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Sample records for emotional disturbance diagnosis

  1. Difficulties Associated with the Diagnosis of Emotional Disturbance.

    ERIC Educational Resources Information Center

    Welch, Frances C.

    School psychologists have traditionally experienced difficulty in assessing children referred for special services. In order to determine if the diagnosis of emotional disturbance in South Carolina schools follows the guidelines provided by the South Carolina Department of Education publication "Procedures for the Survey, Screening,…

  2. Emotional Disturbance

    MedlinePlus

    ... terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a ... may also be affected. The National Alliance on Mental Illness (NAMI) puts this very well: Mental illnesses are ...

  3. Educating Emotionally Disturbed Children: Readings.

    ERIC Educational Resources Information Center

    Dupont, Henry, Ed.

    Designed to introduce the classroom teacher to a clinical teaching approach with the emotionally disturbed child and to encourage critical discussion of current practices and theories, the collection of readings presents selected dimensions of emotional disturbance such as personality patterns, learning disabilities, and minimal brain damage.…

  4. Educating Emotionally Disturbed Children: Readings.

    ERIC Educational Resources Information Center

    Dupont, Henry, Ed.

    Designed to introduce the classroom teacher to a clinical teaching approach with the emotionally disturbed child and to encourage critical discussion of current practices and theories, the collection of readings presents selected dimensions of emotional disturbance such as personality patterns, learning disabilities, and minimal brain damage.…

  5. Differential Diagnosis of Dyslexia, Minimal Brain Damage and Emotional Disturbances in Children

    ERIC Educational Resources Information Center

    Hartlage, Lawrence C.

    1970-01-01

    This study examines patterns of responses made by children on tests in each of the three categories of dyslexia, minimal brain damage, and emotional disorder. Results showed that the Wide Range Achievement Test in a mixed population, may be of value as an initial screening device when used in conjunction with appropriate neurological and…

  6. State Definitions of Emotional Disturbance

    ERIC Educational Resources Information Center

    Wery, Jessica J.; Cullinan, Douglas

    2013-01-01

    This article examines definitions state education agencies use to describe the federal education disability called "emotional disturbance." State definitions were collected so that various aspects of them could be analyzed and compared with results of similar studies completed in the 1970s and 1980s. Among results are that state definitions have…

  7. State Definitions of Emotional Disturbance

    ERIC Educational Resources Information Center

    Wery, Jessica J.; Cullinan, Douglas

    2013-01-01

    This article examines definitions state education agencies use to describe the federal education disability called "emotional disturbance." State definitions were collected so that various aspects of them could be analyzed and compared with results of similar studies completed in the 1970s and 1980s. Among results are that state definitions have…

  8. A MAGNA CARTA FOR THE EMOTIONALLY DISTURBED CHILD.

    ERIC Educational Resources Information Center

    SIMCHES, RAPHAEL F.

    IN AN ADDRESS, THE AUTHOR ANTICIPATED BARRIERS AND PROBLEMS WHICH MIGHT ARISE WHEN JULY 1, 1966, LEGISLATION BECAME EFFECTIVE, REQUIRING SCHOOL DISTRICTS TO PROVIDE APPROPRIATE EDUCATION FOR EMOTIONALLY DISTURBED CHILDREN. ASPECTS INCLUDED ARE PROBLEMS OF DEFINITION AND DIAGNOSIS, COMMUNITY RESPONSIBILITIES IN PROVIDING COOPERATIVE MEDICAL AND…

  9. Cognitive deficiencies in emotionally disturbed children.

    PubMed

    Curley, J F; Pabis, R

    1978-01-01

    This research investigated development of cognitive abilities in a normal vs. emotionally disturbed school age population (N = 240) ages 6-12. The Ss had to display skills on the Southern Illinois University Test necessary to show understanding of Piagetian concepts of class inclusion, class exclusion, and complement of set. A three way analysis of variance indicated significant main effects for age, sex, and emotionality factors. There were, however, no significant interactions among these factors. Emotionally disturbed children were not only deficient in the measured cognitive skills, but even the rate of development of these cognitive skills was inferior to that of the normal population.

  10. THE EFFECTIVENESS OF A SPECIFIC PROGRAM BASED ON LANGUAGE DIAGNOSIS IN OVERCOMING LEARNING DISABILITIES OF MENTALLY RETARDED-EMOTIONALLY DISTURBED CHILDREN.

    ERIC Educational Resources Information Center

    MINSKOFF, JOSEPH G.

    THE OBJECTIVES OF THIS STUDY WERE TO--(1) INVESTIGATE AND DESCRIBE THE LEARNING CHARACTERISTICS OF A GROUP OF MENTALLY RETARDED, EMOTIONALLY DISTURBED CHILDREN, AND (2) TEST THE EFFECTIVENESS OF A PSYCHOLINGUISTIC APPROACH TO THE REMEDIATION OF LEARNING DISABILITIES BY COMPARING THREE GROUPS--AN EXPERIMENTAL REMEDIAL TREATMENT GROUP, A COMPARISON…

  11. Emotional Disturbance. NICHCY Disability Fact Sheet #5

    ERIC Educational Resources Information Center

    National Dissemination Center for Children with Disabilities, 2010

    2010-01-01

    The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. "Umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness are used to refer to mental…

  12. Burnout in Parents of Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Morrison, Gary N.; Morrison, Merrie B.

    The paper addresses stressors facing parents of emotionally disturbed adolescents and suggests ways that parents can be helped to battle "burnout." Ten stressors are identified: problems innate with the handicap, lack of progress and development, negative public opinion, pressures from spouse or other family members, pressures from members of…

  13. Burnout in Parents of Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Morrison, Gary N.; Morrison, Merrie B.

    The paper addresses stressors facing parents of emotionally disturbed adolescents and suggests ways that parents can be helped to battle "burnout." Ten stressors are identified: problems innate with the handicap, lack of progress and development, negative public opinion, pressures from spouse or other family members, pressures from members of…

  14. School Mobility and Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Malmgren, Kimber W.; Gagnon, Joseph C.

    2005-01-01

    We examined the school mobility of a cross-sectional sample of 70 secondary-age youth with emotional disturbance (ED). Data were collected through an archival review of school records. Students' school mobility histories were examined in terms of the overall number of schools attended in the elementary school years, as well as the timing of the…

  15. DIRECTORY OF SHELTERED WORKSHOPS SERVING THE EMOTIONALLY DISTURBED, 1965.

    ERIC Educational Resources Information Center

    GADLIN, WALTER; AND OTHERS

    A NATIONWIDE QUESTIONNAIRE SURVEYED 490 SHELTERED WORKSHOPS SERVING THE EMOTIONALLY DISTURBED. LISTINGS BY STATES OF SUCH CENTERS PROVIDE ADDRESSES, REFERRAL SOURCES, AGE RANGE OF CLIENTS, YEAR PROGRAMS BEGAN, NUMBER OF PHYSICALLY HANDICAPPED CLIENTS DAILY, NUMBER OF EMOTIONALLY DISTURBED CLIENTS DAILY, AND TYPES OF EMOTIONALLY DISTURBED.…

  16. Group Counseling With Emotionally Disturbed School Children in Taiwan.

    ERIC Educational Resources Information Center

    Chiu, Peter

    The application of group counseling to emotionally disturbed school children in Chinese culture was examined. Two junior high schools located in Tao-Yuan Province were randomly selected with two eighth-grade classes randomly selected from each school. Ten emotionally disturbed students were chosen from each class and randomly assigned to two…

  17. Group Counseling With Emotionally Disturbed School Children in Taiwan.

    ERIC Educational Resources Information Center

    Chiu, Peter

    The application of group counseling to emotionally disturbed school children in Chinese culture was examined. Two junior high schools located in Tao-Yuan Province were randomly selected with two eighth-grade classes randomly selected from each school. Ten emotionally disturbed students were chosen from each class and randomly assigned to two…

  18. Communication Skills in Emotionally Disturbed and Nondisturbed Adolescents.

    ERIC Educational Resources Information Center

    Rosenthal, Susan L.; Simeonsson, Rune J.

    1991-01-01

    This study of the communication effectiveness of 78 adolescents found that emotionally disturbed subjects were characterized by poorer communication and a lack of developmental change from early to late adolescence. Emotionally disturbed adolescents used less figurative information (form, size, color) than normal peers, but similar operative…

  19. EMOTIONAL DISTURBANCE AND SCHOOL LEARNING--A BOOK OF READINGS.

    ERIC Educational Resources Information Center

    CLARK, DONALD H., ED.; LESSER, GERALD S., ED.

    A COLLECTION OF 26 READINGS ON RESEARCH IN EMOTIONAL DISTURBANCE AND SCHOOL LEARNING, THIS PAPERBACK BOOK PRESENTS FOUR OR FIVE STUDIES OF DIFFERING TYPES FROM VARIOUS SOURCES ON EACH TOPIC TREATED. THE TOPICS INCLUDE A DEFINITION OF EMOTIONAL DISTURBANCE AND PROBLEMS, (2) ANTECEDENTS OF TROUBLE, (3) CASE HISTORIES OF TROUBLED CHILDREN, (4)…

  20. EMOTIONAL DISTURBANCE AND SCHOOL LEARNING--A BOOK OF READINGS.

    ERIC Educational Resources Information Center

    CLARK, DONALD H., ED.; LESSER, GERALD S., ED.

    A COLLECTION OF 26 READINGS ON RESEARCH IN EMOTIONAL DISTURBANCE AND SCHOOL LEARNING, THIS PAPERBACK BOOK PRESENTS FOUR OR FIVE STUDIES OF DIFFERING TYPES FROM VARIOUS SOURCES ON EACH TOPIC TREATED. THE TOPICS INCLUDE A DEFINITION OF EMOTIONAL DISTURBANCE AND PROBLEMS, (2) ANTECEDENTS OF TROUBLE, (3) CASE HISTORIES OF TROUBLED CHILDREN, (4)…

  1. Reality Therapy with Institutionalized Emotionally Disturbed Mentally Retarded Adolescents.

    ERIC Educational Resources Information Center

    Dolly, John P.; Page, D. Patricia

    1981-01-01

    The study evaluated a reality therapy program used with 20 institutionalized mentally retarded (mild to profound) and emotionally disturbed adolescents residing in an institution. Results indicated that 17 of the Ss increased adaptive behaviors and all decreased maladaptive behaviors. (DB)

  2. Reality Therapy with Institutionalized Emotionally Disturbed Mentally Retarded Adolescents.

    ERIC Educational Resources Information Center

    Dolly, John P.; Page, D. Patricia

    1981-01-01

    The study evaluated a reality therapy program used with 20 institutionalized mentally retarded (mild to profound) and emotionally disturbed adolescents residing in an institution. Results indicated that 17 of the Ss increased adaptive behaviors and all decreased maladaptive behaviors. (DB)

  3. Activity Group Therapy for Emotionally Disturbed Pre-School Children.

    ERIC Educational Resources Information Center

    Plenk, Agnes M.

    1978-01-01

    The article discusses the comprehensive services offered emotionally disturbed preschool children by a voluntary social agency (the Childrens Center in Salt Lake City, Utah), focusing on activity group therapy, the major therapeutic tool used there. (Author/DLS)

  4. Teachers' Attitudes toward Children with Serious Emotional Disturbance.

    ERIC Educational Resources Information Center

    Minor, Scott W.; Acheson, Shawn; Kane, Harrison; Calahan, Erin; Leverentz, Kristen; Pasden, Amy; Wegener, Melanie

    This paper presents data on a new measure of attitudes toward children with severe emotional disturbance (SED) and reports on the measure's use to examine teachers' attitudes toward children with SED. Elementary or high school teachers (n=103) in western North Carolina completed the Attitudes towards Children with Serious Emotional Disturbance…

  5. Ecological Perspectives on Emotional Disturbance. Journal within a Journal.

    ERIC Educational Resources Information Center

    Chrystal, Charles A., Ed.; And Others

    1988-01-01

    The articles included in this special journal supplement represent a view of special education which is concerned with the adjustment of the emotionally disturbed learner within varied social-interactional frameworks or settings, as noted in the guest editorial by Charles Chrystal. "Beyond Therapy and Research: Helping Emotionally Troubled…

  6. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators

    ERIC Educational Resources Information Center

    Donnelly, Michael W.

    2016-01-01

    The purpose of this mixed methods study was to identify the perceptions of educators regarding the potential impact of technology as a motivator to elicit desirable behaviors within students that have been identified with an educational diagnosis of emotional disturbance at the elementary school level. A review of the literature focused on key…

  7. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators

    ERIC Educational Resources Information Center

    Donnelly, Michael W.

    2016-01-01

    The purpose of this mixed methods study was to identify the perceptions of educators regarding the potential impact of technology as a motivator to elicit desirable behaviors within students that have been identified with an educational diagnosis of emotional disturbance at the elementary school level. A review of the literature focused on key…

  8. Characteristics of the Population of Deaf and Hard of Hearing Students with Emotional Disturbance in Illinois

    ERIC Educational Resources Information Center

    Sinnott, C. L.; Jones, T. W.

    2005-01-01

    The study summarizes a database for the years 1994-1999 on deaf and hard of hearing students in Illinois with a diagnosis of emotional disturbance (N = 115). Data are reported on the group's demographic, domestic, etiologic, communication-related, and intervention-related characteristics. These dually diagnosed students differed from Illinois's…

  9. Teaching Emotionally Disturbed Students to Count Feelings.

    ERIC Educational Resources Information Center

    Bartels, Cynthia S.; Calkin, Abigail B.

    The paper describes a program to teach high school students with emotional and behavior problems to count their feelings, thereby improving their self concept. To aid in instruction, a hierarchy was developed which involved four phases: counting tasks completed and tasks not completed, counting independent actions in class, counting perceptions of…

  10. Recreation for Autistic and Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Dewey, Margaret A.

    Over 200 questionnaire responses from parents of autistic children describing recreational activities that appealed to their children are reported. Recreation is defined as a means of skill development, an outlet for emotions, and an inspiration for living. Parents are encouraged to stimulate recreational interests by taking children along on…

  11. Toward a Critical Theory Approach to Lives Considered Emotionally Disturbed.

    ERIC Educational Resources Information Center

    Danforth, Scot

    1995-01-01

    This article addresses issues of power residing within various special education processes that result in processes of hegemony and domination in the lives of children considered to have emotional disturbances. A critical theory approach is proposed which is explicitly political and stresses the need to value the child's personal history and…

  12. Child Abuse and Aggression among Seriously Emotionally Disturbed Children

    ERIC Educational Resources Information Center

    Ford, Julian D.; Fraleigh, Lisa A.; Connor, Daniel F.

    2010-01-01

    Abused children may be at risk for problems with aggression. In a sample of 397 seriously emotionally disturbed children, reactive aggression was associated with documented history of physical abuse but not sexual abuse. Girls were equally likely to be classified as reactively aggressive regardless of physical abuse history, but boys with physical…

  13. Emotional Disturbance/Social Maladjustment: Why Is the Incidence Increasing?

    ERIC Educational Resources Information Center

    Kehle, Thomas J.; Bray, Melissa A.; Theodore, Lea A.; Zhou, Zheng; McCoach, D. Betsy

    2004-01-01

    Numerous arguments have addressed the controversies surrounding the category of emotional disturbance (ED) and the exclusion, or proposed inclusion, of students with social maladjustment (SM). In this article we address the consensually agreed upon characteristics of ED that are in common with SM, in addition to examining characteristics that…

  14. Identifying Students with Emotional Disturbance: School Psychologists' Practices and Perceptions

    ERIC Educational Resources Information Center

    Hanchon, Timothy A.; Allen, Ryan A.

    2013-01-01

    From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment…

  15. Child Abuse and Aggression among Seriously Emotionally Disturbed Children

    ERIC Educational Resources Information Center

    Ford, Julian D.; Fraleigh, Lisa A.; Connor, Daniel F.

    2010-01-01

    Abused children may be at risk for problems with aggression. In a sample of 397 seriously emotionally disturbed children, reactive aggression was associated with documented history of physical abuse but not sexual abuse. Girls were equally likely to be classified as reactively aggressive regardless of physical abuse history, but boys with physical…

  16. Emotional Disturbance. Fact Sheet = Problemas Emocionales. Hojas Informativas Sobre Discapacidades.

    ERIC Educational Resources Information Center

    National Information Center for Children and Youth with Disabilities, Washington, DC.

    This fact sheet, written in both English and Spanish, provides a definition, information on incidence, typical characteristics, and educational implications of emotional disturbance. The definition is from the Individuals with Disabilities Education Act (IDEA) and incidence in 1999-2000 is reported as about 470,000 children and youth. Educational…

  17. Emotional Disturbance. Fact Sheet = Problemas Emocionales. Hojas Informativas Sobre Discapacidades.

    ERIC Educational Resources Information Center

    National Information Center for Children and Youth with Disabilities, Washington, DC.

    This fact sheet, written in both English and Spanish, provides a definition, information on incidence, typical characteristics, and educational implications of emotional disturbance. The definition is from the Individuals with Disabilities Education Act (IDEA) and incidence in 1999-2000 is reported as about 470,000 children and youth. Educational…

  18. Perceptions of Therapeutic Classrooms for Students Identified with Emotional Disturbances

    ERIC Educational Resources Information Center

    Everson, Shelly M.

    2016-01-01

    For various reasons, many students with emotional disturbances are unable to succeed in traditional classroom environments. The purpose of this qualitative case study was to explore the perceptions of administrators, teachers, paraprofessionals, parents, and related service providers towards therapeutic intervention classrooms for students…

  19. Socially Maladjusted and Emotionally Disturbed Children. Summer 1972. Final Report.

    ERIC Educational Resources Information Center

    Spivack, Frieda; Kosky, Elizabeth

    A 6-week summer program (1972) provided educational, recreational, vocational, and cultural experiences for 502 elementary and secondary level socially maladjusted and emotionally disturbed children in 14 New York City facilities. Goals included consolidation of learning in areas of reading and mathematics; instruction in subject areas such as…

  20. Fluent Persuasive Writing with Counterarguments for Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Mastropieri, Margo A.; Scruggs, Thomas E.; Cerar, Nancy Irby; Allen-Bronaugh, Dannette; Thompson, Catherine; Guckert, Mary; Leins, Pat; Hauth, Clara; Cuenca-Sanchez, Yojanna

    2014-01-01

    Twelve seventh- and eighth-grade students with emotional disturbance participated in a multiple probe, multiple baseline design two-phase intervention study to improve persuasive writing skills. The first phase after baseline taught students to plan and write persuasive essays including counterarguments. In the second phase, students were taught…

  1. Seriously Emotionally Disturbed Students' Knowledge and Attitudes about AIDS.

    ERIC Educational Resources Information Center

    Singh, Ashvind N.; And Others

    1994-01-01

    Evaluation of knowledge and attitudes of 220 adolescents with severe emotional disturbances toward AIDS (Acquired Immune Deficiency Syndrome) and HIV (human immunodeficiency virus) infection found most students knew the main modes of HIV transmission. Student age, race, and gender were related to level of knowledge and attitudes toward people with…

  2. Emotional Disturbance/Social Maladjustment: Why Is the Incidence Increasing?

    ERIC Educational Resources Information Center

    Kehle, Thomas J.; Bray, Melissa A.; Theodore, Lea A.; Zhou, Zheng; McCoach, D. Betsy

    2004-01-01

    Numerous arguments have addressed the controversies surrounding the category of emotional disturbance (ED) and the exclusion, or proposed inclusion, of students with social maladjustment (SM). In this article we address the consensually agreed upon characteristics of ED that are in common with SM, in addition to examining characteristics that…

  3. Fluent Persuasive Writing with Counterarguments for Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Mastropieri, Margo A.; Scruggs, Thomas E.; Cerar, Nancy Irby; Allen-Bronaugh, Dannette; Thompson, Catherine; Guckert, Mary; Leins, Pat; Hauth, Clara; Cuenca-Sanchez, Yojanna

    2014-01-01

    Twelve seventh- and eighth-grade students with emotional disturbance participated in a multiple probe, multiple baseline design two-phase intervention study to improve persuasive writing skills. The first phase after baseline taught students to plan and write persuasive essays including counterarguments. In the second phase, students were taught…

  4. Learning Disabled or Emotionally Disturbed: Does It Make Any Difference?

    ERIC Educational Resources Information Center

    Chandler, Harry N.; Jones, Karen

    1983-01-01

    The article posits that emotionally disturbed (ED) children routinely are diagnosed as learning disabled (LD), a situation deriving from diagnostic problems and inadequacies of definitions. Among suggestions made for special educators are knowing ED and LD definitions, and becoming assertive as evaluation team members. (MC)

  5. Progress or Change: Issues in Educating the Emotionally Disturbed. Volume 2: Service Delivery.

    ERIC Educational Resources Information Center

    Haring, Norris G., Ed.; Noel, Margaret M., Ed.

