self-report nature of the data, findings suggest that individuals who suffer from infertility can experience personal growth. Further research will help identify correlates and provide guidance for mental health practitioners on counseling infertility patients to promote growth.

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for social action; show the breadth of social work practice; and enhance the schools sense of community. The authors share their experience to inspire other social work faculty, so that they are better able to foster student interest and passion for political action that may generate social change.

Teaching cultural aspects of trauma practice in a study abroad immersion course: Challenges and strategies:

Advantages, phases, challenges, and strategies related to the process and procedures involved in planning, implementing, and evaluating study abroad programs, and addressing emergencies have been discussed as being issues in teaching trauma and diversity content. However, very little has been written about study abroad programs dedicated to specific topics and no studies address teaching trauma content by means of international immersion courses. This article discusses pedagogical and logistic aspects of teaching about trauma in diverse cultural contexts using a recent intensive immersion study abroad course in Israel to illustrate the issues under discussion.

Study Abroad in Social Work Education: "Citizen of Two Worlds" Faculty.

ABSTRACT Schools of social work are increasingly offering study abroad courses as a strategy for enhancing future practitioners’ knowledge and skills in serving individuals and families of diverse sociocultural backgrounds. Literature relative to such educational initiatives has focused on the characteristics, motivations, and outcomes for students and faculty; challenges and strategies to address them; different formats of course delivery; and, to a limited degree, faculty who develop and implement the courses. Using a study abroad course about understanding trauma in cultural context, the current article discusses and illustrates pedagogic and logistic benefits of the citizen of two worlds model in faculty leadership of study abroad courses.

Veterans-by-proxy: A conceptual framework of ambiguous loss among children of combat veterans

ABSTRACT There are tens of millions of children (youth and adult) of parents who are veterans. These individuals can experience traumatic injury alongside the parent who is a combat veteran. It is a parallel process called “veterans-by-proxy.” A proxy is an individual that acts on behalf of another individual. The proxy witnesses how combat traumatizes their parent and vicariously experience the trauma themselves. When a proxy suffers secondary trauma, ambiguous loss, and insecure attachment, one or more ego functions fail to adequately develop. This article proposes a conceptual framework of the proxy’s loss as it relates to the parent’s trauma and discusses research-based resiliency-focused interventions critical to healing the relationship between the proxy and the parent who is a combat veteran.