“You have to believe in something”: Risk of psychosis and psychiatrists’ beliefs in the self-fulfilling prophecy

Benoit, Laelia; Russo, Thomas J.; Barry, Caroline; Falissard, Bruno; Henckes, Nicolas

doi:10.1016/j.socscimed.2019.03.035

Cited by 17 publications

(12 citation statements)

References 35 publications

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“…Exploring this dimension in the standardized assessment scales exploring school environment, such as ISAP (49), might enhance their clinical efficacy, by giving a clearer picture of each situation, and especially of the interactions between the youth and the school personnel. Including a transcultural dimension in early intervention programs, such as for psychosis (50,51), involves an adaptation of the standardized clinical tools (52) and institutions (53). Moreover, theoretical support in recognizing and dealing with transcultural contexts should be developed for personnel, first in their training courses and second by setting up practical guidelines, following examples already existing in the psychiatric field, such as the Cultural Formulation Interview (54,55).…”

Section: Addressing Diversity To Help Immigrant Youth With School Refmentioning

confidence: 99%

School Refusal or Truancy? A Qualitative Study of Misconceptions Among School Personnel About Absenteeism of Children From Immigrant Families

et al. 2020

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Background: School refusal is a form of school attendance problem (SAP) distinct from truancy, school withdrawal, and school exclusion; it requires specific mental health care. Schools' identification and referral to care of school refusers depends on school personnel's interpretation of the reasons for absences. Because cultural factors can induce misunderstanding of the young people's behavior and of their parents' attitudes toward school attendance, school personnel can have difficulty understanding these reasons for children with transcultural backgrounds (migrants or children of migrants). The aim of this study was to explore the experiences and opinions of school personnel, mainly teachers, related to school refusal among these students.Methods: Grounded theory methodology was used to conduct 52 qualitative interviews of school personnel in two regions of France. Their daily practices with students presenting with school refusal were addressed in general (i.e., in response to absence of all youth) and in transcultural contexts (i.e., absence of migrant children or children of migrants). This study analyzed the interviews of the 30 participants who reported working with students from transcultural backgrounds.Results: Many school personnel reported experiencing difficulties, ambivalence, and destabilizing feelings in situations involving immigrant families whose school culture differed from their own. Talking about culture appeared to be taboo for most participants. These situations challenged the participants' usual strategies and forced them to devise new ones to deal with these young people and their families. Although some personnel were at risk of developing exclusionary attitudes, others dealt with school refusal with both commitment and creativity. Conclusion:The tensions experienced by these participants reveal contradictions between the French universalist ideology and the reality of daily life in schools becoming increasingly multicultural. School personnel's attitudes toward children with transcultural backgrounds presenting with school refusal can affect children's access to care and shape social inequalities. Further research should develop, implement, and assess interventions including transcultural training of school personnel, improved use of interpreters at school for migrant families, and the addition of a transcultural dimension to SAP assessment scales, especially for school refusal.

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Section: Addressing Diversity To Help Immigrant Youth With School Refmentioning

confidence: 99%

School Refusal or Truancy? A Qualitative Study of Misconceptions Among School Personnel About Absenteeism of Children From Immigrant Families

et al. 2020

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“…Our results showed that organicity investigations were not only used as a technical medical tool but were especially considered as a way to manage the relationship and build trust with patients and their families. Indeed, despite the fact that these disorders are also associated with functional remission [ 28 , 29 ], psychiatrists envision psychosis as a disastrous life-long disorder [ 30 ] and this viewpoint shapes their reluctance to disclose psychosis risks, a choice related to their belief in the self-fulfilling prophecy [ 31 ], and their knowledge of the stigma generated by a psychiatric label [ 32 – 35 ]. Organicity investigations thus convey a reassuring message: it may be possible to avoid psychiatric diagnosis and find a curable illness instead.…”

Section: Discussionmentioning

confidence: 99%

Implementing organicity investigations in early psychosis: Spreading expertise

Kurukgy

Bourgin²,

Benoı̂t

et al. 2021

PLoS ONE

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Background Many medical disorders may contribute to adolescent psychoses. Although guidelines for thorough organicity investigations (OI) exist, their dissemination appears scarce in nonacademic healthcare facilities and some rare disorders remain undiagnosed, many of them presenting without easily recognized phenotypes. This study aims to understand the challenges underlying the implementation of OI in non-academic facilities by practitioners trained in expert centers. Methods Sixteen psychiatrists working at French non-academic facilities were interviewed about their use of OI for adolescents suspected of early psychosis. Interviews were analyzed with Grounded Theory. Results Organicity investigations were found to be useful in rationalizing psychiatric care for the young patient all the while building trust between the doctor and the patient’s parents. They also are reassuring for psychiatrists confronted with uncertainty about psychosis onset and the consequences of a psychiatric label. However, they commonly find themselves facing the challenges of implementation alone and thus enter a renunciation pathway: from idealistic missionaries, they become torn between their professional ethics and the non-academic work culture. Ultimately, they abandon the use of OI or delegate it to expert centers. Conclusion Specific hindrances to OI implementation must be addressed.

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“…Existing research on the Self-fulfilling prophecy (Bandura, 1993) has also elucidated the employees' status stability in the organization (Jury et al, 2019). Personal attributes in self-fulfilling settings may have an impact on employee breakthrough creativity (Benoit et al, 2019). However, employees could be vulnerable to the self-fulfilling process while linking their attributes with breakthrough creativity.…”

Section: Discussionmentioning

confidence: 99%

How does self-performance expectation foster breakthrough creativity in the employee's cognitive level? An application of self-fulfilling prophecy

Hossain

Liu

Kumar³

2020

IJRBS

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Drawing on self-fulfilling prophecy theory and status boundary conditions, the aim of this research is to test if promotion focus motivation mediates the employees' self-performance expectations towards breakthrough creativity. Besides, this paper also examines whether status stability significantly moderates the relationship between self-performance expectations and promotion focus motivation. The author conducted a longitudinal study and surveyed 380 staff in China with 102 immediate supervisors. In the first phase of data collection, including self-reported measures of team members' self-performance expectation and promotion focus motivation and status stability in the group. In the second phase of time, supervisors rated their team members' breakthrough creativity. Confirmatory factor analysis is conducted to test the reliability and validity of data. Also, hierarchical linear modeling is used to test the hypothesis. The bootstrapping process was adopted to calculate the indirect effect. The results were in line with the expected conceptual framework, Self-performance expectations and promotion focus motivation are found positive to predict breakthrough creativity. Besides, having more stability in status makes the employee more promotion focus, which brings breakthrough creativity from the cognitive level. Supervisors should organize sensitivity training to make them realize what is anticipated from them. Also, a simple nurturing will mobilize the existing cognitive pressure to achieve breakthrough creativity while investing in lower organizational resources. Finally, this model will deliver new insight into employees' motives towards breakthrough creativity, considering the influence of boundary condition and self-performance expectations in the organization.

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“You have to believe in something”: Risk of psychosis and psychiatrists’ beliefs in the self-fulfilling prophecy

Cited by 17 publications

References 35 publications

School Refusal or Truancy? A Qualitative Study of Misconceptions Among School Personnel About Absenteeism of Children From Immigrant Families

School Refusal or Truancy? A Qualitative Study of Misconceptions Among School Personnel About Absenteeism of Children From Immigrant Families

Implementing organicity investigations in early psychosis: Spreading expertise

How does self-performance expectation foster breakthrough creativity in the employee's cognitive level? An application of self-fulfilling prophecy

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