    Seven papers address issues in service delivery of educational programs for emotionally disturbed students. M. Noel begins with "Public School Programs for the Emotionally Disturbed: An Overview," in which she reviews past and present approaches and models. In "Pathways to Success: Working with Seriously Emotionally Disturbed Students in a Public…

  6. Physical and emotional disturbances in children with adenotonsillar hypertrophy.

    PubMed

    Kurnatowski, P; Putyński, L; Łapienis, M; Kowalska, B

    2008-09-01

    Enlarged tonsils and adenoids (part of Waldeyer's ring) are responsible for obstructive sleep disordered breathing. Obstructive sleep disordered breathing episodes lead to hypoxaemia, hypercapnia and a state of arousal, all of which affect normal development of the nervous system. In this study, two hypotheses were tested: (1) obstructive sleep disordered breathing is caused by adenotonsillar hypertrophy and is associated with hypoxia and brain dysfunction; and (2) children with obstructive sleep disordered breathing more commonly display emotional lability, depressive behaviour and anxiety. A total of 225 children were examined. The study group consisted of 121 children with adenotonsillar hypertrophy (87 aged six to nine years and 34 aged 10 to 13 years) and with obstructive sleep apnoeas and hypopnoeas confirmed by polysomnography. Patients were compared with 104 children with no obstructive sleep disordered breathing and no adenotonsillar hypertrophy (74 aged six to nine years and 30 aged 10 to 13 years). The following tests were used to measure the children's emotional disorders: the children's depression inventory; the state-trait anxiety inventory for children; and the emotional instability scale. The average values and standard deviations were calculated for all results. Student's t-test was used to compare differences in all groups of children. The minimum level of p < 0.05 was set as statistically significant. Children with adenotonsillar hypertrophy are more likely to experience poor brain development and sleep problems. They also have emotional disturbances. In the sick and healthy children aged six to nine years, mean results for the emotional instability scale were statistically significantly different in the two groups, being higher in children with adenotonsillar hypertrophy than in healthy children. Mean values for the children's depression inventory test were higher in children with adenotonsillar hypertrophy, but the differences were not

  7. Motor proficiency and emotional/behavioural disturbance in autism and Asperger's disorder: another piece of the neurological puzzle?

    PubMed

    Papadopoulos, Nicole; McGinley, Jennifer; Tonge, Bruce; Bradshaw, John; Saunders, Kerryn; Murphy, Anna; Rinehart, Nicole

    2012-11-01

    The relationship of motor proficiency with emotional/behavioural disturbance, autistic symptoms and communication disturbance was investigated in children diagnosed with autism and Asperger's disorder (AD). The Movement Assessment Battery for Children was used as a measure of motor impairment, and the Developmental Behavioural Checklist was used as a measure of emotional/behavioural disturbance in the following groups: AD (n = 22), high functioning autism (HFA) (n = 23), LFA (n = 8) and typically developing children (n = 20). The HFA group had more difficulty with motor items, such as ball skills and balance, than did the AD group. There were significant positive correlations between impairments in motor proficiency (in particular ball skills and balance) and emotional/behavioural disturbance, autistic symptoms and communication disturbance. These findings are consistent with the hypothesis that there are qualitative and quantitative differences in the motor profile between autism and AD. In addition, the association between motor proficiency impairment and emotional/behavioural disturbance in autism and AD emphasizes the importance for screening of co-occurring emotional/behavioural symptoms in individuals with motor difficulties. These findings have implications for the potential use of adjunct motor measures in the diagnosis and definition of autism spectrum disorders.

  8. Bullying and Social Support: Variation by School-Type and Emotional or Behavioural Disturbances

    ERIC Educational Resources Information Center

    Margraf, Hannah; Pinquart, Martin

    2016-01-01

    The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with…

  9. Bullying and Social Support: Variation by School-Type and Emotional or Behavioural Disturbances

    ERIC Educational Resources Information Center

    Margraf, Hannah; Pinquart, Martin

    2016-01-01

    The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with…

  10. Preventing Emotional Disturbance in Abused and Neglected Children and Their Families through Early Intervention.

    ERIC Educational Resources Information Center

    Feeney, Tawn R.

    The paper examines the nature of child abuse and neglect, considers its effects on the emotional well being of the child, and describes treatment approaches. Emotional neglect is differentiated from emotional disturbance. Long-term effects of child maltreatment include irreversible physical damage to the central nervous system, emotional damage,…

  11. Educating Emotionally Disturbed Children--Promising Practices. Journal within a Journal.

    ERIC Educational Resources Information Center

    Michael, Robert, Ed.

    1987-01-01

    Seven articles by educators with a variety of perspectives examine promising educational practices for use with children having emotional disturbances. Lee Bell offers strategies for using group activities in "All Together Now: Group Techniques for Teaching Students with Emotional Disturbances." Lyn Sarda and Rik Flynn discuss benefits…

  12. Educating Emotionally Disturbed Children--Promising Practices. Journal within a Journal.

    ERIC Educational Resources Information Center

    Michael, Robert, Ed.

    1987-01-01

    Seven articles by educators with a variety of perspectives examine promising educational practices for use with children having emotional disturbances. Lee Bell offers strategies for using group activities in "All Together Now: Group Techniques for Teaching Students with Emotional Disturbances." Lyn Sarda and Rik Flynn discuss benefits…

  13. Behavioural and Emotional Disturbances in People with Prader-Willi Syndrome

    ERIC Educational Resources Information Center

    Steinhausen, H.-C.; Eiholzer, U.; Hauffa, B. P.; Malin, Z.

    2004-01-01

    The study of the behaviour profile in subjects with Prader-Willi Syndrome (PWS). A total of fifty-eight 3- to 29-year-old subjects with PWS were studied using a standardized parent report of behavioural and emotional disturbances. There was an increase of behavioural and emotional disturbances for the adolescent and young adult age range, whereas…

  14. Behavioural and Emotional Disturbances in People with Prader-Willi Syndrome

    ERIC Educational Resources Information Center

    Steinhausen, H.-C.; Eiholzer, U.; Hauffa, B. P.; Malin, Z.

    2004-01-01

    The study of the behaviour profile in subjects with Prader-Willi Syndrome (PWS). A total of fifty-eight 3- to 29-year-old subjects with PWS were studied using a standardized parent report of behavioural and emotional disturbances. There was an increase of behavioural and emotional disturbances for the adolescent and young adult age range, whereas…

  15. Improving Same-Sex and Heterosocial Interactions of Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Swanson, H. Lee

    1985-01-01

    Attempted to increase the occurrence of sexual-social interactions of emotionally disturbed adolescents. Results indicate that, regardless of sex, group contingencies are more effective than individual contingencies in increasing positive sexual-social interactions. Results inferred that emotionally disturbed adolescents' social interactions…

  16. Parental Attachment and Romantic Relationships: Associations with Emotional Disturbance during Late Adolescence.

    ERIC Educational Resources Information Center

    Overbeek, Geertjan; Vollebergh, Wilma; Engels, Rutger C. M. E.; Meeus, Wim

    2003-01-01

    Examines cross-sectional and longitudinal associations between late adolescents' parental attachment and emotional disturbance. Specifically, they investigated whether associations between parental attachment and emotional disturbance were less strong for adolescents with romantic partners. Links cross-sectionally, but not longitudinally, between…

  17. The Effects of Audiotaped Progressive Muscle Relaxation Training on the Reading Performance of Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Margolis, Howard; Pica, Louis, Jr.

    1990-01-01

    Examines the degree to which audiotaped progressive muscle relaxation (PMR) training influenced the oral and silent reading performance of eight adolescents who were legally classified as emotionally disturbed. Finds that PMR training can have a positive influence on the reading performance of emotionally disturbed adolescents. (MG)

  18. A Study of Child Variance, Volume 1: Conceptual Models; Conceptual Project in Emotional Disturbance.

    ERIC Educational Resources Information Center

    Rhodes, William C.; Tracy, Michael L.

    Presented are 11 papers discussing the following six models of emotional disturbance in children: biophysical, behavioral, psychodynamic, sociological, and ecological, models, and counter theory. Emotional disturbance is defined as a distinctive human state having multiple manifestations and involving disability, deviance, and alienation. All the…

  19. Behavior and Achievement Relationships with Emotionally Disturbed Children: An Applied Study.

    ERIC Educational Resources Information Center

    Gaughan, Edward; Axelrod, Saul

    1989-01-01

    Examined relationship between on-task behaviors and standardized achievement among emotionally disturbed or behavior disordered students. Forty emotionally disturbed or behavior disordered elementary school students participated in token economy for one academic year. Noted minimal pre-post achievement gains and high level of on-task behavior; no…

  20. Facing Complaining Customer and Suppressed Emotion at Worksite Related to Sleep Disturbance in Korea.

    PubMed

    Lim, Sung Shil; Lee, Wanhyung; Hong, Kwanyoung; Jeung, Dayee; Chang, Sei Jin; Yoon, Jin Ha

    2016-11-01

    This study aimed to investigate the effect of facing complaining customer and suppressed emotion at worksite on sleep disturbance among working population. We enrolled 13,066 paid workers (male = 6,839, female = 6,227, age < 65 years) in the 3rd Korean Working Condition Survey (2011). The odds ratio (OR) and 95% confidence intervals (CI) for sleep disturbance occurrence were calculated using multiple logistic regression models. Among workers in working environments where they always engage complaining customers had a significantly higher risk for sleep disturbance than rarely group (The OR [95% CI]; 5.46 [3.43-8.68] in male, 5.59 [3.30-9.46] in female workers). The OR (95% CI) for sleep disturbance was 1.78 (1.16-2.73) and 1.63 (1.02-2.63), for the male and female groups always suppressing their emotions at the workplace compared with those rarely group. Compared to those who both rarely engaged complaining customers and rarely suppressed their emotions at work, the OR (CI) for sleep disturbance was 9.66 (4.34-20.80) and 10.17 (4.46-22.07), for men and women always exposed to both factors. Sleep disturbance was affected by interactions of both emotional demands (engaging complaining customers and suppressing emotions at the workplace). The level of emotional demand, including engaging complaining customers and suppressing emotions at the workplace is significantly associated with sleep disturbance among Korean working population.

  1. Post-stroke Mood and Emotional Disturbances: Pharmacological Therapy Based on Mechanisms

    PubMed Central

    Kim, Jong S.

    2016-01-01

    Post-stroke mood and emotional disturbances are frequent and diverse in their manifestations. Out of the many post-stroke disturbances, post-stroke depression, post-stroke anxiety, post-stroke emotional incontinence, post-stroke anger proneness, and post-stroke fatigue are frequent and important symptoms. These symptoms are distressing for both the patients and their caregivers, and negatively influence the patient’s quality of life. Unfortunately, these emotional disturbances are not apparent and are therefore often unnoticed by busy clinicians. Their phenomenology, predicting factors, and pathophysiology have been under-studied, and are under-recognized. In addition, well-designed clinical trials regarding these symptoms are rare. Fortunately, these mood and emotional disturbances may be treated or prevented by various methods, including pharmacological therapy. To administer the appropriate therapy, we have to understand the phenomenology and the similarities and differences in the pathophysiological mechanisms associated with these emotional symptoms. This narrative review will describe some of the most common or relevant post-stroke mood and emotional disturbances. The phenomenology, factors or predictors, and relevant lesion locations will be described, and pharmacological treatment of these emotional disturbances will be discussed based on presumable pathophysiological mechanisms. PMID:27733031

  2. Learned helplessness: effects of noncontingent reinforcement and response cost with emotionally disturbed children.

    PubMed

    Saylor, C F; Finch, A J; Cassel, S C; Saylor, C B; Penberthy, A R

    1984-07-01

    In order to investigate the effectiveness of noncontingent reinforcement and response cost in inducing learned helplessness and to determine whether depressed Ss respond differently than nondepressed Ss, 28 emotionally disturbed children (20 boys, 8 girls) were tested in a modified learned helplessness paradigm. Children's Depression Inventory score and diagnosis were each used to distinguish "depressed" and "nondepressed" children. Half of the depressed group and half of the nondepressed group received noncontingent response cost, the other half of the two groups received noncontingent positive reinforcement. Results indicated that both noncontingent response cost and noncontingent reinforcement led to reduced persistence time relative to persistence under conditions of contingent reinforcement. There was only one significant difference between depressed and nondepressed Ss (differential persistence time over trials) and there were no significant interactions. Results were discussed in terms of Seligman's formulation of learned helplessness and the extension of this model to a clinical child population.

  3. A Short-term Therapeutic Camping Program for Emotionally Disturbed Adolescent Boys

    ERIC Educational Resources Information Center

    Hobbs, Tom R.; Radka, Jerome E.

    1975-01-01

    This article described a short-term therapeutic camping program for emotionally disturbed adolescent boys employing behavior modification techniques, reliable observation of target behaviors, and implementation by staff members of the local community mental health clinic. (Author/RK)

  4. Building Structure into a Class for Emotionally Disturbed Children: One Teacher's Experience.

    ERIC Educational Resources Information Center

    Cambone, Joseph

    The paper is a description of how one teacher structured a classroom for five seriously disturbed violent boys (ages 5.5 to 8 years) at a private residential and day school for emotionally disturbed students. Anecdotes are reported as well as the teacher's reflections. Changes in the teacher's original planned class structure while maintaining the…

  5. PROJECT RE-ED, A DEMONSTRATION PROJECT FOR THE REEDUCATION OF EMOTIONALLY DISTURBED CHILDREN.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Mental Health, Raleigh.

    THE PROJECT FOR THE REEDUCATION OF EMOTIONALLY DISTURBED CHILDREN (PROJECT RE-ED), A DEMONSTRATION PROJECT (1961-1968) TO DEVELOP AND EVALUATE THE EFFECTIVENESS OF RESIDENTIAL SCHOOLS (SUNDAY THROUGH FRIDAY) FOR DISTURBED CHILDREN, IS DESCRIBED. THE PROFESSIONAL TRAINING AT GEORGE PEABODY COLLEGE, TENNESSEE, AND USE OF CAREFULLY SELECTED…

  6. Emotional Disturbance and the Development of Self-Consciousness in Adolescence.

    ERIC Educational Resources Information Center

    Rosenthal, Susan L.; Simeonsson, Rune J.

    1989-01-01

    Examined development of self-consciousness and its relationship to emotional disturbance in early and late adolescence. Results indicated that self-consciousness decreased with age in nondisturbed subjects. Development of self-consciousness in temporary situations did not follow consistent patterns in disturbed subjects. Social-cognitive shifts in…

  7. Applied Behavior Analysis: Its Impact on the Treatment of Mentally Retarded Emotionally Disturbed People.

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Coe, David A.

    1992-01-01

    This article reviews applications of the applied behavior analysis ideas of B. F. Skinner and others to persons with both mental retardation and emotional disturbance. The review examines implications of behavior analysis for operant conditioning and radical behaviorism, schedules of reinforcement, and emotion and mental illness. (DB)

  8. Applied Behavior Analysis: Its Impact on the Treatment of Mentally Retarded Emotionally Disturbed People.

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Coe, David A.

    1992-01-01

    This article reviews applications of the applied behavior analysis ideas of B. F. Skinner and others to persons with both mental retardation and emotional disturbance. The review examines implications of behavior analysis for operant conditioning and radical behaviorism, schedules of reinforcement, and emotion and mental illness. (DB)

  9. Facing Complaining Customer and Suppressed Emotion at Worksite Related to Sleep Disturbance in Korea

    PubMed Central

    2016-01-01

    This study aimed to investigate the effect of facing complaining customer and suppressed emotion at worksite on sleep disturbance among working population. We enrolled 13,066 paid workers (male = 6,839, female = 6,227, age < 65 years) in the 3rd Korean Working Condition Survey (2011). The odds ratio (OR) and 95% confidence intervals (CI) for sleep disturbance occurrence were calculated using multiple logistic regression models. Among workers in working environments where they always engage complaining customers had a significantly higher risk for sleep disturbance than rarely group (The OR [95% CI]; 5.46 [3.43–8.68] in male, 5.59 [3.30–9.46] in female workers). The OR (95% CI) for sleep disturbance was 1.78 (1.16–2.73) and 1.63 (1.02–2.63), for the male and female groups always suppressing their emotions at the workplace compared with those rarely group. Compared to those who both rarely engaged complaining customers and rarely suppressed their emotions at work, the OR (CI) for sleep disturbance was 9.66 (4.34–20.80) and 10.17 (4.46–22.07), for men and women always exposed to both factors. Sleep disturbance was affected by interactions of both emotional demands (engaging complaining customers and suppressing emotions at the workplace). The level of emotional demand, including engaging complaining customers and suppressing emotions at the workplace is significantly associated with sleep disturbance among Korean working population. PMID:27709845

  10. Emotions and coping of patients with head and neck cancers after diagnosis: A qualitative content analysis

    PubMed Central

    Jagannathan, A; Juvva, S

    2016-01-01

    Background and Rationale: Patients suffering with head and neck cancers are observed to have a relatively high risk of developing emotional disturbances after diagnosis and treatment. These emotional concerns can be best understood and explored through the method of content analysis or qualitative data. Though a number of qualitative studies have been conducted in the last few years in the field of psychosocial oncology, none have looked at the emotions experienced and the coping by head and neck cancer patients. Materials and Methods: Seventy-five new cases of postsurgery patients of head and neck cancers were qualitatively interviewed regarding the emotions experienced and coping strategies after diagnosis. Results: Qualitative content analysis of the in-depth interviews brought out that patients experienced varied emotions on realizing that they were suffering from cancer, the cause of which could be mainly attributed to three themes: 1) knowledge of their illness; 2) duration of untreated illness; and 3) object of blame. They coped with their emotions by either: 1) inculcating a positive attitude and faith in the doctor/treatment, 2) ventilating their emotions with family and friends, or 3) indulging in activities to divert attention. Conclusion: The results brought out a conceptual framework, which showed that an in-depth understanding of the emotions — Their root cause, coping strategies, and spiritual and cultural orientations of the cancer survivor — Is essential to develop any effective intervention program in India. PMID:27320951

  11. Koppitz scoring system as a measure of Bender-Gestalt performance in behaviorally and emotionally disturbed adolescents.

    PubMed

    Shapiro, S K; Simpson, R G

    1995-01-01

    Data are presented to assess the use of the Koppitz scoring system for the Bender-Gestalt Test in a sample (N = 87) of behaviorally and emotionally disturbed adolescents. Results suggested that age was modestly related to Koppitz Developmental scores, an indication that visual-motor skills continue to develop beyond age 11. Scores were related to spatial perception skills as measured on the WISC-R. Gender, primary psychiatric diagnosis, educational tests, and MMPI scores were not related to Bender performance. Findings are discussed in terms of a need for additional research into the utility of the Bender as a measure of visual-motor skills in adolescents.

  12. Computerized Cognitive Training for Severely Emotionally Disturbed Children with ADHD.

    ERIC Educational Resources Information Center

    Slate, Suzanne E.; Meyer, Tracy L.; Burns, William J.; Montgomery, Doil D.

    1998-01-01

    Investigates the influence of Captain's Log, a computerized cognitive-training system, on the behaviors and performance capabilities of severely disturbed children with attention deficit hyperactivity disorder (N=4). Results support the expectation that children who are most successful in the training would demonstrate the highest levels of…

  13. Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance.

    ERIC Educational Resources Information Center

    Musser, Erinn H.; Bray, Melissa A.; Kehle, Thomas J.; Jenson, William R.

    2001-01-01

    A multicomponent intervention that included a precision request program, mystery motivators, token economy with response cost, and antecedent strategies was employed to reduce disruptive classroom behavior in 3 school-aged students with social and emotional disorders. The results suggested that the intervention was successful in reducing levels of…

  14. Disturbed prefrontal and temporal brain function during emotion and cognition interaction in criminal psychopathy.

    PubMed

    Müller, Jürgen L; Sommer, Monika; Döhnel, Katrin; Weber, Tatjana; Schmidt-Wilcke, Tobias; Hajak, Göran

    2008-01-01

    Impaired emotional responsiveness has been revealed as a hallmark of psychopathy. In spite of an increasing database on emotion processing, studies on cognitive function and in particular on the impact of emotion on cognition in psychopathy are rare. We used pictures from the International Affective Picture Set (IAPS) and a Simon Paradigm to address emotion-cognition interaction while functional and structural imaging data were obtained in 12 healthy controls and 10 psychopaths. We found an impaired emotion-cognition interaction in psychopaths that correlated with a changed prefrontal and temporal brain activation. With regard to the temporal cortex, it is shown that structure and function of the right superior temporal gyrus is disturbed in psychopathy, supporting a neurobiological approach to psychopathy, in which structure and function of the right STG may be important.

