Developmental Psychopathology

Cornerstones of Attachment Research [ free to download ] re-examines the work of key laboratories that have contributed to the study of attachment. In doing so, the book traces the development in a single scientific paradigm through parallel but separate lines of inquiry. Chapters address the work of Bowlby, Ainsworth, Main and Hesse, Sroufe and Egeland, and Shaver and Mikulincer. Cornerstones of Attachment Research utilises attention to these five research groups as a lens on wider themes and challenges faced by attachment research over the decades. The chapters draw on a complete analysis of published scholarly and popular works by each research group, as well as much unpublished material.

Contents:
1. Setting the Scene
a. The Impact of Rutter
2. Preschool Quality and Resilience
3. Looking Beyond Preschool:
a. resilience fostered by primary schools
b. resilience effects within children born premature
c. one potential biopsychosocial mechanism

Attention-deficit/hyperactivity disorder (ADHD) is associated with self-harm during adolescence and young adulthood, especially among females. Yet little is known about the developmental trajectories or childhood predictors/moderators of self-harm in women with and without childhood histories of ADHD. We characterized lifetime risk for nonsuicidal self-injury (NSSI), suicidal ideation (SI), and suicide attempts (SA), comparing female participants with (n = 140) and without (n = 88) childhood ADHD. We examined theory-informed childhood predictors and moderators of lifetime risk via baseline measures from childhood. First, regarding developmental patterns, most females with positive histories of lifetime self-harm engaged in such behaviors in adolescence yet desisted by adulthood. Females with positive histories of self-harm by late adolescence emanated largely from the ADHD-C group. Second, we found that predictors of NSSI were early externalizing symptoms, overall executive functioning, and father's negative parenting; predictors of SI were adverse childhood experiences and low self-esteem; and predictors of SA were early externalizing symptoms, adverse childhood experiences, and low self-esteem. Third, receiver operating characteristics analyses helped to ascertain interactive sets of predictors. Findings indicate that pathways to self-harm are multifaceted for females with ADHD. Understanding early childhood predictors and moderators of self-harm can inform both risk assessment and intervention strategies.

Having high quality of life is a challenge for school-age children (6-12 years old) who suffer from cancer. They have to undergo cancer treatments that bring pain and negative side-effects for years. Repeated hospitalization also separates them from family and school, the essential contexts in school-age children development. By using qualitative approach with interview and observation, this research intended to get quality of life description in five school-age children who were undergoing cancer treatments. The result shows that the subject who had the most severe side effects from cancer treatments could also have good quality of life in physical, psychological, social, and cognitive dimension. This research suggests volunteers and medical staffs to give chances for pediatric patients to study and interact in their room in the hospital and provide more psychological therapy schedule to help the children to cope with negative emotion they experience during the treatment.

Background: In the present study, we have explored the link among styles of attachment and psychopathology in drug users. We know that insecure attachment predisposes the individuals the development of drug-addiction and psychopathological symptoms. However, we do not know which attachment is more frequent in drug users and which is related to particular psychopathological symptoms. The aim of the present work is to explore the relationship between childhood attachment state of mind, attachment in close relationships, parental bonding and psychopathology in sample of Italian substance users. Methods: We explored, in a sample of 70 drug users and drug-addicted patients, the childhood attachment state of mind measured by the Adult Attachment Interview, the attachment in close relationships by the Relationship Questionnaire and parental bonding measured by the Parental Bonding Instrument. The Symptom CheckList -90-R (SCL-90-R) measured psychopathological symptoms. Results: We found that parental bonding, rather than state of mind concerning childhood attachment or attachment in close relationships, is related to the psychopathological manifestation of anxiety, hostility, depression, and paranoid ideation in the sample. The latter occurs frequently in our sample, independent of state of mind concerning child attachment, attachment in close relationships, and parental bonding, suggesting its role either as a factor that favors a bad image of the participants' own relationships or as a direct effect of consuming drugs. Conclusion: These results have clinical implications on suggesting ways of interventions that prevent drug-addiction, which should include the evaluation of attachment in the prodromic phases of substance use onset or rehabilitation programs to prevent and manage psychotic-like symptoms.

Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of "motor" function, to the 21 st . century perspective of "sensorimotor" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with "a particular computational function"); its sensory information processing capability; and, its role in sensorimotor regulatory control. It is suggested that the cerebellum can process sensorimotor stimulus information in a statistical (connectionist type) manner and respond to in on the basis of its own learning based sensorimotor representations, albeit at a "level" that does not necessarily involve cerebral "awareness".

With a large and diverse sample of children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the role of infant-mother attachment security as a protective factor against the development of children's anxious and aggressive behaviors at first grade was examined. When child's sex, family income, maternal sensitivity, and prior levels of anxiety and aggression were controlled for, attachment security at 15 months of age was found to moderate the effects of negative life events families experienced, thereby protecting children from experiencing symptoms of anxiety, but not aggression, at 4.5 years of age. Children classified as insecurely attached at 15 months of age who experienced many stressful life events exhibited more anxiety symptoms in first grade than children classified as securely attached who similarly experienced many negative life events. These findings are interpreted within attachment theory, which predicts that early attachment security has a unique role in children's anxiety experiences later in childhood.

The current study examines how focusing children’s attention immediately after fast mapping improves their ability to retain novel names. Previous research suggests that young children can only retain novel names presented via referent selection if ostensive naming is provided and that such explicit naming works by increasing children’s attention to the target and decreasing their attention to the competitor objects (Horst and Samuelson, 2008). This explanation of the function of ostensive naming after referent selection trials was tested by drawing 24-month-old children’s attention to the target either by illuminating the target, covering the competitors, or both. A control group was given a social pragmatic cue (pointing). Children given social pragmatic cue support did not demonstrate retention. However, children demonstrated retention if the target object was illuminated, and also when it was illuminated and the competitors simultaneously dampened. This suggests that drawing children’s attention to the target object in a manner that helps focus children’s attention is critical for word learning via referent selection. Directing attention away from competitors while also directing attention toward a target also aids in the retention of novel words.

Nativists about syntactic processing have argued that linguistic processing, under- stood as the implementation of a rule-based computational architecture, is spared in Williams syndrome, (WMS) subjects – and hence that it provides evidence for a genetically specified language module. This argument is bolstered by treating Specific Language Impairments (SLI) and WMS as a developmental double dissociation which identifies a syntax module. Neuro- constructivists have argued that the cognitive deficits of a developmental disorder cannot be adequately distinguished using the standard gross behavioural tests of neuropsychology and that the linguistic abilities of the WMS subject can be equally well explained by a construct- ivist strategy of neural learning in the individual, with linguisitic functions implemented in an associationist architecture. The neuroconstructivist interpretation of WMS undermines the hypothesis of a double dissociation between SLI and WMS, leaving unresolved the question of nativism about syntax. The apparent linguistic virtuosity of WMS subjects is an artefact of enhanced phonological processing, a fact which is easier to demonstrate via the associationist computational model embraced by neuroconstructivism.

Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes such as substance abuse and criminality, particularly if they develop conduct problems. Little is known about early predictors of the developmental course of conduct problems among children with ADHD, however. Parental psychopathology and parenting were assessed in 108 children who first met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for ADHD at 4 -7 years old. When demographic variables and baseline ADHD and conduct problems were controlled, maternal depression predicted conduct problems 2-8 years following the initial assessment, whereas positive parenting during the structured parent-child interaction task predicted fewer future conduct problems. These findings suggest that maternal depression is a risk factor, whereas early positive parenting is a protective factor, for the developmental course of conduct problems among children with ADHD.

"Individuals with autism spectrum disorders may suffer from qualitative abnormalities in social contacts and communication patterns. Many studies have shown that a great amount of those individuals might have abnormalities in the Theory of Mind (ToM) cognitive processing, i.e., they may lack the capability of
inferring their and others’ mental states. This condition was named “mindblindness” by Baron-Cohen (1995). Some authors have recently focused on the possibility that individuals who suffer from schizophrenia and bipolar disorder, like autistic people, show mindblindness, causing them to develop social
impairments. This paper discusses the concept of mindblindness and the view that deems it as an exclusively
human ability. Afterwards, it presents some of the available tests to evaluate mindblindness and, finally, shows some scientific evidences that ToM deficits might affect patients with other psychiatric conditions.
Keywords: Autism; Cognition; Social perception; Schizophrenia; Bipolar disorder."

