Search Results (38)

Early modern theologians often cast female curiosity as both a moral flaw and an epistemic transgression. Aware of this suspicion, Teresa of Ávila professed to have renounced such dangerous impulses in her youth. Yet the persistent presence of curiosity in her writings suggests a strategic redeployment—one that fosters attentiveness and subtly renegotiates ecclesiastical authority as she actively advances reform within the Carmelite order. Through life-writing and scriptural exegesis, Teresa cultivates a disciplined appetite for knowledge: an appetite that outwardly conforms to, yet quietly subverts, doctrinal anxieties surrounding women’s intellectual desires. Her use of curiosidad moves fluidly between sacred and secular registers—sometimes connoting superficial fascination, at other times signaling a deeper, interior restlessness. Resisting reductive interpretation, Teresa reveals a sophisticated and self-aware engagement with a disposition both morally ambiguous and intellectually generative. The same culture that once feared her intellect would ultimately aestheticize it. After her death, Teresa’s relics were fragmented and displayed in Philip II’s Wunderkammer, transforming her once-condemned curiosidad into curiositas, an imperial collectible. Reading Teresa alongside her posthumous interpreters—Fray Luis de León and Miguel de Cervantes—this essay explores how her radical epistemological ambition reverberated through Spanish intellectual culture. Spanning this cultural arc—from sin to spectacle, from forbidden desire to sanctified display—Teresa emerges as a masterful theorist and activist reformer of spiritual authority. In these expansive roles, she reveals the immense and often contradictory power that curiosity wielded in the early modern world. Full article

Background and Objectives: Psychological distress is a pervasive yet often undertreated aspect of the cancer experience, contributing to reduced quality of life, poorer treatment adherence, and worse health outcomes. This systematic review and meta-analysis evaluated the efficacy of non-pharmacological, evidence-based psychological interventions on distress, depression, anxiety, coping capacity, and quality of life in adult cancer patients. Interventions were grouped into three domains: structured psychotherapeutic therapies (e.g., Cognitive Behavioral Therapy [CBT], Acceptance and Commitment Therapy [ACT], Meaning-Centered Psychotherapy [MCP]); mindfulness and stress reduction programs (e.g., Mindfulness-Based Stress Reduction [MBSR], Mindfulness-Based Cognitive Therapy [MBCT]); and coping and resilience-enhancing modalities (e.g., Promoting Resilience in Stress Management [PRISM], expressive writing). Materials and Methods: Following PRISMA guidelines, 42 randomized controlled trials published between 2015 and 2025 were included. A stratified meta-analytic approach calculated pooled standardized mean differences for each intervention class and outcome. Heterogeneity, subgroup, and moderator analyses explored drivers of effect variability. Results: Structured psychotherapeutic interventions yielded the largest effects, especially for depression. Mindfulness-based interventions produced moderate but significant improvements in distress and emotional regulation. Coping and resilience programs provided smaller yet statistically significant gains in adaptive coping. Between-study heterogeneity was moderate, partly explained by intervention type, delivery modality, and cancer subtype. Conclusions: These findings support integrating psychosocial care into standard oncology protocols and endorse its routine implementation as a core component of comprehensive cancer treatment. Full article

Parkinson’s disease (PD) is a common movement disorder affecting adults. People diagnosed with PD can have a multitude of physical (motor) symptoms, including tremors, and rigidness, and psychological (non-motor) symptoms, including anxiety and depression. These symptoms dramatically affect daily living activities, including dressing oneself, preparing meals, and speaking and writing. Background/Objectives: To determine the symptom similarities and differences among PD patients, a method referred to as cluster analysis can be applied to patient data. This method can separate patients who differ by symptom presence while grouping patients with disease similarities. Previous PD cluster analysis studies provided patient groups that were defined by their age and disease duration—both numerical values—and excluded categorical values, such as patient gender, family history of the disease, and symptom presence. In addition, patient age and disease duration were limited in range in previous studies, providing a patient group that was too similar to divide into distinct clusters. Methods: This study utilized a decision tree cluster analysis method applied to categorical symptom data from PD patients. The applied cluster method automatically determines the number of clusters, reducing estimation errors, as many cluster analysis methods require the end user to estimate the number of clusters prior to applying cluster analysis. A post analysis of additional categorical and numerical variables was conducted, and this provided a means to describe the PD patient clusters in terms of gender, family history of PD, median age, disease duration, and symptom presence. The patient dataset utilized was accessed from the Parkinson’s Progression Markers Initiative (PPMI) website. Results and Conclusions: The cluster analysis results provided a means to describe seven PD patient subtypes based on motor symptom presence, with the largest PD patient cluster containing half of the patient sample, and these individuals had three of the motor symptoms present: bradykinesia, rigidity, and tremors. Full article

