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Stephanie Danner Mary A. Fristad L. Eugene Arnold Eric A. Youngstrom Boris Birmaher Sarah M. Horwitz Christine Demeter Robert L. Findling Robert A. Kowatch The LAMS Group 《Clinical child and family psychology review》2009,12(3):271-293
Since the mid 1990s, early-onset bipolar spectrum disorders (BPSDs) have received increased attention in both the popular
press and scholarly press. Rates of diagnosis of BPSD in children and adolescents have increased in inpatient, outpatient,
and primary care settings. BPSDs remain difficult to diagnose, particularly in youth. The current diagnostic system makes
few modifications to accommodate children and adolescents. Researchers in this area have developed specific BPSD definitions
that affect the generalizability of their findings to all youth with BPSD. Despite knowledge gains from the research, BPSDs
are still difficult to diagnose because clinicians must: (1) consider the impact of the child’s developmental level on symptom
presentation (e.g., normative behavior prevalence, environmental limitations on youth behavior, pubertal status, irritability,
symptom duration); (2) weigh associated impairment and course of illness (e.g., neurocognitive functioning, failing to meet
full DSM criteria, future impairment); and (3) make decisions about appropriate assessment (differentiating BPSD from medical
illnesses, medications, drug use, or other psychiatric diagnoses that might better account for symptoms; comorbid disorders;
informant characteristics and assessment measures to use). Research findings concerning these challenges and relevant recommendations
are offered. Areas for further research to guide clinicians’ assessment of children with early-onset BPSD are highlighted.
Principal Investigators and Coinvestigators of Longitudinal Assessment of Manic Symptoms (LAMS) Group are listed in Appendix. 相似文献
154.
Eugene V. Gallagher 《Teaching Theology & Religion》2009,12(3):208-221
Stephen Prothero's Religious Literacy makes a strong case that minimal religious literacy is an essential requirement for contemporary U. S. citizens. He argues further that high schools and colleges should offer required courses in the study of religion in order to help students reach that baseline literacy. Beyond the general recommendation that such courses focus on biblical literacy and the history of Christianity, however, Prothero does not sketch out his proposal for teaching religious literacy. This essay argues that in addition to providing factual knowledge, teaching for religious literacy needs to involve sustained attention to how religious people use that factual information to orient themselves in the world, express their individual and group self‐understanding, and give their lives direction and meaning. Such attention to the dynamics of religious life can also help students understand why human beings have persisted in this mode of behavior. 相似文献
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We conceptualize motivations to emigrate as expressions of basic motivations in the context of emigration. We propose three theoretically distinct motivations to emigrate: preservation (physical, social, and psychological security), self‐development (personal growth in abilities, knowledge, and skills), and materialism (financial wellbeing, wealth). We validate this typology in a sample of 158 potential Jewish emigrants from Russia with confirmatory factor analysis of reasons to emigrate. Each motivation correlates, as hypothesized, with the basic values theorized to underlie it. The relative importance of the motivations and their associations with preferred destination of immigration, group identifications, subjective wellbeing and economic situation are also largely consistent with hypotheses. We discuss the generalizability of these motivations for understanding emigration in settings around the world. 相似文献
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Eugene B. Cooper 《Journal of Fluency Disorders》1987,12(6):381-388
After recounting the story of Todd to illustrate the significance of the issue, the chronic perseverative stuttering (CPS) syndrome is defined and its characteristics identified. After a discussion of treatment goals for the CPS syndrome client, the significance of its identification in the client's teenage years and its relevance to support groups for stutterers, the paper concludes with a call for acknowledging the reality of the CPS syndrome and for establishing realistic therapy goals in view of its existence. 相似文献
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The attitudes of 521 teachers in the Tuscaloosa, Alabama City School (82% of the teacher population) toward stuttering were assessed using the Teachers' Perceptions of Stuttering Inventory (TPSI). The TPSI consists of five teacher identification questions and 10 attitudinal statements about which teachers are asked to indicate their strength of agreement. Results indicated that a significant number of teachers hold unsubstantiated beliefs concerning the etiology of stuttering and the personality characteristics of stutterers. Teachers having experience with stutterers or having had course work in speech disorders indicated more realistic attitudes toward stutterers and expressed more demanding attitudes toward stutterers in the classroom situation. In view of the potential positive role teachers can play in assisting stutterers, the results were interpreted as suggesting a need for teachers to receive either preservice or inservice instruction with respect to the problem of stuttering. 相似文献
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