Comment: This chapter develops portions of an invited symposium presentation I gave at ISTSS in November 2004 . In particular, we conduct a "10 year follow up" of a surprisingly scathing keynote address that developmental psychopathology pioneer Norman Garmezy gave at ISTSS. In that address, Garmezy criticized the traumatic stress field for its naive, inconsistent, and confusing approach to defining and studying resilience, and for failing to take advantage of 15 years' worth of work in developmental psychopathology. A (heavily) annotated version of my symposium presentation is available under the "Talks" tab herein (note that my symposium presentation contains some content not subsequently developed in my subsequent chapters and articles; i.e., unique content).

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

En el marco de la Pasantía en Escuelas Especiales del área, docentes y estudiantes atendemos niños, niñas y adolescentes derivados por la institución educativa. Se busca que los estudiantes tengan un acercamiento a la psicopatología que presenta esta población, en el marco de una práctica supervisada. Por otra parte los docentes, atendemos aquellos niños que por diferentes motivos no han tenido una atención regular y para los cuales la Institución requiere una orientación por parte de los técnicos. Muchas veces la derivación se produce a punto de partida de la percepción por parte del maestro o director de que estos niños “no son para esta escuela”, sensación que suele ser compartida por los estudiantes al inicio de las pasantías. Presentamos este caso clínico con el objetivo de ilustrar el trabajo que realizamos en este marco y reflexionar sobre las complejidades propias de la clínica con niños en instituciones hoy.

Nos invitamos a pensar la pregunta ¿Qué es lo que desconcierta en estos niños que no parece encontrar un lugar en las instituciones educativas?, ¿qué surge del encuentro en el campo clínico con cuadros que desbordan las categorías psicopatológicas clásicas y requieren de abordajes e intervenciones más integrales que den cuenta de la complejidad del sujeto que viene (o es enviado) a nuestro encuentro?

Palabras Clave:
Discapacidad Intelectual – Escuelas Especiales – Psicopatología infantil

BORDERS & BELONGING:      
From Adversity to Diversity in Cultural Child & Family Psychiatry

Vincenzo Di Nicola, MPhil, MD, PhD, DFAPA
Professor of Psychiatry
University of Montreal

Abstract:

Objectives: To provide a perspective on a career in community and cultural child psychiatry through the triple lenses of children, families, and culture, focusing on culture change syndromes, migration, and trauma.

Methods: Employing the lenses of children, families, and culture, Di Nicola has argued throughout his career that we cannot simply add layers to our understanding of these domains but rather that these elements have to be brought into dialogue with each other, sometimes radically challenging each other: 1) To study children across culture is to revision how we think about development. 2) To take family therapy seriously is to radically rethink how we imagine all relationships, from attachment and belonging to diverse family configurations and evolving constructions of gender and sexuality. 3) It’s also true that for cultural psychiatry and family therapy to take children seriously, they have rethink received notions of families and culture. None of these domains are fixed, stable or unchanging - they are all in flux.

Results: This layered and dialogic approach to children, families, and culture led Di Nicola to forge these syntheses: 1) Cultural family therapy (transcultural psychiatry & family therapy). 2) Transcultural child psychiatry (child psychiatry & transcultural psychiatry). 3) Child- and family-centered global mental health (child & family psychiatry with the global mental health movement).

Conclusions: Beyond evidence-based medicine, child psychiatry is nourished by meaningful personal and professional values. Di Nicola concludes with metaphors that inspire his work from social adversity to cultural diversity: 1) “A stranger in the family” (title of his book on cultural family therapy that explores three levels of strangeness – the mentally ill child in the family, the family that finds itself estranged in society due to migration or other socio-cultural differences, and finally, the therapist who arrives as a stranger in their midst with often alien or estranging views of their predicament). 2) “Looking across at growing up” (developmental psychologist Charles Super’s view of anthropology's horizontal or cross-cultural approach). 3) “Cultural changelings” (children’s experience of migrating across all the domains relevant to culture, including class, gender, race, religion and other aspects of belonging and community).

