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At least 613 records · Page 34Linked to original sources
PubMed2000

Stalking--a contemporary challenge for forensic and clinical psychiatry.

BACKGROUND: Stalking is causing pervasive and intense personal suffering and is an area of psychiatry that is currently overlooked. AIMS: To review demographic and clinical characteristics of stalkers as well as the psychological consequences for victims of stalking. METHOD: A Medline and PsycLit search was conducted on stalking, forensic psychiatry, personality disorders, de Clérambault syndrome and erotomania, with respect to the relevance of the articles selected for stalking. RESULTS: Stalkers are best thought of as a heterogeneous group whose behaviour can be motivated by different forms of psychopathology, including psychosis and severe personality disorders. CONCLUSIONS: There is a clear need to arrive at a consensus on a typology of stalkers and associated diagnostic criteria. The effectiveness of psychological and pharmacological treatments have not yet been investigated. Treatment may need to be supplemented with external incentives provided by the legal system.

Crime Victims↗
PubMed2004

Social cognition as a mediator of the influence of family and community violence on adolescent development: implications for intervention.

Several studies have shown that exposure to family and community violence during childhood and adolescence is associated with an increased risk for development of externalizing behavior problems, but less is known about specific mechanisms that mediate this relation. Variations in social cognition serve as one possible mechanism by which these environmental experiences influence aggressive behavior during adolescence. Children who have been maltreated tend to display negatively biased social-cognitive processing styles, which may in turn increase their likelihood of reacting aggressively in ambiguous social situations. Similarly, witnessing community violence is associated with aspects of social cognition, including beliefs that support aggressive responses to threat. Recent studies also suggest that exposure to extreme forms of stress and violence can produce changes in children's neurobiology that may increase their hypersensitivity and reactivity to interpersonal threat. Some of the strongest evidence of the role of social cognition as a mechanism in this association comes from intervention studies which reduced aggressive behavior by targeting negatively biased social-cognitive processing styles.

Adolescent↗
PubMed1997

Peer assessment of social reputation in community samples of disruptive and nondisruptive children: utility of the revised class play method.

Examined the psychometric properties of the Revised Class Play (RCP), a peer assessment measure of social reputation, in epidemiological samples of disruptive (n = 220) and nondisruptive (n = 104) children in Grades 2 through 5. Principal components analyses yielded a four-factor solution that was similar for disruptive and nondisruptive children and to previous research with this instrument. Discriminative function analyses demonstrated that the four RCP dimensions were each successful in predicting group membership, with the leadership and social etiquette dimensions best able to differentiate disruptive and nondisruptive groups. Regression modeling showed that the variance accounted for by the four RCP dimensions was large and varied for specific dimensions based on the criterion variable chosen. The advantages of the RCP as a devise for tracking social competence and peer reputation in high-risk disruptive children are discussed.

Child↗
PubMed1991

Gender differences in teenage smoking.

This study analyzes the patterns and correlates of gender differences in cigarette smoking in a national sample of white high school seniors in 1985. More females than males were smokers, because females had higher rates for the early stages of smoking adoption. Specifically, females were more likely to have tried smoking at least once and, among those who had tried smoking, females were more likely to have smoked more than once or twice. Gender differences in smoking varied, depending on the students' characteristics. For example, the female excess in the early stages of smoking adoption was small or absent among rural students or very religious students, apparently because traditional values inhibit smoking adoption more among females than among males. We estimated the contributions of gender differences in students' characteristics to gender differences in smoking adoption. For example, males were more involved in sports, and this appears to be one reason why males had lower rates of smoking adoption than females. On the other hand, males had more deviant behavior and attitudes, and this would be expected to contribute to greater smoking adoption by males. The findings of this study indicate important gender differences in the determinants of smoking adoption.

Adolescent↗
PubMed2006

An analysis of risk domains associated with drug transitions of active Latino gang members.

Alcohol and illicit drug abuse is a serious problem among male Latino gang members. Research indicates that gang members increase their drug use while they are members, and use more drugs after they leave the gangs. This manuscript reports on data reflecting the influences of individual, familial, peer, and community factors on the number of drug use transitions that Latino gang members undergo during their drug using careers. Data from this study were collected from interviews conducted with seventy-six active Latino gang members. The study's results indicate that age at the time of interview and lower age of drug onset were associated with a greater number of drug use transitions. Positive family attitudes toward deviance, friend drug use, school truancy, conflict with parents, and living in neighborhoods with a high level of crime were also found to be associated with increased drug use transitions.

Adolescent↗
PubMed2005

Perceiving classroom aggression: the influence of setting, intervention style and group perceptions.

BACKGROUND: Violence and aggression in the classroom are often cited as a major concern within the teaching community. Teachers' perceptions of the appropriateness of intervention behaviours during aggressive incidents, however, are less often examined (Meyer, Astor, & Behre, 2002), nor how they compare to the perceptions of training teachers (John, 2002). AIMS: This paper examines differences in the perceptions of practising and training teachers after exposure to an account of a violent incident where a school teacher is assaulted. The paper also investigates the relative and combined influence of classroom condition and teacher intervention on perceptions of classroom violence. SAMPLE(S): Participants included 48 practising teachers, and 48 students undertaking a Postgraduate Certificate in Education (PGCE) also took part in the study. METHODS: The study utilized a 2 x 2 x 2 between-subjects factorial design, manipulating the impact of classroom condition, teacher intervention, and observer status on evaluations of the teacher, assailant and school following an incident of violence against the teacher. RESULTS: Classroom environment, teacher intervention, and observer status influenced evaluations of the teacher and school, but not the assailant. CONCLUSIONS: Implications of these findings and the applied importance of these results are discussed in relation to school policy, teacher training, and classroom maintenance.

