Multiple applications of the GHQ-12 in a general population sample: an investigation of long-term retest effects

2000 ◽  
Vol 35 (11) ◽  
pp. 508-512 ◽  
Author(s):  
D. J. Pevalin
Keyword(s):  
General Population ◽  
Population Sample ◽  
General Population Sample

scholarly journals Long-term mental health and social support in victims of disaster: comparison with a general population sample – ERRATUM

BJPsych Open ◽  
2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Siri Thoresen ◽  
Marianne Skogbrott Birkeland ◽  
Filip K. Arnberg ◽  
Tore Wentzel-Larsen ◽  
Ines Blix
Keyword(s):  
Mental Health ◽  
Social Support ◽  
General Population ◽  
Population Sample ◽  
General Population Sample

Mid- and Long-Term Effects of Family Constellation Seminars in a General Population Sample: 8- and 12-Month Follow-Up

2014 ◽  
Vol 54 (2) ◽  
pp. 344-358 ◽  
Author(s):  
Christina Hunger ◽  
Jan Weinhold ◽  
Annette Bornhäuser ◽  
Leoni Link ◽  
Jochen Schweitzer
Keyword(s):  
General Population ◽  
Population Sample ◽  
General Population Sample ◽  
Long Term Effects ◽  
Family Constellation

scholarly journals Long-term mental health and social support in victims of disaster: comparison with a general population sample

BJPsych Open ◽  
2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Siri Thoresen ◽  
Marianne Skogbrott Birkeland ◽  
Filip K. Arnberg ◽  
Tore Wentzel-Larsen ◽  
Ines Blix
Keyword(s):  
Mental Health ◽  
Social Support ◽  
General Population ◽  
Effect Size ◽  
Perceived Social Support ◽  
Population Sample ◽  
Depression Symptoms ◽  
General Population Sample ◽  
Anxiety Depression

BackgroundTrauma and traumatic bereavement have well-known consequences for mental health, but little is known about long-term adjustment, particularly with respect to health-protective factors.AimsTo assess the levels of anxiety/depression and perceived social support among the survivors and the bereaved 26 years after the Scandinavian Star ferry disaster compared with expected levels from the general population.MethodAnxiety/depression and social support were assessed in face-to-face interviews with the survivors and the bereaved (N = 165, response rate 58%). Expected scores were calculated for each participant based on the means and proportions for each age and gender combination from a general population sample. We computed the ratio between expected and observed scores, standardised mean differences with 95% confidence intervals and standardised effect sizes.ResultsWe found an elevated level of anxiety/depression symptoms in the victims (Mdiff = 0.28, 95% CI 0.18, 0.38; effect size 0.43, 95% CI 0.31, 0.55) and a significant excess of individuals with a clinically significant level of symptoms. The observed level of perceived social support was significantly lower than that expected (Mdiff = −0.57, 95% CI −0.70, −0.44; effect size −0.73, 95% CI −0.89, −0.57). This was the case for both survivors and those who were bereaved and for both men and women.ConclusionsThis study reveals that disaster survivors and the bereaved reported elevated levels of anxiety and depression symptoms 26 years after the event. They also reported a markedly reduced level of social support. Traumas and post-traumatic responses may thus cause lasting harm to interpersonal relationships.Declaration of interestNone.

scholarly journals Teacher’s Reasons for Trust and Distrust in Scientific Evidence: Reflecting a “Smart But Evil” Stereotype?

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110285
Author(s):  
Tom Rosman ◽  
Samuel Merk
Keyword(s):  
Pilot Study ◽  
General Population ◽  
Educational Research ◽  
Scientific Evidence ◽  
Population Sample ◽  
Empirical Support ◽  
Evaluation Framework ◽  
General Population Sample ◽  
Online Study ◽  
Hypothesis Evaluation

We investigate in-service teachers’ reasons for trust and distrust in educational research compared to research in general. Building on previous research on a so-called “smart but evil” stereotype regarding educational researchers, three sets of confirmatory hypotheses were preregistered. First, we expected that teachers would emphasize expertise—as compared with benevolence and integrity—as a stronger reason for trust in educational researchers. Moreover, we expected that this pattern would not only apply to educational researchers, but that it would generalize to researchers in general. Furthermore, we hypothesized that the pattern could also be found in the general population. Following a pilot study aiming to establish the validity of our measures (German general population sample; N = 504), hypotheses were tested in an online study with N = 414 randomly sampled German in-service teachers. Using the Bayesian informative hypothesis evaluation framework, we found empirical support for five of our six preregistered hypotheses.

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