  15. Attachment and Aggression among Adolescents Receiving Special Education Services for Emotional Disturbance

    ERIC Educational Resources Information Center

    Swartz, Christine

    2010-01-01

    Students classified as emotionally disturbed receiving special education services will drop out of school at a rate of 56% nationwide, and one out of three will be incarcerated within 3 years of leaving school. This study provides school personnel and clinicians with new information regarding underlying attachment difficulties and aggression in…

  16. Effects of Quick Writing Instruction for High School Students with Emotional Disturbances

    ERIC Educational Resources Information Center

    Mason, Linda H.; Kubina, Richard M., Jr.; Hoover, Theresa

    2013-01-01

    High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality,…

  17. Effects of a Reading Intervention for Kindergarten Students At Risk for Emotional Disturbance and Reading Deficits.

    ERIC Educational Resources Information Center

    Trout, Alexandra L.; Epstein, Michael H.; Mickelson, William T.; Nelson, J. Ron; Lewis, Linda M.

    2003-01-01

    Six kindergartners with or at risk for emotional disturbance and reading deficits received a supplementary reading intervention over seven months. After instruction, participants outperformed six control at-risk and six norm-referencing students without disabilities on curriculum-based measures assessing early phonemic awareness and basic reading…

  18. A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance

    ERIC Educational Resources Information Center

    Reid, Robert; Gonzalez, Jorge E.; Nordness, Philip D.; Trout, Alexandra; Epstein, Michael H.

    2004-01-01

    Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the…

  19. Profiles of Young Children Teacher-Identified as At Risk for Emotional Disturbance: A Pilot Study

    ERIC Educational Resources Information Center

    Trout, Alexandra L.; Epstein, Michael H.; Nelson, J. Ron; Reid, Robert; Ohlund, Barbara

    2006-01-01

    As prevention and early intervention opportunities for young children at risk of emotional disturbance (ED) increase, questions regarding the effectiveness of these programs for specific subpopulations of children have emerged. To date, few investigators have examined young children entering early school prevention/intervention programs to…

  20. The Impact of Reality Therapy in a School for Emotionally Disturbed Youth: A Preliminary Report.

    ERIC Educational Resources Information Center

    Coats, Kevin I.

    This preliminary report examined the impact of W. Glasser's Reality Therapy techniques on teacher attitudes and the behavior of emotionally disturbed elementary and middle school students. A summary of Glasser's Control Theory and his recent revisions pertaining to Reality Therapy techniques is included as well as a review of the outcome…

  1. Elementary and Secondary Socially and/or Emotionally Disturbed Girls: Characteristics and Identification.

    ERIC Educational Resources Information Center

    Mattison, Richard E.; And Others

    1991-01-01

    Studied characteristics of elementary and secondary school female students recommended for classes for socially and/or emotionally disturbed (SED). Found that multiple family stressors, especially abuse, were significantly more common in SED girls than in girls evaluated for SED placement but recommended for other educational interventions. Also,…

  2. Examining Gender and the Academic Achievement of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Rice, Elisabeth Hess; Yen, Cherng-Jyh

    2010-01-01

    Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

  3. Use of the Devereux Scales of Mental Disorders for Children and Adolescents with Emotional Disturbance

    ERIC Educational Resources Information Center

    Reddy, Linda A.; Pfeiffer, Steven I.; Files-Hall, Tara M.

    2007-01-01

    The present study was designed to investigate the discriminant validity of the Devereux Scales of Mental Disorders (DSMD; Naglieri, LeBuffe, & Pfeiffer, 1994) in relation to a widely used behavior rating scale, the Teacher Report Form (TRF; Achenbach, 1991), in children and adolescents with emotional disturbance (ED). A matched sample of 148…

  4. Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances

    ERIC Educational Resources Information Center

    Wagner, Mary M.; Newman, Lynn A.; Javitz, Harold S.

    2017-01-01

    Data from the National Longitudinal Transition Study-2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their…

  5. Effects of the Psychoactive Drug: Methylphenidate (Ritalin) on Classroom Disorders: Hyperactivity, Emotional Disturbance and Learning Disorders.

    ERIC Educational Resources Information Center

    Hirst, Irene

    Reviewed were several research studies using varying dosages of methylphenidate (Ritalin) in contrast with thioridazine and amphetamine under various behavioral conditions and situations with hyperactive, emotionally disturbed, and learning disabled children. Results from the studies with hyperactive children indicated that drug treatment was…

  6. Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED

    ERIC Educational Resources Information Center

    Smith-Quinn, Renee

    2012-01-01

    Nearly eight percent of the six million students, ages 6 to 21 years, who are receiving special education or related services are identified as having Emotional Disturbance (ED). Students with ED have been identified among all students with disabilities as having the worst student outcomes such as lower grades, high failing rates, higher…

  7. THE PILOT PROGRAM FOR THE EMOTIONALLY DISTURBED IN TEXAS. PROGRESS REPORT FOR 1965-1966.

    ERIC Educational Resources Information Center

    LINKOUS, L.W.

    DURING THE 1965-66 SCHOOL YEAR, 20 CLASSES FOR THE EMOTIONALLY DISTURBED (IN PUBLIC SCHOOLS, MENTAL HEALTH CENTERS, AND HOSPITALS) ENROLLED 253 CHILDREN IN THIS PILOT PROGRAM. EVIDENCE OF NEUROLOGICAL DYSFUNCTION WAS FOUND IN 37 PERCENT OF THE STUDENTS. PSYCHIATRISTS CATEGORIZED THE STUDENTS AS HAVING TRANSIENT SITUATIONAL PERSONALITY DISORDERS…

  8. The Emotionally Disturbed Child in the Classroom; A Developmental Strategy for Educating Children with Maladaptive Behavior.

    ERIC Educational Resources Information Center

    Hewett, Frank M.

    The emotionally disturbed child is presented as a learning problem whose difficulties can be helped by the teacher and school. The description of educational goals, methodology, and assessment includes the psychodynamic-interpersonal, sensory-neurological, and behavior modification strategies; a developmental sequence of educational goals;…

  9. State-Level Variability of Educational Outcomes of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Villarreal, Victor

    2015-01-01

    This study examined the educational environment placement and educational outcomes of students identified as having an emotional disturbance (ED). The sample was drawn from special education enrollment data for students aged 6-21 years in the 50 states and Washington, DC in 2010. Additional economic and demographic state-level variables were…

  10. Directive Management Procedures, Staffing Patterns in Education for Emotionally Disturbed Students.

    ERIC Educational Resources Information Center

    DeYoung, Michael

    A systematic procedure is outlined which gives guidance to therapists and teachers in managing seriously emotionally disturbed (SED) students (9 to 18 years old) who reside at a licensed children's institution or are attending a centralized public school facility for SED students. Among findings from a review of the literature was that intensive…

  11. Profiles of Residential and Day Treatment Programs for Seriously Emotionally Disturbed Youth.

    ERIC Educational Resources Information Center

    Isaacs, Mareasa R.; Goldman, Sybil K.

    This monograph presents descriptions of 11 residential and day treatment programs serving seriously emotionally disturbed youth. Each program's description includes information about the program's origins, type of children served, guiding philosophy and treatment approach, services offered, work with families, linkages with other child-serving…

  12. Meeting the Needs of Seriously Emotionally Disturbed/Behavior Disordered Students.

    ERIC Educational Resources Information Center

    Grosenick, Judith K.

    The keynote presentation in a 1983 conference on the needs of seriously emotionally disturbed/behavior disordered and autistic students identifies six areas of needs and proposes ways in which the needs may be resolved. The first need noted, identification, is addressed in terms of confusion and inadequate measures related to definitions,…

  13. Emotional Disturbance and Substance Abuse/Addiction Special Education Programming for the Dually-Diagnosed Adolescent.

    ERIC Educational Resources Information Center

    Bogdaniak, Roman C.

    Dually diagnosed adolescents suffering from both severe emotional disturbance and substance abuse/addiction constitute a special population which poses a challenge to health professionals in special education as well as clinical settings. The prevalence of substance use, abuse, and addiction has been shown to be significantly above the national…

  14. A Descriptive Case Study of Stigma: Constructing Labels of Culturally Linguistically Diverse and Emotional Disturbance

    ERIC Educational Resources Information Center

    Franklin, Laura O.

    2012-01-01

    Stigma is a social construct and a process of social rejection, devaluation and discrimination (Brown et al., 2010, p.351). The stigmatization of students who carry multiple labels does occur. When those labels are Culturally and Linguistically Diverse (CLD) and Emotional Disturbance (ED), the perceived process of stigmatization may be difficult…

  15. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Weisling, Nina Fitzsimmons

    2012-01-01

    This study describes the classroom practices of middle school general education teachers working with students with and without emotional disturbance (ED), including the predictability of those teacher behaviors for both groups of students. The data collected in this study describe the ways in which the beliefs and experiences of this group of…

  16. Assessing the Transition-Related Social Behavior of Seriously Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Bullis, Michael

    1990-01-01

    The newsletter describes two projects of the Teaching Research Infant and Child Center (Oregon) which are developing assessment systems for use with severely emotionally disturbed (SED) adolescents. The first project focuses on job-related social behavior while the second project addresses social behavior in community settings. An introductory…

  17. The Impact of Managed Care on Efforts To Prevent Serious Emotional Disturbance in Young Children.

    ERIC Educational Resources Information Center

    Hocutt, Anne; McKinney, James; Montague, Marjorie

    This report explores the impact of managed care on providing preventative mental health services to young children at risk for serious emotional disturbances (SED). The study included a sample of kindergarten and 1st grade children (n=121) at-risk for SED that were identified in two public schools. Results of the study indicated that the move to…

  18. The Effectiveness of an Alcohol and Drug Awareness Program on Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Gately, Susan E.

    This study investigated the incidence of alcohol and/or drug abuse within families of emotionally disturbed/behaviorally disordered children, and the effectiveness of an alcohol and drug awareness curriculum for these children. Subjects were 116 children, aged 6-15, attending a residential and day treatment center. While 35.3% of the children were…

  19. Examining Gender and the Academic Achievement of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Rice, Elisabeth Hess; Yen, Cherng-Jyh

    2010-01-01

    Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

  20. Implicit and Explicit Attitudes of Educators toward the Emotional Disturbance Label

    ERIC Educational Resources Information Center

    Jones, James Patrick

    2009-01-01

    This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special…

  1. Interagency Consultation in Rural Vermont: A Model for Serving Students with Serious Emotional Disturbances.

    ERIC Educational Resources Information Center

    Welkowitz, Julie; Broer, Steve; Laframboise, Sandy; Prue, Jennifer; Carruth, Frank; Provost, Susan; Fox, Wayne

    This paper describes the Community Collaboration Project, a program in one rural Vermont community (Addison County) to maximize resources serving children with serious emotional disturbances. The project uses an interagency collaboration "wraparound" model which emphasizes consultation instead of direct services. The project utilizes an…

  2. Perceptions of General and Special Educators and Paraprofessionals on Educational Setting for Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Ahlgren, Katherine Leigh

    2010-01-01

    Educational placement decisions for students with emotional disturbance (ED) are to be made in settings which least restrict their interactions with typically developing peers, per the Individuals with Disabilities Improvement Act of 2004 (20 U.S.C. 1400 (c)(5)(D)(F)). High levels of restrictive settings compared to students with other disability…

  3. Accessing Services for Youth with Emotional Disturbances in and after High School

    ERIC Educational Resources Information Center

    Wagner, Mary M.; Wei, Xin; Thornton, S. Patrick; Valdes, Kathryn

    2016-01-01

    This study uses data from the National Longitudinal Transition Study-2 to examine the rates at which youth with emotional disturbances received services during and up to 8 years after high school. Parents' efforts to obtain services, information sources accessed, problems encountered, and the perceived sufficiency of services to meet youths' needs…

  4. Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov

    2014-01-01

    This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…

  5. The Effects of Audiotaped Progressive Muscle Relaxation Training on the Reading Performance of Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Margolis, Howard; Pica, Louis, Jr.

    A study examined the degree to which audiotaped progressive muscle relaxation training influenced the oral and silent reading performance of eight adolescents who were legally classified as emotionally disturbed. A single-case ABAB withdrawal design was used to examine the effects of relaxation training on oral reading. In addition, a…

  6. Characteristics of Bullies and Victims among Students with Emotional Disturbance Attending Approved Private Special Education Schools

    ERIC Educational Resources Information Center

    Carran, Deborah T.; Kellner, Millicent H.

    2009-01-01

    The goal of this study was to describe rates and types of bullying and victimization among 407 students with emotional disturbance (ED) in grades 6 through 10 attending private approved special education schools in New Jersey. These students anonymously completed the Olweus Bullying Questionnaire. Results indicated that compared with a general…

  7. School Context and the Academic Achievement of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Wiley, Andrew L.; Siperstein, Gary N.; Bountress, Kaitlin E.; Forness, Steven R.; Brigham, Frederick J.

    2008-01-01

    The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates. School income accounted for a large amount of the variance in the reading and math achievement of students with ED…

  8. Serious Emotional Disturbance among Youths Exposed to Hurricane Katrina 2 Years Postdisaster

    ERIC Educational Resources Information Center

    McLaughlin, Katie A.; Fairbank, John A.; Gruber, Michael J.; Jones, Russell T.; Lakoma, Matthew D.; Pfefferbaum, Betty; Sampson, Nancy A.; Kessler, Ronald C.

    2009-01-01

    Objective: To estimate the prevalence of serious emotional disturbance (SED) among children and adolescents exposed to Hurricane Katrina along with the associations of SED with hurricane-related stressors, sociodemographics, and family factors 18 to 27 months after the hurricane. Method: A probability sample of prehurricane residents of areas…

  9. Trends in Serious Emotional Disturbance among Youths Exposed to Hurricane Katrina

    ERIC Educational Resources Information Center

    McLaughlin, Katie A.; Fairbank, John A.; Gruber, Michael J.; Jones, Russell T.; Osofsky, Joy D.; Pfefferbaum, Betty; Sampson, Nancy A.; Kessler, Ronald C.

    2010-01-01

    Objective: To examine patterns and predictors of trends in "DSM-IV" serious emotional disturbance (SED) among youths exposed to Hurricane Katrina. Method: A probability sample of adult pre-hurricane residents of the areas affected by Katrina completed baseline and follow-up telephone surveys 18 to 27 months post-hurricane and 12 to 18…

  10. Maltreatment, Conscience Functioning and Dopamine Beta Hydroxylase in Emotionally Disturbed Boys.

    ERIC Educational Resources Information Center

    Galvin, Matthew R.; And Others

    1997-01-01

    Nineteen hospitalized, emotionally disturbed boys screened for maltreatment either before or after age 3 were compared with a normal control group for enzyme activity and conscience functions in moral valuation. Subjects who experienced early maltreatment had more developmental delays and more interferences with conscience functions than other…

  11. Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

    ERIC Educational Resources Information Center

    Wei, Xin; Yu, Jennifer W.; Shaver, Debra

    2014-01-01

    Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children…

  12. Test Reviews: Euler, B. L. (2007). "Emotional Disturbance Decision Tree". Lutz, FL: Psychological Assessment Resources

    ERIC Educational Resources Information Center

    Tansy, Michael

    2009-01-01

    The Emotional Disturbance Decision Tree (EDDT) is a teacher-completed norm-referenced rating scale published by Psychological Assessment Resources, Inc., in Lutz, Florida. The 156-item EDDT was developed for use as part of a broader assessment process to screen and assist in the identification of 5- to 18-year-old children for the special…

  13. State-Level Variability of Educational Outcomes of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Villarreal, Victor

    2015-01-01

    This study examined the educational environment placement and educational outcomes of students identified as having an emotional disturbance (ED). The sample was drawn from special education enrollment data for students aged 6-21 years in the 50 states and Washington, DC in 2010. Additional economic and demographic state-level variables were…

  14. Serious Emotional Disturbance among Youths Exposed to Hurricane Katrina 2 Years Postdisaster

    ERIC Educational Resources Information Center

    McLaughlin, Katie A.; Fairbank, John A.; Gruber, Michael J.; Jones, Russell T.; Lakoma, Matthew D.; Pfefferbaum, Betty; Sampson, Nancy A.; Kessler, Ronald C.

    2009-01-01

    Objective: To estimate the prevalence of serious emotional disturbance (SED) among children and adolescents exposed to Hurricane Katrina along with the associations of SED with hurricane-related stressors, sociodemographics, and family factors 18 to 27 months after the hurricane. Method: A probability sample of prehurricane residents of areas…

  15. Trends in Serious Emotional Disturbance among Youths Exposed to Hurricane Katrina

    ERIC Educational Resources Information Center

    McLaughlin, Katie A.; Fairbank, John A.; Gruber, Michael J.; Jones, Russell T.; Osofsky, Joy D.; Pfefferbaum, Betty; Sampson, Nancy A.; Kessler, Ronald C.

    2010-01-01

    Objective: To examine patterns and predictors of trends in "DSM-IV" serious emotional disturbance (SED) among youths exposed to Hurricane Katrina. Method: A probability sample of adult pre-hurricane residents of the areas affected by Katrina completed baseline and follow-up telephone surveys 18 to 27 months post-hurricane and 12 to 18…

  16. The Transition to Adulthood among Adolescents Who Have Serious Emotional Disturbance.

    ERIC Educational Resources Information Center

    Davis, Maryann; Vander Stoep, Ann

    This paper summarizes current knowledge on the transition to adulthood of youth with serious emotional disturbance in terms of epidemiology, effective interventions, and program models. The first section is introductory and provides definitions and characteristics of transitional youth noting special developmental tasks, outcomes for young adults,…

  17. Deconstructing a Definition: Social Maladjustment versus Emotional Disturbance and Moving the EBD Field Forward

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Walker, Hill M.

    2004-01-01

    In this article we discuss the definition of emotionally disturbed (ED) from the Individuals with Disabilities Education Act, with a specific focus on the clause contained in this definition, which is designed to exclude from special education services students who are considered to be socially maladjusted (SM). The history of the SM exclusionary…

  18. Effects of Quick Writing Instruction for High School Students with Emotional Disturbances

    ERIC Educational Resources Information Center

    Mason, Linda H.; Kubina, Richard M., Jr.; Hoover, Theresa

    2013-01-01

    High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality,…

  19. Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

    ERIC Educational Resources Information Center

    Wei, Xin; Yu, Jennifer W.; Shaver, Debra

    2014-01-01

    Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children…

  20. Special Education Services for Girls with Serious Emotional Disturbance: A Case of Gender Bias?

    ERIC Educational Resources Information Center

    Caseau, Dana L.; And Others

    1994-01-01

    Data on 117 adolescents identified or not identified as having serious emotional disturbance and served by public schools or private psychiatric hospitals indicated that girls were a small proportion of the group identified or served by public school, but made up the majority of the group not identified by schools but served by hospitals.…

  1. Effects of the Psychoactive Drug: Methylphenidate (Ritalin) on Classroom Disorders: Hyperactivity, Emotional Disturbance and Learning Disorders.

    ERIC Educational Resources Information Center

    Hirst, Irene

    Reviewed were several research studies using varying dosages of methylphenidate (Ritalin) in contrast with thioridazine and amphetamine under various behavioral conditions and situations with hyperactive, emotionally disturbed, and learning disabled children. Results from the studies with hyperactive children indicated that drug treatment was…

  2. Update: Improving Services for Emotionally Disturbed Children. Volumes 4-7, Winter 1988-Summer 1991.

    ERIC Educational Resources Information Center

    Henderson, Elissa, Ed.; Algarin, Alissa, Ed.

    1991-01-01

    This compilation of four annual newsletter issues on services for children with emotional disturbances presents reports of activities, meetings, services, and programs around the country as well as various feature articles. Activities funded under the Child and Adolescent Service System Program are highlighted. In the Winter 1988-89 issue, an…

  3. Maltreatment, Conscience Functioning and Dopamine Beta Hydroxylase in Emotionally Disturbed Boys.

    ERIC Educational Resources Information Center

    Galvin, Matthew R.; And Others

    1997-01-01

    Nineteen hospitalized, emotionally disturbed boys screened for maltreatment either before or after age 3 were compared with a normal control group for enzyme activity and conscience functions in moral valuation. Subjects who experienced early maltreatment had more developmental delays and more interferences with conscience functions than other…

  4. A Study of Child Variance, Volume 3: The Future; Conceptual Project in Emotional Disturbance.

    ERIC Educational Resources Information Center

    Rhodes, William C.; Head, Sabin

    The third volume of a series on child variance discusses delivery systems that service emotionally disturbed children, including educational, legal-correctional, mental health, social welfare, religious, and counter-cultural institutions. Each type of institution is described extensively in terms of the history of its delivery systems in the…

  5. The CO-CEP Initiative: The Cooperative Career Employment Program for Seriously Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Peach, Walter; And Others

    The document is based on a panel presentation describing the development, implementation, and evaluation of a Fairfax County (Virginia) program, the Cooperative Career Employment Program (CO-CEP) for Seriously Emotionally Disturbed Adolescents. The program is provided to students in a self-contained high school setting and involves the…

  6. Differentiating Social Maladjustment from Emotional Disturbance: An Analysis of Case Law

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Sadeh, Shanna S.

