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Results for “Social Behavior Disorders”

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At least 487 records · Page 27Linked to original sources
PubMed2006

Visible markers of brain injury influence attributions for adolescents' behaviour.

PRIMARY OBJECTIVE: Experiments investigated whether attributions for a brain-injured person's behaviours were affected by markers of injury. People misattribute behaviours that result from brain injury to personality or life stages (e.g. adolescence), particularly when there are no visible markers of the injury. RESEARCH DESIGN: Scenarios presented a photograph of an adolescent boy, who either wore or did not wear a head bandage. The boy was described as suffering a brain injury and showing four changes in his behaviour, relating to sleep, anger, self-confidence and motivation. METHODS AND PROCEDURES: For each behaviour, students (n=100) rated attributions to the brain injury and adolescence. OUTCOMES AND RESULTS: When there was no bandage, participants attributed the behaviours to adolescence more than brain injury, whereas with the head bandage they invoked both causes equally. CONCLUSIONS: When actions resulting from brain injury are attributed to causes other than the injury, this misattribution hinders accurate diagnosis and treatment. Data on effects of injury and individual levels of pre-morbid behaviours lead to accurate attributions.

Adolescent↗
PubMed2006

Internalising and externalising behaviours in young adults: Dutch natives and Turkish migrants in the Netherlands.

OBJECTIVE: To compare the prevalence of internalising and externalising behaviour of Dutch and Turkish migrant young adults in the Netherlands. We will also assess associations with socio-economic position. METHOD: Dutch natives (1,236) and Turkish migrants (438), age 18-28, completed the Young Adult Self-Report. Scores above the 90th percentile of the distribution of the Dutch sample were defined as deviant. RESULTS: Turkish migrants more often reported deviant scores than natives for internalising problems, especially for the Anxious/Depressed syndrome. For externalising problems, Turkish migrants less often had deviant scores for Intrusive Behaviour, whereas Turkish women more often had deviant scores for Aggressive and Delinquent Behaviour. Similar results were found for comparison between mean scores. After adjustment for socio-economic position, the disparities in men remained, whereas disparities in women largely disappeared. CONCLUSION: Compared with Dutch young adults, Turkish migrant young adults reported more problems. Ethnic disparities were strongly associated with socio-economic disparities among women, but not among men.

Adolescent↗
PubMedDate not supplied

Biosocial models of adolescent problem behaviors.

This paper develops a biosocial model of adolescent age-graded norm violations ("problem behaviors"), combining a traditional social control model with a biological model using steroid hormones. Subjects were 101 white boys drawn from the 8th-, 9th-, and 10th-grade rosters of selected public schools, and ranging in age from 13 to 16. Subjects completed self-administered questionnaires and provided blood samples which were assayed for the behaviorally relevant hormones. Boys' problem behavior shows strong hormone effects. Social and biological variables have both additive and indirect effects. Using a biosocial model leads to conclusions which are different from those which would have been drawn from the sociological model alone.

Adolescent↗
PubMed1999

Student-school bonding and adolescent problem behavior.

Adolescent problem behavior, including substance use, school misconduct and delinquency, is a national concern. Implicit in the concept of middle school is the recognition that students who develop positive social bonds with their school are more likely to perform well academically, and refrain from misconduct and other antisocial behavior. However, little scientific attention has been given to the complex interactions between middle school students and the school environment. Prior to implementing a middle school problem behavior prevention program we conducted a survey in the seven middle schools in one US school district. Out of 4668 grade 6-8 students enrolled, 4263 (91.3%) completed the survey. Student-school bonding was positively correlated with school adjustment (r = 0.49) and perceived school climate (r = 0.77), but inversely correlated with problem behavior (r = -0.39 to -0.43). Problem behavior was significantly higher (P < 0.001) among males than females and among students in higher grades. Conversely, school bonding, climate and adjustment were significantly higher (P < 0.001) among females than males, but declined significantly from one grade to the next. The data support the conclusion that school bonding is associated with problem behavior. We describe the development of a multiple-component intervention in middle schools designed to increase student-school bonding and prevent problem behavior.