Learning Objectives:

1. To provide a framework for the interaction of three crucial factors for child and family psychiatry: children (developmental psychology, developmental psychopathology), families (attachment theory, belonging, family systems theory and therapy), and culture (anthropology, cross-cultural psychology, transcultural psychiatry).

2. To demonstrate the relevance of the interaction of these domains with examples of their syntheses: (a) cultural family therapy (transcultural psychiatry with family therapy); (b) transcultural child psychiatry (transcultural psychiatry with child psychiatry; and (c) child- and family-centered global mental health (global mental health with child psychiatry and family therapy).

3. To give examples of theoretical implications of the interaction of child, family and cultural factors for culture-inclusive theories of child and family development and clinical examples of culture-bound and culture-change syndromes such as Selective Mutism and Trauma- and Stressor-Related Disorders.


Biography

Vincenzo Di Nicola, MPhil, MD, PhD, DFAPA is chief of child and adolescent psychiatry, Montreal University Institute for Mental Health, tenured full professor of psychiatry, University of Montreal, and clinical professor, The George Washington University. Dr. Di Nicola trained in psychology (McGill University, University of London) and medicine (McMaster University), with residencies in paediatrics and psychiatry (McGill), where his mentor was Professor Raymond Prince, and fellowships in family therapy (McGill) and child psychiatry (University of Ottawa). He later specialized in Refugee Trauma and Global Mental Health with Professor Richard Mollica at the Harvard Program in Refugee Trauma, leading to interdisciplinary investigations on trauma with a doctorate in philosophy (European Graduate School). Dr. Di Nicola was founding president of the Canadian Association of Social Psychiatry, co-founder and past chair of APA Caucus on Global Mental Health and Psychiatry, serving twice as President, APA Quebec District Branch. Currently, he is Representative to the APA Assembly and Chair, Assembly Committee on Psychiatric Diagnosis and DSM, as well as board member and Program Committee co-chair, Society for the Study of Psychiatry and Culture. He has won numerous scholarships and prizes throughout his career for both scientific and literary pursuits. Dr. Di Nicola characterizes his career as a community and cultural child and adolescent psychiatrist and cultural family therapist working with disadvantaged and cultural communities in Montreal, as well as teaching and consultations in child psychiatry and family therapy around the world, notably in Brazil and Haiti.

Whether one takes a biological, psychological, or psychosocial perspective, depression in mothers raises concerns about risks for the development of psychopathology in the children. This review addresses the complexity of that risk and the essential role of development in a model that explains processes of transmission. This article addresses the following aims: (a) to provide convincing evidence that depression in mothers is an important topic for clinical psychologists; (b) to summarize current theoretical models of mechanisms of risk for the development of psychopathology in children of depressed mothers and the status of empirical support for those models; (c) to examine the theoretical bases and current status of evidence for moderators of this risk; (d) to argue for the advantages to be gained from a developmental psychopathology perspective on this topic; and (e) to point to future directions for theory, research, and practice.

This groundbreaking core textbook offers a comprehensive overview of different approaches to the assessment and treatment of psychological disorders. The book retains important diagnostic perspectives, including the DSM-5, ICD-10, ICD-11 and PDM, but also widens the scope of coverage beyond mainstream psychiatric models to include psychological, biological, historical, sociocultural and therapeutic approaches. Contemporary and well-balanced, this book provides an even-handed and holistic foundation, allowing students to develop a strong critical mindset while retaining a robust research-driven orientation.This book is ideal for undergraduate and postgraduates students on abnormal psychology, psychopathology, mental health or clinical psychology modules.
Read more online at http://www.macmillanihe.com/t/9781137547170/ Ebook 9781137547170 $59.99 Paperback 9781137547163 $67.99

a En este trabajo se ofrecen los primeros datos encontrados al diagnosticar a un grupo de 236 sujetos (138 varones y 98 mujeres) de 6-17 años, cuyos padres solicitaron ayuda profesional en dos Servicios ae Salud Mental de la Comunidad de Madrid (aesde noviembre de 1992 hasta abril de 1993).

