A exposição a eventos traumáticos durante a infância está associada a um prejuízo na cognição, neurobiologia e morfologia cerebral. No entanto, não se sabe se o trauma está relacionado a essas mudanças em amostras que não apresentam potenciais fatores de confusão como idade avançada, cronicidade do transtorno psiquiátrico e múltiplos episódios de humor. O impacto do trauma na infância foi avaliado em duas amostras diferentes nesta tese: 1) crianças com e sem história de trauma; 2) pacientes com diagnóstico de THB logo após a recuperação do primeiro episódio de mania com e sem história de trauma na infância e controles saudáveis com e sem história de trauma na infância. Os resultados sugerem que o trauma está associado a mudanças na neurobiologia, cognição e morfologia cerebral. Crianças com trauma apresentaram aumento nos níveis de BDNF, TNF-α, IL-6 e IL-10 comparadas com crianças sem trauma. No entanto, após a exclusão de crianças com história de doença inflamatória, apenas os níveis de BDNF e TNF-α permaneceram aumentados em crianças com trauma. Na população com transtorno bipolar, a história de trauma na infância foi associada a uma diminuição no QI, atenção auditiva e memória verbal e memória de trabalho enquanto um padrão diferente foi observado nos controles saudáveis com história de abuso infantil. Pacientes com THB e trauma também apresentaram menor volume total do CC em comparação aos pacientes com THB e sem trauma, com diferenças significativas também na região anterior do CC. Por outro lado, não encontramos diferenças significativas entre o volume do CC nos pacientes com ou sem trauma em comparação aos controles saudáveis. Estes achados reforçam a extensão e gravidade do impacto negativo do trauma na infância, em diferentes etapas do desenvolvimento, afetando tanto aspectos cognitivos, como neurobiológicos e de morfologia cerebral. / Exposure to traumatic events during childhood is associated with impairment in cognition, neurobiology and brain morphology. However, it is unknown if trauma is related to these changes in samples that do not show the potential confounds of advancing age, chronicity of psychiatry disorder and multiple mood episodes. We evaluated the impact of childhood trauma in two different samples: 1) children with and without childhood trauma; 2) pacients with a BD diagnosis recently recovered from a first manic episode with and without childhood trauma and healthy controls with and without childhood trauma. The results suggest that childhood trauma is associated to changes in neurobiology, cognition and brain morphology. Children with trauma showed higher levels of BDNF, TNF-α, IL-6 e IL-10 compared to children without trauma. However, after excluding children with history of inflammatory disease, only BDNF and TNF-α levels remained increased in children with trauma. In BD patients, the childhood trauma was associated to a decreased IQ, auditory attention, verbal memory, and working memory and a different pattern was observed in healthy subjects with a history of childhood abuse. The total CC volume was found to be smaller in BD patients with trauma compared to BD patients without trauma and differences were more pronounced also in the anterior region of the CC. On the other hand, we did not find significant differences in the CC volume of patients with/without trauma compared to the healthy subjects. These findings reinforce the extent and severity of the negative impact of childhood trauma in different stages of development, affecting cognitive aspects, as well as neurobiological and brain morphology.

In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. In-depth interviews were used to collect data from 10 preschool teachers from a southern state who had varying teaching experience, degrees, and preparation experiences. The continuous data analysis process included organizing the data, reflecting on meaning, and identifying and coding key words and themes to answer the research questions. Results indicated that teacher preparation experiences influenced the participants' teaching strategies and the creation of supportive environments. However, the results also suggested a need for more content specific teacher preparation experiences. Potential social implications of this study include (a) improving teacher preparation opportunities, (b) an increase in teacher self-efficacy, (c) an increase in child development outcomes, and (d) adding to the current literature on teacher preparation and childhood trauma.

The lasting effects of childhood trauma into adulthood have been well corroborated by research from a variety of sources. Previous research has found a vast number of psychological, behavioral, and health related outcomes that are negatively affected by victimization in childhood. This piece strives to assess the correlates between childhood trauma and adult reproductive behavior and well-being for women living in Appalachia. The NCIPC has found that residents of Appalachia are at higher risks for both experiencing childhood traumas and poor health outcomes (2017). To create long-term positive reproductive health behaviors among Appalachian women, it is essential to examine how experiences with childhood trauma have affected these behaviors and how victims are likely to behave in adulthood in regards to their reproductive health. The results have implications for showcasing the unique difficulties experienced by women who were victims of childhood trauma which can impact the way healthcare providers and organizations can better assist the unique needs of this population.

