The Grade 9 South African history curriculum teaches the history of the Holocaust as an introduction to the study of apartheid. Students are taught how racial identities are constructed, codified into law, and weaponized for the purposes of discrimination and genocide. They are taught that racialized discrimination can happen anywhere—not only in South Africa—and that we must be vigilant lest it happens again. Curriculum developers—supported by international literature (e.g., UNESCO publications)—believe that learning about the Holocaust will act as a “bridge” to learning about apartheid.

Posttraumatic stress disorder (PTSD) is a heterogeneous disease defined by four Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) symptom clusters: reexperiencing, avoidance, negative alterations in cognitions and mood, and hyperarousal. There are effective evidence-based psychotherapies (EBPs) for PTSD. However, given the variety of PTSD clinical presentations, we conducted the first meta-analysis investigating whether DSM-5 PTSD symptom clusters show different responses to EBPs.

As the threat of climate change looms large, and we experience first-hand the impacts of rapid global warming, researchers and clinicians emphasize the need to better understand the impact of these changes on our mental health. Existing research suggests that coping with and emotional reactions to climate change can promote action to adapt to and mitigate the impacts of climate change and reduce its negative impacts to one’s mental health.

A central goal in the field of developmental psychopathology is to evaluate the complex, dynamic transactions occurring among biological, psychological, and broader social-cultural contexts that predict adaptive and maladaptive outcomes across ontogeny. Here, I briefly review research on the effects of a history of childhood maltreatment on parental, child, and dyadic functioning, along with more recent studies on the intergenerational transmission of trauma.