Evidence for a Higher-Order ESEM Structure of ADHD in a Sample of Chinese Children

Exploratory structural equation modeling (ESEM) solutions have been proposed to represent the factor structures of attention-deficit/hyperactivity disorder (ADHD) in recent literature, yet no studies have assessed those structures in Chinese children. The primary aim of this study was to comprehensively examine the factor structures of the Chinese version of the ADHD Rating Scale-IV (ADHD RS-IV): Home Version. Data on 458 Chinese children aged 3–8 years (boys: 246; 54%) were used to test and compare eleven factor models: confirmatory factor analysis (CFA) models (one-factor, two-factor and three-factor), second-order CFA model, bifactor CFA models (two and three specific factors), ESEM models (two-factor and three-factor), second-order ESEM model, and bifactor ESEM models (two and three specific factors). The results showed that, overall, ESEM models displayed better fit than CFA models. Specifically, the second-order ESEM model with three first-order factors best represented of the ADHD factor structure in our sample. In addition, measurement invariance testing results showed that scalar invariance was established across gender, age and informant groups. Implications for future research are discussed.

     

ABA-Based Programs for Children Diagnosed With Autism Spectrum Disorder: Parental and Professional Experiences at School and at Home

Having a child diagnosed with Autism Spectrum Disorder (ASD) poses a range of challenges to families, many of which can be addressed through appropriate intervention. A study of parental (n = 95) and professional (n = 67) experiences was carried out in relation to two settings: (a) schools that provided intensive interventions based on the science of Applied Behavior Analysis (ABA), and (b) non-intensive ABA-based home programs. Results show that parents whose children attend ABA-based schools were generally more satisfied with their child's educational provision, monitoring procedures, and level of staff training, than parents who were not offered ABA-based education in schools.     

Children's understanding of physical illnesses and psychological states

Abstract

The present study set out to compare 5.7, and 9-year-old children's understanding of a physical illness (chicken pox) with their understanding of a psychological state (depression). In addition, information about personal experience of the illnesses and external sources of information was elicited, in order to assess the effects of both age and experience. Children at all ages showed a basic intact knowledge of both chicken pox and depression, although older children had a more sophisticated understanding of depression, and had acquired this knowledge from a greater number of sources. The clinical implications of the findings, and their relationship to both neo-Piagetian and more recent theories of conceptual development in childhood are discussed.     

Learning to cheat: The interaction of moral‐development and social learning theories

A possible interaction between moral‐development levels and social learning variables is tested with self‐report data on test cheating from 175 college students. Among those at lower developmental levels, peer reactions best explain cheating behavior. For those at middle development levels, internalized definitions are most explanatory. Among those with more autonomous moralities, no pattern of social variables emerges to explain cheating.     

Ethics and Culture in Mental Health Care

This article examines the complex relationship between culture, values, and ethics in mental health care. Cultural competence is a practical, concrete demonstration of the ethical principles of respect for persons, beneficence (doing good), nonmaleficence (not doing harm), and justice (treating people fairly)—the cornerstones of modern ethical codes for the health professions. Five clinical cases are presented to illustrate the range of ethical issues faced by mental health clinicians working in a multicultural environment, including issues of therapeutic boundaries, diagnosis, treatment choice, confidentiality and informed consent, and the just distribution of limited health care resources.     

Stress and Chronic Illness: the Case of Diabetes

Globally, Type 2 Diabetes Mellitus (T2DM) is one of the most prevalent chronic illnesses. Managing T2DM is a major challenge now affecting the lives of around 200 million people. Even when medication, diet, and physical activity regimens are maintained, blood sugar levels might not be effectively controlled because stress triggers the release of sugar into the blood. This makes the management of stress an important adjunct to the treatment of T2DM. Stress includes both life stress, the major issues that people face in their lives, such as job loss, divorce, or death of a loved one, and daily hassles, smaller everyday problems, such as deadlines for work, traffic hold-ups, or family disagreements. The stress levels created by these events are exacerbated by the stress created by the demands of managing diabetes. In this paper, we first examine the evidence for the relationship between stress and poor blood sugar control in people with T2DM. Then, we consider research that has examined the impact of various stress management strategies on blood sugar level. Finally, we discuss some promising psychological techniques for managing stress that could be helpful for people with diabetes or pre-diabetes. We note the double benefit of physical activity, which directly assists in the metabolism of sugar from the blood and indirectly reduces acute stress and chronic stress reactivity, thus providing a buffer against the effects of stress for people with T2DM.