The portuguese version of the eating disorders inventory : evaluation of its psychometric properties

The objective of the present study was to examine the psychometric properties of the Portuguese version of the Eating Disorders Inventory (EDI; Garner et al., 1983). Three groups participated in the current study: 274 female and 67 male non-patients, and 83 females with a diagnosis of eating disorder. Results clearly support the reliability and the factor structure of the EDI in a Portuguese sample. In addition non-patient and eating disordered participants' score significantly differently in all EDI scales, emphasizing the clinical usefulness of the measure.Fundação para a Ciência e a Tecnologia - PRAXIS/PCSH/P/PSI/85/96

Behavioural addiction and substance addiction should be defined by their similarities not their dissimilarities

Following the recent changes to the diagnostic category for addictive disorders in DSM-5, it is urgent to clarify what constitutes behavioural addiction to have a clear direction for future research and classification. However, in the years following the release of DSM-5, an expanding body of research has increasingly classified engagement in a wide range of common behaviours and leisure activities as possible behavioural addiction. If this expansion does not end, both the relevance and the credibility of the field of addictive disorders might be questioned, which may prompt a dismissive appraisal of the new DSM-5 subcategory for behavioural addiction. We propose an operational definition of behavioural addiction together with a number of exclusion criteria, to avoid pathologizing common behaviours and provide a common ground for further research. The definition and its exclusion criteria are clarified and justified by illustrating how these address a number of theoretical and methodological shortcomings that result from existing conceptualizations. We invite other researchers to extend our definition under an Open Science Foundation framework

ADHD, parent perspectives and parent—teacher relationships: Grounds for conflict

This is the accepted version of the article, which has been published in final form at DOI: 10.1111/1467-8578.12087.Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true for parents of children presenting with academic problems and/or Social, Emotional and Behavioural Difficulties (SEBD). A systematic review of qualitative research was conducted to explore the school-related experiences of parents of pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High quality parent—teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for a pupils’ disruptive behaviour, and the ambivalent nature of the concept of ADHD.NIHR HT

Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactments effects

It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called “enactment effect”. Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they intend to perform in the future (but have not yet performed), an effect commonly known as the “intention superiority effect”. Although the enactment effect has been studied among people with ASD, the current study is the first to investigate the intention superiority effect in this disorder. This is surprising given the potential importance this issue has for general theory development, as well as for clinical practice. As such, this study aimed to assess the intention superiority and enactment effects in twenty-two children with ASD, and 20 IQ/age-matched neurotypical children. The results showed that children with ASD demonstrated not only undiminished enactment effects in recognition and source memory, but also (surprisingly for some theories) typical intention superiority effects. The implications of these results for theory, as well as clinical practice, are discussed

Prevalence and contributing factors to attention deficit hyperactivity disorder:a study of five- to fifteen-year-old children in Zhabei District, Shanghai

INTRODUCTION: This work aims to understand the features among 5- to 15-year-old children with attention deficit hyperactivity disorder (ADHD) in Zhabei District in Shanghai. METHODS: Children with ADHD were studied using general background questionnaire, ADHD symptom rating questionnaire, and cluster-stratified sampling. A total of 9,900 valid questionnaires were utilized in this study. We conducted diagnostic interviews with suspected ADHD children and their parents using the criteria of the Diagnostic and Statistical Manual of Mental Disorders (4th Edition) for ADHD. RESULTS: The prevalence rate of ADHD among the children was 4.6%, of which 2.4%, 0.4%, and 1.8% had ADHD-I ADHD-HI, and ADHD-C types, respectively. The prevalence rates in boys and girls were 6.6% and 2.7% (ratio, 2.41 : 1), respectively. Significant differences in prevalence rate were found among children with different age groups and ADHD types. Children aged 7-10 years had the highest prevalence rate (6.3%). Externally, residence children had higher prevalence than local residents. Significant differences in prevalence rate were also found among children with parents having different educational and socioeconomic level. DISCUSSION: The prevalence of ADHD-HI was higher than the other two types. The highest prevalence was observed in 7- to 10-year-old children. The influential factors of ADHD prevalence were age, gender, and educational level

Psychosocial, psychopharmacological and demographic predictors of changes in psychological distress over a course of computerised cognitive behavioural therapy (cCBT)

