Strong Emotional Reactions Research Articles

A Multimodal Metaphorical Representation of Selected Political Cartoons in Nigeria

Complementing studies on the representation of political cartoons which apply metaphorical representation in the portrayal of societal ills, this study explores a multimodal metaphorical representation of selected political cartoons in Nigeria to investigate how cartoonists employed metaphors to represent the current political situation in the country. In the face of the ongoing election petitions and handover of office to the President, among other activities within the political domain in Nigeria, a number of political cartoonists have flooded the online platform with cartoons depicting visual metaphorical representations of happenings within the nation. Such metaphorical representations are semiotically showcased via such cartoons as Go to Court, the Scape Goat, Buhari’s Pet, Corruption, and Original Wahala Received by Me in the portrayal of reality that Nigeria faces today. Given the foregoing, this study combines linguistic and visual modes to form a multimodal representation of the metaphors used in the selected political cartoons. The study adopts a qualitative analysis of 10 political cartoons in Nigeria. It uses Kress and van Leeuwen’s (2006, 2020) approach to multimodality and Forceville’s (1996, 2016) view of visual realisations of conceptual metaphor in constructing meaning to investigate how visual images are constructed to cue conceptual metaphors. The results of the study suggest that Nigerian political cartoons rely mainly on visual metaphors as a means of communicating their messages. In addition, the metaphors used often rely on comic, exaggerated and simplistic depictions to convey their meaning effectively and to stir a strong emotional reaction from the readers. Furthermore, the findings of the study emphasise the importance of metaphorical representation in political cartoons and its implications for public discourse. The results reveal ways to improve the power of the metaphorical messages and the impact of the cartoons on public opinion. The study contributes to the multimodal metaphor research field and reveals the Nigerian public’s underlying beliefs and ideologies.

Exploring Bias in Health Care: Using Art to Facilitate a Narrative Medicine Approach among Third-Year Medical Students.

Teaching medical students about biases in health care poses challenges due to the complexity of modifying preexisting beliefs and the possibility of triggering strong emotional reactions. Narrative medicine fosters reflection and discussion among healthcare providers, and visual thinking strategies (VTS) enable providers to improve diagnostic ability through close and methodical examination of art. This study investigated the effectiveness of a session integrating narrative medicine and VTS to enhance third-year medical students' understanding of bias in health care. A 90-minute "Narrative Medicine Rounds" session was implemented in the Family Medicine clerkship for all third-year medical students in the Florida International University Herbert Wertheim College of Medicine class of 2024. The session included a faculty-facilitated discussion of Robert Colescott's painting Emergency Room, an overview of narrative medicine principles, and a sharing of student narratives related to bias experienced in the healthcare setting. After the session, students wrote and submitted their narrative essays. Students also completed an anonymous, optional, computer-based evaluation with Likert-type and free-response questions. Likert questions were analyzed using descriptive statistics. For the short-answer questions, teams of two researchers (D.G. and S.E.S., E.E. and M.S.) analyzed responses for themes and subthemes, met to reach consensus on a codebook through discussion, and recoded data as needed until frequencies of themes were mutually determined. Of 101 students, 87 (86%) provided responses to the Likert questions. Seventy percent of respondents agreed that Robert Colescott's Emergency Room was a useful tool for discussing bias in medicine, whereas 25% were neutral. Fifty-one percent of respondents agreed that the session enhanced their understanding of bias in patient care, with 33% being neutral. Forty-seven percent of respondents agreed that the session made them more familiar with narrative medicine as a tool that they can use in patient care, with 28% being neutral. Students identified five themes for recognizing bias: empathy (16%), self-reflection (60%), active listening (17%), communication (13%), and education (7%). When addressing bias, students outlined five strategies: drawing from personal experiences (1%), self-reflection (64%), communication (29%), education (15%), and advocacy (26%). Combining narrative medicine and VTS in a single session offers a promising approach for discussing bias in healthcare education. Through reflective experiences and art interpretation, students demonstrated an awareness of often interconnected strategies to identify and mitigate bias while caring for patients. Future next steps for this study involve exploring longitudinal impacts and integrating narrative medicine strategies throughout the medical school curriculum.

Assessing Misophonia in Young Adults: The Prevalence and Psychometric Validation of the MisoQuest Questionnaire.

