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PubMed1975

Sociology and the theory of responsibility: 'social background' as an excuse for crime.

The concept of social abnormality can be given a fairly precise meaning and is relevant to the theory of legal responsibility. Much work, however, would need to be done before it could take its place alongside mental abnormality as an excusing condition in the courts. The implications of such a plea would, moreover, be far reaching, two of the more obvious being the individualization of excuses and the relinquishing of the general preventive possibilities of punishment.

Antisocial Personality Disorder↗
PubMed2004

The accuracy of clinical criteria for the diagnosis of frontotemporal dementia.

The clinical diagnosis of frontotemporal dementia (FTD) can be challenging even to experienced clinicians. In the absence of a definitive clinical test, this diagnosis relies on behavioral criteria. Difficulty applying these criteria arise for four main reasons. First, FTD patients present with social and personality changes that defy the neuropsychological model of dementia. Second, FTD is not a single disorder but a spectrum of clinical syndromes with asymmetric and motor variants. Third, there may be qualitatively different symptoms during stages of FTD. Finally, pathologic and genetic variability contributes to the clinical variability. Future research should refine the clinical criteria for FTD using clinicopathological correlation in addition to working on the development of neurobiological markers.

Aged↗
PubMedDate not supplied

Pipamperone (Dipiperon) in the treatment of behaviour disorders. A large-scale multicentre evaluation.

Pipamperone solution or tablets were prescribed for four weeks to 188 patients (3-100 years) with behavior disorders. Fifty of these (group A) were mental retardates, the remaining 138 (group B) had a normal I.Q. Their doses were gradually increased until optimal effect was reached. Nearly all 17 items of a behaviour rating scale had improved very significantly by the end of the fourth week, while in 82% of the patients of group A and 76% of group B results were rated good to very good. Also, pipamperone proved to be far superior to previous psychotropic drugs in patients who had been treated before.

Adolescent↗
PubMed1994

Cognitive correlates to social cue perception in schizophrenia.

Previous research has examined social skill learning in schizophrenic patients in relation to information-processing deficits and psychiatric symptoms. Relationships were examined in the current report between social cue perception, thought to be an early and necessary component of skill learning, and various information-processing deficits and psychiatric symptoms. Twenty-six inpatients with DSM-III-R diagnoses of schizophrenia completed measures of social cue perception, cognitive functioning, and psychiatric symptoms. Results showed that cue perception was significantly related to measures of early visual processing, recognition memory, and psychiatric symptoms of withdrawal/retardation. Implications of these findings for future research into the social-perceptual deficits of schizophrenic patients are discussed.

Adult↗
PubMed1983

Diagnostic accuracy of actuarial and one-point MMPI code systems with college students.

Assessed the applicability of standard clinical interpretations of the MMPI within a college counseling center. The relative classification rates and diagnostic accuracy of four actuarial and two one-point code systems for the MMPI were evaluated. Two hundred and five female and 207 male college students were administered MMPIs. In addition, independent diagnoses were obtained on each student. Diagnoses were made on the basis of each of the code type systems. The results indicated that (a) only the one-point code systems classified a large percentage of students who were diagnosed as neurotic, psychotic, or behavior disorder; (b) the accuracy of differential diagnosis among these psychiatric categories was at a satisfactory level for both male and female students with only the Gynther, Altman, and Sletten (1973a) and one-point code systems; and (c) the Gilberstadt and Duker (1965) and one-point code systems classified an excessively large percentage of students with minor adjustment problems as being neurotic, psychotic, or behavior disorder.

Adjustment Disorders↗
PubMed1996

Four behavioural syndromes of schizophrenia.

BACKGROUND: A complementary approach to defining symptomatic subtypes of schizophrenia is to identify characteristic patterns of 'problem behaviours' associated with the capacity of patients to function in the community. METHOD: In a large epidemiological survey, patients fulfilling Feighner criteria for schizophrenia were identified by key informants and assessed using the MRC Social Behaviour Schedule (SBS) and the Manchester Scale. An exploratory factor analysis was used to extract behavioural syndromes from the SBS data in order to compare the syndrome profiles in community, acute and long-stay subgroups and to examine their associations with symptoms and social functioning. RESULTS: Four behavioural syndromes were identified: 'Thought disturbance', 'Social withdrawal', 'Depressed behaviour' and 'Anti-social behaviour', which distinguished between the patient subgroups and had significant differential relationships to symptoms and social functioning variables. CONCLUSIONS: The evaluation of disability in schizophrenia and effectiveness of treatment interventions is incomplete without an assessment of problem behaviours.

