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mental health Theory and Learning, RESEARCH GENERAL TRAUMA, Perfectionism…

- - - - PTSD CONT.
        
        Post-traumatic stress disorder (PTSD) is a mental health condition with a high rate of disability. PTSD can be triggered by experiencing or witnessing a traumatic event(s). The diagnosis of PTSD is further characterized by four symptom clusters: re-experience, avoidance, negative affective, and high alertness. The pathogenesis of PTSD is complicated. It does not occur in a certain group of people or results from one specific type of traumatic event. The key factors that play a crucial role in the development of PTSD are still unknown.
        
        Many advances in science have been made in the last decade to better explain the pathogenesis of PTSD. Advances in the brain imaging method have allowed us to study changes in patients' brains in a non-invasive way. Recent studies have observed the activity or morphology changes of several brain regions in patients with PTSD, including the prefrontal lobe, amygdala, hippocampus. However, it is still unclear how these changes in brain regions are linked to PTSD. Further research needs to be conducted to understand the function of brain regions during the development of PTSD. Also, people can develop PTSD, depression, or both as a result of a major traumatic event. The hypothalamic–pituitary–adrenal axis (HPA axis) may play an important role in such a difference. Glucocorticoid level has been used as an indicator for HPA axis activation and monitoring glucocorticoid level can help us understand the role of the HPA axis in the pathogenesis of PTSD. The treatment of PTSD includes pharmacotherapy, physical therapy, psychotherapy and other interventions. For example, rTMS models may provide a new approach for the prognosis and rehabilitation of PTSD patients. At present time, the means to prevent PTSD are lacking but are of great importance. The research in the pathogenesis of PTSD will eventually return to prediction, prevention and more effective treatment.
        
        This Special Edition aims to gain a better understanding of the pathogenesis of PTSD and discover the potential therapeutic approach of PTSD. We welcome all original research articles and reviews related to, but not limited to, the following areas:
        
        The risk factors or protective factors of PTSD
        
        The biochemical and pathological mechanism of PTSD
        
        Treatments on PTSD, especially rTMS applying in PTSD
        
        Brain changes in PTSD patients, including brain imaging studies, ERP studies.
        
        Network analyses of PTSD symptoms
        
        The incidence of PTSD in certain special populations.
- - - - RESEARCH
        
        HYPER VIGILANCE
        
        Rather than considering the mechanisms that lead to returning to the previous levels of functioning, we are interested in unraveling what leads people to achieve real thriving after a traumatic experience. Does it depend on the implementation of different mechanisms or differences in environmental conditions? Active deliberate rumination, for instance, has been associated to post-traumatic growth (PTG). However, it also seems to be more likely in the face of highly stressful events that are appraised as central. Even diverse types of traumatic events seem to be associated with different patterns of PTG domains.
        
        To what extent can individual characteristics predict true thriving? Trauma exposure seems to be associated with elevated PTSD symptoms in people with a reduced ability to update outcome expectations from negative to positive. However, narcissism has also been found to predict unreal thriving.
        
        Previous research supports the existence of cognitive biases in positive and resilience-related information processing in people who thrive. Although attentional bias towards resilience words has been associated with affective personality traits, could these biases be enhanced by learning and culture?
        
        To go further in this field of research requires integrating findings from different levels of analysis (social, cognitive, affective, behavioral, and neural substrates), as well as considering relevant outcomes and individual differences
        
        Responses to highly stressful experiences range from maladjustment to thriving. Researchers have long been fascinated by the ability of some people to overcome adversity. Psychological resilience is currently considered a process, and not an end-state or binary outcome. It is also thought to be facilitated by social, affective, cognitive, and neural mechanisms. Understanding those mechanisms and their development helps identify the most effective ways to promote resilience both in the general population and in vulnerable people. However, the scientific knowledge on the mechanisms behind psychological resilience is still scarce and requires a greater integration effort.
        
        MUSIC
        
        Responses to highly stressful experiences range from maladjustment to thriving. Researchers have long been fascinated by the ability of some people to overcome adversity. Psychological resilience is currently considered a process, and not an end-state or binary outcome. It is also thought to be facilitated by social, affective, cognitive, and neural mechanisms. Understanding those mechanisms and their development helps identify the most effective ways to promote resilience both in the general population and in vulnerable people. However, the scientific knowledge on the mechanisms behind psychological resilience is still scarce and requires a greater integration effort.
        