    2014-01-01

    For more than 30 years, scholars and practitioners have debated how to distinguish emotional disturbance (ED) from social maladjustment (SM) when determining special education eligibility and need. Scholarship on the nature of ED and SM has paid little attention to the legal parameters of practice despite the fundamentally legalistic nature of…

  7. A Behavior Rating Scale for Emotionally Disturbed Students: The Pupil Observation Scale.

    ERIC Educational Resources Information Center

    Armstrong-Hugg, Robin L.; And Others

    The paper describes development of the Pupil Observation Schedule (POS), a computer based system which provides a framework for assessing, evaluating, and reporting behavioral progress of emotionally disturbed students. The POS is used to rate five skill areas--computation, language, reading, reference, and psychomotor skills; and nine behavioral…

  8. Test Reviews: Euler, B. L. (2007). "Emotional Disturbance Decision Tree". Lutz, FL: Psychological Assessment Resources

    ERIC Educational Resources Information Center

    Tansy, Michael

    2009-01-01

    The Emotional Disturbance Decision Tree (EDDT) is a teacher-completed norm-referenced rating scale published by Psychological Assessment Resources, Inc., in Lutz, Florida. The 156-item EDDT was developed for use as part of a broader assessment process to screen and assist in the identification of 5- to 18-year-old children for the special…

  9. Neuropsychological Performance of Emotionally Disturbed Students on the LNNB and LNNB-C.

    ERIC Educational Resources Information Center

    Stephens, Charles W.; And Others

    1990-01-01

    Examined neuropsychological performance of 65 emotionally disturbed students on Luria-Nebraska Neuropsychological Battery: Form I (LNNB) and Luria-Nebraska Neuropsychological Battery: Children's Revision (LNNB-C). Results indicated that approximately 42 percent of younger group (99-154 months) and 38 percent of older group (156-226 months)…

  10. Physical Education, Recreation and Related Programs for Autistic and Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    American Alliance for Health, Physical Education, and Recreation, Washington, DC. Information and Research Utilization Center.

    The packet contains bibliographies, general suggestions, program ideas and descriptions of activities used in physical education and recreation programs for autistic and emotionally disturbed children. Bibliographies on autism are presented for the following topics: physical education and perceptual-motor experiences; recreation and play; and art,…

  11. Clinical and Non-Clinical Characteristics Associated with Medication Use among Children with Serious Emotional Disturbance

    ERIC Educational Resources Information Center

    Pavkov, Thomas W.; Walrath, Christine M.

    2008-01-01

    Our study explores the clinical and non-clinical characteristics associated with medication use among children with serious emotional disturbance who are referred into community-based family-driven system of care settings. Using data collected as part of the Comprehensive Community Mental Health Services for Children and Their Families Program…

  12. Pregnancy in Adolescent Females with Serious Emotional Disturbance: Risk Factors and Outcomes.

    ERIC Educational Resources Information Center

    Yampolskaya, Svetlana; Brown, Eric C.; Greenbaum, Paul E.

    This 7-year study examined the consequences of early pregnancy and parenting for girls with serious emotional disturbances (SED) and risk factors identified with teenage pregnancy. Risk factors that were examined included sociodemographic characteristics, psychological characteristics, and psychopathology. The 109 participants in the study were…

  13. A Study of Child Variance, Volume 2: Interventions; Conceptual Project in Emotional Disturbance.

    ERIC Educational Resources Information Center

    Rhodes, William C.; Tracy, Michael L.

    Presented in the second volume of a series emanating from a conceptual project on emotional disturbance are six papers on general aspects of interventions as well as biophysical, behavioral, psychodynamic, environmental, and counter theoretical interventions. In an "Overview of Interventions", W. Rhodes discusses a framework for viewing…

  14. The Individualized Needs for Service Assessment (INSA) for Children with Serious Emotional Disturbances.

    ERIC Educational Resources Information Center

    Grosser, Rene C.; Flisher, Alan J.

    This paper reports on efforts underway in New York State to develop the Individualized Needs for Services Assessment (INSA). The INSA is a set of standardized procedures and data definitions to guide assessment of service needs for children with serious emotional disturbances (SED). The INSA procedure for children with SED is designed to be…

  15. Children and Youth at Risk of Emotional Disturbance: Risk Factors and Symptoms.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Human Services, St. Paul.

    Designed to assist Minnesota educators and mental health professionals in developing comprehensive mental health services for children, this report summarizes research findings and issues in the area of primary and secondary prevention of emotional disturbances in children. It begins by reviewing factors found to contribute to emotional…

  16. Looking at Emotional Disturbance from a Developmental Perspective: An Assessment and Treatment Model.

    ERIC Educational Resources Information Center

    Kreger, Robert D.; Kreger, Linda R.

    The authors present an overview of an assessment and intervention model designed for emotionally disturbed students. The approach is based on an integration of the interrelated theories of S. Freud, E. Erikson and J. Piaget as well as the works of other major professionals in the fields of education, psychology and child development. Brief…

  17. Accessing Services for Youth with Emotional Disturbances in and after High School

    ERIC Educational Resources Information Center

    Wagner, Mary M.; Wei, Xin; Thornton, S. Patrick; Valdes, Kathryn

    2016-01-01

    This study uses data from the National Longitudinal Transition Study-2 to examine the rates at which youth with emotional disturbances received services during and up to 8 years after high school. Parents' efforts to obtain services, information sources accessed, problems encountered, and the perceived sufficiency of services to meet youths' needs…

  18. Effects of an Equine Assisted Activities Program on Youth with Emotional Disturbance: A Pilot Study

    ERIC Educational Resources Information Center

    Stebbins, Tira

    2012-01-01

    This study evaluated the effects of a 10-week Equine Assisted Activities (EAA) program on special education students (aged 9 to 15) identified as Emotionally Disturbed (ED) who were enrolled in an alternative school. A control group of special education students receiving treatment-as-usual was included. The Behavior Assessment Scale for Children,…

  19. Clinical and Non-Clinical Characteristics Associated with Medication Use among Children with Serious Emotional Disturbance

    ERIC Educational Resources Information Center

    Pavkov, Thomas W.; Walrath, Christine M.

    2008-01-01

    Our study explores the clinical and non-clinical characteristics associated with medication use among children with serious emotional disturbance who are referred into community-based family-driven system of care settings. Using data collected as part of the Comprehensive Community Mental Health Services for Children and Their Families Program…

  20. Menu Strategy for Improving School Behavior of Severely Emotionally Disturbed Students.

    ERIC Educational Resources Information Center

    Crosby, Judith C.

    This practicum report describes a 12-week project to decrease truancy and improve motivation and academic performance of three students (ages 12 to 18) hospitalized with severe emotional disturbances. A visible and powerful reward system using a menu strategy was developed and implemented in which students participated daily in establishing goals…

  1. Two Alternative Roles for the School Psychologist in the Treatment of Emotionally Disturbed and Autistic Children.

    ERIC Educational Resources Information Center

    Ruttle, Kristi

    1981-01-01

    Describes a model of two alternative roles for the school psychologist working with programs for autistic or emotionally disturbed children. The first concerns behavior management by consultation or direct work with the child. The second approach adds the role of program coordinator. A team approach is advocated. (Author/JAC)

  2. Factors Considered in Determining Educational Setting for Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Hoge, Matthew

    2013-01-01

    The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews…

  3. Quality of Mother-Infant Interactions in Maternal Emotional Disturbance: A Pilot Study

    ERIC Educational Resources Information Center

    Singhal, Meghna; Sinha, U. K.

    2012-01-01

    Aim: The present study aimed to examine the quality of mother-infant interactions in emotionally disturbed (ED) mothers. Method: 20 mothers with or without ED and their infants (12-24 months) participated in the study, which involved the mothers interacting with their infants with a toy in a structured play situation. These interactions were…

  4. Effects of an Equine Assisted Activities Program on Youth with Emotional Disturbance: A Pilot Study

    ERIC Educational Resources Information Center

    Stebbins, Tira

    2012-01-01

    This study evaluated the effects of a 10-week Equine Assisted Activities (EAA) program on special education students (aged 9 to 15) identified as Emotionally Disturbed (ED) who were enrolled in an alternative school. A control group of special education students receiving treatment-as-usual was included. The Behavior Assessment Scale for Children,…

  5. Perceptions of General and Special Educators and Paraprofessionals on Educational Setting for Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Ahlgren, Katherine Leigh

    2010-01-01

    Educational placement decisions for students with emotional disturbance (ED) are to be made in settings which least restrict their interactions with typically developing peers, per the Individuals with Disabilities Improvement Act of 2004 (20 U.S.C. 1400 (c)(5)(D)(F)). High levels of restrictive settings compared to students with other disability…

  6. DAY-CARE REHABILITATION CENTER FOR EMOTIONALLY DISTURBED ADOLESCENTS. FINAL REPORT.

    ERIC Educational Resources Information Center

    CRAWFORD, HUGH A.; VAN DUYNE, WILLIAM V.

    IN THIS FIVE YEAR DEMONSTRATION PROJECT, EMOTIONALLY DISTURBED ADULTS AND ADOLESCENTS RECEIVED TREATMENT AT A DAY CARE REHABILITATION CENTER SPONSORED BY THE RHODE ISLAND DIVISION OF VOCATIONAL REHABILITATION (DVR) LOCATED IN A PRIVATE PSYCHIATRIC HOSPITAL (BUTLER HOSPITAL). THE MAJOR TREATMENT GOALS WERE PRESERVATION AND RESTORATION OF…

  7. The Classroom: Insights into Educational Evaluation in School Programs for Emotionally Disturbed Children and Youth.

    ERIC Educational Resources Information Center

    Friedman, Helen, Ed.

    Presented are conference proceedings on evaluation of educational programs for emotionally disturbed children. Raphael F. Simches highlights past and future educational trends in programs for handicapped children. Fritz Redl stresses various motivations that may cause violent behavior. A systematic approach to classroom analysis via taxonomy of…

  8. Managing Behaviors of Seriously Emotionally Disturbed and Autistic Children. Teachers Exchange.

    ERIC Educational Resources Information Center

    Dalrymple, Nancy Justin; Rans, Christine Zang

    The manual provides information on practical ways for managing the behavior of emotionally disturbed and autistic children. The importance of routine and structure as well as of caring is emphasized in a chapter on building an atmosphere for learning. Assessment is seen to begin with teachers evaluating their own attitudes about behavior and then…

  9. Teacher Perceptions and Behavioral Strategies for Students with Emotional Disturbance across Educational Environments

    ERIC Educational Resources Information Center

    Evans, Chan; Weiss, Stacy L.; Cullinan, Douglas

    2012-01-01

    The present study examined problem characteristics of students with emotional disturbance in 3 educational environments, the behavior management and intervention strategies their teachers used, and what relation exists between problem characteristics and intervention strategies. Teachers completed a behavior problems rating scale and they…

  10. Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis

    ERIC Educational Resources Information Center

    Gage, Nicholas A.

    2013-01-01

    Students receiving special education services for emotional disturbance (ED) present school personnel with many challenges and those challenges can typically be described as the manifestation of externalizing and internalizing behaviors. To date, most research has focused on students exhibiting externalizing behaviors. This study addresses this…

  11. A Descriptive Case Study of Stigma: Constructing Labels of Culturally Linguistically Diverse and Emotional Disturbance

    ERIC Educational Resources Information Center

    Franklin, Laura O.

    2012-01-01

    Stigma is a social construct and a process of social rejection, devaluation and discrimination (Brown et al., 2010, p.351). The stigmatization of students who carry multiple labels does occur. When those labels are Culturally and Linguistically Diverse (CLD) and Emotional Disturbance (ED), the perceived process of stigmatization may be difficult…

  12. Storying Moral Dimensions of Disordering: Teacher Inquiry into the Social Construction of Severe Emotional Disturbance.

    ERIC Educational Resources Information Center

    Smith, Terry Jo

    Stories can have powerful effects on others. An autobiographical account of a behavior specialist's supposed descent into a severe emotional disturbance (SED) is presented here. Written as a narrative, the story opens with a description of what it is like to think differently from everyone else. It is conjectured that either the years spent by the…

  13. Programs for the Emotionally Disturbed: A Handbook of Guidelines and Evaluative Data on Five Instructional Models. 1974-1975.

    ERIC Educational Resources Information Center

    Alachua County Schools, Gainesville, FL.

    Presented are guidelines and evaluative data on five instructional models implemented between 1972 and 1975 to educate emotionally disturbed students in Alachua County Schools (Florida). General information includes the philosphy of the program; a definition and list of characteristics of emotionally disturbed students; and an outline of…

  14. School-Based Programs for Children with Emotional Disturbance: Obstacles to Program Design and Implementation and Guidelines for School Practitioners

    ERIC Educational Resources Information Center

    Reddy, Linda A.; Newman, Erik

    2009-01-01

    Children classified as emotionally disturbed constitute a most challenging and expensive population in the public schools. This article presents a tri-part model of barriers to program design, implementation, and evaluation for children classified as emotionally disturbed in public school settings. An examination of the available school-based…

  15. Emotionally disturbed children's reactions to violent media segments.

    PubMed

    Grimes, T; Vernberg, E; Cathers, T

    1997-01-01

    This study examined the reaction of children with a diagnosed disruptive behavior disorder (DBD) to violent movie scenes. Children without one of these disorders were tested as well. DBD children ranged in age from 8 to 12 years and were outpatients at The University of Kansas Medical Center's Department of Child Psychiatry. These children were diagnosed by a child psychiatrist as meeting Diagnostic and Statistical Manual of Mental Disorders (4th edition) (American Psychiatric Association 1994) (DSM-IV) diagnostic criteria for having at least one of three emotional disorders: attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD). Results showed that the disordered children differed from the nondisordered children on several dimensions. This suggests that DBD children process the anti-social messages in violent movies differently from children without a psychiatric disorder. An unabated diet of antisocial media could have harmful effects on children with a psychiatric illness.

  16. Narrative quality and disturbance pre- and post-emotion-focused therapy for child abuse trauma.

    PubMed

    Mundorf, Elisabeth S; Paivio, Sandra C

    2011-12-01

    This study predicted that the quality of trauma narratives written before and following emotion-focused therapy for child abuse trauma would be positively associated with psychological disturbance before and following therapy. Narratives for 37 clients were coded for emotion words, temporal orientation, incoherence, and depth of experiencing. At pretreatment, negative emotion words and experiencing were correlated with abuse resolution, r(35) = -.36, and r(35) = -.34, respectively. At posttreatment, narrative incoherence was correlated with trauma symptoms, r(35) = .33, whereas present-future orientation and experiencing were correlated with abuse resolution, r(35) = -.37, and r(35) = -.31, respectively. Pretreatment incoherence was associated with posttreatment trauma symptoms, r(35) = .42, and pretreatment depth of experiencing was associated with posttreatment abuse resolution, r(35) = -.37. Results support narrative quality as an index of trauma disturbance.

  17. The Association between Sleep Disturbances and Depression among Firefighters: Emotion Dysregulation as an Explanatory Factor

    PubMed Central

    Hom, Melanie A.; Stanley, Ian H.; Rogers, Megan L.; Tzoneva, Mirela; Bernert, Rebecca A.; Joiner, Thomas E.

    2016-01-01

    Study Objectives: To investigate emotion regulation difficulties in association with self-reported insomnia symptoms, nightmares, and depression symptoms in a sample of current and retired firefighters. Methods: A total of 880 current and retired United States firefighters completed a web-based survey of firefighter behavioral health. Self-report measures included the Center for Epidemiologic Studies Depression Scale, Insomnia Severity Index, PTSD Checklist, and Difficulties in Emotion Regulation Scale. Results: A notable portion of participants reported clinically significant depression symptoms (39.6%) and insomnia symptoms (52.7%), as well as nightmare problems (19.2%), each of which demonstrated a strong association with emotion regulation difficulties (rs = 0.56–0.80). Bootstrapped mediation analyses revealed that the indirect effects of overall emotion regulation difficulties were significant both for the relationship between insomnia and depression (95% CI: 0.385–0.566) and nightmares and depression (95% CI: 1.445–2.365). Limited access to emotion regulation strategies emerged as the strongest, significant indirect effect for both relationships (insomnia 95% CI: 0.136–0.335; nightmares 95% CI: 0.887–1.931). Conclusions: Findings extend previous affective neuroscience research by providing evidence that insomnia and nightmares may influence depression symptoms specifically through the pathway of explicit emotion regulation difficulties. Sleep disturbances may impair the ability to access and leverage emotion regulation strategies effectively, thus conferring risk for negative affect and depression. Citation: Hom MA, Stanley IH, Rogers ML, Tzoneva M, Bernert RA, Joiner TE. The association between sleep disturbances and depression among firefighters: emotion dysregulation as an explanatory factor. J Clin Sleep Med 2016;12(2):235–245. PMID:26350604

  18. Prevalence and correlates of self-reported depressive mood among seriously emotionally disturbed adolescents.

    PubMed

    Hagborg, W J

    1992-02-01

    This study examined self-reported depression on the Reynolds Adolescent Depression Scale among 45 seriously emotionally disturbed adolescents. Scores of one-third of the sample exceeded the cut-off score, which indicated the need for further diagnostic study to assess the possible presence of depression. Significant positive correlations included an association with school attendance, a relationship with scores on the Revised Children's Manifest Anxiety Scale, and an association with teachers' ratings on two subscales of the Revised Behavior Problem Checklist. Also, the Depression scale's negative association with the Lie subscale of the Manifest Anxiety Scale is interpreted as indicative of seriously emotionally disturbed adolescents' response style on self-reported measures of depression.

  19. Are personality disturbances in anorexia nervosa related to emotion processing or eating disorder symptomatology?

    PubMed

    Phillipou, Andrea; Gurvich, Caroline; Castle, David Jonathan; Rossell, Susan Lee

    2015-01-01

    Anorexia Nervosa (AN) is a psychiatric illness associated with a number of personality disturbances. However, whether these personality characteristics are related to eating disorder symptomatology or emotion regulation is unclear. The aim of this study was to investigate these relationships. Twenty-four individuals with AN and 25 age- and premorbid intelligence-matched controls completed the Personality Diagnostic Questionnaire, and scores were correlated with measures of emotionality and negative mood states, and eating disorder symptomatology. AN was associated with increased scores on schizoid, borderline, avoidant, dependent, obsessive compulsive, negativistic and depressive personality dimensions, relative to controls. In AN, eating disorder symptomatology did not significantly correlate with scores on any personality dimension. However, a number of personality characteristics were found to correlate with negative mood states. The findings suggest that personality disturbances in AN are not related to disorder-specific symptoms, but are related to negative mood states.

  20. Using Experiential Learning Through Science Experiments to Increase the Motivation of Students Classified as Emotionally Disturbed

    NASA Astrophysics Data System (ADS)

    Crozier, Marisa

    When learning is an adventure rather than an exercise in memorization, students can enjoy the process and be motivated to participate in classroom activities (Clem, Mennicke, & Beasley, 2014). Students classified as emotionally disturbed are prone to disruptive behaviors and struggle learning in a traditional science classroom consisting of lecture and demonstrations. They cannot maintain the necessary level of attention nor have the strong reading, writing or memory skills needed to succeed. Therefore, this study examined whether the use of experiential learning would increase on-task behavior and improve the motivation of emotionally disturbed, middle school students in science. Students completed four hands-on experiments aligned with the science curriculum. The data collection methods implemented were an observation checklist with corresponding journal entries, a summative assessment in the form of lab sheets, and student interviews. Through triangulation and analysis, data revealed that the students had more on-task behaviors, were engaged in the lessons, and improved grades in science.

  1. Emotional Disturbance

    MedlinePlus

    ... severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and ... someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that ...

  2. The Effects of a Program of Behavior Modification and Reality Therapy on the Behavior of Emotionally Disturbed Institutionalized Adolescents.

    ERIC Educational Resources Information Center

    Dolly, John P.; Page, D. Patricia

    1981-01-01

    Institutional staff used behavior modification and reality therapy to bring about positive behavioral changes in 20 severely retarded, emotionally disturbed adolescents as measured on two adaptive behavior scales. (Author)

  3. The Effects of a Program of Behavior Modification and Reality Therapy on the Behavior of Emotionally Disturbed Institutionalized Adolescents.