Adult↗
PubMed1998

Care staff responses to people with learning disabilities and challenging behaviour: a cognitive-emotional analysis.

This study explores the application of Weiner's cognitive-emotional model of helping behaviour to care staff responses to challenging behaviour of people with learning disabilities. Participants were 20 residential care staff who worked with people with challenging behaviour and 20 who did not. Six examples of challenging behaviour were presented, and for each behaviour participants were asked to give a probable cause, rate attributions of stability, internality, globality and controllability for their cause, their optimism for change of the behaviour, their evaluation of the behaviour and a person showing the behaviour, their emotional response to the behaviour and their willingness to put extra effort in to helping change the behaviour. Data were analysed using correlation and regression methods. Carers working with people with challenging behaviour were more likely to evaluate the person more positively and report they would be more likely to offer extra effort in helping. A path analysis showed that helping behaviour was best predicted by optimism, which was best predicted by negative emotion which was best predicted by the attribution of controllability. We conclude that attributions and emotions reported by carers in response to challenging behaviour are consistent with Weiner's cognitive-emotional model of helping behaviour. Formulating carer behaviour using such models offers the possibility of using cognitive-behavioural methods in working with staff beliefs, emotions and behaviour in response to challenging behaviour.

Attitude of Health Personnel↗
PubMed1976

[The Restless Child (author's transl)].

Physiological unrest of children seems to originate from a basic need for activity in humans. It becomes apparent as "enjoyment of action" during age-specific periods, particularly during emotional phases of development. Apart from clearly neurological diseases, psychomotoric unrest as a pathological symptom can be observed in three forms different in artiology and psychodynamics: as cerebral unrest, psycho-vegetative unrest, and neurotic unrest. Causes, psychodynamics and appearances of the unrest as mentioned before are discussed and illustrated by details of case histories. Basically, the psychomotoric unrest is an expression of frustrated emotion, preventing the child from adjustment to reality, thereby causing a deficit of experience, which inturn is the reason for a secondary lack of success, to which the child reacts again with psychomotoric unrest. Therapy has to interrupt this vicious circle by three recommended approaches: drug therapy, child guidance, and psycho-therapy. Sociological aspects of the "restless child" are mentioned.

Adolescent↗
PubMed2002

Responsiveness to staff support: evaluating the impact of individual characteristics on the effectiveness of active support training using a conditional probability approach.

BACKGROUND: Active support training was fully conducted in 38 community houses accommodating 106 adults with intellectual disabilities (ID; group 1), but not in a further 36 accommodating 82 adults with ID (group 2). The aims of the present study were to analyse whether staff became more effective in supporting resident activity after the implementation of active support, and whether there was evidence of differential responsiveness by people with differing status in relation to adaptive behaviour, psychiatric diagnosis, challenging behaviour or autism. METHODS: Observations of staff:resident interaction and resident engagement in activity were taken before and after active support training. Changes in Yule's Q statistics, indicating the likelihood that resident engagement in activity followed staff giving residents verbal instruction or non-verbal assistance, were compared for the two groups. In addition, changes in similar statistics were compared for residents within group 1: (1) with Adaptive Behaviour Scale (ABS) scores above and below 180; and (2) with and without severe challenging behaviour, the triad of social impairments and mental illness. RESULTS: Yule's Q for engagement given non-verbal assistance significantly increased post-training among group 1, but not among group 2. Similar significant increases were found among group 1 residents with ABS scores below 180 without challenging behaviour, with and without the triad of social impairments, and without mental illness, but not with an ABS score above 180, with challenging behaviour and with mental illness. CONCLUSION: The present analysis reinforces previous studies on the effectiveness of active support training for adults with more severe ID (i.e. with ABS scores below 180). Active support was as effective for people with the triad of social impairments as for those without it. However, the effectiveness of support offered to people with challenging behaviour or mental illness did not significantly increase.