Previous research suggests a goal-based intervention called ‘mental contrasting and implementation intentions’ improves participants’ health and wellbeing. The present study sought to extend these findings to workplaces in the United Kingdom. A mixed-methods cluster randomised controlled trial was conducted with 28 workplaces and 225 staff. All participants deliberated on wishes (potential goals) about improving their health and wellbeing. In the intervention arm, participants were guided to think about the benefits and obstacles to achieving a wish (mental contrasting) and to plan actions to overcome these obstacles (implementation intentions). The results showed no substantive effect of the intervention on average self-reported progress towards what they wished to do for their health and wellbeing four weeks later (mean difference on a 1–7 scale: −0.19; 95% credible interval: −1.08–0.71). Unexpectedly, anxiety increased, and we found evidence that might suggest people identifying as men or of Asian ethnicity made less progress in the intervention group. To explain the results, qualitative focus group data were analysed, guided by normalisation process theory (NPT) and the behaviour change wheel (BCW). Three key themes emerged: insufficient differentiation from other approaches using writing/drawing (NPT), a mismatch between an internal motivational intervention and external barriers (NPT/BCW), and poor timing of opportunities (NPT/BCW). The discussion explores how these results can enhance future workplace health and wellbeing initiatives. Full article

The writings of Franz Kafka open, perhaps precisely because of their temporal distance to our present, a unique window onto the nexus of power, material, and the human that constitutes AI today. Anxiety and Unbehagen [discontent] are states of mind that often grip both Kafka and his characters in an early-20th-century world increasingly dependent upon and perceived through the lens of disembodied communication and technology. But can we draw a line from Kafka’s reflections on analog media to the digital media that have come to dominate our lives in the 21st century, and whose effects are felt on a planetary scale? The short answer is “yes”. In Kafka’s analog world of technological horrors, glitches in the machinic administration of human life turn out to be not bugs, but rather features of the system; precisely the arbitrary effects that accompany the rigid implementation of rules and the slippages that occur during their merciless application enhance the power of the system as a whole. Kafka’s apparatuses and bureaucratic systems, in their powerful and toxic confluence of regularity and opacity, systematicity and arbitrariness, foreshadow the effects of AI upon our embodied existence in the 21st century. Full article

This paper will delineate Elizabeth Barrett Browning’s (EBB) allusions to Hebrew in her writing, both personal and public, and her ambivalent attitude towards the Hebrew language and how it is related to her views on poetry and religious identity. Although most critics have focused on EBB’s knowledge of Greek, her use of Hebrew, whether translated, transliterated, or presented in the original Hebrew characters, reveals her concept of poetic language and her core religious beliefs. In her collections of poems published in 1838 and 1844, EBB reiterates her concept of Hebrew as a sacred language, a language endowed with what Bourdieu would term symbolical capital, and superior to other languages. However, her correspondence reveals an ambivalence towards Hebrew: it is a “primitive” language that she does not wish to be associated with on the one hand and revered in relation to Spiritualism and the medium George Bush on the other. Finally, the appearances of Hebrew in her works constitute what Derrida terms a poetic Shibboleth, meant to define who is to be accepted into the realm of sacred poetry and who is to be left out. Ironically, it is the anxiety around this double-edged Shibboleth that ultimately brings about the disappearance of Hebrew letters from EBB’s poems written after 1844. Full article