Background/Objectives: Misophonia, characterized by strong emotional reactions to specific sounds, poses significant challenges, particularly in academic settings. This study aimed to examine the psychometric properties of the Brazilian version of the MisoQuest in a sample of high school and university students. The primary objective was to assess its reliability and structural validity to enhance understanding of misophonia in young adults. Methods: A total of 549 students (Mean age = 23.2 years, SD = 9.3; 285 females, 260 males, 4 individuals who did not disclose their gender) participated. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to evaluate the MisoQuest. Fit indices for unifactorial and trifactorial models were compared. Internal consistency was assessed using Cronbach's alpha. Results: The EFA suggested a dominant single-factor structure with high factor loadings (ranging from 0.60 to 0.79). However, the CFA revealed excellent fit for both unifactorial (CFI and TLI = 1.00, RMSEA close to zero) and trifactorial models (CFI and TLI = 1.00, RMSEA = 0.037). The MisoQuest demonstrated high internal consistency (Cronbach's alpha = 0.93). Additionally, 4.5% of participants were identified as positive for misophonia based on a predefined cutoff score of 61. Conclusions: The Brazilian version of the MisoQuest is a reliable and valid tool for assessing misophonia. These findings suggest that the instrument may capture multiple dimensions of the disorder. Given the observed prevalence of misophonia and its impact on students, early identification and tailored interventions are crucial for providing adequate support. Further research is needed to refine the tool and expand its clinical utility.

Misophonia reactions in the general population are correlated with strong emotional reactions to other everyday sensory-emotional experiences.

Misophonic experiences are common in the general population, and they may shed light on everyday emotional reactions to multi-modal stimuli. We performed an online study of a non-clinical sample to understand the extent to which adults who have misophonic reactions are generally reactive to a range of audio-visual emotion-inducing stimuli. We also hypothesized that musicality might be predictive of one's emotional reactions to these stimuli because music is an activity that involves strong connections between sensory processing and meaningful emotional experiences. Participants completed self-report scales of misophonia and musicality. They also watched videos meant to induce misophonia, autonomous sensory meridian response (ASMR) and musical chills, and were asked to click a button whenever they had any emotional reaction to the video. They also rated the emotional valence and arousal of each video. Reactions to misophonia videos were predicted by reactions to ASMR and chills videos, which could indicate that the frequency with which individuals experience emotional responses varies similarly across both negative and positive emotional contexts. Musicality scores were not correlated with measures of misophonia. These findings could reflect a general phenotype of stronger emotional reactivity to meaningful sensory inputs. This article is part of the theme issue 'Sensing and feeling: an integrative approach to sensory processing and emotional experience'.

Remembering learning mathematics – we can run but we can’t hide

ABSTRACT The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years away because it is required to achieve their ambitions. Each participant has considerable mathematics anxiety, which, they reported, resulted in reactions towards mathematics ranging from avoidance to fear and distress. The research uses narrative methodologies to collect and analyse these data. Common emergent themes were unsupportive relationships with their teachers and memories of being excluded and humiliated. The data suggests their teachers did not see supporting students’ well-being as part of their role, resulting in strong negative emotional reactions. The article concludes that where warm, respectful, relationships are built, barriers to learning mathematics can be overcome.

How Being Outvoted by AI Teammates Impacts Human-AI Collaboration

Recent advances in artificial intelligence (AI) enable AI agents to go beyond simply supporting human activities and, instead, take more control in team decision-making. While significant literature has studied human-AI collaboration through the lens of AI as a “second opinion system,” this type of interaction is not fully representative of many human-human team collaboration scenarios, such as scenarios where each decision maker is granted equal voting rights for the team decision. In this research, we explore how imparting AI agents with equal voting rights to the human impacts human-AI decision-making and team performance. Using a human subjects experiment in which participants collaborate with two AI teammates for truss structure (aka, bridge) design, we manipulate a series of voting scenarios (e.g., AI agents outvoting the human vs. AI agents agreeing with the human) and AI performance levels (high vs. low performing). The results indicate that changes in human self-confidence are not consistent with whether the quality of the final team-voted design action is advantageous or disadvantageous relative to their own actions. The results also show that when humans are outvoted by their AI teammates, they do not show strong negative emotional reactions if the team-voted decision has an advantageous outcome. Additionally, AI performance significantly influences the human-AI team decision-making process and even one low-performing AI (i.e., an AI that is frequently incorrect) on the team can significantly deteriorate team performance. Taken together, this research provides empirical evidence on the effects of AI voting with equal decision authority on human-AI collaboration, as well as valuable insights supporting real-world applications of human-AI collaboration via voting.

