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161.
Pediatric psychopharmacology is a relatively new science. Although the use of psychotropic medications in children has risen in the past decade, there are few standard treatments for serious psychiatric or developmental disorders of childhood. The relative absence of standard treatments is further complicated by the fact that many of the agents used in pediatric psychopharmacology have been adapted from other fields. Therefore, investigators have a responsibility to make incremental progress from concept through pilot studies and large-scale, multisite efficacy and safety trials. Thus, although there is a pressing need to conduct medication trials that can guide clinical practice, there are scientific and ethical considerations to bear in mind when designing clinical trials in pediatric psychopharmacology. This article reviews essential ethical and scientific issues that are relevant to designing clinical trials in children with psychiatric and developmental disorders. Using examples from recently published literature, the article describes the challenges and pitfalls of various clinical trial study designs. The application of sound ethical and scientific principles is necessary to ensure that clinical trials are properly conducted and to guard against ambiguous results that can not guide practice. 相似文献
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Lawrence Edwin Abt 《International journal of group psychotherapy》2013,63(3):397-398
This article describes a group developed to address the parenting needs of women dealing with child sexual abuse and substance abuse. A solution focused 12-week group intervention is described, and the results of an evaluation are presented. Participants included 29 women who attended seven parenting groups. The results suggest that the group was perceived as beneficial by the women, who reported an increase in self-esteem, parenting satisfaction, and parenting self-esteem and an improvement in their attitudes toward their children. 相似文献
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Lawrence Edwin Abt 《The Journal of psychology》2013,147(2):205-217
In a study to extend the theory of cognitive dissonance into the area of person perception, 108 male freshmen dormitory students were led to believe that they either would or would not be sharing a room in the future with a negative other. They were also informed that they were either low, moderate, or high in similarity to this negative other. The major response measure was the extent to which the negative first impression changed in a more positive direction. A 2 × 3 ANOVA showed that both the proximity and similarity manipulations had the predicted effect. However, the trend in similarity was not linear, as hypothesized. Similarity was also found to be a more salient source of dissonance than proximity. 相似文献
167.
Nancy Bagatell Jennifer Lawrence Marissa Schwartz Whitney Vuernick 《Occupational Therapy in Mental Health》2013,29(2):181-196
The purpose of this study is to better understand the transformative experiences of occupational therapy students during fieldwork. In occupational therapy education, fieldwork provides students with an in-depth experience in the field. Thirty-one students submitted narratives following completion of Level II fieldwork in a mental health setting. Concepts from transformative learning theory guided the analysis. The themes that emerged were: (1) understanding clients with mental illness; (2) understanding occupation and occupational therapy; (3) feeling like a professional; and (4) changing as a person. The results highlight the importance of understanding the transformative process and fieldwork in mental health settings. 相似文献
168.
Ernest Lawrence Rossi 《World Futures: Journal of General Evolution》2013,69(1-4):633-645
In exploring the possibilities for creating a model of the creative cosmos, it is important to seek mathematical models that can express the common relationships unifying the sciences of matter, life and mind. Current candidates for such all embracing mathematical models come from the burgeoning fields of non‐linear dynamics that are described under varying labels as Chaos Theory, Self‐Organization Theory and Adaptive Complexity Theory. In this paper we will limit ourselves to only one mathematical model called, “The Feigenbaum Scenario.” A major virtue of The Feigenbaum Scenario is that it is relatively easy to understand by non‐mathematicians and it has led to new depths of profound understanding in a wide variety of the physical and biological sciences. Everything from purely mechanical systems, fluid dynamics and the weather to the patterns of biological growth in nature and the dynamics of heart, hormone and brain rhythms have been found to exhibit aspects of the Feigenbaum scenario. We explore the possibility that the Feigenbaum scenario can be extended to experiences of mind, sensation, perception and human behavior as well. We conclude that a major function of consciousness may be to transform the non‐linear, irrational, unconscious and difficult to predict dynamics of unconscious nature into the more linear, rational and predictable psycho‐dynamics that make human experience and social life possible. 相似文献
169.
Lawrence J. Sanna 《Cognition & emotion》2013,27(5):635-665
Three studies demonstrated that manipulated moods influence the prefactual (alternative preoutcome predictions) and counterfactual (alternative postoutcome “what might have beens”) mental simulations of defensive pessimists and optimists. In Study 1, negative moods induced more upward (better than expected) prefactuals, and defensive pessimists performed best under such conditions; optimists performed best under induced positive moods, after which they used little prefactual thinking. In Studies 2 and 3, manipulated moods again influenced the strategies of defensive pessimists and optimists. In Study 2, optimists responded with more downward (worse than actuality) counterfactuals, suggesting attempts at mood repair. In Study 3, defensive pessimists and optimists each coped effectively by using preferred mental simulation strategies; both groups rebounded on a second task from poor performances on a first task. 相似文献
170.
The theoretical and practical implications of examining young children's acquisitions of phonological awareness skills with specific and differentiated processing tasks are explored in this study. The study presents data from 269 kindergarten children completing a phonological awareness protocol that provided information on 14 discrete phonological awareness skills. The data supported the assertion that phonological awareness develops in a gradual and continuous fashion and illustrated the importance of measuring phonological awareness while controlling for the effects of task difficulty, linguistic complexity, and phoneme position within syllables. In addition, three general patterns of literacy development were confirmed in these analyses that frame the integrated model of phonological awareness development. 相似文献