Examining the Validity of ADHD as a Diagnosis for Adolescents with Intellectual Disabilities: Clinical Presentation

Children with intellectual and developmental disabilities are at heightened risk for mental disorders. Using current diagnostic criteria, disruptive behavior disorders, specifically Attention-Deficit/Hyperactivity Disorder (ADHD), appear to be the most prevalent co-occurring disorders. However, the validity of ADHD as a diagnosis for children and adolescents with intellectual disabilities remains unclear. The present study examined the clinical presentation of ADHD (prevalence, sex differences, and comorbidity) among adolescents with and without intellectual disability (ID) as well as investigated the validity of ADHD for adolescents with ID by examining similarities in terms of symptom presentation, developmental course, and associated functional impairment. The sample included 142 adolescents and their families, about a third of whom were classified in the ID group and the remaining were in the typically developing (TD) group. Findings indicated that adolescents with ID continue to be at elevated risk for ADHD (risk ratio: 3.38:1) compared to their typically developing peers. Additionally, the presentation of ADHD appeared similar among adolescents with and without ID, supporting the validity of an ADHD diagnosis for this population of adolescents. Implications for public policy and intervention are discussed.     

A Tortoise in a Hurry: The Ordering of the Anglican Communion

Many Anglicans have begun to see the institutions of the Anglican Communion as something of a ‘tortoise’, either because of their halting journey towards gay and lesbian inclusion, or because of the way in which they have only slowly moved towards a clear rejection of such an ‘innovation’. How does the Anglican Communion actually operate in the face of such developments? This article argues that the Instruments of Communion have adopted an ordered approach to the Communion's life – working through legitimate structures both at provincial and Communion level. It sets out some of the main channels through which the Communion has been working – the Windsor Process and the proposal for an Anglican Covenant – and argues in favour of such an ordered approach to life.     

Gender and contextual differences in social responsibility in Thai schools: a multi-study person versus situation analysis

Social responsibility has been linked to the moral development of students, but little prior research has examined how personal and situational variables influence students’ willingness to show care and concern for social issues that reflect higher levels of moral development. We theorised and tested the hypotheses that females would endorse social responsibility to a greater extent than males, and that school/programme context would moderate this relationship. In Study 1, levels of social responsibility were greater for girls than boys and in academic versus vocational high schools, and school type moderated levels of social responsibility for boys. Study 2 replicated the male–female difference in social responsibility, and demonstrated greater differences in social responsibility across university academic programmes for female than male students. These studies expand the understanding of personal versus situational influences on social responsibility and their implications for moral education in schools.     

Using Storytelling to Heal Trauma and Bridge the Cultural Divide Between Veterans and Civilians

There is a growing disconnect between the Veteran and civilian communities related to their understanding of war-related trauma, postdeployment reintegration difficulty, and the experience of Memorial Day. A therapeutic way to bridge this divide is through community storytelling. This paper describes a program development project at a Veterans Affairs Medical Center that was created to increase the connection between these communities. Using storytelling, six Veterans shared their personal experiences with a civilian audience in honor of Memorial Day. Qualitative data on the impact of the program is reported, and suggestions for future application and research are discussed.     

Syntax response–space biases for hands,not feet

A number of studies have shown a relationship between comprehending transitive sentences and spatial processing (e.g., Chatterjee, Trends in Cognitive Sciences, 5(2), 55–61, 2001), in which there is an advantage for responding to images that depict the agent of an action to the left of the patient. Boiteau and Almor (Cognitive Science, 2016) demonstrated that a similar effect is found for pure linguistic information, such that after reading a sentence, identifying a word that had appeared earlier as the agent is faster on the left than on the right, but only for left-hand responses. In this study, we examined the role of lateralized manual motor processes in this effect and found that such spatial effects occur even when only the responses, but not the stimuli, have a spatial dimension. In support of the specific role of manual motor processes, we found a response-space effect with manual but not with pedal responses. Our results support an effector-specific (as opposed to an effector-general) hypothesis: Manual responses showed spatial effects compatible with those in previous research, whereas pedal responses did not. This is consistent with theoretical and empirical work arguing that the hands are generally involved with, and perhaps more sensitive to, linguistic information.     

From encyclopedia to ontology: toward dynamic representation of the discipline of philosophy

The application of digital humanities techniques to philosophy is changing the way scholars approach the discipline. This paper seeks to open a discussion about the difficulties, methods, opportunities, and dangers of creating and utilizing a formal representation of the discipline of philosophy. We review our current project, the Indiana Philosophy Ontology (InPhO) project, which uses a combination of automated methods and expert feedback to create a dynamic computational ontology for the discipline of philosophy. We argue that our distributed, expert-based approach to modeling the discipline carries substantial practical and philosophical benefits over alternatives. We also discuss challenges facing our project (and any other similar project) as well as the future directions for digital philosophy afforded by formal modeling.     

Dispositional Resiliency and Adjustment in Protestant Pastors: A Pilot Study

Several studies of pastoral adjustment have examined sources of stress and support. This pilot study, drawing upon a positive psychological perspective of resilience, examined the role of dispositional hope and gratitude in coping with the demands of ministry. A non-random sample of 24 pastors completed online surveys containing measures of congregational demand and support, hope and gratitude, and pastoral well-being and adjustment. As expected, demand was negatively associated with adjustment, while gratitude was positively associated. Regression analyses suggested that gratitude is the more salient variable.     

Teaching mindfulness to psychotherapists in clinical practice: The Mindful Therapy Programme

Introduction: Initially proposed as a treatment modality for psychological disorders, mindfulness is now being promoted as a means of enhancing both therapist self care and therapeutic efficacy. The degree to which mindfulness can be learned by therapists to manage their own and clients' processes in therapy is as yet unknown. This study examines training outcomes of a standardised introductory mindfulness programme for mental health professionals. Methods: Forty-seven mental health professionals completed an eight-week mindful therapy (MT) training programme and associated measures. Results: Compared with baseline scores, participants demonstrated knowledge acquisition on all measures, including increased mindfulness in clinical work, increased capacity to intentionally invoke mindful states of consciousness, and higher participant ratings of well-being over the course of training sessions. Discussion: This research provides preliminary evidence that a brief, standardised mindfulness training programme can achieve acceptable knowledge and skills outcomes for therapists that can aid their therapeutic practice. Of note, increased ‘therapeutic mindfulness’ in this study resulted from changed mindfulness ‘attitudes’ (i.e. a more accepting and equanimous orientation within therapeutic work) as opposed to a clear demonstration of increased attention-regulation skills. The implications of these and other results for programme development and wider research are discussed.