The purpose of this study was to evaluate masticatory muscle (MM) and temporomandibular joint (TMJ) pain patients regarding the prevalence of Posttraumatic Stress Disorder (PTSD) symptoms, and evaluate the level of psychological dysfunction and its relationship to PTSD symptoms in these patients. This study included 445 adult patients (male = 42, female = 403). Psychological questionnaires included the Symptom Check List-90-Revised (SCL-90-R), the Multidimensional Pain Inventory, the Pittsburgh Sleep Quality Index and the PTSD Check List Civilian. The total sample of patients was divided into two major groups: The MM group (n=242) and TMJ group (n=203). Each group was divided into three subgroups according to the presence of a stressor and severity of PTSD symptoms. Thirty six patients (14.9%) in the MM group and 20 patients (9.9%) in the TMJ group presented symptomatology of PTSD. MM and TMJ pain patients in the positive PTSD subgroups scored higher on all scales of the SCL-90-R (p = .000) than the other two subgroups and reached levels of distress that were indicative of psychological dysfunction. MM and TMJ pain patients in the positive PTSD subgroups were more often classified as dysfunctional than as adaptive copers and presented with more sleep disturbances than patients in the no stressor and negative PTSD subgroups. A somewhat elevated prevalence rate for PTSD symptomatology was found in the MM than in the TMJ group. Significant levels of psychological dysfunction appear limited to temporomandibular disorder patients with symptoms of PTSD.

Thesis (M.A. (Clinical psychology )) --University of Limpopo, 2009 / This study is aimed at exploring the influence of shame and stigma on the psychological functioning of HIV/AIDS and cancer patients. Four hypotheses were stated and they are: 1. There will be a difference on the scores of shame and stigma and psychological functioning between HIV/AIDS and cancer patients. 2. Patients who experience shame and stigma are more likely to experience psychological dysfunction than those who do not. 3. Females will experience more shame and stigma, and then consequently report more psychological dysfunctions than males. 4. There will be a difference on the scores of shame and stigma and psychological functioning between age groups. Method: This study used a quantitative research design. A convenient sample of 100 HIV and cancer patients from different race, ethnicities, genders and age groups participated in this study. Statistical tests used to measure the results included means and ANOVAs. Results: Results revealed that HIV patients do experience more enacted stigma and anxiety than cancer patients. Enacted stigma and perceived community stigma were associated with anxiety, and depression. Females experienced more enacted stigma than males whiles males and internal felt stigma than females. There were age differences in the experience of somatic symptoms and internal felt stigma. Conclusion: Recommendation included that shame and stigma be addressed through stress management and the community counselling model.

This essay contains two stories that reflect the reality I face as an educator, as well as a reflective discussion about my self-perceived dilemma. The dilemma reflects a classroom situation where I as an educator have trouble dividing my focus, my focus is either put on entire the class or on the child with special needs. Through this self-perceived situation I have started to question how children with special needs find their place in the school today. I discuss how I can handle and look at the unique situation that occurs when meeting this child. Terms like integration, inclusion, segregation, social rights and the expression "a school for everyone" will be discussed in this text, as well as how we can connect these terms and expressions to the problems I find in the school system’s way of handling children with special needs. I also highlight my dilemma from different ethical perspective. I chose to use Kants duty ethics, Mills utilitarianism (commercial ethics) and Aristotle’s virtue ethics to bring light on my dilemma, but also to find help in my professional role as a leisure pedagogue. The main question my essay deals with is this: How can you, as an educator, have a focus on the class as a whole, but at the same time pay attention to the child with special needs?