This short-term prospective study examined general and lesbian, gay, bisexual, and transgender (LGBT)-specific risk and protective factors for suicide attempts in an ethnically diverse sample of LGBT youth (N = 237, 47.7 % male). A structured psychiatric interview assessed clinical depression and conduct disorder symptoms, as well as past and prospective suicide attempts over a 1-year follow-up period (91 % retention). Participants completed questionnaires measuring general risk factors for suicide attempts, including hopelessness, impulsiveness, and perceived social support. They also completed measures of LGBT-specific suicide risk factors, including gender nonconformity, age of first same-sex attraction, and LGBT victimization. Correlation and multivariate regression analyses were conducted to examine the relations between predictors and suicide attempt, and to identify mediators. Of nine variables examined, seven were related to lifetime history of attempted suicide: hopelessness, depression symptoms, conduct disorder symptoms, impulsivity, victimization, age of first same-sex attraction, and low family support. Depressive symptoms and hopelessness mediated the relation between multiple riskand resilience factors and suicide attempts.Suicide attempt history was the strongest predictor of prospective suicide attempts. Participants who previously attempted suicide (31.6 % of the sample) had more than 10 times greater odds of making another attempt in the 1-year follow-up period than were those who had made no previous attempt. These results highlight the need for suicide prevention programs for LGBT youth and suggest the importance of addressing depression and hopelessness as proximal determinants and family support and victimization, which have more distal effects.

The Counseling & Guidance Network recognizes the critical need for attention to the affective needs of the gifted individual. This Network is dedicated to addressing the social and emotional growth of the gifted and talented. In addition, emphasis is placed on planning and implementing a variety of systems and services for meeting these needs.

Editing & Design: Dr. William Goff II & Merzili Villanueva

Growing evidence points to the role of epigenetic mechanisms, including DNA methylation, in substance use and addiction. We conducted a systematic review of 47 recent (2012-15) animal and human studies that investigate DNA methylation and substance use/exposure, spanning preconception to adulthood. The majority of extant studies (i) focused on exposure during adulthood, (ii) examined the effects of alcohol use, (iii) employed a candidate gene approach and (iv) were cross-sectional. While studies generally support an association between substance use/exposure and DNA methylation, and also suggest that developmental context and timing matter, dearth of longitudinal data and low comparability across studies currently limits the conclusions that can be drawn. Future challenges and directions for the field are discussed

N ϭ 1,149) were conducted to test the association between attachment, measured at 15 and 36 months, and 3 measures of self-regulation (social self-control rated by teachers, task persistence as measured by observers in a series of lab tasks, and a continuous performance test) between Grades 1 and 5. Mediational analyses were also conducted to test whether self-regulation mediates the effect of attachment on children's engagement with learning in the classroom, as measured by direct observation. The results confirmed the hypothesis that attachment would be related to later self-regulation, but only for social self-control, and attentional impulsivity, not task persistence. Furthermore, social self-control at Grade 1 mediated the effect of attachment (at both 15 and 36 months) on school engagement at Grade 5, even when Grade 1 school engagement was statistically controlled. The discussion focuses on the potential importance of early attachment experiences for the development and maintenance of conscientiousness across the lifespan.

Aggression develops in early childhood and is maintained by a multitude of interrelated factors, including characteristics of the child and its parents, the relationship between the parent and child, and socio-demographic aspects. Research has indicated that aggressive behavior shows considerable stability throughout the life span. Frequent and severe aggressive behavior impairs further social development and place children at risk for chronic mental health issues, alcohol and drug abuse, as well as further violent and even criminal behavior. Therefore, it is imperative that preventative intervention measures target the developmental transition points with special attention given to the parent and child relationship.

Multidimensional Family Therapy (MDFT) delivered in the home and community surpassed residential treatment on measures of substance use, delinquency, and mental health symptoms in newly published results from a randomized clinical trial. This was the first study to rigorously compare an outpatient, community treatment to residential treatment for seriously psychiatrically impaired drug-involved adolescents who were referred for residential treatment.

Study highlights include: As in previous clinical trials, MDFT demonstrated extraordinary retention and engagement rates. In this study, of adolescents who were referred for residential care, 96.5% of MDFT youth completed treatment.