Sensory Processing Sensitivity as a trait of temperament - evolutionary, socio-cultural, biological context and relation to mental disorders.

This article presents the trait of sensory processing sensitivity (SPS), its characteristics, assessment tool and association with psychiatric disorders based on an analysis of the literature on SPS since 1997. An overview of research on SPS in several relevant contexts is presented: evolutionary/adaptive, socio-cultural, temperamental/personality, and biological, taking into account the influence of genetic factors and the activity of specific areas of the central nervous system involved in processing emotional and cognitive stimuli. High sensitivity of sensory processing is an innate trait, biologically determined and modulating developmental processes, occurring in 20-35% of the general population regardless of gender. It is characterized by deeper processing of stimuli, ease of overstimulation, strong emotional reactions and empathic bonds, as well as sensitivity to subtleties in the surrounding world. SPS can be associated with susceptibility to the development of a wide range of psychiatric symptoms and disorders, including depressive and anxiety disorders, social phobia, alexithymia, burnout, internalizing and externalizing disorders and selective mutism in children.

Self-compassion, Job-related Wellbeing, Perceived Stress, Happiness and Depression, and Anxiety Symptoms in 6 Cases of Senior Managers of Human Resources or Organizational Development

Introduction: Recent studies suggest that compassion, particularly self-compassion, is often perceived as contrary to effective leadership and organizational success, that self-compassion, which impacts emotion regulation through the acceptance of negative emotions, may be an adaptive strategy for managing stress and benefit for resilience at work, and that self-compassion is associated with happiness and inversely related to anxiety and depression. This can be taken together with the importance of job-related affective well-being, where low LPLA (Low Pleasurable Low Arousal emotions) and high LPHA (Low Pleasurable High Arousal emotions) can correlate to depression, anxiety, and stress. The following self-report questionnaires were used: the Self-Compassion Scale (SCS-SF), the Job-Related Affective Well-Being scale (JAWS), the Perceived Stress Scale (PSS 10), the Subjective Happiness Scale (SHS), the Depression Anxiety Stress Scale (DASS-10). The aims of this case series are to assess these components in six senior managers of human resources or organizational development, to understand their interconnections, and to compare the results with previous studies. Results and discussion: The six cases’ configurations of scores (age 46-67, 4 female, 2 male) for self-compassion, job-related wellbeing, perceived stress, happiness, depression/anxiety symptoms, vary widely. Five out of six cases in this case study have higher levels of perceived stress than the norms established by previous research. The youngest among the cases is case 5 and exhibits the highest stress levels, the highest depression/anxiety levels, and a high self-compassion level simultaneously. One case has severe depression/anxiety levels, and two cases have moderate levels of depression/anxiety. Four out of six cases have high levels of self-compassion. All six cases exhibit strong negative emotional reactions to their job and level of overall job-related affective well-being is low. The six cases in this study show the same trends outlined in the previous research: (1) self-compassion is associated with happiness and (2) self-compassion is inversely related to anxiety and depression, (3) anxiety and depression are inversely related to happiness,(4) perceived stress is negatively correlated with self-compassion (in turn that self-compassion could protect against stress, and (5) low LPLA and high LPHA levels corelate to depression, anxiety, and stress. Conclusion: Timely awareness among managers of their levels of self-compassion, job-related well-being, perceived stress, and symptoms of depression and anxiety can be valuable in preventing the escalation of stress and the deterioration of mental health. By recognizing and addressing these factors early, managers may mitigate negative emotional outcomes, thereby fostering a healthier work environment and improving overall job satisfaction and performance.

