Adolescent mental health: the role of youth and college pastors

The present study investigates the gatekeeping role of youth and college pastors, specifically exploring their psychological training, perceptions, attitudes, and interactions concerning adolescent congregants' mental illness. Texas youth and college pastors were anonymously surveyed regarding referral patterns, mental health interventions and contact, adolescent mental health perceptions, and means of collaboration. While the sample reported actively working with numerous adolescent mental health issues, the majority did not feel qualified to work with significant psychopathology. Despite this, they reported using various intervention methods, with the most common being initial counselling followed by a referral. Although the sample frequently referred to other professionals, they described many perceived barriers in collaborating with others in the mental health field. Overall, a positive role exists for youth and college pastors in adolescent mental health; however, tensions and conflicts between pastors and mental health professionals hinder the usefulness of these unique gatekeepers. Implications and recommendations for mental health professionals are highlighted.     

Ministry and mental retardation

Conclusion This has been an attempt to show how the parents of the mentally retarded inspired me to take a second look at my theological views, to show the method I used, and to give a few instances out of many in which my theological views have been affected. If space had allowed, it would have been good to show how this human predicament can cast new light on our theological thinking about grace, redemption, and many other categories. On the other hand, each of us has a chance to pursue in depth any single doctrine, using the added perspective of this particular crisis situation.Each of us has the original theological perspective which we had before beginning our pastoral involvements with the mentally retarded and their families. Then, as we focus on this human situation we become aware of an added theological perspective that helps us to take a second look from a different viewpoint. We then find our original view has been reinforced, modified, or enlarged. It is my feeling that a pastor who becomes involved with these particular persons-who need his services very much—will find a golden opportunity to grow theologically.If any of us feel we know all we need to know about God and life and man, this would be a good time to become involved in a pastoral way with a mentally retarded person and his family and get to know them well.     

Culture and mental retardation

The Psychological Record -     

Abuse of persons with mental retardation: A literature review

The literature reports a number of reasons why abuse of people with mental retardation occurs. These causes of abusive behavior can be divided into three categories: organizational variables, staff characteristics, and client characteristics. The author examines each of the variables and presents recommendations for reducing their contributions to abusive behavior.     

A psychological test battery to detect prison inmates who fake insanity or mental retardation

A contrasted groups design was used to investigate the accuracy with which a test battery could detect persons faking mental disorder. The MMPI and Bender Gestalt were used in combination with a Malingering Scale that was developed for initial validation. One hundred adult males comprised five groups of 20 subjects each. Noncriminal psychiatric inpatients and mental retardates were compared with prison inmates who were given a financial incentive to successfully fake ‘insanity’ or mental retardation, and with inmate controls. Based on discriminant analyses, 92 to 95% of subjects were correctly classified as either faking or not faking. Although cross-validation is needed, this study reduced many of the analog factors which have comprised the generalizability of previous findings.     

Contributions of Seymour Sarason to the field of mental retardation

The contributions of Seymour Sarason to the field of mental retardation are presented against the background of the pivotal changes in society's perception of the retardate that occurred following World War II. Sarason's key contributions to that change in terms of broadening the scientific approach to the issues in the field and advocating reform in the treatment and education of the retarded are briefly sketched.     

A survey of habit behaviors exhibited by individuals with mental retardation

The purpose of this study was to investigate the prevalence and characteristics of habit behaviors exhibited by individuals with mental retardation living in the community. Two hundred and fifty-nine direct care staff and parents from the upper mid-west and northeast regions of the country completed a survey measuring the prevalence of major habit disorders (bruxism, trichotillomania, motor/vocal tics, and stuttering) and habit behaviors exhibited by individuals with mental retardation being served by community residential agencies. Habit disorders were also subjectively evaluated according to the respondents' perception of the severity and noticeability of the behavior, and naturalness of appearance of the individual. In addition, respondents indicated their usual reaction to the habit disorder. Overall, stuttering was found to be the most prevalent habit disorder (32%), followed by tics (16·6%), bruxism (13·1%), and trichotillomania (5%) for the sample surveyed. Furthermore, differences were found in the prevalence of habit disorders and other habit behaviors by level of mental retardation and age (adults versus children/adolescents). The implications and limitations of the data, as well as suggestions for future investigations of habit disorders and habit behaviors exhibited by individuals with mental retardation, are discussed. © 1998 John Wiley & Sons, Ltd.     