Adult↗
PubMed2005

Evidence for controlled heroin use? Low levels of negative health and social outcomes among non-treatment heroin users in Glasgow (Scotland).

OBJECTIVES: This longitudinal study focused on 126 long-term heroin users who had never been in specialist treatment for use of any drug. The primary aim of the study was to assess whether this 'hidden' population resembled heroin users identified with drug treatment agencies, or alternatively, to test whether heroin could indeed be used in a controlled, non-intrusive fashion for an extended period of time. DESIGN AND METHODS: Recruitment was achieved through chain-referred purposive sampling methods, and data were collected through two semi-structured interviews. 67% of participants were re-recruited for follow-up. RESULTS: Participants had levels of occupational status and educational achievement comparable to that in the general UK population, and considerably higher than typically found in heroin research. At the conclusion of the study, six participants had entered treatment. While there was evidence of intensive risky patterns of drug use among the sample, there was equal evidence for planned, controlled patterns of use. Some drugrelated negative health and social outcomes had occurred on a lifetime basis, but ongoing problems were rare, and heroin was not a significant predictor in either context. In contrast to typical samples of heroin users, high levels of negative health and social outcomes did not appear to be inevitable within this sample. Frequency of heroin use was predicted by attributional items, indicating the importance of psychological factors in drug use and addiction. CONCLUSIONS: Drug research should more fully incorporate previously hidden populations to more fully inform theory and practice. The pharmacological properties of specific substances should not be assumed to inevitably lead to addictive and destructive patterns of drug use.

Adult↗
PubMed1975

Adolescent development and the onset of drinking. A longitudinal study.

Junior and senior high-school students were studied over a 4-year period. The likelihood of drinking was directly related to the degree of transition- or problem-proneness, and a developmental relationship between onset of drinking and other socipsychological attributes was found. It is concluded that becoming a drinker is an integral aspect of the process of adolscent development.

Achievement↗
PubMed1975

Drinking behavior and "alcoholism".

Drinking is viewed as a functional behavior, an active response to environmental conditions, and excessive drinking as a compromise behavior resulting from ineffectiveness in mediating goals and resolving problems.

Adaptation, Psychological↗
PubMed1979

Selecting a cost-effective screening measure for the assessment of preschool social withdrawal.

The utility of teacher judgment (rankings, ratings) and peer judgment (sociometric ratings) were studied as screening variables for preschool social withdrawal/responsiveness. Observational measures of preschoolers' interaction were used as the validation criterion based upon theoretical, empirical, and practical considerations related to development of a multipurpose behavioral assessment system. Results indicated that teacher rankings of students' verbal interaction frequencies (1) were most highly correlated to interaction rate in two preschool settings, (2) had test-retest reliability consistently above Rho = .80, and (3) were useful in that 77% of teachers using this procedure could identify their least socially responsive student within five rankings. The peer nomination sociometric rating was the least reliable measure at retest (Rho = .35) and showed consistently the lowest correlation with observational indices of interaction partner preferences, e.g., reciprocal rate (Rho = .29 to .39). The tendency for relationships among screening measures and the criterion to increase at retest suggested a training effect on screening accuracy. The use of teacher rankings in combination with observational measures to confirm selection accuracy and for monitoring treatment progress is discussed as a cost-effective behavioral assessment procedure for preschool social withdrawal/responsiveness.

Child↗
PubMed1980

The effectiveness of interpersonal skills training on the social skill acquisition of moderately and mildly retarded adults.

Sixteen moderately and mildly retarded adults were selected from a group residential facility and randomly assigned to experimental and control groups. The experimental group received a 12-session interpersonal skills training program consisting of instruction in the following areas: (1) Introduction and Small Talk, (2) Asking for Help, (3) Differing with Others, and (4) Handling Criticism. The social skills instructional package included verbal instruction, modeling, role playing, feedback, contingent incentives, and homework. As a result of this training program, moderately and mildly retarded adults acquired new social skills as evidenced by performance on a situation role play assessment. These gains generalized to untrained role play situations but did not result in significant group differences when assessed in a more natural setting (i.e., local grocery store).

Adult↗
PubMed1999

An expansion of the peer-tutoring paradigm: cross-age peer tutoring of social skills among socially rejected boys.

We examined the effects of a cross-age peer-tutoring program on the social skills of 2 sixth-grade and 2 kindergarten socially rejected and isolated boys. Peer tutoring consisted of the older boys conducting social skills training with their younger tutees. The frequency of positive social interactions increased for all 4 boys, with maintenance of treatment gains following a 5-week interval.

Child↗
PubMed2000

Functional analysis of aberrant behavior through measurement of separate response topographies.

Functional analysis results for multiple topographies of aberrant behavior were graphed in an aggregate fashion and then separately for 48 clients. The results indicated that multiple topographies of behavior may be maintained by different contingencies. These results indicate that graphing functional analysis data in an aggregate fashion and then separately may improve the accuracy of their interpretation.

Adolescent↗
PubMed1983

The assessment of social skills deficits in the elderly.

This paper tested the hypothesis that a sample of elderly people compared to a matched sample of younger people reports an increase in difficulty and social anxiety in dealing with a wide range of everyday social situations. The literature on assertiveness and social skills training with the elderly was first reviewed. Then an assertiveness and social difficulty scale was administered to a group of eighty participants divided by age and sex. It was found that older people experienced less discomfort in situations requiring assertiveness, yet were less likely to respond assertively. Older people reported higher incidence of social anxiety across forty everyday situations. In general females reported more difficulty than males, though there were no interaction effects. The results are discussed in terms of the assessment and training of social skills in the elderly.

Adult↗