Adult↗
PubMed2002

Defining and quantifying the social phenotype in autism.

OBJECTIVE: Genetic and neurofunctional research in autism has highlighted the need for improved characterization of the core social disorder defining the broad spectrum of syndrome manifestations. METHOD: This article reviews the advantages and limitations of current methods for the refinement and quantification of this highly heterogeneous social phenotype. RESULTS: The study of social visual pursuit by use of eye-tracking technology is offered as a paradigm for novel tools incorporating these requirements and as a research effort that builds on the emerging synergy of different branches of social neuroscience. CONCLUSIONS: Advances in the area will require increased consideration of processes underlying experimental results and a closer approximation of experimental methods to the naturalistic demands inherent in real-life social situations.

Adult↗
PubMed2005

Perception of facial expression and facial identity in subjects with social developmental disorders.

BACKGROUND: It has been hypothesized that the social dysfunction in social developmental disorders (SDDs), such as autism, Asperger disorder, and the socioemotional processing disorder, impairs the acquisition of normal face-processing skills. The authors investigated whether this purported perceptual deficit was generalized to both facial expression and facial identity or whether these different types of facial perception were dissociated in SDDs. METHODS: They studied 26 adults with a variety of SDD diagnoses, assessing their ability to discriminate famous from anonymous faces, their perception of emotional expression from facial and nonfacial cues, and the relationship between these abilities. They also compared the performance of two defined subgroups of subjects with SDDs on expression analysis: one with normal and one with impaired recognition of facial identity. RESULTS: While perception of facial expression was related to the perception of nonfacial expression, the perception of facial identity was not related to either facial or nonfacial expression. Likewise, subjects with SDDs with impaired facial identity processing perceived facial expression as well as those with normal facial identity processing. CONCLUSION: The processing of facial identity and that of facial expression are dissociable in social developmental disorders. Deficits in perceiving facial expression may be related to emotional processing more than face processing. Dissociations between the perception of facial identity and facial emotion are consistent with current cognitive models of face processing. The results argue against hypotheses that the social dysfunction in social developmental disorder causes a generalized failure to acquire face-processing skills.

Adolescent↗
PubMed1993

Effects of setting events on the problem behavior of students with severe disabilities.

Two studies analyzed the effects of preceding setting events on the problem behavior of students with severe disabilities. Using ABAB withdrawal designs, the occurrence versus nonoccurrence of preceding setting events was analyzed in relation to the frequency of problem behavior. Data were collected throughout a student's school day, with interventions focusing upon the elimination of setting events that occurred before school. The results indicate that (a) the occurrence of preceding setting events was related to higher frequencies of problem behavior and (b) interventions designed to eliminate preceding setting events were consistently associated with low frequencies of problem behavior.

Activities of Daily Living↗
PubMed2003

Precursors, consequences and implications for stability and change in pre-adolescent antisocial behaviors.

Although much of the evidence stresses the stability of dysfunctional behavior throughout the life cycle, other evidence suggests that stability of antisocial behavior is a matter of degree. In this work we determine the degree of stability of such behavior in preadolescence and how this is influenced by age, gender, social structures, and family processes. Also, we explore whether change in the level of antisocial behavior impacts upon other important developmental regimes such as health and educational performance. We use a large, 2 wave, nationally representative sample of preadolescent children, and focus on children 4-9 years of age at wave 1 (n=6,846). We employ a cluster analysis across a series of behavioral variables to determine levels of antisocial behavior and then examine the stability of antisocial behavior over time and identify the precursors and consequences associated with movement into and out of these behavioral clusters. Antisocial behavior is more stable in boys and older children. Structural factors--age of the mother, number of children in the household, and having a single parent--along with family factors--hostile parenting and maternal depression--raise the likelihood of increases in and lower the likelihood of decreases in antisocial behavior, although there are notable differences by gender of the child and initial level of antisocial behavior. Consequences of change in antisocial behavior include scholastic performance, high levels of school mobility, school-parent contacts, and health perceptions. The implications of these findings for prevention and intervention programs are discussed.

Adolescent↗