This issue of Nordic Psychology features a selection of important and intriguing articles to be enjoyed during the cold and stormy Nordic winter. The articles cover significant themes such as psychotherapy, sensitivity, oral quality of life, intervention, dialogue, and group size.
In the first article of this issue, "A patient perspective on non-attendance for psychotherapy in psychiatric outpatient care for patients with affective disorders," Janne Granås, Jennifer Strand, and Peter Sand explore the phenomenon of non-attendance for psychotherapy in psychiatric outpatient care for patients with affective disorders. Ten patients, seven women, and three men, aged 25–51 years, agreed to participate in the study. Four themes were generated through interviews: A vicious circle, Processes without direction, Ambivalence, and Inadequate communication. The study showed that missed appointments had a negative effect on the treatment process. If the patient and the psychologist jointly decided to start psychotherapy, it is thus important that the psychologist promptly addresses the problem of missed appointments and takes professional responsibility for limiting the risk of another failed attempt at psychotherapy.
In the second article of this issue, "High Sensitivity: Factor Structure of the Highly Sensitive Person Scale and Personality Traits in a High and Low Sensitivity Group. Two Gender-matched Studies," Hilde Visnes Trå, Frode Volden, and Reidulf G. Watten showed how Sensory Processing Sensitivity (SPS) is related to traits that include sensitivity to a variety of stimuli, emotional, cognitive, and behavioral reactions such as strong positive and negative emotional responses, deep cognitive processing of stimuli, and empathic behavior. Results from Study 1 showed a correlated three-factor solution: The first factor reflected excitability, easily aroused, negative emotional reactivity, frustration, avoidance of upsetting situations, and childhood shyness. Factor 2 comprised low sensory threshold and sensory discomfort. Factor 3 captured intensity of aesthetic reactions, preoccupation with details in the environment, and socio-emotional sensitivity. Gender differences were found; women had elevated HSP scores on all scales, even when controlled for personality traits. Study 2 showed that highly sensitive individuals had a unique personality trait profile compared to low sensitives. They had higher scores on neuroticism, agreeableness, openness, and lower scores on conscientiousness.
In the third article of this issue, "Oral problems and quality of life among people with severe or long-term mental illness: a call for interprofessional collaboration," Bjørkvik, Quintero, Jensen, and Virtanen investigated oral health and oral health-related quality of life for persons with SMI in Norway. The longitudinal clinical study targeted SMI patients with their age- and gender-matched control patients at a public dental clinic in Norway. The study used a validated Oral Impact on Daily Performance (OIDP) instrument to assess oral health-related quality of life (OHRQoL). The results show that the prevalence of oral impact was 77% among SMI patients and 22% among the controls. More than 60% of the SMI patients reported difficulties showing their teeth without embarrassment, compared to 5.5% of the controls. The results suggest that shame is a key factor inhibiting patients faced with the need for dental treatment.
In the fourth article of this issue, "To Intervene or not? Professionals’ Relation to Early School Leaving in Finnish General Upper Secondary Education," Kirsi Raetsaari, Teemu Suorsa, Maria Peltola, and Hanni Muukkonen aim to understand intervening in early school leaving-related problems at general upper secondary schools in a large Finnish municipality. The main material of the study consists of recorded and transcribed group discussions with 32 professionals who encounter the phenomenon of early school leaving in their everyday work. The results show that professionals understood students’ rocky conduct of everyday school life as consisting of (1) choosing the school without thorough consideration, (2) a mismatch of expectations and reality, (3) learning difficulties, (4) problems in social relationships, and (5) difficulties in other life scenes. It is argued in the study that it is essential to consider early school leaving situationally, from the standpoint of the subject, instead of specifying risks or statistical probabilities.
In the fifth article of this issue, "Dialogue as a psychological method—a study of training interviewing and communication skills in psychology students," Ljunggren, Najström, Levitt, and Ramnerö focused on communicational microskills in psychology students. Video-taped interview segments, where the students acted as interviewers, were rated by their instructors using an eleven-item assessment of active listening skills. A total of 206 students were included, of whom 63 were assessed on five consecutive occasions over three semesters. The assessment showed satisfactory overall homogeneity. An investigation of the factor structure identified three principal components: Attention and exploration; Structuring skills; and Direct relating. The results are discussed in terms of implications for assessment and training within an educational context.
In the sixth and final article of this issue, "Caregiver/Child Ratio and Group Size in Scandinavian Early Childhood Education and Care (ECEC): A Systematic Review of Qualitative research," Nina Thorup Dalgaard, Anja Bondebjerg, and Lone Svinth aim to systematically (1) identify and present all qualitative research exploring caregiver/child ratio and group size in Scandinavian Early Childhood Education and Care (ECEC) for children aged 0–5 years, and (2) synthesize the results from included studies to explore how the structural aspects of the ECEC setting (ratio and group size) are perceived to influence the everyday life experiences, development, and wellbeing of children. Findings within the thematic synthesis highlight ways in which group size and caregiver/child ratio influence caregiver/child interactions, children’s interactions, behavior, development, and learning as perceived by caregivers and observers, and the caregivers’ perceptions of what constitutes an optimal group size and caregiver/child ratio in ECEC.
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Disclosure statement
The authors declare there is no Complete of Interest at this study.