Social group identification, socioeconomic deprivation, and a number of other clinical and demographic factors have been found to predict severity of psychological distress prior to treatment in those referred to receive computerised cognitive behavioural therapy (cCBT) as an intervention for mild to moderate depression. The aim of the current study is to investigate whether the same key factors are able to predict magnitude of change in psychological distress across treatment in a sample receiving cCBT. Participants (N = 1158) consisted of individuals completing the ‘Beating the Blues’ (BtB) programme. Participants completed three versions of the group identifications scale (GIS), one for each of three groups: family, community, and a social group of choice. Changes in psychological distress showed statistically significant improvements between pre- and post-treatment assessment in all outcome measure subscales. Significantly greater changes (reductions) in psychological distress were found in those who had more severe pre-treatment psychological distress, those who lived in a lesser state of socioeconomic deprivation, those who identified with more social groups, and those taking antidepressant medication (ADM) concurrently. These findings provide valuable information on the likely course of treatment in those receiving cCBT, and highlight both the potential of social group identification as a ‘social cure’ for poor psychological health and the inequalities of the socioeconomic health gradient

Development of the Stress-induced Cognition Scale

The objective of this study was to develop the stress-induced cognition scale (SCS). A preliminary survey was conducted on 109 healthy adults to obtain cognitive stress responses. Then, 215 healthy subjects completed a preliminary questionnaire. A comparison was made regarding cognitive stress responses among 73 patients with depressive disorders and 215 healthy subjects. Factor analysis of the SCS yielded 3 subscales: extreme thought, aggressive-hostile thought, and self-depreciative thought. The test-retest reliability for the 3 subscales and the total score was significantly high, ranging from 0.87 to 0.95. The Cronbach's α for the 3 subscales and total score ranged from 0.82 to 0.94. The convergent validity was calculated by correlating the 3 subscales and total score of the SCS with the total score of the global assessment of recent stress (GARS) scale, the perceived stress questionnaire (PSQ), and the Symptom Checklist-90-Revised (SCL-90-R). The correlations were all at significant levels. The depressive disorder group scored significantly higher than the healthy control group in all the subscale scores and total scores of the SCS. Female subjects were significantly higher than males in the total scores of the SCS. These results indicate that the SCS is highly reliable and valid, and that it can be utilized as an effective measure for research related to cognitive assessment

Cognitive behavioural therapy for anxiety disorders in children and adolescents

This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To carry out a meta‐analysis of identified studies to determine whether CBT leads to remission of 1) the primary child/adolescent anxiety disorder and 2) all anxiety diagnoses, and/or 3) a clinically significant reduction in anxiety symptoms in comparison with passive (waiting list) controls, active controls, treatment as usual, or medication. To determine the comparative efficacy of CBT alone, and the combination of CBT and medication, versus drug placebo. To determine whether post‐treatment gains of CBT are maintained at longer‐term follow‐up. To describe the age range of participants included in CBT trials in order to determine the age of the youngest participants. To determine whether CBT for anxiety leads to a clinically significant reduction in depressive symptoms, and/or improvements in global functioning. To carry out subgroup analyses of different types of CBT according to 1) amount of therapist contact time; and 2) delivery format (child‐focused individual, group, and with/without family involvement, and parent‐delivered). To carry out a subgroup analysis of CBT for children and adolescents with ASD and for children and adolescents with intellectual impairments

Problem Solving Styles in Autism Spectrum Disorder and the development of higher cognitive functions

The Vygotsky Blocks Test (VBT) assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky (Daniels et al., 2007). Because both the theory and the associated test situate cognitive development within the child's social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with Autism Spectrum Disorder (ASD) on the VBT, and our results showed that they made more errors than the typically developing (TD) participants and that these errors correlated with performance IQ. The ASD group also required more cues than the TD group to discern the conceptual structure of the blocks, a pattern that correlated with ADOS Communication and Imagination/Creativity sub-scales. When asked to categorize the blocks in new ways, the ASD participants developed fewer principles on which to base new categorizations, which in contrast to the TD group, correlated with verbal IQ and with the Imagination/Creativity sub-scale of the ADOS. These results are in line with a number of existing findings in the ASD literature and confirm that conceptualization in ASD seems to rely more on non-verbal and less on imaginative processes than in TD individuals. The findings represent first steps to the possibility of outlining a testable account of psychological development in ASD that integrates verbal, non-verbal and social factors into the transition from elementary to higher-level processes