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Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Dans ma thèse, j’analyse la pratique de l’« autobiographie sérielle » et autofiction dans les mémoires et les romans d’Andrej Belyj.Andrej Belyj, qui dans ses mémoires et dans ses romans réécrit de manière constante son enfance et sa vie, peut être considéré comme auteur engagé dans la création d'une «sérielle» autobiographie. Ce processus de réinvention de soi est caractérisé par remodelage et déplacement de son ego et de ses relations avec les parents, avec ses connaissances marquantes et avec ses proches amis, aussi que par les changements des points de vue mystiques, religieux et philosophiques (philosophie néo-kantienne, anthroposophie, etc.). Des identités multiples et des récits sont articulés comme les constituants d'une séquence autobiographique toujours inachevée et qui ne peut jamais aboutir à la conclusion ou à la signification définitive. La construction par Belyj de sa propre identité apparaît sous forme de développement des «variations sur un thème» (Belyj, « Zapiski chudaka »), où chaque nouvelle variation entre en dialogue avec les précédentes en les éliminant partiellement. Les mémoires et les romans de Belyj représentent sa vie comme une série de thèses et antithèses, autrement dit comme une narration dialectique de la vie montante en spirale. / My dissertation examines the practice of serial autobiography and autofiction in Andrej Bely’s prose including his memoirs and novels. Andrej Bely who in his memoirs and fiction constantly rewrites his childhood and life may be said to be engaged in creating serial autobiography. This process is characterized by the reinvention, recreation and relocation of his self and his relationships with his parents, significant others, and close friends.A series of identities and stories are constructed as the constituents of an incomplete, or open, autobiographical sequence which never can reach a conclusion or final signification. Bely’s creation of self-identity presents itself as the development of “variations of a theme” (Bely, Zapiski chudaka) in which every consequent variation engages in a dialogue with and partially cancels the preceding ones. Bely’s memoirs and novels present his life as series of theses and antitheses, in other words as a spirally ascending dialectical life-narrative.

This research assessed psychosocial and cognitive factors influencing well-being, utilising a positive psychological perspective. The theoretical framework of this research was provided by two of the sub-theories of Self-Determination Theory – Basic Needs Theory and Organismic Integration Theory – along with Gender Role Theory, and Beck’s Cognitive Triad, with each of these theories relating differentially to the concept of control or self-determination. More specifically, the current research examined the relationship between gender role schema and the experience of childhood trauma with psychological, physical, and social well-being in adults. Two studies were conducted. Study 1 employed a random sample of 410 participants from Central Queensland, Australia, to develop the World Beliefs Inventory (WBI). This 21-item inventory was developed to assess world beliefs, based on a translation of Aerts et al.’s (1994) philosophical conceptualisation of world beliefs into common terminology. Developing the WBI enabled the assessment of world beliefs, which along with beliefs about oneself (operationalised as perceived control), and the future (dispositional optimism) constitute Beck’s (1976) cognitive triad. Statistical analyses indicated that the inventory provided a good representation of the world beliefs construct, as well as possessing favourable concurrent validity (e.g., positive views regarding the nature of the world were associated with decreased frequency of depressive symptoms experienced, and greater general psychological health and self-esteem). Study 2 was designed to investigate the direct and indirect relationships between gender role schema (masculinity and femininity) and the experience of childhood trauma with psychological, physical, and social well-being, being mediated by (a) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness, (b) beliefs about the world, oneself, and the future, (c) the self-regulation of withholding negative emotion (SRWNE), and (d) somatic amplification. Study 2 employed a separate random sample of 605 participants from Central Queensland. Psychological, physical, and social well-being were each assessed independently to determine whether patterns of significant relationships were similar or different across the different types of well-being. In order to test the theories underlying the structural models of well-being, five hierarchical models of each type of well-being were analysed and compared. Satisfaction of the basic psychological needs for autonomy, competence, and relatedness, and beliefs about the future (dispositional optimism) were found to play a role in the process via which masculinity, femininity, and the experience of childhood trauma influenced all three forms of well-being, while world beliefs were additionally found to influence social well-being, and the SRWNE additionally influenced physical well-being. Results therefore support Basic Needs Theory and provide partial support for Beck’s cognitive triad. They also provide evidence of the utility of the concept of the SRWNE, which was developed in accordance with Organismic Integration Theory.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

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