Residential treatment did not demonstrate greater effects than MDFT on any measure either in the short or long term.

MDFT youth reported greater improvements in mental health symptoms in the first two months of treatment. Youth in both treatments significantly reduced drug use and delinquency during this early phase.

18 months after the start of treatment, youth in MDFT had maintained their treatment gains in substance use and delinquency more than youth in residential.

The results counter conventional wisdom that youth with severe psychiatric and substance use comorbidities can only be adequately treated in a residential setting.

The findings demonstrate that MDFT is a highly effective alternative to residential treatment for youth.

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

Cet article se propose d'esquisser une métapsychologie de la psychose en se focalisant uniquement sur la description des processus psychiques qui sont caractéristiques de chaque pathologie, ce qui permet de dégager leur logique propre, et de montrer à chaque fois la dimension spatiale ou temporelle dont le patient fait abstraction. En effet, les discours et les comportements de la psychose nous apparaissent souvent comme incohérents, et pourtant, ils suivent des processus psychiques qui sont à la fois logiques et spécifiques à chaque pathologie, tel est du moins ce que cet article se propose de montrer en s'appuyant sur des vignettes cliniques. Il s'agira de voir comment l'expérience mal acquise de l'espace et du temps conduit les patients psychotiques à suivre des logiques imaginaires, que les logiciens appellent aussi des logiques formelles, parce qu'elles ont la particularité de faire abstraction d'une dimension spatiale ou temporelle de l'expérience, tandis qu'en pareille situation, les patients névrosés suivent des logiques empiriques. Ainsi, chaque pathologie de la psychose suit une logique imaginaire qui lui est propre : le processus psychique spécifique à l'autisme suit une logique trivalente ou floue, celui de la schizophrénie suit une logique hypothétique ou non-monotone, celui de la paranoïa suit une logique répétitive ou fractale, et celui des troubles bipolaires suit une logique associative, ce que l'on appelle respectivement dans la clinique de la psychose l'indifférenciation, l'hallucination, la systématisation, et le discours logorrhéique du coq à l'âne.

Objective: To examine the validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), a new observational method for assessing preschool disruptive behavior. Method: A total of 327 behaviorally heterogeneous preschoolers from low-income environments comprised the validation sample. Parent and teacher reports were used to identify children with clinically significant disruptive behavior. The DB-DOS assessed observed disruptive behavior in two domains, problems in Behavioral Regulation and Anger Modulation, across three interactional contexts: Examiner Engaged, Examiner Busy, and Parent. Convergent and divergent validity of the DB-DOS were tested in relation to parent and teacher reports and independently observed behavior. Clinical validity was tested in terms of criterion and incremental validity of the DB-DOS for discriminating disruptive behavior status and impairment, concurrently and longitudinally. Results: DB-DOS scores were significantly associated with reported and independently observed behavior in a theoretically meaningful fashion. Scores from both DB-DOS domains and each of the three DB-DOS contexts contributed uniquely to discrimination of disruptive behavior status, concurrently and predictively. Observed behavior on the DB-DOS also contributed incrementally to prediction of impairment over time, beyond variance explained by meeting DSM-IV disruptive behavior disorder symptom criteria based on parent/teacher report. Conclusions: The multidomain, multicontext approach of the DB-DOS is a valid method for direct assessment of preschool disruptive behavior. This approach shows promise for enhancing accurate identification of clinically significant disruptive behavior in young children and for characterizing subtypes in a manner that can directly inform etiological and intervention research. J. Am. Acad. Child Adolesc. Psychiatry, 2008;47(6):632Y641. Key Words: disruptive behavior, diagnostic observation, developmental psychopathology, preschool behavior problems.

RIASSUNTO Il concetto di ambiente condiviso e non condiviso nell'infanzia è usato ampiamente negli studi genetici sul comportamento umano per stimare le differenze non spiegabili in base all'ereditarietà. Tuttavia il contenuto di tali esperienze, condivise o non condivise, è raramente analizzato in dettaglio, o studiato mediante un approccio psicosociale e psicodinamico sullo sviluppo del bambino a completamento dell'approccio genetico. Lo studio qui presentato ha analizzato dettagliatamente la storia di ...