Teaching simple addition to children with mental retardation using a microcomputer

Computer assisted instruction (CAI) was used for improving the efficiency of simple addition (single-digit without carrying) computation in three children with mental retardation. The training program, conducted on a portable personal computer, consisted of demonstrations and repetitive practices on simple addition presented in a vertical format. A number of behavioral instruction techniques such as direct feedback, corrective demonstration, verbal association, and token reinforcement were also included. To evaluate the effects of the CAI package, a multiple-baseline across subjects design with followup was employed. Results showed that performances of children improved with training and were maintained at 1-week, 4-week, and 12-week followups. Generalization of the learned skills was evident when children were assessed on a paper-and-pencil addition test in a vertical format. The skills were also transferable, with initial prompting, to a computerized addition test in a horizontal format. These findings reaffirmed the applicability of CAI and behavioral techniques for teaching math skills to children with mental retardation.     

A review of substance use research among those with mental retardation

This article reviews research conducted on the cigarette, alcohol, and illicit drug use of adolescents and adults with mental retardation (MR). The majority of the research related to substance use conducted on this population has been limited to surveys. Overall, results of these studies suggest that, although substance use is slightly lower among those with MR than among nondisabled comparison groups, it is nonetheless a problem for many individuals. This research is reviewed and a discussion of both the general and specific flaws of these studies follows. Further, the examination of education, prevention, and treatment programs for this population has been overlooked, indicating that individuals with MR are likely not receiving the services most appropriate for them. The article concludes with a discussion of several topics that need to be addressed in future studies, including research on potential best practices in the overlooked areas of substance abuse interventions.     

Neuropsychological evaluation and rehabilitation in mental retardation

A discussion is provided of issues related to neuropsychological assessment of mentally retarded individuals. The first matters considered are test selection in relation to mental age and diagnostic issues. Various methods of evaluation are then considered, including assessment of orientation to sound and visual stimuli, language comprehension, right-left discrimination, and abstract and symbolic processes. Methods are also reviewed for detailed evaluation of language functions including testing for aphasia and for academic skills such as reading, writing, and calculation, as well as for spatial and constructional abilities. A section is devoted to use of neuropsychological assessment for rehabilitation of various disorders such as congenital aphasia, alexia, and spatial-constructional disorders.     

Self-concepts of mothers who show mental retardation

The Tennessee Self-concept Scale was orally administered to 27 mothers with mental retardation and self-administered to 95 mothers whose children attended daycare in the areas in which the former mothers lived. Analyses showed that the mothers with mental retardation scored significantly lower on all subscales. Where 72% of the comparison group scored above a recommended cut-off indicative of a positive self-concept, only 33% of the mothers with mental retardation did. Comparisons of the 27 mothers with mental retardation (18 with positive versus 9 with negative self-concepts) on personal, child, family, and other background variables suggested different relationships for the two groups. Cross-validation of the present work and studies of the actual childcare of these latter two groups of mothers are needed.     

Word-attack skills in individuals with mental retardation

This article assesses the state of the literature on word-attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word-attack skills in individuals with mental retardation, as has been shown conclusively in typically developing children. This suggests that instruction in PA would facilitate the acquisition of word-attack skills in individuals with mental retardation, as it does with typically developing children. As of yet, however, very few experimental studies designed to demonstrate effective teaching procedures for PA and word-attack skills have been published. This research field might evolve most effectively and efficiently by following a two-step research program. First, test new teaching procedures in a series of small-N studies, each study incorporating modifications of teaching procedures based on the results of the previous study. Once procedures prove effective at this level, the resources necessary to pursue large-scale studies can be used to their best advantage.