Which executive functioning deficits are associated with AD/HD, ODD/CD and comorbid AD/HD+ODD/CD?

Item does not contain fulltextThis study investigated (1) whether attention deficit/hyperactivity disorder (AD/HD) is associated with executive functioning (EF) deficits while controlling for oppositional defiant disorder/conduct disorder (ODD/CD), (2) whether ODD/CD is associated with EF deficits while controlling for AD/HD, and (3)~whether a combination of AD/HD and ODD/CD is associated with EF deficits (and the possibility that there is no association between EF deficits and AD/HD or ODD/CD in isolation). Subjects were 99~children ages 6–12 years. Three putative domains of EF were investigated using well-validated tests: verbal fluency, working memory, and planning. Independent of ODD/CD, AD/HD was associated with deficits in planning and working memory, but not in verbal fluency. Only teacher rated AD/HD, but not parent rated AD/HD, significantly contributed to the prediction of EF task performance. No EF deficits were associated with ODD/CD. The presence of comorbid AD/HD accounts for the EF deficits in children with comorbid AD/HD+ODD/CD. These results suggest that EF deficits are unique to AD/HD and support the model proposed by R. A. Barkley (1997).17 p

Discursive psychology

Discursive psychology begins with psychology as it faces people living their lives. It studies how psychology is constructed, understood and displayed as people interact in everyday and more institutional situations. How does a speaker show that they are not prejudiced, while developing a damning version of an entire ethnic group? How are actions coordinated in a counselling session to manage the blame of the different parties for the relationship breakdown? How is upset displayed, understood and receipted in a call to a child protection helpline? Questions of this kind require us to understand the kinds of things that are 'psychological' for people as they act and interact in particular settings - families, workplaces and schools. And this in turn encourages us to respecify the very object psychology

In pursuit of the beast: undergraduate attitudes towards sex offenders and implications for society, rehabilitation and British psychology education

Positive attitudes toward sex offenders can lead to favourable treatment outcomes and with psychology students being among the most likely graduates to move into offender rehabilitation, it is important to investigate the attitudes of this group. Students from British psychology and non-psychology courses read vignettes depicting an adult and a juvenile committing a contact sexual offence on a child, and completed modified versions of the attitudes towards sex offenders [ATS] questionnaire. The adult offender was viewed significantly more punitively than the juvenile offender, but no significant differences were found between subgroups of participants. It was concluded that undergraduate psychology degrees do not go far enough to address some of the stigmatised views held by the general population towards sex offenders. Implications for media reporting, recidivism and psychology education are discussed

Child psychology as revealed in Wordsworth's "The prelude"

Thesis (M.A.)--Boston Universit

The Lessons of Meta-Analysis: Does Group Counseling with Children and Adolescents Make a Difference?

Carey and Dimmitt present a brief overview and analysis of the article, Evaluating the effectiveness of child and adolescent group treatment: A meta-analytic review, originally published in Journal of Clinical Child Psychology. The authors present a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including a discussion of the positive outcomes that result from group counseling, both in clinical and school settings

Child abuse: A reality to be exposed

I occasionally write on topics relating to psychology since I am a trained psychoanalyst. One of the evils which plagues us is child abuse which a psychologist had correctly called soul murder in the 1990s. This article was written to sensitize parents. And also is philosophy (of evil) in praxes

Applying Suggestibility Research to the Real World: The Case of Repeated Questions

One can discern two parallel trends in the law and the psychology of child witnesses. In the law, appellate courts are beginning to stem the once powerful movement to increase the acceptance of children\u27s testimony and the admissibility of children\u27s out-of-court statements. Lyon analyzes particular strands of each trend

Early Social Interaction: A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory

This book brings together various threads of the research work I have been involved with over a number of years. This research is based on a longitudinal video recorded study of one ofmydaughters as shewas learning howto talk. The impetus for engaging in this work arose from a sense that within developmental psychology and child language, when people are interested in understanding howchildren use language, they seem over-focused or concerned with questions of formal grammar and semantics. My interest is on understanding how a child learns to talk and through this process is then understood as being or becoming a member of a culture. When a young child is learning how to engage in everyday interaction she has to acquire those competencies that allow her to be simultaneously oriented to the conventions that inform talk-ininteraction and at the same time deal with the emotional or affective dimensions of her experience. It turns out that in developmental psychology these domains are traditionally studied separately or at least by researchers whose interests rarely overlap. In order to understand better early social relations (parent–child interaction), I want to pursue the idea that we will benefit by studying both early pragmatic development and emotional development. Not surprisingly, the theoretical positions underlying the study of these domains provide very different accounts of human development and this book illuminates why this might be the case. What follows will I hope serve as a case-study on the interdependence between the analysis of social interaction and subsequent interpretation

The Case for Care: Multiyear teachers are the future of mobilizing care in education

Care is essential to the healthy development of children. If care is not provided within the child’s home, the second most influential sphere within a child’s life where care can be enacted is the school. Community psychology and motivational psychology shed light into how teachers can use care to understand the child as a part of their community and use this understanding to enhance the child’s ability to learn. Education researchers have studied caring teachers to define what care looks like in practice: getting to know students personally, listening to the wants and needs of the child, their parents and the community, and using that information to aid the student in their studies. A multitude of studies have shown that these practices have measurable positive effects on students. When a teacher displays traits that their students define as caring, student achievement increases. Therefore, care is a clearly definable and measureable educational strategy that raises student achievement and should be institutionalized through education policy. Small schools and small class sizes are both effective methods of promoting care in education. However, multiyear teachers (looping) have been shown to increase student enthusiasm, parent involvement, teacher productivity and student achievement and can be implemented with no extra cost to the school. Looping is an academically effective and cost-effective way of mobilizing care in public education as supported by psychology and education research

Psychologization or the discontents of psychoanalysis

This article explores the possibility of a debate between psychoanalysis and the human sciences and, in particular, between psychoanalysis and psychology. Psychoanalysis's particular view on subjectivity values fiction (truth having the structure of fiction) as a constitutive dimension of personal and social reality. In contrast, the mainstream psy-sciences threaten to remain caught in the attempt to unmask things as they really are (eg, hard neurobiological reality), thus risking losing the subjective dimension as such. Drawing on examples of phenomena of psychologization (in Reality TV and in contemporary discourses of parent and child education), the author spells out the different, but eventually and necessarily intertwined, responses of psychoanalysis and psychology to modernity and modern subjectivity