Informal dementia home caregiving is viewed negatively by society and can result in caregiver depression and anxiety from burnout, potentially compromising caregiving. Caregiver creation of a graphic memoir may help to mitigate the negative dementia narrative while engaging in it, and a psychoanalytic narratology method may reduce experienced depression and anxiety associated with burnout. This investigation examines writing, illustrating, and publishing a graphic memoir by one informal dementia home caregiver. As the mother of the illustrator and the editor and publisher of this graphic memoir, I provide the perspective of this investigation based on communications with the author and illustrator. My historical analysis, in which the author participated, represents psychoanalytic narrative research, serving as the historical method. The effects of writing, illustrating, and publishing the graphic memoir were able to reduce the informal dementia home caregivers’ symptoms during the entire process and extend the effect of this endeavor until the death of the mother. Engaging in the psychoanalytic narrative research process was additionally effective in this regard. The outcomes demonstrate the viability of writing and illustrating a publishable graphic memoir for other informal dementia home caregivers and the possibility of it and the narrative research method to help decrease their depression and anxiety regarding burnout. Full article

This study explored the effectiveness of a virtual music therapy program, based on positive psychotherapy principles, in college students during the COVID-19 pandemic. Twenty-four undergraduate students with partial PTSD were initially assigned to either an experimental group or a control group, with 11 participants in each group by the study’s end. The experimental group underwent 15 video sessions of the therapy program, completing one session per weekday over 3 weeks. The program involved worksheets targeting goals aligned with positive psychology, such as positive affect, life meaning, personal strengths, gratitude, hope, and happiness. The activities included writing music autobiographies, creating and analyzing song lyrics, and exploring various music pieces. The effectiveness of the intervention was measured using the 21-item Depression Anxiety Stress Scale and the Korean Version of Positive Psychological Capital (K-PPC) before, immediately after, and 3 weeks post-program. The experimental group showed significant improvements in stress (F = 5.759, p < 0.05), anxiety (F = 4.790, p < 0.01), depression (F = 5.740, p < 0.01), self-efficacy (F = 3.723, p < 0.05), resilience (F = 4.739, p < 0.05), and the K-PPC total score (F = 3.740, p < 0.05) compared with the control group. These improvements were maintained at the 3-week follow-up. The findings suggest that positive psychology-based virtual music therapy can significantly enhance the mental health of highly stressed college students, especially during challenging times such as the COVID-19 pandemic. Full article

In his On the Art of Building, Renaissance humanist Leon Battista Alberti wrote that the ancient Egyptians believed that alphabetical languages would one day all be lost, but the pictorial method of writing they used could be understood easily by intellectuals everywhere and far into the future. Amidst a renewed appreciation of ancient Egyptian hieroglyphics found on obelisks in Italy and the discovery of Horapollo’s Hieroglyphica, which purported to translate the language, Renaissance humanists like Alberti developed an obsession with this ancient form of non-alphabetical writing. Additionally, a growing awareness of the lost language of their Etruscan ancestors further ignited an anxiety among Italian humanists that their own ideas might one day become unintelligible. As Egyptomania spread through the Italian peninsula, some saw an answer to their fears in the pictorial hieroglyphics of the ancient Egyptians, for they perceived, in Egyptian writing, the potential for a universal language. Thus, many created Renaissance hieroglyphs based on those of the Egyptians. This essay examines the successes and failures of these neo-hieroglyphs, which early modern humanists and artists created hoping that a language divorced from alphabetical text might better convey the memory of their names and contributions to posterity. Full article

Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia. Full article

This study examined whether differences exist in the emotional state of students whose approach to undergraduate courses is either preferentially learning-oriented or grade-oriented. It focused on an understudied population of female college students of Saudi Arabian descent who were enrolled in a challenging writing course. Their emotional state was assessed both globally, through the appraisal of their degree of happiness, and locally, through the appraisal of their writing anxiety (a task-specific emotional state). The study contributed to the extant literature by examining whether the association between goal orientation and emotional state, which is predicted by goal orientation theory, could be found in the selected understudied student population. Results illustrate differences between STEM and non-STEM learners. For STEM students, a grade orientation was associated with declining self-reported happiness and increasing writing anxiety. In contrast, for both STEM and non-STEM students, a learning orientation was associated with increasing happiness and declining writing anxiety. Differences existed in the particular type of writing anxiety that was experienced by STEM and non-STEM students. These findings suggest that interventions for students who are struggling academically may need to address personal dispositions if such interventions are to foster subjective well-being (including positive emotions). Full article