    ERIC Educational Resources Information Center

    Dolly, John P.; Page, D. Patricia

    1981-01-01

    Institutional staff used behavior modification and reality therapy to bring about positive behavioral changes in 20 severely retarded, emotionally disturbed adolescents as measured on two adaptive behavior scales. (Author)

  4. End of Project Report for the Achieving, Behaving, Caring Project: Preventing the Development of Serious Emotional Disturbance among Children and Youth with Emotional and Behavioral Problems.

    ERIC Educational Resources Information Center

    Ryan, Amy K.

    This final report discusses the activities and outcomes of the Achieving, Behaving, Caring Project, a program designed to prevent the development of serious emotional disturbance among children and youth with emotional and behavioral problems. The project had three main elements: (1) social skills instruction from a social skills curriculum chosen…

  5. Motor Proficiency and Emotional/Behavioural Disturbance in Autism and Asperger's Disorder: Another Piece of the Neurological Puzzle?

    ERIC Educational Resources Information Center

    Papadopoulos, Nicole; McGinley, Jennifer; Tonge, Bruce; Bradshaw, John; Saunders, Kerryn; Murphy, Anna; Rinehart, Nicole

    2012-01-01

    The relationship of motor proficiency with emotional/behavioural disturbance, autistic symptoms and communication disturbance was investigated in children diagnosed with autism and Asperger's disorder (AD). The Movement Assessment Battery for Children was used as a measure of motor impairment, and the Developmental Behavioural Checklist was used…

  6. Patterns of Emotional and Behavioural Disturbance Associated with Autistic Traits in Young People with Severe Intellectual Disabilities and Challenging Behaviours

    ERIC Educational Resources Information Center

    Hill, Jennie; Furniss, Frederick

    2006-01-01

    Emotional and behavioural disturbance was assessed in 82 individuals with severe intellectual disabilities and challenging behaviour using the Diagnostic Assessment for the Severely Handicapped-II (DASH-II). Levels of disturbance were compared firstly in individuals with and without features of autism as assessed by the DASH-II, and secondly in…

  7. Motor Proficiency and Emotional/Behavioural Disturbance in Autism and Asperger's Disorder: Another Piece of the Neurological Puzzle?

    ERIC Educational Resources Information Center

    Papadopoulos, Nicole; McGinley, Jennifer; Tonge, Bruce; Bradshaw, John; Saunders, Kerryn; Murphy, Anna; Rinehart, Nicole

    2012-01-01

    The relationship of motor proficiency with emotional/behavioural disturbance, autistic symptoms and communication disturbance was investigated in children diagnosed with autism and Asperger's disorder (AD). The Movement Assessment Battery for Children was used as a measure of motor impairment, and the Developmental Behavioural Checklist was used…

  8. Words Have Power: (Re)-Defining Serious Emotional Disturbance for American Indian and Alaska Native Children and Their Families

    ERIC Educational Resources Information Center

    Simmons, Teisha M.; Novins, Douglas K.; Allen, James

    2004-01-01

    Circles of Care grantees were provided the opportunity to develop a locally relevant definition of serious emotional disturbance (SED) that would be used to define what type of emotional, behavioral, and mental disability would be required to receive services. After conducting detailed assessments of the definition in the guidance for applicants…

  9. A Study of How Teachers of Seriously Emotionally Disturbed Children Can Derive Benefit from a Psychoeducational Evaluation by a Psychologist.

    ERIC Educational Resources Information Center

    Weepie, Agatha A.

    The study involving 130 teachers investigated the elements of psychoeducational evaluation seen by teachers as most helpful in working with emotionally disturbed children. Ss responded to questionnaires which delved into physical, psychological, social-emotional, moral-ethical, and mental development of the child. Results revealed that the…

  10. Playtherapy Gives Evidence of Curative Power of Mother-Child Holding as Treatment for Autistic and Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Stades-Veth, Jo

    The paper offers a play therapist's evidence for the curative power of intensive mother-child holding of children with emotional problems resulting from separation from the parent and emotional disturbances including autism. Dramatic improvements were observed in the play behaviors of autistic children after enforced cuddling--and these were…

  11. An intergenerational group benefits both emotionally disturbed youth and older adults.

    PubMed

    Jones, Ellen D; Herrick, Charlotte; York, Regina F

    2004-12-01

    This qualitative descriptive study examined the perceived benefits of an intergenerational program for low-income older adults residing in subsidized housing and youth who were part of a support group for emotionally disturbed youth. The intergenerational group met bimonthly for 11 months at the independent living facility for the elderly. Activities consisted of group discussions, games, talent expressions, trips, picnics, and crafts. Frequently a teen was paired with an older adult to complete a craft project. Bonding between each pair occurred over time, as the older adults became role models for the youth. The perceived benefits of including emotionally disturbed youth and vulnerable but well older adults in an intergenerational program were determined by a structured interview and then through categorization of the participants' responses to a series of emotional, attitudinal, and behavioral questions using Yalom's (1985)Therapeutic Factors. The results indicated that both of the age groups' attitudes toward each other and relationships with each other changed positively. Behavioral changes among the youth included improved social skills observed by the co-facilitators of the group.

  12. Effects of cartoons on emotionally disturbed children's social behavior in school settings.

    PubMed

    Sprafkin, J; Gadow, K D; Grayson, P

    1988-01-01

    Four classes of emotionally disturbed (ED) children (20 boys and 6 girls, age: M = 8.1 yr) were exposed to six aggressive and six control cartoons. Treatment effects were assessed using direct observations of five categories of behavior during lunch and recess for baseline and the two cartoon conditions. The results revealed significantly more nonphysical aggression following the control cartoons than during baseline across setting and more physical aggression following the control cartoons relative to the aggressive cartoon and baseline conditions in the recess setting. The findings are discussed with regard to their clinical implications and comparability with other field experiments.

  13. The immediate impact of aggressive cartoons on emotionally disturbed and learning disabled children.

    PubMed

    Sprafkin, J; Gadow, K D

    1988-03-01

    The immediate impact of viewing aggressive cartoons on emotionally disturbed (ED) and learning disabled (LD) children's willingness to hurt another child was assessed. Fifteen ED and 23 LD children (M = 7.25 years old) viewed either an aggressive or a comparison cartoon and then played the Help-Hurt game. The children who watched the aggressive cartoon pressed the Hurt button for significantly more time than did those who were exposed to the comparison cartoon. Across cartoon conditions, the ED children pressed the Hurt button significantly longer than did their LD peers.

  14. Dissociation in borderline personality disorder: Disturbed cognitive and emotional inhibition and its neural correlates.

    PubMed

    Winter, Dorina; Krause-Utz, Annegret; Lis, Stefanie; Chiu, Chui-De; Lanius, Ruth A; Schriner, Friederike; Bohus, Martin; Schmahl, Christian

    2015-09-30

    Evidence is heterogeneous regarding whether patients with borderline personality disorder (BPD) display disturbed emotional inhibition in the emotional Stroop task. Previous findings suggest that state dissociation may influence cognitive inhibition of task-irrelevant material, particularly with negative content. Our aim was to examine performance in an emotional Stroop task including negative, neutral, and positive words in BPD patients and healthy controls during functional magnetic resonance imaging. In advance, half of the BPD patients underwent a dissociation induction using script-driven imagery. BPD patients without dissociation induction showed behavioural performance comparable to that of healthy controls but displayed stronger neural responses, especially to positive stimuli, in the superior temporal gyrus, dorsomedial prefrontal cortex, and anterior cingulate cortex. BPD patients with dissociation induction showed overall slower and less accurate responses as well as increased reaction times for negative versus neutral words compared with BPD patients without dissociation induction. Moreover, they showed comparatively decreased neuronal activity in the fusiform gyrus and parietal cortices independent of valence, but elevated activity in the left inferior frontal gyrus in response to negative versus neutral words. In conclusion, experimentally induced dissociation in BPD was associated with inefficient cognitive inhibition, particularly of negative stimuli, in the emotional Stroop task. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  15. Sleep Disturbance and Emotion Dysregulation as Transdiagnostic Processes in a Comorbid Sample

    PubMed Central

    Fairholme, Christopher P.; Nosen, Elizabeth L.; Nillni, Yael I.; Schumacher, Julie A.; Tull, Matthew T.; Coffey, Scott F.

    2013-01-01

    Sleep disturbance and emotion dysregulation have been identified as etiologic and maintaining factors for a range of psychopathology and separate literatures support their relationships to anxiety, depression, PTSD, and alcohol dependence (AD) symptom severity. Previous studies have examined these relationships in isolation, failing to account for the high rates of comorbidity among disorders. It is not yet known whether these processes uniquely predict symptom severity in each of these domains. Participants were 220 patients in residential substance abuse treatment, who had experienced a potentially traumatic event and exceeded screening cutoffs for probable PTSD and problematic alcohol use. Controlling for emotion dysregulation and the interrelationships among the outcome variables, insomnia was uniquely associated with anxiety (B = .27, p < .001), depression (B = .25, p < .001), PTSD (B = .22, p < .001), and AD (B = .17, p = .01) symptom severity. Similarly, controlling for insomnia, emotion dysregulation was uniquely associated with anxiety (B = .40, p < .001), depression (B = .47, p < .001), PTSD (B = .38, p < .001), and AD (B = .26, p < .001) symptom severity. Insomnia and emotion dysregulation appear to be transdiagnostic processes uniquely associated with symptom severity across a number of different domains and might be important treatment targets for individuals with PTSD and AD. PMID:23831496

  16. Disturbing Information and Denial in the Classroom and Beyond: Climate Change, Emotions and Everyday Life

    NASA Astrophysics Data System (ADS)

    Norgaard, K. M.

    2015-12-01

    Global warming is the most significant environmental issue of our time, yet public response in Western nations has been meager. Why have so few taken any action? Most studies of public response to climate change have focused on information deficit approaches. Many in the general public and environmental community have presumed that the public's failure to engage is a function of lack of concern about climate change. Instead, using interviews and ethnographic research on how knowledge of climate change is experienced in everyday life I describe "the social organization of climate denial" and discuss how it impacts classroom learning and the broader social understanding of climate change. Disturbing emotions of guilt, helplessness and fear of the future arose when people were confronted with the idea of climate change. People then normalized these disturbing emotions by changing the subject of conversations, shifting their attention elsewhere, telling jokes, and drawing on stock social discourses that deflected responsibility to others. The difficulty people have in making sense of climate change is in direct relation to the social world around them. This research suggests that educational strategies in the classroom and for the general public that consider and target the social, cultural and political aspects of the meaning of climate change will be most effective (in addition to factors that affect individual cognition).

  17. Factors that influence emotional disturbance in adults living in extreme poverty.

    PubMed

    Palomar-Lever, Joaquina; Victorio-Estrada, Amparo

    2012-04-01

    Living in poverty conditions implies exposure to severe circumstances of social disadvantage, associated with greater propensity to contract illnesses. A negative correlation has consistently been observed between health and poverty. The chronic exposure to stress affects people's well-being through the development of symptoms of anxiety and depression. The suffering of these symptoms for a long time period may be considered as part of a more general syndrome of emotional disturbance, in detriment to a person's mental health. The objective of this study is to identify psychological factors that influence emotional disturbance, measured as symptoms of anxiety and depression, in adults living in poverty conditions in Mexico's central region. A total of 913 adults, 65.2% female, were surveyed. The mean age of the participants was 43.71 (±12.58) years and the mean number of years of schooling was 4.04 (±3.36). Variables corresponding to personal characteristics were measured. The results indicate that the most important risk factor for depression is anxiety and vice versa. Additionally, gender, negative self-esteem, lack of adequate strategies for confronting and resolving difficulties, and lack of self-regulation predicted depression, whereas stress, lack of self-regulation, and coping style predicted anxiety. These variables were better predictors than optimism, locus of control, sense of humor or religiosity. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

  18. INFANT EMOTIONAL WITHDRAWAL: A PRECURSOR OF AFFECTIVE AND COGNITIVE DISTURBANCE IN FETAL ALCOHOL SPECTRUM DISORDERS

    PubMed Central

    Molteno, Christopher D.; Jacobson, Joseph L.; Carter, R. Colin; Dodge, Neil C.; Jacobson, Sandra W.

    2013-01-01

    . These data link prenatal alcohol to a specific aspect of infant affective function not attributable to mother-infant interaction, infant temperament, or other socioemotional aspects of the infant’s environment and identify infant emotional withdrawal as an early indicator of affective disturbance, particularly in children later diagnosed with FAS and PFAS. PMID:24033350

  19. The relationship between subjective sleep disturbance, sleep quality, and emotion regulation difficulties in a sample of college students reporting trauma exposure.

    PubMed

    Pickett, Scott M; Barbaro, Nicole; Mello, David

    2016-01-01

    Sleep disturbance and poor sleep quality has been associated with trauma exposure and posttraumatic stress disorder (PTSD) symptoms; however, the associated emotional consequences of sleep disturbance have not been examined within this context (i.e., emotional reactivity, emotion modulation). The current study examined the relationship between sleep disturbance, poor sleep quality, and emotion regulation difficulties. In a sample of college students reporting exposure to at least 1 traumatic event, online survey methodology was used to assess PTSD symptom severity (PTSS), sleep disturbances, including PTSD-specific sleep disturbances, and emotion regulation difficulties. After controlling for PTSS, sleep disturbance and poor sleep quality domains were related to both global and specific difficulties in emotion regulation domains. The findings suggest that sleep disturbance and emotion regulation difficulties associated with PTSD may not be a mere extension of the clinical picture of PTSD. Sleep disturbances following trauma exposure may contribute to emotion regulation difficulties and exacerbate negative consequences. Future research should examine the effects of treatments that simultaneously address sleep disturbances and PTSD symptoms on emotion regulation processes.

  20. Residential Treatment and the Invention of the Emotionally Disturbed Child in Twentieth-Century America.

    PubMed

    Doroshow, Deborah Blythe

    2016-01-01

    In the 1930s, children who were violent, depressed, psychotic, or suicidal would likely have been labeled delinquent and sent to a custodial training school for punitive treatment. But starting in the 1940s, a new group of institutions embarked on a new experiment to salvage and treat severely deviant children. In the process, psychiatrists, psychologists, and social workers at these residential treatment centers (RTCs) made visible, and indeed invented, a new patient population. This article uses medical literature, popular media, and archival sources from several RTCs to argue that staff members created what they called the "emotionally disturbed" child. While historians have described the identification of the mildly "troublesome" child in child guidance clinics, I demonstrate how a much more severely ill child was identified and defined in the process of creating residential treatment and child mental health as a professional enterprise.

  1. Internal control and success orientation in a token economy for emotionally disturbed adolescents.

    PubMed

    Deiker, T; Matson, J L

    1979-01-01

    Forty-one emotionally disturbed adolescents were tested at each of three token economy levels on Rotter's Internal-External Locus of Control Scale and Guevar's Success-Failure Inventory. Delay of reinforcement (immediate, daily, weekly) was the primary differentiation between levels. One-way analyses of variance indicated a change across levels in the direction of more perceived internal control of behavior (p less than .025) and a greater success orientation (p less than .005). Change scores were not correlated with length of time in the program. Results suggest that the token economy as an external source of control is not necessarily incompatible with increasing patient expectancies of present and future control of the environment.

  2. Bidirectionality and gender differences in emotional disturbance associations with obesity among Taiwanese schoolchildren.

    PubMed

    Chiang, Po-Huang; Huang, Lin-Yuan; Lo, Yuan-Ting; Lee, Meei-Shyuan; Wahlqvist, Mark L

    2013-10-01

    Childhood obesity is associated with psychological problems, but little is known about its association with emotional disturbance (ED) in the educational setting, especially by gender. In the population representative Elementary School Children's Nutrition and Health Survey in Taiwan 2001-2002 of children aged 6-13 (n=2283), we have considered whether ED is associated with obesity by gender. Schoolchildren were assessed with the modified scale for assessing emotional disturbance questionnaires. For some subscales, boys and girls had ED associations with obesity which were bidirectional. With normal weight as referent and relevant adjustments, the significant ED subscales predictable by obesity were relationship problems (RP) in boys (odds ratio, OR=1.89 with 95% CI: 1.08-3.30) and inappropriate behavior (IB) in girls (OR=2.88: 95% CI: 1.47-5.61). Conversely, with 'no-specific-ED' as referent, obesity was predictable by fully-adjusted specific-EDs in the same subscales, namely RP in boys (OR=1.88 with 95% CI: 1.13-3.13) and IB in girls (OR=3.03: 95% CI: 1.57-5.85). Child obesity prevalence showed no trend with school grade from 1 to 6, but for aggregate ED and most of its subscales the prevalence increased with grade (P for trend <0.01). Thus, there is some dissociation of obesity and ED as judged by their trend presence with school grade. Where obesity and ED occurred together (for inability-to-learn and unhappiness or depression), there were upward trends with grade (P<0.01). There are probably some selected bidirectional pathogenicities for obesity-ED associations with different expression in boys and girls and during elementary education. This provides some policy direction while mechanisms and causality require elucidation. Copyright © 2013 Elsevier Ltd. All rights reserved.

  3. Persistent pain and neurosensory disturbance after dental implant surgery: pathophysiology, etiology, and diagnosis.

    PubMed

    Al-Sabbagh, Mohanad; Okeson, Jeffrey P; Khalaf, Mohd W; Bhavsar, Ishita

    2015-01-01

    Many studies have documented the successful outcomes of dental implants, but have also reported the association of sensory disturbances with the surgical implant procedure. Postsurgical pain is a normal response to tissue injury, and usually resolves after the tissue heals. However, some patients who receive dental implants experience persistent pain even after normal healing. This article describes the basic anatomy and pathophysiology associated with nerve injury. The incidence and diagnosis of these problems, in addition to factors that result in the development of chronic persistent neuropathic pain and sensory disturbances associated with surgical implant placement, are discussed.

  4. Seeing Red, Feeling Blue: The Impact of State Political Leaning on State Identification Rates for Emotional Disturbance

    ERIC Educational Resources Information Center

    Wiley, Andrew; Siperstein, Gary

    2011-01-01

    Investigations of why students with emotional disturbance (ED) are underidentified in special education have often focused on economic factors and problems with the definition of ED. The present study focuses on variation in underidentification across states and its relationship to political ideology. State-level political, economic, and…

  5. Choice-Stimulus Preference Assessment for Students At-Risk for Emotional Disturbance in Educational Settings: An Improvement for Practice?

    ERIC Educational Resources Information Center

    King, Seth Andrew

    2013-01-01

    The ability of educators to identify consequences that act as reinforcers may predict the success of behavior change strategies predicated on the use of reinforcement. Although well supported for children with severe disabilities research concerning the effectiveness of choice-stimulus assessment for children with emotional disturbance (ED)…

  6. Using Direct Observation to Assist in Eligibility Decisions and Intervention Planning: The Scales for Assessing Emotional Disturbance-2 Observation Form

    ERIC Educational Resources Information Center

    Nordness, Philip D.; Epstein, Michael H.; Cullinan, Douglas

    2013-01-01

    A key issue in using the federal definition of emotional disturbance (ED) is the challenge of measuring five characteristics of ED (Epstein, Nordness, Cullinan, & Hertzog, 2002). Stated briefly, these five characteristics include: (1) an inability to learn; (2) relationship problems; (3) inappropriate behavior; (4) unhappiness or depression;…

  7. The Alternative School: Alachua County (Florida) Public Schools. Descriptive Materials Covering the Secondary Center for Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Alachua County Schools, Gainesville, FL.

    Compiled are materials which describe the Alternative School of the Alachua County, Florida, Public School District, which serves a severely emotionally disturbed population of about 75-85 adolescents. The following materials are included: an introductory letter, which includes information on staff operations and the curriculum framework, given…

  8. A Vocational Program and Skill Assessment for Severe/Profound Mentally Retarded and Emotionally Disturbed Retarded Adults.

    ERIC Educational Resources Information Center

    Setbacken, S. K.

    A prevocational/vocational training program for mentally retarded adults who also have emotional disturbances expanded its curriculum to incorporate self-help, social/affective, communication, community life, and vocational skills. Residents are trained in a variety of work options: bench work task, horticultural tasks, janitorial skills, basic…

  9. Girls with Emotional Disturbance and a History of Arrest: Characteristics and School-Based Predictors of Arrest

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Josephs, Nikki L.; Lunde, Kimberly

    2012-01-01

    Research suggests that girls receiving special education services for Emotional Disturbance (ED) may have unique characteristics and needs. Similarly, juvenile justice research has identified unique characteristics of court-involved girls. This study examined characteristics of girls with ED and a history of arrest. Additionally, classroom-based…

  10. An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills.

    ERIC Educational Resources Information Center

    Kariuki, Patrick; Honeycutt, Cindy

    This study investigated whether music could be used as a tool to motivate students with emotional disturbances to develop positive attitudes toward writing and whether these attitudes would result in a higher volume of writing output and improved writing skills. The research focused on two fourth-grade male students. The data collection instrument…

  11. THE DIVISION OF CASEWORK RESPONSIBILITY AS A METHOD OF WORKING WITH EMOTIONALLY DISTURBED CHILDREN IN FOSTER CARE. FINAL REPORT.