Psychology and education in the 21st century: Analysis of the Russian teachers’ beliefs regarding the use of modern psychological knowledge in practice

The article proposes an approach to assessing the psychological knowledge of teachers through the analysis of their beliefs regarding the evidence-based principles formulated in the sciences of education in recent years. The study was conducted in 2021/2022 on a sample of Russian school teachers (N = 344, 93.3 % women, 41.7 % from Moscow). The authors’ questionnaire for the study of school teachers’ beliefs was used, based on the 20 evidence-based psychological principles important for teaching and learning, assessing the possession of principles in six areas: the role of the teacher in the effectiveness of learning; lack of faith in myths about teaching and learning; psychologically safe environment; student motivation; classroom management; assessment. The level of teachers’ conviction in the truth of evidence-based psychological principles ranges from 27.9 to 87.9%, while the higher the teacher’s experience, the less likely he believes in such principles and the more often he relies on unsubstantiated statements about teaching and learning. The highest levels of possession of evidence-based psychological knowledge by teachers are demonstrated in blocks related to student assessment and the creation of a psychologically safe environment compared to blocks describing the principles of classroom management, student motivation and the role of the teacher in learning effectiveness. It is also shown that teachers consider psychological knowledge necessary rather in non-standard, difficult practice situations (children with low educational motivation, low level of educational skills, conflicts, strong emotional reactions of students) than in standard situations (preparing and conducting lessons, interacting with students and their parents). The study showed the need for further development of such an approach to the study of psychological knowledge of teachers, which would be based on an assessment of their beliefs in the use of evidence-based psychological principles to resolve specific situations of school practice. The data obtained indicate the need to improve the psychological competence of teachers in general.

Normal linear and non-linear cochlear mechanisms and efferent system functioning in individuals with misophonia.

Misophonia, a condition characterized by heightened sensitivity and strong emotional reactions to specific sounds, has sparked considerable interest and debate regarding its underlying auditory mechanisms. The study aimed to understand the auditory underpinnings of two such potential inner ear systems, non-linear and linear outer hair cell functioning along with auditory efferent functioning in individuals with misophonia. 40 ears with misophonia (20 participants) and 37 ears without misophonia (20 participants), both having normal hearing sensitivity were included in this study. Transient evoked otoacoustic emissions (TEOAEs) and distortion product otoacoustic emissions (DPOAEs) were obtained in two conditions (with and without contralateral noise). Results of independent-samples t-test showed no statistically significant difference (p > 0.05) in the absolute amplitudes of both TEOAEs and DPOAEs between the individuals with and without misophonia. There was no statistically significant difference (p > 0.05) observed in the magnitude of suppression amplitude between the two groups for in both TEOAEs and DPOAEs between individuals with and without misophonia. These results suggest that the cochlear and efferent auditory underpinnings examined in this study may not be major contributors to the development or manifestation of misophonia.

Cleaning the Medical Misinformation Mess

Cleaning the Medical Misinformation Mess

Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study

As a complex and dynamic phenomenon, multimodal discourse has gained increasing attention in various fields. One common type of multimodal act among children is multimodal refusal, which involves a communicative act of rejecting an offer, request, or invitation using multimodal semiotic resources such as verbal languages, gestures and body movements, etc. Usually, a refusal is followed by a response to it. The analysis of children’s refusal and their responses to refusal can shed light on the ways in which they manage social relationships and interpersonal dynamics in their interactions. Choosing Chinese-speaking children’s acts of multimodal refusal on one hand and their responses to refusal on the other hand as its research object, this paper aims to examine and systematically reveal the representational and interactional characteristics of such discourse. A naturally occurred corpus of 100 videos with a length of 120.24 minutes is collected and analyzed, on the basis of which the modal representation, modal interaction and multimodal graduation characteristics of Chinese-speaking children’s multimodal refusal-response acts in the early school age are thoroughly analyzed and compared guided by Systemic Functional Grammar and Appraisal Theory. It is found that 62% of the refusal acts are caused by acts of request, and 68% of the children would use multiple modes to implement acts of refusal. Children’s multimodal refusal-response acts has the highest frequency of modal synergy, and some children would have strong emotional reactions after being refused. It is suggested that, children’s multimodal refusal-response acts should be concerned and valued by researchers, educators and children’s parents.

The surge of spreading harmful information through digital technologies: a distressing reality in complex humanitarian emergencies

The surge of spreading harmful information through digital technologies: a distressing reality in complex humanitarian emergencies

Amygdala hyperactivation relates to eating behaviour: a potential indicator of food addiction in Prader-Willi syndrome.