The COVID-19 pandemic revealed individual and institutional anxieties about the apocalypse. Pastors and activists alike turned to the depiction of the apocalypse in popular media to describe the urgency of decisive action. Implicitly, these depictions offer a curious method for engaging and imagining children. Assata Shakur writes compelling poetry in her autobiography about her hopes for the world. In one poem, entitled For My Daughter Kakuya, I argue that Shakur engages in Afrofuturist speculative fiction as she envisions a future world for her daughter. This paper explores how writers living through these times themselves imagine Black children at the end of the world. What would happen if we took seriously the notion that the “end of the world” is always at hand for Black people? This article explores the stomach-turning warning that Jesus offers in Mark 13:14–19 regarding those who are “pregnant and nursing in those days”. Using a reproductive justice lens, this paper explores the eternal challenge of imagining and stewarding a future in which Black children are safe and thriving. It also explores the limits and possibilities of partnering with radical Black faith traditions to this end. Full article

This report documents the case of a patient (the author) participating in a clinical trial of medical cannabis (Cannabis sativa L.)—the Sapphire Access Scheme, run by the Sapphire Medical Clinic as part of the UK Medical Cannabis Registry—to explore the impacts of cannabis-based medicinal products (CBMPs) on anxiety. For most of my life, I have experienced often very serious bouts of poor mental health arising, in part, from childhood abuse, and have been diagnosed with several mental health conditions which constitute disabilities. I have received various conventional treatments and multiple alternative therapies. However, none of these have enabled me to consistently manage my conditions long-term, and I often suffer relapses. As part of the Sapphire Access Scheme, I complete regular quantitative questionnaires regarding the impacts of the CBMPs on my anxiety and have also obtained the clinic’s permission to qualitatively document and write up the impacts of CBMPs on my mental health. Here, I present a preliminary autoethnographic exploration of my lived experiences of CBMP use over the first four months of the trial, which show that even within such a short space of time, CBMPs have had a positive impact on treating what had previously been treatment-refractive chronic anxiety. Full article

Introduction: Specific Learning Disorder (SLD) is a neurodevelopmental disorder characterized by difficulties in perceiving and processing verbal and non-verbal information. It is usually accompanied by impaired academic skills leading to school dropout and emotional disturbances, resulting in significant distress and behavioral problems. Methods: A cognitive, academic, and emotional-behavioral assessment was performed at T0 and T1 in children and adolescents with SLD. Participants received psychotherapy and speech therapy treatment from T0 to T1. Results: In SLD, the most compromised cognitive functions were working memory and writing skills. An impact on academic abilities was found. Children and adolescents with SLD experience greater anxiety and depression levels compared to their control peers. Conclusions: SLD may adversely influence psychological well-being. To counteract such a consequence, more specific cognitive and academic skill-oriented strategies should be taken into consideration. Full article

Attention Deficit–Hyperactivity Disorder (ADHD) is a psychiatric condition that shows developmentally inappropriate levels of inattention, hyperactivity, or impulsivity. Symptoms begin at a young age and usually include a lack of attention, poor concentration, disorganization, difficulty completing tasks, forgetfulness, and losing things. It is important to diagnose and treat the disorder at a young age so that the symptoms do not persist into adulthood and cause other comorbid conditions. Learning difficulties, motor impairment, anxiety, or depressive disorders may occur with this condition. To improve the academic careers of children with ADHD, we focused on a specific innovative educational approach (Universal Design for Learning) that could improve basic learning skills (reading, writing, and arithmetic skills) to prevent or manage any learning difficulty that could occur with ADHD. The Universal Design for Learning is an individualized approach that combines current neuroscientific knowledge, creating personalized teaching based on the strengths and weaknesses of the student. The goal of this study is to analyze the impact that this approach has on basic learning abilities. We found that both interventions led to improvements in test performance, indicating that interventions were necessary to enhance reading, writing, and arithmetic skills. Furthermore, the group that received an educational intervention based on Universal Design for Learning demonstrated a more significant improvement in these areas. Additionally, we propose that the set of techniques implemented by teachers in the classroom helped children to read, write, and perform math tasks correctly and more fluently. Full article