Background: Suicide is the third-leading cause of death among adolescents and nonsuicidal selfharm occurs in 13%-45% of individuals within this age group, making these phenomena major public health concerns. Lesbian, gay, bisexual, and transgender (LGBT) youth particularly are at risk for engaging in these behaviors. Nevertheless, relatively little is known about the specifıc risk factors associated with suicidal ideation and self-harm behaviors in the population.

Die Frost Multidimensional Perfectionism Scale-Deutsch (FMPS-D; Stöber, 1995) ist die deutsche Version der Multidimensional Perfectionism Scale von Frost, Marten, Lahart und Rosenblate
(1990) und erfasst Perfektionismus entlang der von Frost et al. (1990) vorgeschlagenen sechs Dimensionen: Sorge über Fehler (engl.: Concern over Mistakes, CM), Handlungszweifel (Doubts about Actions, D), Elterliche Erwartungen (Parental Expectations, PE), Elterliche Kritik (Parental Criticism, PC), Persönliche Ansprüche (Personal Standards, PS) und Organisation (Organization, O).

Today, there are many psychiatric disorders diagnosed in childhood and adolescence. Researches are conducted by experts in many areas such as the causes of these disorders, how they occur, their prevalence, gender differences and treatment. Antisocial behavior is one of the most frequent and treatment-resistant disorders diagnosed in childhood and adolescence. Children with this disorder have behavioral models such as violating the laws or violating important social rules, causing unrest in their environment, and these behavior models cause serious problems in their social relations. In this article, the article "Oppositional Defiant Disorder, Conduct Disorder and Juvenile Delinquency", which is the article of Waldman and The Hague, in which antisocial behavior model is defined, with oppositional defiant disorder, conduct disorder and juvenile delinquency disorders, will be discussed.

The drive for a theoretical integration of psychotherapy arises out of is dissatisfaction with the inadequacy of single systems/theories. It has been suggested that there is a need for a 'meta-theory' that provides a framework to integrate different psychotherapy theories in terms of some shared construct. The theoretical integration should take into account behaviour, emotion, cognition, and interpersonal factors. In addition, trans-theoretical considerations should include theory and data from neurology and psychiatry. Some different integrative 'frameworks' are noted, including Clarkson's 'Systemic Integrative Psychotherapy'. Some neuroscience based frameworks for integration are also mentioned. It is proposed that homeostasis could serve as a meta-theory that encapsulates principles in terms of which to 'systematically' integrate aspects of psychotherapy, including trans-theoretical dimensions.

We live in a surprisingly violent world. We experience physical assault, emotional and psychological attack, and even the intellectual violence of manipulation and indoctrination. Psychology is becoming increasingly aware not only of the prevalent violence, but also of the profoundly deleterious impact of said violence on the human mind and body; however. sociology lags behind. Socialization, or our experiences at the hands of agents of socialization, is a key concept in sociology. Every introductory sociology text that is printed devotes and entire chapter to a discussion of socialization and related concepts. However rarely, if at all, is there any indication that sociologists are aware of the profoundly deleterious impact of toxicity (violence, neglect, etc.) in the socialization process. This research note seeks to alleviate this lacuna by providing a concept, toxic socialization, by which sociologists can more readily discuss the problem of a violent socialization process.

The theory of Innate Intersubjectivity (Trevarthen, 1974, 1979; Trevarthen and Hubley, 1978), built upon results of observational studies on infant communicative abilities manifested during face-to-face interactions with sensitive others, recognized the human infant as a person motivated to communicate with other people and well-armed to do so from birth. Based on the theory of Innate Intersubjectivity, more recent researchers studied infant intentionality, mimesis, empathy, self-awareness, revitalizing in that way the field of infant psychology and renewing the interest in the development of the first years of life. All this new knowledge on infant socio-emotional and cognitive development boosted the advancement of other fields of research such as Developmental Psychopathology and Prevention and Early Intervention for infant mental health and developmental disorders. It was paramount to have robust evidence that human infants are active partners in dyadic relationships from birth, since this knowledge informed not only the role attributed to infants and toddlers in research methodologies, but also redirected the focus of prevention and early intervention programs towards a more ecological approach in which infants and toddlers are seen as active agents in their environment. Video Interaction Guidance, which promotes sensitive communication and empathy, is an example of such programs. Further advances in the field of infant Psychology and Psychopathology may be expected by bridging behavioral sciences and neurosciences' research methodologies – this may be the only way to shed more light to human social brain.