    ERIC Educational Resources Information Center

    ZOBER, EDITH

    TWENTY-FOUR EMOTIONALLY DISTURBED CHILDREN BETWEEN THE AGES OF 7 AND 16 WERE DIVIDED INTO TWO GROUPS, ONE IN WHICH PARENTING AND THERAPY WERE DONE BY THE SAME WORKER AND ONE IN WHICH THE TWO FUNCTIONS WERE ASSIGNED TO SEPARATE WORKERS ON THE HYPOTHESIS THAT CHILDREN IN THE SPLIT-CASE GROUP WOULD SHOW MORE IMPROVEMENT AT THE END OF 2 YEARS THAN…

  12. What Can We Learn from School-Based Emotional Disturbance Assessment Practices? Implications for Practice and Preparation In School Psychology

    ERIC Educational Resources Information Center

    Allen, Ryan A.; Hanchon, Timothy A.

    2013-01-01

    The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into…

  13. Handbook of Facilities for Emotionally Disturbed and Socially Maladjusted Children and Adolescents in Massachusetts and Adjacent Areas.

    ERIC Educational Resources Information Center

    Garfunkel, Frank

    The first section of the handbook lists clinics, centers, schools, and camps (both public and private facilities) offering services for emotionally disturbed children in Massachusetts and nearby areas. Descriptive information for each facility includes: location, director, type and number of clients, services offered, professions represented on…

  14. Elementary School Children with Persistent Emotional Disturbances: A Summary Report of a Study in Onondaga County, N.Y.

    ERIC Educational Resources Information Center

    New York State Dept. of Mental Hygiene, Albany.

    Each of 7,056 children (3,607 boys and 3,449 girls) attending regular elementary school classes were rated by their fourth grade teacher and again by their sixth grade teacher to determine the prevalence of persistent emotional disturbances within the student population of 17 public school districts. Based on teachers' ratings of the student's…

  15. Girls with Emotional Disturbance and a History of Arrest: Characteristics and School-Based Predictors of Arrest

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Josephs, Nikki L.; Lunde, Kimberly

    2012-01-01

    Research suggests that girls receiving special education services for Emotional Disturbance (ED) may have unique characteristics and needs. Similarly, juvenile justice research has identified unique characteristics of court-involved girls. This study examined characteristics of girls with ED and a history of arrest. Additionally, classroom-based…

  16. Correlated and Coupled Within-Person Change in Emotional and Behavioral Disturbance in Individuals with Intellectual Disability

    ERIC Educational Resources Information Center

    Hofer, Scott M.; Gray, Kylie M.; Piccinin, Andrea M.; Mackinnon, Andrew; Bontempo, Daniel E.; Einfeld, Stewart L.; Hoffman, Lesa; Parmenter, Trevor; Tonge, Bruce J.

    2009-01-01

    Individual change and variation in emotional/behavioral disturbance in children and adolescents with intellectual disability has received little empirical investigation. Based on 11 years of longitudinal data from the Australian Child to Adult Development Study, we report associations among individual differences in level, rate of change, and…

  17. A Description of an Innovative Alternative Summer School Program for Emotionally Disturbed Adolescents in a Residential Treatment Center.

    ERIC Educational Resources Information Center

    Devlin, Robert J.

    A summer program developed at a residential center for emotionally disturbed adolescents concentrates on exploratory, special interest, and enrichment areas while maintaining the regular school year focus on functional living skills. Also incorporated in the program is stress on group interactions and group communication to foster self-discipline.…

  18. Effectiveness of School-Based Prevention and Intervention Programs for Children and Adolescents with Emotional Disturbance: A Meta-Analysis

    ERIC Educational Resources Information Center

    Reddy, Linda A.; Newman, Erik; De Thomas, Courtney Anne; Chun, Victoria

    2009-01-01

    The present study evaluated the effectiveness of school-based prevention and intervention programs for children and adolescents at-risk for and with emotional disturbance. Published outcome studies (k = 29) from December, 1988, to March, 2006, including 1405 children and adolescents were reviewed. Each investigation was coded on several variables…

  19. Does the Empirical Literature Inform Prevention of Dropout among Students with Emotional Disturbance? A Systematic Review and Call to Action

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Sadeh, Shanna

    2016-01-01

    For the past 30 years, the dropout rate for students with emotional disturbance has hovered around 50%, a rate substantially higher than the dropout rate for students with other disabilities and the general population. This systematic review evaluated the literature published between 1990 and 2013 on the effectiveness of dropout prevention and…

  20. An Evaluation of Taxonomic Teaching as a Method for Improving Reading Skills of Emotionally Disturbed, Socially Maladjusted Boys.

    ERIC Educational Resources Information Center

    Ackerman, Paul Roland

    The effectiveness of a diagnostic teaching program in teaching reading to emotionally disturbed and socially maladjusted boys in two schools in New York City was investigated. The diagnostic teaching program specified behavioral objectives which fit the individual student, prescribed instructional styles for the teacher, and outlined techniques of…

  1. Description and Evaluation of the ARIES Project: Achieving Rehabilitation, Individualized Education, and Employment Success for Adolescents with Emotional Disturbance.

    ERIC Educational Resources Information Center

    Bullis, Michael; Moran, Tim; Benz, Michael R.; Todis, Bonnie; Johnson, Michael D.

    2002-01-01

    A cooperative project of the University of Oregon and Springfield, Oregon, School District provided adolescents with emotional disturbances with a transition specialist to develop a service delivery plan and access services. Self-determination, competitive vocational placements, and educational support were emphasized. Project impact on…

  2. Special Education Residential Placements for Students with Severe Emotional Disturbances: The Implications of Recent Ninth Circuit Cases.

    ERIC Educational Resources Information Center

    Huefner, Dixie Snow

    1991-01-01

    Two 1990 Ninth Circuit appellate court cases ("Clovis Unified School District v. California Office of Administrative Hearings" and "Taylor v. Honig") help redefine residential placements for students with severe emotional disturbances under Part B of the Individuals with Disabilities Education act (IDEA). This article explores…

  3. The Caregiver Strain Questionnaire: Measuring the Impact on the Family of Living with a Child with Serious Emotional Disturbance.

    ERIC Educational Resources Information Center

    Brannan, Ana Maria; Heflinger, Craig Anne; Bickman, Leonard

    1997-01-01

    A study of 984 families of children with emotional and behavioral disturbance used the Caregiver Strain Questionnaire to assess the effects of the shift of primary caregiving to the family due to deinstitutionalization. Results indicate the reliability and validity of the questionnaire, which also identified three related but unique dimensions of…

  4. An Examination of Factors that Affect Occupational Therapists' Self Efficacy Related to Working with Students Who Have Emotional Disturbance

    ERIC Educational Resources Information Center

    Chandler, Barbara Ellen

    2008-01-01

    This research examined factors that affect occupational therapists' self efficacy related to working with students who have emotional disturbance. Social cognition (Bandura, 1986, 1997a), of which self efficacy is an integral part, is the theoretical perspective for this study. The research used the Professional and Practice Profile to examine…

  5. A Grounded Theory for Identifying Students with Emotional Disturbance: Promising Practices for Assessment, Intervention, and Service Delivery

    ERIC Educational Resources Information Center

    Barnett, Dori

    2012-01-01

    A qualitative grounded theory study examined how practicing professionals involved in the ED identification process reconstructed the category of "emotional disturbance" as it applied to students in an alternative educational setting. A grounded theory integrates six emergent themes and essentially reframes the existing ED criteria in contemporary…

  6. A Variety of Programs Meeting the Needs of Emotionally Disturbed Students in New York State. Special Conference Edition.

    ERIC Educational Resources Information Center

    Foster, Herbert L., Ed.

    1989-01-01

    This issue of "Perceptions" contains an introductory article by guest editor Herbert Foster--"A Variety of Programs"--and seven articles describing programs for educating emotionally disturbed children in New York. "A Very Special Place" (Susan Kosberg and Bernie Kosberg) describes a therapeutic camping milieu located…

  7. Mothers' Judgments of Students with Emotional Disturbance and Social Maladjustment/Conduct Disorder: Comparisons of Target Students and Siblings

    ERIC Educational Resources Information Center

    Easler, Ray C., Jr.; Medway, Frederic J.

    2004-01-01

    In response to United States special education law requirements, this study attempted to differentiate emotionally disturbed and socially maladjusted students using parent ratings on the FACES III and a newly developed interview measure of primarily internalizing and externalizing behaviors. Forty mothers of students in special education and 40…

  8. Effectiveness of Contracted Services in Individualizing and Tailoring Mentor Programming for Children with Severe Emotional Disturbance in a Public System.

    ERIC Educational Resources Information Center

    Owley, Gordon T.; Sternweis, Joan

    This conference paper discusses the results of a study that investigated the effects of a mentor service on 30 children with severe emotional disturbances and considered to be at extreme risk for out-of-home placement. The mentors provided regular, consistent, face-to-face and telephone contact with each child for five hours per week. The mentors…

  9. An Examination of Factors that Affect Occupational Therapists' Self Efficacy Related to Working with Students Who Have Emotional Disturbance

    ERIC Educational Resources Information Center

    Chandler, Barbara Ellen

    2008-01-01

    This research examined factors that affect occupational therapists' self efficacy related to working with students who have emotional disturbance. Social cognition (Bandura, 1986, 1997a), of which self efficacy is an integral part, is the theoretical perspective for this study. The research used the Professional and Practice Profile to examine…

  10. Innovative Treatment for Children With Serious Emotional Disturbance: Preliminary Outcomes for a School-Based Intensive Mental Health Program

    ERIC Educational Resources Information Center

    Vernberg, Eric M.; Jacobs, Anne K.; Nyre, Joseph E.; Puddy, Richard W.; Roberts, Michael C.

    2004-01-01

    This article describes the development, implementation, and preliminary evaluation of a school-based Intensive Mental Health Program (IMHP) for 50 children (42 boys, 8 girls) with severe, early-onset, serious emotional disturbances (SED). Eighty-four percent of the children showed clinically significant improvement in overall functioning as…

  11. Program Inventory. National Needs Analysis Project: Fostering Quality Program Planning and Design in the Area of Serious Emotional Disturbance.

    ERIC Educational Resources Information Center

    Grosenick, J. K.; And Others

    The document consists of a 125-item evaluation instrument for use in assessing the overall plan and quality of programs in the area of serious emotional disturbance (SED) or behavior disorders. Questions are organized according to the following nine categories (based on identified components of a well-designed SED program): (1) respondent and…

  12. The Continuum of "Troubling" to "Troubled" Behavior: Exploratory Case Studies of African American Students in Programs for Emotional Disturbance

    ERIC Educational Resources Information Center

    Hart, Juliet E.; Cramer, Elizabeth D.; Harry, Beth; Klingner, Janette K.; Sturges, Keith M.

    2010-01-01

    This article discusses the construction of the "emotional disturbance" (ED) category in the cases of four African American elementary students. These cases represent a sub-set of data from a three-year ethnographic study of the special education process in a large, culturally/linguistically diverse school district. Based on interviews,…

  13. Does the Empirical Literature Inform Prevention of Dropout among Students with Emotional Disturbance? A Systematic Review and Call to Action

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Sadeh, Shanna

    2016-01-01

    For the past 30 years, the dropout rate for students with emotional disturbance has hovered around 50%, a rate substantially higher than the dropout rate for students with other disabilities and the general population. This systematic review evaluated the literature published between 1990 and 2013 on the effectiveness of dropout prevention and…

  14. A Grounded Theory for Identifying Students with Emotional Disturbance: Promising Practices for Assessment, Intervention, and Service Delivery

    ERIC Educational Resources Information Center

    Barnett, Dori

    2012-01-01

    A qualitative grounded theory study examined how practicing professionals involved in the ED identification process reconstructed the category of "emotional disturbance" as it applied to students in an alternative educational setting. A grounded theory integrates six emergent themes and essentially reframes the existing ED criteria in contemporary…

  15. The Effects of Baker-Miller Pink on Physiological and Cognitive Behavior of Emotionally Disturbed and Regular Education Students.

    ERIC Educational Resources Information Center

    Gilliam, James E.

    1991-01-01

    Fourteen emotionally disturbed junior high students and 16 regular education students were exposed to 2 experimental conditions with white and Baker-Miller pink visual stimuli. Analysis revealed significant differences on systolic and diastolic blood pressure but not on pulse, grip strength, nor the Digit-Symbol test of the Wechsler Adult…

  16. Choice-Stimulus Preference Assessment for Students At-Risk for Emotional Disturbance in Educational Settings: An Improvement for Practice?

    ERIC Educational Resources Information Center

    King, Seth Andrew

    2013-01-01

    The ability of educators to identify consequences that act as reinforcers may predict the success of behavior change strategies predicated on the use of reinforcement. Although well supported for children with severe disabilities research concerning the effectiveness of choice-stimulus assessment for children with emotional disturbance (ED)…

  17. Choice-Based Stimulus Preference Assessment for Children with or At-Risk for Emotional Disturbance in Educational Settings

    ERIC Educational Resources Information Center

    King, Seth A.; Kostewicz, Douglas E.

    2014-01-01

    Students with or at-risk for emotional disturbance (ED) frequently receive interventions that include a direct manipulation of consequences. The ability of educators to identify reinforcing stimuli that may function as powerful consequences determines the success of reinforcement-based strategies. Choice-based stimulus preference assessments…

  18. Application of Psychoanalytic, Cognitive, Psychosocial and Other Theories in the Developmentally Integrated Assessment and Treatment of Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Grass, Linda; Kreger, Robert

    The authors describe their efforts to produce a global assessment scale for young emotionally disturbed children derived from an integrated synthesis of developmenta theories. Charts outline developmental stages, zones, modes, and dominant traits or characteristics of five major theorists (S. Freud, E. Erikson, A. Maslow, J. Piaget, and F.…

  19. Do Adolescents with Emotional and Behavioral Disturbances Attending Schools for Special Education Have Lower Expectations Regarding the Transition to Adulthood?

    ERIC Educational Resources Information Center

    Margraf, Hannah; Pinquart, Martin

    2016-01-01

    Individuals with emotional and behavioral disturbances (EBD) and those attending special schools tend to have poorer adult outcomes than adolescents without EBD and peers from regular schools. Using a four-group comparison (students with or without EBD from special schools and students with or without EBD from regular schools), the present study…

  20. Course, Co-Occurrence, and Longitudinal Associations of Emotional Disturbance and Delinquency from Adolescence to Young Adulthood: A Six-Year Three-Wave Study.

    ERIC Educational Resources Information Center

    Overbeek, Geertjan; Vollebergh, Wilma; Meeus, Wim; Engels, Rutger; Luijpers, Eric

    2001-01-01

    Data from a national sample of 1,302 adolescents and young adults in the Netherlands who participated in a 6-year,3-wave longitudinal study show an increase in emotional disturbance and delinquency from early to middle adolescence, with emotional disturbance stabilizing and delinquency declining into young adulthood. (SLD)

  1. The Relationship Between Depressive Symptom Levels and Subsequent Increases in Substance Use Among Youth With Severe Emotional Disturbance*

    PubMed Central

    Wu, Ping; Hoven, Christina W.; Liu, Xinhua; Fuller, Cordelia J.; Fan, Bin; Musa, George; Wicks, Judith; Mandell, Donald; Cook, Judith A.

    2009-01-01

    Objective This study examined the relationship between levels of depressive symptoms and subsequent increases in substance use among 784 youth with severe emotional disturbance enrolled in Medicaid-funded behavioral health care plans. Method Youth at five sites nationwide were interviewed about their emotional and behavior problems, as well as their use of cigarettes, alcohol, and drugs—at both baseline and follow-up. Results (1) Levels of depressive symptoms were significantly associated with concurrent substance use at baseline. (2) Baseline levels of depressive symptoms predicted subsequent changes in substance use, especially use of illicit drugs and multiple drugs. (3) These findings remained significant, even after controlling for sociodemographic, family, and individual characteristics. Conclusions These results indicate that depressive symptoms early in life may signal a risk for increasing involvement in substance use among severe emotional disturbed youth. This finding has important clinical implications for the prevention of substance misuse in this population. PMID:18612567

  2. Clinical determinants of parents' emotional reactions to the disclosure of a diagnosis of congenital anomaly.

    PubMed

    Fonseca, Ana; Nazaré, Bárbara; Canavarro, Maria Cristina

    2013-01-01

    To examine parents' emotional reactions (high intensity vs. low intensity) and the intensity of each emotion when a prenatal or postnatal diagnosis of a congenital anomaly is disclosed Cross-sectional study. Two urban Portuguese hospitals. The parents (60 mothers and 50 fathers) of 60 infants prenatally or postnatally diagnosed with a congenital anomaly. One month after the disclosure of the diagnosis, the parents answered questionnaires regarding sociodemographic and clinical variables and their emotional experiences at the disclosure. Gender differences in the parents' emotional reactions were not found, and intracouple congruence was frequent. When there was uncertainty regarding the diagnosis, no prior knowledge about the diagnosis (for fathers only), and no history of pregnancy loss (for mothers only), parents presented significantly more frequently with a pattern of high-intensity negative emotional reactions to the disclosure. Type of congenital anomaly, timing of diagnosis, and parity were not found to be significantly associated with the patterns of emotional reactions, but differences in the intensity of specific emotions were found for all variables. Both parents' emotional experiences should be acknowledged at the disclosure. Clinical variables were found to define the stressful situation (the diagnosis). When the diagnosis was perceived as more threatening (i.e., more unexpected, less controllable, and predictable), parents presented a pattern of high-intensity emotional reactions. © 2013 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

  3. Social reinforcement in block design performance by brain-damaged, emotionally disturbed, and non-disturbed retardates.

    PubMed

    Lehinger, S; McManis, D L

    1976-12-01

    48 retarded adults, equally divided by sex in three diagnostic categories (brain-damaged, nondamaged disturbed, and nondamaged-nondisturbed) were assigned to posttest reinforcement or control conditions on the basis of CA, IQ, and pretest performance on the Block Design. Reinforced subjects were praised for each individual correct block placement on the posttrest; control subjects repeated the test without reinforcement. Both brain-damaged and non-damaged-nondisturbed subjects showed accuracy gains under reinforcement, while nondamaged-disturbed subjects decreased in accuracy. Failure to replicate previous differential reinforcement effects with brain-damaged and nondamaged-nondisturbed subjects, and the discrepant reinforcement effect on nondamaged-disturbed subjects, did not support the use of reinforcement of performance on the Block Design test as an aid in detecting organic damage.

  4. Serious Emotion Disturbance among Youth Exposed to Hurricane Katrina Two Years Post-Disaster

    PubMed Central

    McLaughlin, Katie A.; Fairbank, John A.; Gruber, Michael J.; Jones, Russell T.; Lakoma, Matthew D.; Pfefferbaum, Betty; Sampson, Nancy A.; Kessler, Ronald C.

    2014-01-01

    Objective To estimate the prevalence of serious emotional disturbance (SED) among children and adolescents exposed to Hurricane Katrina along with the associations of SED with hurricane-related stressors, socio-demographics, and family factors 18–27 months following the hurricane. Method A probability sample of pre-hurricane residents of areas affected by Hurricane Katrina was administered a telephone survey. Respondents provided information on up to two of their children (n=797) aged 4–17. The survey assessed hurricane-related stressors and lifetime history of psychopathology in respondents, screened for 12-month SED in respondents’ children using the Strengths and Difficulties Questionnaire (SDQ), and determined whether children’s emotional and behavioral problems were attributable to Hurricane Katrina. Results The estimated prevalence of SED was 14.9%, and 9.3% of youth were estimated to have SED that is directly attributable to Hurricane Katrina. Stress exposure was associated strongly with SED, and 20.3% of youth with high stress exposure had hurricane-attributable SED. Death of a loved one had the strongest association with SED among pre-hurricane residents of New Orleans, whereas exposure to physical adversity had the strongest association in the remainder of the sample. Among children with stress exposure, parental psychopathology and poverty were associated with SED. Conclusions The prevalence of SED among youth exposed to Hurricane Katrina remains high 18–27 months after the storm, suggesting a substantial need for mental health treatment resources in the hurricane-affected areas. Youth who were exposed to hurricane-related stressors, have a family history of psychopathology, and have lower family incomes are at greatest risk for long-term psychiatric impairment. PMID:19797983

  5. Trends in Serious Emotional Disturbance among Youths Exposed to Hurricane Katrina

    PubMed Central

    McLaughlin, Katie A.; Fairbank, John A.; Gruber, Michael J.; Jones, Russell T.; Osofsky, Joy D.; Pfefferbaum, Betty; Sampson, Nancy A.; Kessler, Ronald C.