Prader-Willi syndrome is a rare neurodevelopmental genetic disorder characterized by various endocrine, cognitive and behavioural problems. The symptoms include an obsession for food and reduced satiety, which leads to hyperphagia and morbid obesity. Neuropsychological studies have reported that Prader-Willi patients display altered social interactions with a specific weakness in interpreting social information and responding to them, a symptom close to that observed in autism spectrum disorders. In the present case-control study, we hypothesized that brain regions associated with compulsive eating behaviour would be abnormally activated by food-related odours in Prader-Willi syndrome, as these can stimulate the appetite and induce hunger-related behaviour. We conducted a brain imaging study using the olfactory modality because odours have a high-hedonic valence and can cause stronger emotional reactions than other modalities. Further, the olfactory system is also intimately associated with the endocrine regulation of energy balance and is the most appropriate modality for studies of Prader-Willi syndrome. A total of 16 Prader-Willi participants were recruited for this study, which is a significant achievement given the low incidence rate of this rare disease. The second group of 11 control age-matched subjects also participated in the brain imaging study. In the MRI scanner, using an MRI-compatible olfactometer during 56 block sessions, we randomly presented two odours (tulip and caramel), which have different hedonic valence and a different capacity to arouse hunger-related behaviour. Our results demonstrate that Prader-Willi participants have abnormal activity in the brain reward system that regulates eating behaviour. Indeed, we found that these patients had right amygdala activity up to five times higher in response to a food odour (caramel) compared with the tulip odour. In contrast, age-matched control participants had similar activity levels in response to both odours. The amygdala activity levels were found to be associated with the severity of the hyperphagia in Prader-Willi patients. Our results provide evidence for functional alteration of the right amygdala in Prader-Willi syndrome, which is part of the brain network involved in food addiction modulated by the ghrelin and oxytocin systems, which may drive the hyperphagia. Our study provides important new insights into the functioning of emotion-related brain circuits and pathology, and it is one of the few to explore the dysfunction of the neural circuits involved in emotion and addiction in Prader-Willi syndrome. It suggests new directions for the exploration and remediation of addictive behaviours.

Comparing the emotional experiences of students in similar dissection- and prosection-based medical gross anatomy courses: A mixed-methods study.

The anatomy laboratory can incite strong emotional reactions in students, which can in turn facilitate growth in empathy, care for vulnerable others, and professionalism. Despite this, little is known about the relative emotional impacts of different laboratory modalities. The response to the COVID-19 pandemic created an opportunity to compare the emotional experiences of students in similar courses in which one group of students dissected donors and the other group learned from prosected donors. The courses were otherwise the same in content, length, instructional design, and assessment. Students in the dissection-based (Fall 2019) and prosection-based (Fall 2020) courses completed a previously validated survey that used quantitative and qualitative questions to assess their feelings about the donors and the anatomy laboratory experience. Students in both cohorts reported overall appreciation for having had the experience. Negative themes experienced by both groups included feeling anxiety, worries about depersonalizing donors, and physical discomfort in the laboratory. Students in the dissection course reported stronger connections with the donors and the donors' families but also more frequently felt negative feelings such as disgust, anxiety, and feeling alone. Students in the prosection course reported more consistently positive responses but worried about not using the donors to the fullest extent possible. Regardless of pedagogical design, students have complex emotional experiences in the anatomy laboratory and our results indicate that these feelings may be more intense in the context of dissection. Anatomists should foster educational settings that enable students to learn to process complex or challenging emotions.

Police Recruits’ Cognitive Engagement in a Racial Literacy Education Program: Does Racial Ideology Matter?

Studies suggest shorter term racial diversity education is ineffective in changing police officers’ attitudes and behaviors, partly due to strong emotional reactions and resistance to this type of content ( Schlosser, 2013 ; Zimny, 2015 ). In this investigation, we explored across two studies whether police recruits’ racial beliefs were related to their level of cognitive engagement in a racial literacy education program. Consistent with the research hypothesis, findings from Study 1 with 81 mostly White male police recruits suggested that recruits with higher color-blind racial beliefs (i.e., greater denial or minimization of institutional racism) as assessed in the first two weeks of the academy were less cognitively engaged in 10 hours of racial literacy education that they received in the training academy. In Study 2, we replicated and extended the results with a separate sample of 74 police recruits. In addition to completing a measure of color-blind racial beliefs at the beginning of their training, participants completed evaluations after each of the three education sessions offered over the course of the police academy. Findings indicated that the recruits’ level of color-blind racial beliefs at the beginning of police academy was associated with lower cognitive engagement in the education sessions. Limitations of the findings are discussed as well as the implications for future evaluation and racism education programming efforts.