This article examines the emergence of the concept of infant disorganized/disoriented attachment, drawing on published and archival texts and interviews. Since this new classification was put forward by Main and Solomon (1986), “disorganized/disoriented
attachment” has become an important concept in clinical and social intervention contexts. Yet whereas Main and Solomon have often been misunderstood to have introduced disorganized/disoriented attachment in order to produce an exhaustive, categorical system of infant classifications, this article will suggest quite a different account. Attention will be paid to the emergence of disorganized attachment as a
classification out of results and reflections in the late 1970s regarding the limits of an alarmed infant’s capacities for maintaining behavioral and attentional avoidance. In contrasting this interpretation of Main and Solomon’s work with current, widespread misunderstandings, the article will critically examine tendencies that have supported the reification and misapplication of the concept of disorganized/disoriented attachment.

The present study explored the psychometric properties of a new measure of Adult
Entitled Dependence (AED). AED is defined as a condition characterized by the extreme
dependence of adult children on their parent(s), deemed deviant even when compared to
cultural norms, seemingly excessive in light of their apparent capacity to function
normally, and by high levels of dysfunction within the family (e.g., Lebowitz, Dolberger,
Nortov, & Omer, 2012). The AED scale was found to have excellent internal reliability
and good test-retest reliability. A principle component analysis suggested the AED
construct is comprised of 6 components: alexithymia, blaming/inadequacy, default
dependence, aggression, somatization, and limited socialization. AED scale sums
correlated positively and very strongly with passive-aggressive personality disorder, and
positively and strongly with borderline, paranoid, narcissistic, obsessive-compulsive,
sadistic, antisocial, schizotypal, and depressive personality disorder scale sums and
showed a moderate positive relationship with the executive dysfunction of the frontal
lobes as measured by the Coolidge Axis II Inventory (CATI). The results suggest that
though personality disorders, executive dysfunction, and alexithymia clearly play a major
role in AED, the word entitled may have been inappropriately attributed to these highly
dependent adult children, as a weak relationship was found between AED and the
grandiose, flamboyant, and attention-seeking (i.e., entitled) aspects of narcissism.

Stowarzyszenie Aktywnego Rozwoju Osobowości dla Studentów, Warszawa 1996
Tytuł wykładu:
Psychologia i patologia w wychowaniu - John Locke (1693) - wykład (1) zdrowie i ciało – paragraf 1-30.
Wykład na podstawie:  J. Locke, Myśli o wychowaniu, tłum. Feliks Wnorowski, Wrocław-Kraków 1959

Il bias cognitivo
Abbiamo percorso un lungo cammino per cercare di eliminare la mente, frantumandola nelle sue basi biologiche. Alla fine di questo percorso abbiamo scoperto che spontaneamente moltiplichiamo le menti presenti nel mondo esterno.“                   
                                                                                                                            Daniel Kahneman

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

Gestalt Therapy techniques are considered to be powerful tools for the remobilization of human growth and change. I will attempt to show that the power of these techniques lies in the fact that they are effective ways of dealing with our "internalizations". I will first briefly review object relation theory and then discuss gestalt techniques as they pertain to internal objects.

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

Perfectionism has been associated with higher levels of psychological maladjustment and disorder in adolescence and lower levels of subjective well-being and psychological adjustment. Perfectionism, however, is a multidimensional disposition, and not all dimensions of perfectionism are necessarily unhealthy or maladaptive. This entry presents an overview about perfectionism in adolescence and the main dimensions of perfectionism: perfectionistic strivings and perfectionistic concerns. It shows how the two dimensions are related to subjective well-being, psychological adjustment and maladjustment, and disorder. Moreover, it informs on how perfectionism can be measured and what factors influence the development of perfectionism in children and adolescents. Finally, the entry will discuss what is still unknown about perfectionism and why the notion that perfectionism can be healthy or adaptive is controversially debated.