The role of evaluative learning in the development and persistence of posttraumatic stress disorder - Evaluative learning and posttraumatic stress

niversiteit Utrecht0 个研究点目标入组 180 人开始时间: 待定最近更新: 2024年5月6日

适应症

试验速览

暂无简介。

•Study 1 (Danger and disgust-associations after burglary): 100 healthy participants; a) adult (* 18 years); b) Dutch fluency; c) exposed to burglary in own home without confrontation; and d) burglary occurred not more than one month earlier.
•Study 2 (Danger and disgust-associations after assault): 80 participants; a) adult (* 18 years); b) Dutch fluency; c) having experienced sexual or physical assault by a male perpetrator at least 3 months earlier and after the age of 14 (this age is typically used to distinguish childhood and adulthood in studies of abuse; see e.g., Linton et al., 1996), of whom 40 participant with d) PTSD diagnosis for PTSD group (N<=40).

•For study 1 (Danger and disgust-associations after burglary), there are no exclusion criteria.
•Exclusion criteria for study 2 (Danger and disgust-associations after assault) are: a) assault in childhood (< 14 years), b) PTSD diagnosis for the non-PTSD group; c) comorbid psychosis/schizophrenia, organic disorder, or substance abuse (as assessed with the SCID, see outcome measures), d) ongoing trauma (e.g., abusive relationship); and e) suicidal ideation.

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