Freyd, Jennifer J.

Permanent URI for this collection

https://hdl.handle.net/1794/992

This collection contains some of the work being carried out by Jennifer J. Freyd, Professor of Psychology, University of Oregon.

1227 University of Oregon
Eugene, OR 97403-1227

Lab: (541) 346-4950

Fax: (541) 346-4911

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Browsing Freyd, Jennifer J. by Author "Cromer, Lisa D."

Now showing 1 - 4 of 4
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    ADHD Symptomatology and Teachers’ Perceptions of Maltreatment Effects
    (2005-11) Martin, C. Gamache; Cromer, Lisa D.; Filgas-Heck, Regan
    Stimulant medication sales increased 500 percent between 1991 and 1999 (U.S. Drug Enforcement Agency, 2000). The American Academy of Pediatrics has called the increase in Attention Deficit Hyperactivity Disorder (ADHD) diagnosis an epidemic (2000). Is ADHD over-diagnosed? Is it misdiagnosed? Weinstein et al. (2000) report that ADHD presentation in children resembles trauma symptoms. Further, maltreated children are often diagnosed with both ADHD and PTSD (McLeer et al., 1994; Famularo et al., 1996). Phenotypic similarity between ADHD and trauma symptomatology calls etiology into question. Because of teachers' important roles in children's lives, this study examines teachers' views about this dialectic. Teachers (N = 156) worldwide (85% U.S., 7.1% Canada, 3.2% Asia, 1.3% from Australia and 4.5% unidentified) completed an internet survey and described maltreatment effects on students. Responses were compared to ADHD diagnostic criteria. For neglect 74.1% of learning and 72.8% of behavioral effects identified were also ADHD symptoms. For abuse, 56.9% of learning and 55.4% of behavioral effects identified were also ADHD symptoms. Implications for neglected and abused children identified as having ADHD are discussed.
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    Believability Bias in Judging Memories for Abuse
    (2004-11) Cromer, Lisa D.; Freyd, Jennifer J.
    Participants (N=337) were presented with four vignettes in which an adult confided to a friend about being sexually or physically abused at age 9 by either a stranger or father. The memory was presented as either continuous or recovered. Participants judged report believability, memory accuracy, and rated each incident on a scale of 0=not abuse to 5=definitely abuse. Analyses were conducted using a 2(continuous or recovered memory) x 2 (victim sex) x 2 (physical or sexual abuse) x 2 (stranger or close perpetrator) repeated measures ANOVA. Participants completed the Dissociative Experiences Scale (DES; Bernstein & Putnam, 1986), Ambivalent Sexism Inventory (ASI; Glick & Fiske, 1996), and Brief Betrayal Trauma Inventory (BBTS; Goldberg & Freyd, 2003). The believability bias hypothesis was supported. Continuous memory was believed more (p<.0001) and rated more accurate (p<.0001) than recovered memory, and male victims were believed more than female victims (p=.05). Level of dissociation was positively correlated with likelihood to label "being made to have sex with" or "being beaten with a belt" as abuse (p<.01), and level of sexism was negatively correlated with labeling these actions as abuse (p<.02). Implications are discussed in relation to biased and unscientific public opinion about memory for abuse.
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    Betrayal Trauma, Acculturation and Historical Grief Among Native Americans
    (2005-11) Gray, Mary E.; Cromer, Lisa D.; Freyd, Jennifer J.
    Since European contact, Native Americans have experienced loss of life, land, and culture causing intergenerational trauma and unresolved grief (Yellow Horse Brave Heart & DeBruyn, 1998). Not surprisingly, identification with Native American heritage has been found to be affected by the individual's level of acculturation, or resistance to, dominant white culture, as well as ownership of traditional customs and beliefs (Garrett & Pichette, 2000). Acculturation studies in the extant literature report ways to measure acculturation and discuss the relationship between acculturation and psychological health. They do not however, examine the relationship of acculturation to intergenerational trauma. The current research documents prevalence rates of historical grief and betrayal trauma to better understand how these relate to acculturation. Native Americans in Oregon (N=45) participated in the study. Participants completed the Historical Losses Scale (Whitbeck et al., 2004), Native American Acculturation Scale (Garrett & Pichette, 2000) and the Brief Betrayal Trauma Survey (Goldberg & Freyd, under review). As predicted betrayal trauma is negatively correlated to acculturation r = .27, p <.05, meaning that Native Americans who are less acculturated to dominant white culture experience more trauma. Results are discussed in relation to historical losses and Native American diversity.
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    What’s the Harm in Asking? Participant Reaction to Trauma History Questions Compared with Other Personal Questions
    (2004-11) Binder, Angela; Cromer, Lisa D.; Freyd, Jennifer J.
    Previous empirical research has linked the disclosure of traumatic experiences through writing with increased positive cognitive processing and physiological well-being (Park & Blumberg, 2002). The benefits of disclosure seem to outweigh the costs in many cases. Other research suggests that not asking about trauma experiences may actually have negative consequences by perpetuating societal stigmas that serve to avoid discussion about trauma (Becker-Blease & Freyd, 2002). In the present study (N=275) the researchers compared participant's emotional reactions to trauma questions with their reactions to other possibly invasive questions through a self-report survey. Participants were also asked about how important they felt each question was to future research. This research addresses the cost/benefit of asking about trauma compared to other possibly invasive questions commonly examined in research by simply asking participants about their experiences.