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Biomedical subjects

S J Beck

Publications and source records attributed to S J Beck.

13 recordsLinked to original sources
PubMed1995

Distressed and nondistressed third- and sixth-grade children's self-reports of life events and impact and concordance with mothers.

This study examined the concordance of third- and sixth-grade distressed and nondistressed children's self-reports of the occurrence and perceived impact of life events that had occurred during the preceding 12 months with their mothers' perceptions. The study also examined whether maternal self-reports of dysphoria affects concordance between mother/child dyads on children's self-reports of occurrence and perceived impact of life events. Eighty-eight mother/child dyads, matched on Children's Depression Inventory scores, grade, sex, race, and school were included. Results indicated that distressed children endorsed more items on the Coddington Life Events Record (LER), and perceived them more negatively, than nondistressed children. Small, but statistically significant concordance rates were found between dyads on the occurrence of life events and the perceived impact of these events: Distressed children and their mothers had more mutually endorsed items than nondistressed children and mothers, and third-grade children had higher concordance rates with their mothers when compared to sixth-grade children. Third-grade children also appeared to commit more errors of commission on the LER. Finally, maternal distress mediated mother/child concordance. Possible explanations for these results and future research directions are discussed.

Child↗
PubMed1990

Maternal characteristics and perceptions of pervasive and situational hyperactives and normal controls.

Thirty 6- to 9-year-old boys were rated by their mothers and teachers as being pervasively hyperactive, situationally hyperactive, or not hyperactive at home or school. Maternal characteristics and perceptions of their children's behavior problems were collected. Children's global and molecular social skills were also assessed in a role-play format. Mothers of pervasive hyperactive boys reported significantly more overall stress in their relationship with their child and perceived their sons as displaying more behavioral problems compared to mothers of situational hyperactive and nonhyperactive children. Mothers of pervasive hyperactive boys also rated themselves as more depressed, less competent, more restricted, and frustrated compared to control mothers. Mothers of situational hyperactive children indicated that their sons displayed more behavior problems and reported more maternal stress compared to mothers of normal controls. Normal controls were rated as overall more socially skilled than situational hyperactive boys. The utility of the pervasive and situational hyperactivity distinction is discussed.

Attention Deficit Disorder with Hyperactivity↗
PubMed1989

The relationship among guilt, dysphoria, anxiety and obsessions in a normal population.

Seventy-six college students reported intrusive thoughts and impulses on a checklist. These students also completed questionnaires assessing depression, trait anxiety and perceived guilt. Results indicated for this normal population that intrusive thoughts were more distressful, more difficult to dismiss and occur with a greater variety of content compared to intrusive impulses. Multiple regression analysis showed that guilt was the best predictor of intrusive thoughts and impulses. Self-reported depression and anxiety were not strong predictors with respect to nonclinical obsessions and impulses. Discussion focuses on the utility of assessing guilt with obsessional disorders, the lack of a relationship between self-report trait anxiety and nonclinical obsessions, and the need to examine the relationship between guilt and anxiety with clinically obsessional subjects.

Adolescent↗
PubMed1988

Implementation and evaluation of a new approach to clinical instruction.

An approach to clinical instruction based on the Learning Vector model was introduced in a hospital laboratory during the 1985-86 academic year. Fifteen clinical instructors and nine medical technology students participated in the study. Clinical instructors attended an initial workshop on the model and met monthly during the academic year with the project directors to discuss their progress. The implementation of the model and the reactions of students and instructors to the model were evaluated using attitudinal questionnaires, interviews, and observations. Instructors were most successful using the model during the learning activities component of clinical instruction and were less consistent in implementing the model in the expectation-setting and evaluation components of instruction. According to instructors and students, advantages of this approach included improved communication, guidance and organization of instruction, and an increased emphasis on feedback and evaluation. The major constraint to implementation was a limited amount of time spent with students, due to scheduling or workload.

Allied Health Personnel↗
PubMed1980

Validity of teacher nominations of child behavior problems.

The purpose of this study was to examine the validity of teachers' identification of problem children. Ninety-five third-grade children served as subjects. Teachers nominated children as a conduct problem, withdrawal problem, or normal, resulting in 16, 14 and 65 children being assigned to the three groups. Behavioral observation, peer sociometric ratings, and academic achievement scores were collected. The results indicated that conduct problem children differed from normal children on behavioral, sociomeptric, and academic measures, whereas withdrawal children differed from normals on the latter two measures. Conduct problem and withdrawal problem children did not differ on any of the dependent measures. The results suggest that teachers can identify children who are having difficulties in class but may be less accurate in differentiating between different types of problem children.

Child↗