    2011-01-01

    Objective To examine patterns and predictors of trends in DSM-IV serious emotional disturbance (SED) among youths exposed to Hurricane Katrina. Method A probability sample of adult pre-hurricane residents of the areas affected by Katrina completed baseline and follow-up telephone surveys 18-27 months post-hurricane and 12-18 months later. Baseline adult respondents residing with children (ages 4-17) provided informant reports about the emotional functioning of these youths (n = 576) with the Strengths and Difficulties Questionnaire (SDQ). The surveys also assessed hurricane-related stressors and ongoing stressors experienced by respondent families. Results SED prevalence decreased significantly across survey waves from 15.1% to 11.5%, although even the latter prevalence was considerably higher than the pre-hurricane prevalence of 4.2% estimated in the US National Health Interview Survey. Trends in hurricane-related SED were predicted by both stressors experienced in the hurricane and ongoing stressors, with SED prevalence decreasing significantly only among youths with moderate stress exposure (16.8% vs. 6.5%). SED prevalence did not change significantly between waves among youths with either high stress exposure (30.0% vs. 41.9%) or low stress exposure (3.5% vs. 3.4%). Pre-hurricane functioning did not predict SED persistence among youths with high stress exposure, but did predict SED persistence among youth with low-moderate stress exposure. Conclusions The prevalence of SED among youths exposed to Hurricane Katrina remains significantly elevated several years after the storm despite meaningful decrease since baseline. Youths with high stress exposure have the highest risk of long-term hurricane-related SED and consequently represent an important target for mental health intervention. PMID:20855044

  6. Serious emotional disturbance among youths exposed to Hurricane Katrina 2 years postdisaster.

    PubMed

    McLaughlin, Katie A; Fairbank, John A; Gruber, Michael J; Jones, Russell T; Lakoma, Matthew D; Pfefferbaum, Betty; Sampson, Nancy A; Kessler, Ronald C

    2009-11-01

    To estimate the prevalence of serious emotional disturbance (SED) among children and adolescents exposed to Hurricane Katrina along with the associations of SED with hurricane-related stressors, sociodemographics, and family factors 18 to 27 months after the hurricane. A probability sample of prehurricane residents of areas affected by Hurricane Katrina was administered a telephone survey. Respondents provided information on up to two of their children (n = 797) aged 4 to 17 years. The survey assessed hurricane-related stressors and lifetime history of psychopathology in respondents, screened for 12-month SED in respondents' children using the Strengths and Difficulties Questionnaire, and determined whether children's emotional and behavioral problems were attributable to Hurricane Katrina. The estimated prevalence of SED was 14.9%, and 9.3% of the youths were estimated to have SED that is directly attributable to Hurricane Katrina. Stress exposure was associated strongly with SED, and 20.3% of the youths with high stress exposure had hurricane-attributable SED. Death of a loved one had the strongest association with SED among prehurricane residents of New Orleans, whereas exposure to physical adversity had the strongest association in the remainder of the sample. Among children with stress exposure, parental psychopathology and poverty were associated with SED. The prevalence of SED among youths exposed to Hurricane Katrina remains high 18 to 27 months after the storm, suggesting a substantial need for mental health treatment resources in the hurricane-affected areas. The youths who were exposed to hurricane-related stressors, have a family history of psychopathology, and have lower family incomes are at greatest risk for long-term psychiatric impairment.

  7. Trends in serious emotional disturbance among youths exposed to Hurricane Katrina.

    PubMed

    McLaughlin, Katie A; Fairbank, John A; Gruber, Michael J; Jones, Russell T; Osofsky, Joy D; Pfefferbaum, Betty; Sampson, Nancy A; Kessler, Ronald C

    2010-10-01

    To examine patterns and predictors of trends in DSM-IV serious emotional disturbance (SED) among youths exposed to Hurricane Katrina. A probability sample of adult pre-hurricane residents of the areas affected by Katrina completed baseline and follow-up telephone surveys 18 to 27 months post-hurricane and 12 to 18 months later. Baseline adult respondents residing with children and adolescents (4-17 years of age) provided informant reports about the emotional functioning of these youths (n = 576) with the Strengths and Difficulties Questionnaire (SDQ). The surveys also assessed hurricane-related stressors and ongoing stressors experienced by respondent families. SED prevalence decreased significantly across survey waves from 15.1% to 11.5%, although even the latter prevalence was considerably higher than the pre-hurricane prevalence of 4.2% estimated in the US National Health Interview Survey. Trends in hurricane-related SED were predicted by both stressors experienced in the hurricane and ongoing stressors, with SED prevalence decreasing significantly only among youths with moderate stress exposure (16.8% versus 6.5%). SED prevalence did not change significantly between waves among youths with either high stress exposure (30.0% versus 41.9%) or low stress exposure (3.5% versus 3.4%). Pre-hurricane functioning did not predict SED persistence among youths with high stress exposure, but did predict SED persistence among youth with low-moderate stress exposure. The prevalence of SED among youths exposed to Hurricane Katrina remains significantly elevated several years after the storm despite meaningful decrease since baseline. Youths with high stress exposure have the highest risk of long-term hurricane-related SED and consequently represent an important target for mental health intervention. Copyright © 2010 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  8. Esophageal perforation due to blunt chest trauma: Difficult diagnosis because of coexisting severe disturbance of consciousness.

    PubMed

    Mezuki, Satomi; Shono, Yuji; Akahoshi, Tomohiko; Hisanaga, Kana; Saeki, Hiroshi; Nakashima, Yuichiro; Momii, Kenta; Maki, Jun; Tokuda, Kentaro; Maehara, Yoshihiko

    2017-08-19

    Esophageal perforation due to blunt trauma is a rare clinical condition, and the diagnosis is often difficult because patients have few specific symptoms. Delayed diagnosis may result in a fatal clinical course due to mediastinitis and subsequent sepsis. In this article, we describe a 26-year-old man with esophageal perforation due to blunt chest trauma resulting from a motor vehicle accident. Because a severe disturbance of consciousness masked the patient's trauma-induced thoracic symptoms, we required 11h to diagnose the esophageal perforation. Therefore, the patient developed septic shock due to mediastinitis. However, his subsequent clinical course was good because of prompt combined therapy involving surgical repair and medical treatment after the diagnosis. Copyright © 2017 Elsevier Inc. All rights reserved.

  9. Affective disturbance associated with premenstrual dysphoric disorder does not disrupt emotional modulation of pain and spinal nociception.

    PubMed

    Rhudy, Jamie L; Bartley, Emily J; Palit, Shreela; Kuhn, Bethany L; Kerr, Kara L; Martin, Satin L; DelVentura, Jennifer L; Terry, Ellen L

    2014-10-01

    In healthy individuals, emotions modulate pain and spinal nociception according to a valence linear trend (ie, pain/nociception is highest during negative emotions and lowest during positive emotions). However, emerging evidence suggests that emotional modulation of pain (but not spinal nociception) is disrupted in fibromyalgia and disorders associated with chronic pain risk (eg, major depression, insomnia). The present study attempted to extend this work and to examine whether women with premenstrual dysphoric disorder (PMDD), a cyclical syndrome associated with debilitating affective symptoms during the late-luteal (premenstrual) phase of the menstrual cycle, is also associated with disrupted emotional modulation of pain. To do so, an affective picture-viewing procedure was used to study emotional modulation of pain and spinal nociception in 14 women with PMDD and 14 control women during mid-follicular, ovulatory, and late-luteal phases of the menstrual cycle (verified by salivary hormone levels and luteinizing hormone tests). At each phase, mutilation, neutral, and erotic pictures were presented to manipulate emotion. During picture viewing, suprathreshold electrocutaneous stimuli were presented to evoke pain and the nociceptive flexion reflex (NFR; a physiological measure of spinal nociception). Statistically powerful linear mixed model analyses confirmed that pictures evoked the intended emotional states in both groups across all menstrual phases. Furthermore, emotion modulated pain and NFR according to a valence linear trend in both groups and across all menstrual phases. Thus, PMDD-related affective disturbance is not associated with a failure to emotionally modulate pain, suggesting that PMDD does not share this pain phenotype with major depression, insomnia, and fibromyalgia.

  10. The Use of Punishment and Time-Out in a Residential Treatment Program for Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Swartz, Stanley L.; Benjamin, Candice

    The use of punishment and time-out with 54 severely emotionally disturbed and behavior disordered children (7-13 years old) in a residential school and treatment program was examined. Both exclusion (E:TO) and isolation (I:TO) varieties of time-out were applied. In E:TO, the student was placed in a portion of the room not being used or in the…

  11. A Descriptive Follow-Up Study of a Public School Program for the Emotionally Disturbed. Final Report.

    ERIC Educational Resources Information Center

    Knotting, Charles; Brozovich, Richard

    Background and followup data were obtained for 183 subjects who had been enrolled in the School Adjustment Program (ASP), a public school program for emotionally disturbed children. Average age of the subjects at the time of followup was 16-7; mean age at entrance was 10-10; mean IQ, 96.9; average length of stay in the program, 16.7 academic…

  12. Understanding how police officers think about mental/emotional disturbance calls

    PubMed Central

    Watson, Amy C; Swartz, James; Bohrman, Casey; Kriegel, Liat S.; Draine, Jeffrey

    2014-01-01

    Police officers frequently respond to calls involving persons with mental illnesses and in doing so, they are key gatekeepers of access to mental health treatment as well as entry into the criminal justice system. Programs such as Crisis Intervention Teams (CIT) are being implemented across the United States and elsewhere to train officers to respond more effectively and facilitate access to mental health services when appropriate. These programs would benefit from a thorough understanding of these encounters from the perspective of police officers. We take as a premise that officers develop frames of reference or “schema” for understanding and responding to these encounters that are shaped by socialization, training, and their experience as police officers. In this study, we examine police officer schema of mental/emotional disturbance (M/EDP) calls. Qualitative interviews provided the foundation to develop the Needs on the Street Interview (NOSI) to tap officer schema of four types of M/EDP scenarios. The NOSI was administered to 147 officers in Chicago and Philadelphia. Latent Class Analysis (LCA) was conducted separately for each scenario to examine groups of officers with different schema as well as predictors of schema group. For three of the four scenarios, officers were classified into a two category or schema model, for the fourth (crime reported) a three category model was supported. Schema groups tended to be differentiated by ratings of level of resistance/threat and substance use. Contrary to our expectations, CIT and law enforcement experience did not predict officer schema group. While the CIT model emphasizes de-escalation skills to reduce resistance and the need for officers to use force, CIT and other training programs may want to consider increasing content related to factors such as co-occurring substance use and managing resistance. PMID:24656216

  13. Prevalence of Serious Emotional Disturbance Among U.S. Children: A Meta-Analysis.

    PubMed

    Williams, Nathaniel J; Scott, Lysandra; Aarons, Gregory A

    2017-09-01

    Prevalence estimates of child psychiatric disorders with severe impairment vary widely, and there is a critical need for precise estimates to inform clinical practice and policy in the United States. This study presents a systematic review and meta-analysis of population-based U.S. studies estimating the prevalence of youths with serious emotional disturbance (SED), as defined by the Substance Abuse and Mental Health Services Administration. Studies were identified through searches of the MEDLINE and PsycINFO databases and nine prior reviews. Two raters evaluated 423 full-text articles, and studies were included if they assessed psychopathology and functional impairment among community samples of youths (age ≤18) in the United States via structured interviews or standardized, nationally normed rating scales and if they reported point to 12-month prevalence estimates. Prevalence estimates of SED with domain-specific and global impairment were extracted, along with study characteristics and case definitions. Random-effects meta-analysis was used to calculate pooled prevalence estimates; metaregression analyses tested predictors of heterogeneity. Twelve studies met inclusion criteria. The pooled prevalence of SED with domain-specific impairment was 10.06% (95% confidence interval [CI]=8.60%-11.51%, N=32,015); prevalence of SED with global impairment was 6.36% (CI=5.78%-6.93%, N=38,939). Prevalence estimates did not differ by study or sample characteristic, including representativeness of the sample (national versus regional), assessment method (taxonomic versus quantitative), or time frame (12 versus <12 months). These estimates of SED are sufficiently precise to meaningfully guide clinical decision making, mental health policy, and consideration of child psychiatry workforce needs in the United States.

  14. Understanding how police officers think about mental/emotional disturbance calls.

    PubMed

    Watson, Amy C; Swartz, James; Bohrman, Casey; Kriegel, Liat S; Draine, Jeffrey

    2014-01-01

    Police officers frequently respond to calls involving persons with mental illnesses and in doing so, they are key gatekeepers of access to mental health treatment as well as entry into the criminal justice system. Programs such as Crisis Intervention Teams (CIT) are being implemented across the United States and elsewhere to train officers to respond more effectively and facilitate access to mental health services when appropriate. These programs would benefit from a thorough understanding of these encounters from the perspective of police officers. We take as a premise that officers develop frames of reference or "schema" for understanding and responding to these encounters that are shaped by socialization, training, and their experience as police officers. In this study, we examine police officer schema of mental/emotional disturbance (M/EDP) calls. Qualitative interviews provided the foundation to develop the Needs on the Street Interview (NOSI) to tap officer schema of four types of M/EDP scenarios. The NOSI was administered to 147 officers in Chicago and Philadelphia. Latent Class Analysis (LCA) was conducted separately for each scenario to examine groups of officers with different schema as well as predictors of schema group. For three of the four scenarios, officers were classified into a two category or schema model, for the fourth (crime reported) a three category model was supported. Schema groups tended to be differentiated by ratings of level of resistance/threat and substance use. Contrary to our expectations, CIT and law enforcement experience did not predict officer schema group. While the CIT model emphasizes de-escalation skills to reduce resistance and the need for officers to use force, CIT and other training programs may want to consider increasing content related to factors such as co-occurring substance use and managing resistance. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Children as bellwethers of recovery: dysfunctional systems and the effects of parents, households, and neighborhoods on serious emotional disturbance in children after Hurricane Katrina.

    PubMed

    Abramson, David M; Park, Yoon Soo; Stehling-Ariza, Tasha; Redlener, Irwin

    2010-09-01

    Over 160,000 children were displaced from their homes after Hurricane Katrina. Tens of thousands of these children experienced the ongoing chaos and uncertainty of displacement and transiency, as well as significant social disruptions in their lives. The objectives of this study were to estimate the long-term mental health effects of such exposure among children, and to elucidate the systemic pathways through which the disaster effect operates. The prevalence of serious emotional disturbance was assessed among 283 school-aged children in Louisiana and Mississippi. These children are part of the Gulf Coast Child & Family Health Study, involving a longitudinal cohort of 1079 randomly sampled households in the two states, encompassing a total of 427 children, who have been interviewed in 4 annual waves of data collection since January 2006. The majority of data for this analysis was drawn from the fourth round of data. Although access to medical care for children has expanded considerably since 2005 in the region affected by Hurricane Katrina, more than 37% of children have received a clinical mental health diagnosis of depression, anxiety, or behavior disorder, according to parent reports. Children exposed to Hurricane Katrina were nearly 5 times as likely as a pre-Katrina cohort to exhibit serious emotional disturbance. Path analyses confirm the roles played by neighborhood social disorder, household stressors, and parental limitations on children's emotional and behavioral functioning. Children and youth are particularly vulnerable to the effects of disasters. They have limited capacity to independently mobilize resources to help them adapt to stressful postdisaster circumstances, and are instead dependent upon others to make choices that will influence their household, neighborhood, school, and larger social environment. Children's mental health recovery in a postdisaster setting can serve as a bellwether indicator of successful recovery or as a lagging indicator

  16. Programming for Emotionally Disturbed Students in Rural Public Schools. Conference Proceedings (Minneapolis, Minnesota, November 4, 1981). Program Assistance Report No. 6.

    ERIC Educational Resources Information Center

    Upper Midwest Regional Resource Center, Minneapolis, MN.

    Programming options for emotionally disturbed (ED)/behavior disturbed (BD) students in rural public schools include self-contained special classrooms, resource rooms, consultant teachers, management assistants, and regular teachers in the mainstream. All options are intended specifically for ED/BD students and have proven effective in school…

  17. A note on the relationship between the comfortable interpersonal distance scale and the sociometric status of emotionally disturbed children.

    PubMed

    Schaefer, C E; Higgins, J

    1976-03-01

    The purpose of this study was to investigate the relationship between two measures of social attraction or status: namely, the recently developed Comfortable Interpersonal Distance (CID) Scale and a traditional measure of sociometric status. Both measures were recorded for a sample of emotionally disturbed, preadolescent boys who were in residential treatment. The results indicated that the two measures were very highly correlated. This finding means that the more a boy was liked by his cottage peers, the closer these peers indicated that they would like to sit next to the boy in a room. In other words, physical interpersonal distance seems to be nonverbal way of communicating liking for a person.

  18. The impact of emotional disturbances on the arrest trajectories of youth as they transition into young adulthood.

    PubMed

    Constantine, Robert J; Andel, Ross; Robst, John; Givens, Eugenia M

    2013-08-01

    This article identifies the arrest trajectories of youth from ages 12 through 24 years old and tests hypotheses derived from Moffitt's developmental taxonomic theory of crime concerning the impact of various emotional disturbances on the specific trajectories of the youth involved. The study uses exclusively administrative data sets and includes a gender and racially diverse sample of 10,360 youth (30.7% females) who were arrested at least once between ages 12 and 24 in the early 2000s. Latent class growth analysis was employed in order to identify distinct arrest trajectories of youth in the sample. Multinomial logistic regression was used to identify diagnostic and other characteristics associated with membership in the specific trajectories predicted by Moffitt's theory. Five trajectory classes were identified, 3 of which were consistent with taxonomic theory including high and classic adolescence limited trajectory classes and a "snared adolescence limited class" described more recently by Moffitt. The distribution of youth among the 5 classes was very different for those with and without emotional disturbances. Youth with emotional disturbances in their late adolescent years were more likely to fall into the high arrest trajectory class and much less likely to fall into the low arrest trajectory class. Compared to youth without an emotional disturbance, youth with psychotic disorders were more than twice as likely to fall into the high as into the low arrest trajectory class. Youth with disruptive behavior disorders were more than twice as likely to fall into the high and intermediate classes as into the low trajectory class. Anxiety and depressive disorders were not associated with significantly greater likelihood of falling into any one of the trajectory classes. Youth in the snared adolescence limited class were more likely than those in the classic adolescence limited class to be male, black versus white and in the foster care enrollment category lending

  19. Social Cognition in Borderline Personality Disorder: Evidence for Disturbed Recognition of the Emotions, Thoughts, and Intentions of others.

    PubMed

    Preißler, Sandra; Dziobek, Isabel; Ritter, Kathrin; Heekeren, Hauke R; Roepke, Stefan

    2010-01-01

    Disturbed relatedness is a core feature of borderline personality disorder (BPD), and impaired social cognition or deficits in "mentalization" are hypothesized to underlie this feature. To date, only weak empirical evidence argues for impairment in the recognition of emotions, thoughts, or intentions in BPD. Data from facial emotion recognition research indicate that these abilities are altered in BPD only if tasks are complex. The present study aims to assess social cognitive abilities in BPD. Sixty-four women with BPD and 38 healthy controls watched the "Movie for the Assessment of Social Cognition" (MASC), a newly developed film displaying social interactions, and asking for an assessment of the intentions, emotions, and thoughts of the characters. In addition, participants completed an established but less ecologically valid measure of social cognition ("Reading the Mind in the Eyes"; RME). In the RME task, BPD patients did not display impairment in social cognition compared to healthy controls. By contrast, on the more sensitive MASC, women with BPD showed significantly impaired abilities in social cognition compared to healthy controls in their recognition of emotions, thoughts, and intentions. Comorbid PTSD, intrusions, and sexual trauma negatively predicted social cognitive abilities on the more sensitive MASC. Thus, our results suggest impaired social cognitive abilities in BPD. Especially for comorbid PTSD, intrusive symptoms, and history of sexual trauma predicted poor outcomes on social cognition tasks.

  20. Differential diagnosis of emotional disorders that cause weight loss.

    PubMed Central

    Garfinkel, P. E.; Garner, D. M.; Kaplan, A. S.; Rodin, G.; Kennedy, S.

    1983-01-01

    Recently, anorexia nervosa has received much attention in the scientific and lay press. As a result there is a danger that the other emotional disorders that can present with weight loss and vomiting will be overlooked. Case examples are presented for anorexia nervosa, conversion disorder, schizophrenia and depression. The presentation and treatment of these four disorders are compared. PMID:6367916

  1. Patterns of emotional and behavioural disturbance associated with autistic traits in young people with severe intellectual disabilities and challenging behaviours.