        Rather than considering the mechanisms that lead to returning to the previous levels of functioning, we are interested in unraveling what leads people to achieve real thriving after a traumatic experience. Does it depend on the implementation of different mechanisms or differences in environmental conditions? Active deliberate rumination, for instance, has been associated to post-traumatic growth (PTG). However, it also seems to be more likely in the face of highly stressful events that are appraised as central. Even diverse types of traumatic events seem to be associated with different patterns of PTG domains.
        
        To what extent can individual characteristics predict true thriving? Trauma exposure seems to be associated with elevated PTSD symptoms in people with a reduced ability to update outcome expectations from negative to positive. However, narcissism has also been found to predict unreal thriving.
        
        Previous research supports the existence of cognitive biases in positive and resilience-related information processing in people who thrive. Although attentional bias towards resilience words has been associated with affective personality traits, could these biases be enhanced by learning and culture?
        
        To go further in this field of research requires integrating findings from different levels of analysis (social, cognitive, affective, behavioral, and neural substrates), as well as considering relevant outcomes and individual differences.
        
        This Research Topic provides an interdisciplinary space for disseminating cutting-edge, scientific research on resilience and thriving.
        
        . Submit investigations on cognitive and affective processes underlying resilience and thriving.
        
        . Research on behavioral and cognitive strategies for coping with adversity and promoting resilience and thriving.
        
        . Potential modulator role of personality in resilience and thriving.
        
        . Social, educational, and cultural factors that facilitate resilience and thriving.
        
        . A neural substrate of resilience and thriving by using different neuroscientific technics.
        
        . Aspects linked to human development that can affect the resilience process.
        
        . Interventions and potential applications of resilience and thriving research to promote mental health and well-being.
        
        . A theoretical or empirical discussion would allow integrating different levels of analysis.
        
        ENVIRONMENT
        
        New developments in positive psychology have evolved into the 2nd and 3rd waves, going beyond the individual and positive focus towards complex systems, multi-cultures, and the existential positive psychology of transcending suffering. The present project aims at developing a general theory of well-being that integrates all the above changes as the new frontier of positive psychology.
        
        At a time when humanity is threatened by all kinds of existential crises, from climate change to nuclear war, from ideological polarization to a widening income gap, we need to develop a big-picture theoretical framework showing that happiness is not just for those living in peace and prosperity, but also for those struggling in dire poverty and war-ravaged countries like Ukraine, not just for the self, but also for others, not just for the present, but also for future generations. This broader approach towards wellbeing opens up new vistas for research and interventions.
        
        The world of suffering has largely been ignored by well-being researchers because of the dominance of research on positive emotions. Our main thesis is that everyone wants happiness and to avoid pain, but until we can overcome or transform suffering, happiness will continue to elude us. Pain or suffering is an inescapable part of life. We need a new science of suffering to understand (a) different kinds of suffering such as necessary (e.g., personal growth) vs. unnecessary suffering (e.g., the evil or hell we inflict on each other); and (b) the different conditions under which suffering can hurt us or make us stronger.
        
        In a digital age, the “enemy” is often invisible or pervasive; therefore, adaptation becomes more complex and challenging. Walter Cannon’s wisdom of the body and George Vaillant’s wisdom of the ego are no longer sufficient; we also need the wisdom of how to live and die well. Such wisdom can be considered existential intelligence, characterized by enlightened knowledge, a dialectical mindset, and transcendental values.
        
        A general theory of well-being needs to cover the complete spectrum of psychological well-being, from mental illness to mental health. Such a theory is capable of integrating the bright and dark sides of life and providing road signs to achieving wholeness, inner peace, balance, and harmony – the cornerstones of wellbeing and flourishing in every season of life.
        
        In view of the above, the new behavioral economics of happiness is no longer just about what will make one happy but is also concerned with how to meet our deepest yearnings for meaning, love, and connection with the Divine or Tao. It is also concerned with how to create a more compassionate world guided by the wisdom of the soul. Ultimately, what is personal is also universal, and vice versa, because at the deepest level, we are all interconnected parts of the whole.
        
        Subtopics under this general theme could include:
        
        Enlightened and experiential knowledge vs. factual and data-driven knowledge
        
        The broaden-and-build vs. the narrow-and-deep way to happiness.
        
