As the dark and stormy fall arrives and the bright summer slowly vanishes, Nordic Psychology presents eight intriguing articles. These articles explore a range of topics including identity diffusion, internship experiences, an integrative intervention model, treatment outcomes, movement in nature, the lived experiences of losing a loved one, children with hearing loss, and coping strategies of leadership course facilitators.
The first article, “Level of Identity Diffusion in Patients with Borderline, Narcissistic, Avoidant, and Other Specified Personality Disorders” by Jørgensen, Rasmussen, and Bøye (2023), examines identity disturbances in patients diagnosed with various personality disorders (PDs) using the SCID. The study found that identity diffusion levels were higher in patients with Borderline Personality Disorder (BPD) and Narcissistic Personality Disorder (NPD) compared to those with Avoidant Personality Disorder (AVPD). These findings highlight severe identity diffusion as a prominent characteristic of BPD, suggesting implications for differentiating BPD from other PDs. The discussion relates these findings to Kernberg’s model and the Alternative Model for Personality Disorders (AMPD).
The second article, “Moving into Communities of Practice: Experiences of Psychology Students in Their Internship,” investigates the experiences of psychology master’s students in Denmark during their internships. Eighty-seven students described 495 challenges faced at the beginning and end of their ten-month part-time internships. Psychological professionalism emerged as a key concept, indicating the need for future studies and educational planning to support students in handling work practice challenges and personal transformation as they integrate into professional communities.
In the third article, “Autism and Depression: Helping Individuals with Autism Get a Good Enough Grip on Life Using Cognitive and Life Psychological Intervention,” Lund-Petersen and Bertelsen (2023) outline an integrative intervention model combining cognitive behavioral therapy (CBT) with Life Psychological Intervention (LPI) to help individuals with autism manage everyday life and major life choices.
The fourth article, “Psychological Treatment Outcomes for Outpatients in a Clinical Context,” by Lundkvist et al., investigates the outcomes of psychological treatment in psychiatric clinics for outpatients in Sormland, Sweden. Between 2012 and 2016, 325 patients received treatment from 59 therapists. The study found significant improvement in all outcome measures from the start to the completion of therapy, with moderate effect sizes maintained at follow-up.
The fifth article, “Walking Alone: How Movement in Nature Was Used by Older People in Response to Feelings of Being Alone during COVID-19,” explores whether walks in nature influence feelings of loneliness among older adults. Interviews with six older adults revealed that walking in nature can help combat social isolation, a common experience during the COVID-19 pandemic.
The sixth article, “Relatives’ Lived Experiences of Losing a Loved One to COVID-19: An Interpretative Phenomenological Analysis” by Bratt, Carlsson, Meakin, and Gustafsson, aims to understand the experiences of bereaved relatives who lost loved ones to COVID-19. Eight in-depth interviews revealed two main themes: the lonely and painful loss, and the double crises. Relatives experienced a mix of hope and despair, felt powerless and excluded during their loved one’s illness, and were deeply affected by the inability to say goodbye in person.
The seventh article, “Drawings and Self-Portraits: A Qualitative Study on How Children with Hearing Loss Describe Themselves and Their Communication with Others,” presents a case study of five children with bilateral sensorineural mild to moderate hearing loss. The study uses interviews and drawings to explore the children’s self-perceptions and communication experiences, revealing changes in their unconscious thoughts and feelings about their hearing.
The final article, “How Leadership Course Facilitators Cope with Difficult Course Situations” by Jonsson, Lundin, and Larsson, explores how facilitators of group dynamics and structured leadership courses manage difficult situations. The study, involving 110 facilitators from the Understanding Group and Leader (UGL) course and 111 from the Developmental Leadership (DL) course, found that reflection on coping strategies enhances self-awareness and self-confidence, helping facilitators build trust within their groups.
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