How Not to Become a Dominatrix: Moral Panic in the Supervision of a Social Psychology Dissertation on Heterosexual BDSM

ABSTRACT This article draws on standpoint theory, social psychology, psychoanalysis, and gender studies. Perversion is understood here as an insult aimed at controlling the (sexual) freedom of women, especially women conducting academic research on nonconforming sexualities. The author recounts the moral panic that accompanied her supervision of a Ph.D. on female domination in heterosexual BDSM. This dissertation was defended several years ago and is now published, thus allowing a retrospective reading. The candidate was rapidly identified with her research object by other professors and students in the psychology department, which aroused strong emotional reactions when she performed as Mistress Tarna in a Berlin dungeon. The author analyzes the consequences of this moral panic on the supervision of this academic work and questions the place of affect in both ethnographic fieldwork and the interactions between a Ph.D. supervisor and student.

Learning needs and perceived barriers and facilitators to end-of-life care: a survey of front-line nurses on acute medical wards

ObjectivesCaring for dying hospitalised patients is a healthcare priority. Our objective was to understand the learning needs of front-line nurses on the general internal medicine (GIM) hospital wards, and perceived...

The central role of symptom severity and associated characteristics for functional impairment in misophonia.

Misophonia is characterized by a preoccupation with and strong emotional and behavioral reactions to certain triggers, mostly sounds related to eating and breathing. We applied functional impairment due to misophonic symptoms as a central criterion to investigate differences between clinical misophonia and normative decreased sound tolerance in a large non-random sample of n = 1,881 individuals from an online survey. We assessed the frequency of self-reported misophonia symptoms across various symptom measures, compared severity, triggers and emotional reactions, general psychopathology, interpersonal emotion regulation, and quality of life between both groups with and without functional impairing misophonia. Individuals with functional impairment due to misophonia (n = 839) revealed significantly higher general psychopathology symptoms, lower interpersonal emotion regulation skills, and lower quality of life than individuals without impairment (n = 1,042). Anxious/distressed and annoyed reactions to triggers were experienced more frequently compared to emotional reactions of disgust and sadness or depression in both groups. Overall, the group differences were primarily quantitative in nature. We discuss practical implications regarding classification and treatment and provide cutoffs for each symptom measure derived from group assignment for functional impairment.

Supervision as a tool of professional support of specialists

IntroductionIn recent years, mental health professionals have faced a lot of difficulties and challenges in their work and often need the help of colleagues themselves.ObjectivesTo study the specifics of self-reflection of mental health professionals in different years (January 2020 - October 2022)MethodsSince 2002, Institute of Integrative Family Therapy has been using an approved registration card, which is filled in and handed over after completion of work by all specialists working with families. The maps contain sections describing the progress of work, hypotheses, system parameters of the family, features of the state of the specialist and clients, and so on. We conducted a content analysis of the cards: in 2020, 531 cards were considered, in 2021 - 390, in 2022 - 464 cards.ResultsThere are differences in the subjective assessment by specialists of their condition over the years. In the description for the section “Themes and questions in family work that elicited strong emotional reactions from the therapist(s”), professionals began to mention their reactions of fear and confusion more often than before. So, in 2020, fear was mentioned by 4 and confusion by 17 specialists, in 2021 - by 5 and 16, in 2022 - by 36 and 121, respectively. In the section related to the reasons for changing the working (systemic) hypothesis, specialists changed the hypothesis more often (in 2020 - in 53 cases, in 2021 - 40, in 2022 - 98). “The degree of satisfaction of the specialist (-s) with the results of working with the family (in points from 1 to 10, where 1 - absolutely not satisfied, 10 - satisfaction exceeded all expectations" was assessed in 2022 by specialists lower than in previous years: the average value in 2020 - 8.8; in 2021 - 8.9; in 2022 - 6.2.ConclusionsSupervision, as a form of professional growth and support from a more experienced colleague, is becoming an indispensable component of the work of a specialist helping families in 2022. Assistance in overcoming “dead end” and advising difficult cases due to the experience of the supervisor, on the one hand, allows specialists to understand the situation, offer alternative hypotheses, teach new interventions, on the other hand, it helps the supervised colleague to reflect on the case, analyze its “blind” zones, understand mistakes and summarize the unique experience gained in the psychotherapy of a “difficult” patient.Disclosure of InterestNone Declared