Relational Frame Theory proposes that levels of sophistication with relational concepts may underlie intellectual performance. In order to further elucidate this relationship, the current study examined correlations between scores on a novel Relational Abilities Index (RAI) and a range of widely-used cognitive ability measures, including Full Scale IQ. In Study 1, 35 adult participants completed a battery of cognitive assessments, comprising of the National Adult Reading Test, the Rey Auditory Verbal Learning Test, the Trail Making Test, the Cognitive Failures Questionnaire and a RAI assessment at two time periods. In Study 2, a full WAIS-III assessment and RAI was administered to 25 college students. Results indicate that performance on the RAI displayed impressive degrees of correlation with the three main IQ indices, three of the four IQ subindices, and three of the four cognitive ability measures, suggesting that the RAI assessment may represent a promising potential proxy measure of Full Scale IQ.

Purpose With greater awareness of the prevalence and impact of childhood trauma and adversity, teachers are now assuming a more active role in creating emotionally healthy environments and responding to student distress. However, supporting trauma-affected students can be a source of amplified teacher stress. Compassion has been identified as a promising construct for frontline professionals in terms of promoting psychological wellbeing, and increasing the sensitivity to detect, tolerate and respond to distress in others. It has also been identified as an important aspect of trauma-informed practice. Nevertheless, the role of compassion in teachers’ attitudes towards, and readiness for implementing trauma-informed practices has not yet been explored. This study aimed to address this gap. Methods A sample of 377 primary and post-primary teachers in Ireland completed the Attitudes Related to Trauma-Informed Care Scale, the Professional Quality of Life Scale, the Self-Compassion Scale, and a socio-demographic survey. Results Teachers were found to hold generally positive attitudes toward trauma-informed care. They exhibited low to moderate levels of secondary traumatic stress and burnout, and notably high levels of compassion satisfaction, indicating that they tend to embrace their caring role and find meaning and purpose in their work. Regression analyses showed that compassion satisfaction was the strongest predictor of positive attitudes toward trauma-informed care, followed by self-compassion. Older teachers were more likely to display positive attitudes toward trauma-informed care, whilst teachers in single-sex boys’ schools held attitudes that were less favorable. Conclusion This study suggests potential benefits for both teachers and students of positioning compassion at the center of educational policy and practice. The results are contextualized within the Irish and international educational landscape.

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