Adolescent↗
PubMed1997

Diencephalic tumours presenting as behavioural problems in the workplace.

Two patients presented with histories of significant behavioural disturbance and deteriorated work performance. Subsequent investigations confirmed the presence of a craniopharyngioma and a prolactinoma. Occupational physicians should consider excluding organic pathology in employees with histories of an unexplained marked change in work performance and behaviour.

Adult↗
PubMed1998

fMRI reveals amygdala activation to human faces in social phobics.

Functional magnetic resonance imaging was used to determine the activation of the amygdala while seven social phobics and five healthy controls were exposed to slides of neutral faces as well as aversive odor stimuli. The amygdala was selectively activated in the social phobics during presentation of the face stimuli. The data show for the first time that the amygdala is active in human phobics when they are exposed to potentially fear-relevant stimuli. Further research is needed to determine the extent to which overactivation of the amygdala precedes or is a consequence of phobia.

Adult↗
PubMed2000

Age differences in depressive symptoms, antisocial behavior, and negative perceptions of family, school, and peers among adolescents.

OBJECTIVES: To examine age differences among adolescents in the perceptions of family, school, and peers and their relationship with depressive and antisocial symptoms. METHOD: The sample consisted of 11,516 adolescents, aged 12 to 18 years, coming from a large representative community sample from 212 randomly selected schools in the Netherlands. In the period between October 1992 and January 1993, subjects filled out a self-report questionnaire on perceptions of family, school, and peer group environment; depressive symptoms; and antisocial behavior. Multivariate analyses of variance were performed to analyze age differences in the perceptions of family, school, and peers. Relationships with depressive and antisocial symptoms were studied by means of multiple regression analyses. RESULTS: Significant age differences were found for all 3 social support systems, with negative perceptions of family increasing with age, negative perceptions of peers decreasing with age, and negative perceptions of school remaining fairly stable after an initial increase at age 13. Independent of age, negative perceptions of the family had the-strongest relationship with depressive symptoms and antisocial behavior. In addition, depressive symptoms had a stronger independent relationship with negative perceptions of peers than with negative perceptions of school, while antisocial behavior had a stronger relationship with negative perceptions of school. No remarkable interaction effects between the 3 social support systems were found. CONCLUSIONS: Although age differences existed in the reporting of negative perceptions of family, school, and peers, the strong relationship with dysfunctioning in adolescence invariantly held true throughout the school years of adolescence.

Adolescent↗
PubMed2003

Acculturation strategies and ethnic identity as predictors of behavior problems in arctic minority adolescents.

OBJECTIVE: To explore the effect of acculturation attitudes and ethnic and national identity on behavior problems in arctic minority adolescents in northern Norway. METHOD: The Youth Self-Report, the Multigroup Ethnic Identity Measure, and acculturation strategies were completed by 581 indigenous Sami and 291 Kven high school students in 1994-1995, at age 15-18 years. Response rate was 85%. Behavior problems were in addition to ethnic/national identity and acculturation attitudes studied in relation to ethnicity, gender, age, socioeconomic status, parentage, ethnic language, and ethnic context. RESULTS: Although there were no ethnic group differences in behavior problems, the impact of ethnocultural predictors differed between ethnocultural and indigenous adolescents. Acculturation attitudes were most significant for indigenous adolescents' mental health, and identity issues showed the strongest impact on ethnocultural peers. The study revealed significant gender differences regarding the influence of ethnocultural factors, and contextual variation among Sami adolescents with the strongest impact in contexts with low density of Sami people. CONCLUSIONS: The significant ethnic group variations emphasize the importance of conducting both between- and within-group analysis on the impact of ethnocultural issues on behavior problems in minority adolescents.

Acculturation↗