        The double-edge of culture: as a source of happiness and a source of suffering
        
        Self-transcendent positive emotions vs. self-transcendent negative emotions
        
        Two kinds of well-being: The dream but shallow life vs. the struggling but deep life
        
        Wisdom of the soul vs. wisdom of the ego
        
        Existential intelligence vs. spiritual intelligence
        
        Predictors of those who suffer from PTSD and those who benefit from PTSD
        
        Wisdom and the new behavioral economics
        
        The neuroscience of mature happiness in times of suffering (e.g., transcendence, contentment, peace, balance, harmony)
        
        The pain-brain-cultural model of general wellbeing
        
        AI & EMOTION
        
        In the field of education, understanding and addressing students' emotions has become fundamental to creating effective and enriching learning environments. Emotions play a crucial role in how students absorb, process and retain information. However, traditional education has paid little attention to this fundamental aspect of the learning experience.
        
        This is where artificial intelligence (AI) comes in. With advances in technology and data analytics, AI has shown great potential to detect, interpret and respond to human emotions. By integrating artificial intelligence with education, a new horizon of possibilities opens up for developing a methodology that takes into account students' emotions and significantly improves their learning experience. The AI-based methodology for emotion-aware education seeks to harness the power of AI algorithms to recognize and understand students' emotions in real-time. In doing so, teaching strategies and educational resources can be tailored to meet the individual emotional needs of students. This enables the creation of a more inclusive, motivating and personalized educational environment that fosters engagement, trust and meaningful learning.
        
        We can speak of an "intelligent methodology", because understanding and adapting the classroom methodology to the emotions of the students is fundamental to providing a personalized and effective learning experience. Each student is unique, with their own emotional needs and learning styles. Therefore, it is crucial to have a methodology that can detect and respond intelligently to students' emotions in order to optimize their learning process. With the use of advanced AI algorithms, it is possible to analyse large volumes of emotional data in real time, making it possible to detect patterns and understand students' emotional responses during the teaching process. Based on these emotional insights, classroom methodology can be adapted and adjusted to provide a more responsive and efficient learning environment.
        
        The Research Topic we present seeks articles that focus on the ability of AI to identify and understand students' emotions and then use this information to personalize the teaching process. By analyzing the emotional data collected, AI can provide instructional strategies tailored to the individual needs of each student. Adapting classroom methodology to detect emotions not only improves the student learning experience, but also fosters greater engagement, motivation and emotional well-being. By dynamically adjusting content, learning speed, presentation style and student interactions, AI-based methodology can help optimize knowledge retention and promote deeper, more meaningful learning.
        
        We invite contributions on, but not limited to, the following topics:
        
        Development of AI algorithms for emotion detection and recognition in educational settings.
        
        Implementation of AI-based intelligent tutoring systems that adapt to students' emotions and needs.
        
        Use of machine learning and natural language processing techniques to improve emotional feedback in education.
        
        Design of AI-based user interfaces for emotionally aware educational environments.
        
        [SENSING APPS] (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895287/)
        
        COGNITIVE
        
        Decision-making is an executive function, tapping into cognitive, emotional, and personality-based components. This complexity, and the varying operational definitions of the construct, is reflected in the rich array of behavioral decision-making tasks available for use in research and clinical settings. In many cases, these tasks are "subfield-specific," with tasks developed by cognitive psychologists focusing on cognitive aspects of decision-making and tasks developed by clinical psychologists focusing on interactions between emotional and cognitive aspects. Critically, performance across different tasks does not consistently correlate, obfuscating the ability to compare scores between measures and detect changes over time. Differing theories as to what cognitive and/or emotional aspects affect decision-making likely contribute to this lack of consistency across measures. The low criterion-related validity amongst decision-making tasks and lack of consistent measurement of the construct presents challenges for emotion and decision-making scholars. In this perspective, we provide several recommendations for the field: a) assess decision-making as a specific cognitive ability versus a taxonomy of cognitive abilities; b) a renewed focus on convergent validity across tasks; c) further assessment of test-retest reliability versus practice effects on tasks; and d) reimagine future decision-making research to consider the research versus clinical implications. We discuss one example of decision-making research applied to clinical settings, acquired brain injury recovery, to demonstrate how some of these concerns and recommendations can affect the ability to track changes in decision-making across time.
        
        case studies
      - TRAUMA
        
        CHILDHOOD