    PubMed

    Hill, Jennie; Furniss, Frederick

    2006-01-01

    Emotional and behavioural disturbance was assessed in 82 individuals with severe intellectual disabilities and challenging behaviour using the Diagnostic Assessment for the Severely Handicapped-II (DASH-II). Levels of disturbance were compared firstly in individuals with and without features of autism as assessed by the DASH-II, and secondly in individuals with varying severities of autism. In both cases levels of ability and overall severity of behaviour disorder were comparable across groups. Individuals with autistic features were found to have significantly higher scores than nonautistic individuals on the DASH-II organic disorder, anxiety, mania, PDD/autism and stereotypies subscales. When participants with autistic features were separated into groups of severe and moderate autism and compared with nonautistic participants, significant effects of group were found for scores on the anxiety, mood, mania, PDD/autism, schizophrenia and stereotypies subscales. Scheffé tests were conducted to further evaluate between-group differences. Item analysis showed seven DASH-II items to have a 30% or more difference between levels of endorsement in autistic and nonautistic individuals, with six further items showing a 20% or greater difference in levels of endorsement. Findings are compared to those from previous research and implications for the conceptualisation of emotional and behavioural disorders in individuals with autism are discussed.

  2. [Current problems in diagnosis and treatment of hereditary disturbances of growth and development in children].

    PubMed

    Kazantseva, L Z; Belova, N A; Nikolaeva, E A; Semiachkina, A N

    1999-01-01

    The authors' long-term experience in diagnosing and treating childhood hereditary growth and developmental disturbances, such as genetic diseases of connective tissue, amino acid metabolic disturbances, rickets-like diseases, mitochondrial abnormalities, Rett syndrome, and fragile X syndrome is presented. The findings suggest that multimodality treatment is highly effective in treating children with hereditary growth and developmental disturbances in genetic care.

  3. Teaching, Learning and Researching Together in a Residential Primary School for Emotionally and Behaviourally Disturbed Pupils.

    ERIC Educational Resources Information Center

    Burnard, Sonia; Nesbitt, Heather

    1995-01-01

    This paper describes the ongoing action research program at a residential school for students with emotional and behavior disorders in England. Structured "cooperative play" is used to improve language and behavior skills of students, train adults, and provide a research setting in which changes can be observed, recorded, and…

  4. The Effects of Video Self-Modeling on High School Students with Emotional and Behavioral Disturbances

    ERIC Educational Resources Information Center

    Chu, Szu-Yin; Baker, Sonia

    2015-01-01

    Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…

  5. The Effects of Video Self-Modeling on High School Students with Emotional and Behavioral Disturbances

    ERIC Educational Resources Information Center

    Chu, Szu-Yin; Baker, Sonia

    2015-01-01

    Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…

  6. Therapeutic Foster Homes: An Alternative Residential Model for Emotionally Disturbed Children and Youth.

    ERIC Educational Resources Information Center

    Friedman, Robert M.; Zeigler, Chris

    Many communities have turned to group homes and residential treatment centers to serve children and adolescents displaying behavioral and/or emotional problems, because most foster parents are not able to deal with such children, and the expense of psychiatric hospitalization is prohibitive. One alternative which has been used very sparingly is…

  7. Flight deck disturbance management: a simulator study of diagnosis and recovery from breakdowns in pilot-automation coordination.

    PubMed

    Nikolic, Mark I; Sarter, Nadine B

    2007-08-01

    To examine operator strategies for diagnosing and recovering from errors and disturbances as well as the impact of automation design and time pressure on these processes. Considerable efforts have been directed at error prevention through training and design. However, because errors cannot be eliminated completely, their detection, diagnosis, and recovery must also be supported. Research has focused almost exclusively on error detection. Little is known about error diagnosis and recovery, especially in the context of event-driven tasks and domains. With a confederate pilot, 12 airline pilots flew a 1-hr simulator scenario that involved three challenging automation-related tasks and events that were likely to produce erroneous actions or assessments. Behavioral data were compared with a canonical path to examine pilots' error and disturbance management strategies. Debriefings were conducted to probe pilots' system knowledge. Pilots seldom followed the canonical path to cope with the scenario events. Detection of a disturbance was often delayed. Diagnostic episodes were rare because of pilots' knowledge gaps and time criticality. In many cases, generic inefficient recovery strategies were observed, and pilots relied on high levels of automation to manage the consequences of an error. Our findings describe and explain the nature and shortcomings of pilots' error management activities. They highlight the need for improved automation training and design to achieve more timely detection, accurate explanation, and effective recovery from errors and disturbances. Our findings can inform the design of tools and techniques that support disturbance management in various complex, event-driven environments.

  8. Mechanisms of disturbed emotion processing and social interaction in borderline personality disorder: state of knowledge and research agenda of the German Clinical Research Unit.

    PubMed

    Schmahl, Christian; Herpertz, Sabine C; Bertsch, Katja; Ende, Gabriele; Flor, Herta; Kirsch, Peter; Lis, Stefanie; Meyer-Lindenberg, Andreas; Rietschel, Marcella; Schneider, Miriam; Spanagel, Rainer; Treede, Rolf-Detlef; Bohus, Martin

    2014-01-01

    The last two decades have seen a strong rise in empirical research in the mechanisms of emotion dysregulation in borderline personality disorder. Major findings comprise structural as well as functional alterations of brain regions involved in emotion processing, such as amygdala, insula, and prefrontal regions. In addition, more specific mechanisms of disturbed emotion regulation, e.g. related to pain and dissociation, have been identified. Most recently, social interaction problems and their underlying neurobiological mechanisms, e.g. disturbed trust or hypersensitivity to social rejection, have become a major focus of BPD research. This article covers the current state of knowledge and related relevant research goals. The first part presents a review of the literature. The second part delineates important open questions to be addressed in future studies. The third part describes the research agenda for a large German center grant focusing on mechanisms of emotion dysregulation in BPD.

  9. Emotional Acceptance, Inflammation, and Sickness Symptoms Across the First Two Years Following Breast Cancer Diagnosis

    PubMed Central

    Reed, Rebecca G.; Weihs, Karen L.; Sbarra, David A.; Breen, Elizabeth C.; Irwin, Michael R.; Butler, Emily A.

    2016-01-01

    Purpose Breast cancer diagnosis and treatment are associated with increased inflammatory activity, which can induce sickness symptoms. We examined whether emotional acceptance moderates the association between proinflammatory cytokines and self-reported sickness symptoms in women recently diagnosed with breast cancer. Methods Women (N = 136) diagnosed with stage 0-III breast cancer within the previous 6 months provided plasma samples and completed the FACT: Physical Well-Being Scale, as well as the Acceptance of Emotion Scale every 3 months for 2 years. At each time point, we quantified interleukin (IL)-6, IL-8, IL-10, and tumor necrosis factor (TNF)-α using a high sensitivity multiplex assay. Results Higher within-subject mean TNF-α across all time-points predicted higher mean sickness symptoms. At individual time-points, higher IL-6 and IL-8 levels were associated with higher sickness symptoms. Mean emotional acceptance across all time-points moderated the relationship between mean IL-8 and sickness symptoms, with sickness symptoms remaining persistently high in women with low emotional acceptance even when IL-8 levels were low. At individual time-points, emotional acceptance positively moderated the correlations of IL-8 and TNF-α with sickness symptoms, such that the associations between higher levels of these proinflammatory cytokines and higher sickness symptoms were attenuated when emotional acceptance was high. Conclusion Emotional acceptance was shown for the first time to moderate the associations of cytokines with sickness symptoms in breast cancer patients over time following diagnosis and treatment. The association between emotional acceptance and sickness symptoms was significantly different from zero but relatively small in comparison to the range of sickness symptoms. Results suggest that targeting emotion regulation may help to break the cycle between inflammation and sickness symptoms in women with breast cancer. PMID:26916219

  10. Sleep disturbance, distress, and quality of life in ovarian cancer patients during the first year after diagnosis.

    PubMed

    Clevenger, Lauren; Schrepf, Andrew; Degeest, Koenraad; Bender, David; Goodheart, Michael; Ahmed, Amina; Dahmoush, Laila; Penedo, Frank; Lucci, Joseph; Thaker, Premal H; Mendez, Luis; Sood, Anil K; Slavich, George M; Lutgendorf, Susan K

    2013-09-01

    Sleep disturbance is a common clinical complaint of oncology patients and contributes to substantial morbidity. However, because most sleep studies have been cross-sectional, associations between sleep quality and distress in patients with ovarian cancer over time remain unclear. This prospective longitudinal study examined rates of sleep disturbance; contributions of depression, anxiety, and medication use in sleep disturbance; and associations between sleep quality and quality of life (QOL) during the first year after diagnosis among women with ovarian cancer. Women with a pelvic mass completed measures of sleep quality, depression, anxiety, and QOL before surgery. Those diagnosed with primary epithelial ovarian, fallopian tube, or peritoneal cancer repeated surveys at 6 months and 1 year after diagnosis. Mixed modeling was used to examine trajectories of psychosocial measures over time, as well as associations between changes in distress and sleep quality. Relationships between changes in sleep and QOL were also examined. The majority of patients reported disturbed global sleep (Pittsburgh Sleep Quality Index > 5) at all 3 time points. Medications for sleep and pain were associated with worse sleep at all time points. Greater increases in depression were associated with increased disturbances in sleep quality over time (P < .04). Worsening sleep was also associated with declines in QOL over time (P < .001). Sleep disturbance is common and persistent in women with ovarian cancer, and is linked to depressive symptoms and QOL. Pharmacologic treatment does not appear to adequately address this problem. Results highlight the need for ongoing screening and intervention for sleep disturbance in this population. Copyright © 2013 American Cancer Society.

  11. Emotional impact of diagnosis and early treatment of lymphomas.

    PubMed

    Lloyd, G G; Parker, A C; Ludlam, C A; McGuire, R J

    1984-01-01

    Psychiatric morbidity, relevant symptoms and satisfaction with communication were assessed in patients suffering from malignant lymphoma. Before treatment started 15 of 40 patients had clinically significant psychiatric morbidity. Treatment, in its early stages, was not associated with a significant change in mean psychiatric morbidity scores but there was a decrease in ratings of concern about illness and an increase in ratings of nausea. Eleven of 31 patients seen for a second interview reported dissatisfaction with some aspect of communication with the medical staff. The findings suggest that emotional distress can be contained with a policy of frank communication; nevertheless dissatisfaction is common, being associated with initial less concern, good general health and neurotic personality traits. Personality assessment should be incorporated in future studies of doctor-patient communication.

  12. Lessons Learned from the Intensive Mental Health Program: A School-Based, Community Oriented Program for Children with Serious Emotional Disturbances

    ERIC Educational Resources Information Center

    Roberts, Michael C.; Vernberg, Eric M.; Biggs, Bridget K.; Randall, Camille J.; Jacobs, Anne K.

    2008-01-01

    The Intensive Mental Health Program meets the needs for services in school systems for children with serious emotional disturbances and for training graduate students in clinical applications with a difficult-to-serve population. We address the range of challenges and rewards experienced in the development of the comprehensive intervention…

  13. THE THERAPEUTIC EFFECT OF ENVIRONMENT ON EMOTIONALLY DISTURBED AND MENTALLY SUBNORMAL CHILDREN. A KAUFMANN INTERNATIONAL DESIGN AWARD STUDY, 1964-66.

    ERIC Educational Resources Information Center

    BAYES, KENNETH

    CURRENT RESEARCH AND THOUGHT ON THE EFFECTS OF ARCHITECTURAL FORM AND COLOR IN THE TREATMENT OF EMOTIONALLY DISTURBED AND RETARDED CHILDREN ARE SURVEYED IN THIS PUBLICATION. TO A LESSER EXTENT, IT COVERS THE RELATIONSHIP OF THERAPY TO BEHAVIOR, NORMAL CHILDREN TO HANDICAPPED CHILDREN, NORMAL ADULTS TO MENTAL PATIENTS, AND CHILDREN TO ADULTS.…

  14. Proceedings of the Conference on Ecological and Cultural Factors Related to Emotional Disturbances in Puerto Rican Children and Youth, Barranquitas, Puerto Rico, December 8-10, 1971.

    ERIC Educational Resources Information Center

    Moran, Roberto E., Ed.

    The Conference on Ecological and Cultural Factors Related to Emotional Disturbance in Puerto Rican Children and Youth was the primary attempt to bring together a group of behavioral scientists, medical doctors, and educators, so that the scientific findings of the former--behavioral and medical scientists--may be used by the latter--educators--in…

  15. Factors Mediating the Relationship between Social Skills and Academic Grades in a Sample of Students Diagnosed with Learning Disabilities or Emotional Disturbance

    ERIC Educational Resources Information Center

    Milsom, Amy; Glanville, Jennifer L.

    2010-01-01

    Research has found students with high incidence disabilities to be at risk for academic difficulties and school dropout. Using data from the NLTS-2 database, relationships between social skills and grades were examined for students who were diagnosed with learning disabilities or emotional disturbance. Results revealed significant direct and…

  16. The Alternative School: Alachua County Florida Public Schools. Descriptive Materials Covering the Secondary Center for Emotionally Disturbed Adolescents in Alachua County, Florida.

    ERIC Educational Resources Information Center

    Ramsey, Russell W.; Sickles, Walter L.

    Presented is a compilation of materials describing the Alternative School of Alachua County, Florida, a special day school which serves 85 severely emotionally disturbed adolescents in grades 6 to 12. Included are brief sections covering the following topics: a description of the school in the form of an introductory letter which is given out to…

  17. THE DEVELOPMENT OF BEHAVIOR DIMENSIONS FOR EMOTIONALLY DISTURBED CHILDREN--A STUDY OF RELEVANT INDICATORS FOR CLASSROOM TECHNIQUES, THERAPIES METHODS, AND PROGNOSIS. INTERIM REPORT.

    ERIC Educational Resources Information Center

    CROMWELL, RUE L.

    FOUR INSTRUMENTS WERE DEVELOPED AND STANDARDIZED TO MEASURE EARLY EXPERIENCE, CURRENT BEHAVIOR, TREATMENT APPROACHES, AND PROGNOSIS OF EMOTIONALLY DISTURBED CHILDREN--THE RATING/RANKING SCALE OF CHILD BEHAVIOR (R/R SCALE), THE PARENT PRACTICES INVENTORY (PPI), THE SCALE ON PROCEDURES IN DEALING WITH CHILDREN (PDC), AND THE CHILD HISTORY CODE…

  18. The Effects of Physical Time-Out on the Aggressive Behaviors of a Severely Emotionally Disturbed Child in a Public School Setting.

    ERIC Educational Resources Information Center

    Noll, Mary Beth; Simpson, Richard L.

    1979-01-01

    A firm physical restraint procedure (physically holding the child from behind until all verbal and physical aggressions had ceased for 30 seconds) was effective in significantly reducing the aggressive responses of a 6-year-old severely emotionally disturbed male in a self-contained special education class. (Author/CL)

  19. The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?

    ERIC Educational Resources Information Center

    Benner, Gregory J.; Beaudoin, Kathleen M.; Chen, Pei-Yu; Davis, Carol; Ralston, Nicole C.

    2010-01-01

    The two purposes of the pre-post naturalistic research design were to: 1) Investigate the impact of positive behavioral interventions and supports (PBIS) on the behavioral functioning of students with emotional disturbance (ED) (N = 37) served in self-contained settings; and 2) examine the extent to which teacher fidelity of PBIS implementation…

  20. Outcomes for Youth with Severe Emotional Disturbance: A Repeated Measures Longitudinal Study of a Wraparound Approach of Service Delivery in Systems of Care

    ERIC Educational Resources Information Center

    Painter, Kirstin

    2012-01-01

    Background: Systems of care is a family centered, strengths-based service delivery model for treating youth experiencing a serious emotional disturbance. Wraparound is the most common method of service delivery adopted by states and communities as a way to adhere to systems of care philosophy. Objective: The purpose of this study was to evaluate…

  1. Preparing Personnel To Work with Children with Serious Emotional Disturbance and Autism, 9/01/99-12/31/02. Final Report.

    ERIC Educational Resources Information Center

    McCuller, Glen

    This final report describes activities and accomplishments of a 3-year federally supported personnel preparation program at Stephen F. Austin University (Texas) to train graduate-level personnel to serve children and youth with serious emotional disturbance and autism (SED/A). The program was designed to recruit, train, and seek employment in…

  2. The Implementation of a Video-Enhanced Aikido-Based School Violence Prevention Training Program To Reduce Disruptive and Assaultive Behaviors among Severely Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Edelman, Andrew J.

    The martial art of Aikido was used as an intervention with 15 middle and high school students with severe emotional disturbances in an alternative educational setting. Students with an extensive history of violently disruptive and assaultive behaviors were trained for 12 weeks in this nonviolent Japanese martial art in order to achieve the…

  3. Reducing Out-of-Community Residential Programs by Improving Services to Children with Serious Emotional Disturbance and Their Families. Final Report.

    ERIC Educational Resources Information Center

    Vermont Univ., Burlington. Univ. Affiliated Program of Vermont.

    This final report describes a demonstration project in Addison County, Vermont, to increase the capacity of families, educators, and other service providers to serve children and youth with serious emotional disturbances in their homes, schools, and community settings rather than in residential settings. The project developed, field-tested, and…

  4. The Impact of Special Education Transition Services on the Post-Secondary Education Preparedness of Students with Emotional Disturbance: A Study of Student Perceptions

    ERIC Educational Resources Information Center

    Hill-Shavers, Cyrhonda Denise

    2013-01-01

    The purpose of this study was to examine the post-secondary special education transition planning experiences of currently enrolled college students with emotional disturbance (ED). In addition to exploring students' perceptions of their experiences, understanding, through the narrative analysis of semi-structured interviews, the role special…

  5. The Ima Hogg Therapeutic School Individualized Education, Behavioral Management in the Classroom and Psychotherapy for the Emotionally Disturbed and Behaviorally Disordered Child.

    ERIC Educational Resources Information Center

    Wood, Constance D.; And Others

    Three papers discuss aspects of The Ima Hogg Therapeutic School for emotionally disturbed children. The first paper addresses the school's behavior development and management system, which rewards self management with freedom in physical activity and uses individualized target behaviors designed to increase the child's acceptable social…

  6. A Case Study of the Identity Development of an Adolescent Male with Emotional Disturbance and 48, XYYY Karyotype in an Institutional Setting

    ERIC Educational Resources Information Center

    Rausch, John L.

    2012-01-01

    The goal of this study was to utilize a phenomenological case study design to investigate the individual and social identity development of an adolescent male who had been placed in a high-security group home setting. The participant had been identified with emotional disturbance (ED), and 48, XYYY karyotype. The participant described his social…

  7. School-Wide Positive Behavior Support: Can It Help Address the Problem of Disproportionate Minority Representation in the Emotional Disturbance Disability Category?

    ERIC Educational Resources Information Center

    Porter, Jodi Abraham

    2012-01-01

    This research project investigated the possibility of School-Wide Positive Behavior Support (SWPBS) as a way to address racial/ethnic disproportionality in the Emotional Disturbance (ED) category. The sample consisted of 114 elementary schools from a suburban school district in the Mid-Atlantic region. There were 57 SWPBS schools and 57 non-SWPBS…

  8. The Ima Hogg Therapeutic School Individualized Education, Behavioral Management in the Classroom and Psychotherapy for the Emotionally Disturbed and Behaviorally Disordered Child.

    ERIC Educational Resources Information Center

    Wood, Constance D.; And Others

    Three papers discuss aspects of The Ima Hogg Therapeutic School for emotionally disturbed children. The first paper addresses the school's behavior development and management system, which rewards self management with freedom in physical activity and uses individualized target behaviors designed to increase the child's acceptable social…

  9. Midwest School District Transition Academy: A Qualitative, Process Evaluation of a Program for Students with Autism Spectrum Disorders or Emotional Disturbances

    ERIC Educational Resources Information Center

    Myers, Paul D.

    2012-01-01

    The purpose of the study was to examine the implementation of a special education program designed to support students with autism and social/emotional disturbances in a large, suburban school district. The study examined how services are delivered to students, staffing/personnel aspects, and budgetary considerations relative to programming.…

  10. THE THERAPEUTIC EFFECT OF ENVIRONMENT ON EMOTIONALLY DISTURBED AND MENTALLY SUBNORMAL CHILDREN. A KAUFMANN INTERNATIONAL DESIGN AWARD STUDY, 1964-66.

    ERIC Educational Resources Information Center

    BAYES, KENNETH

    CURRENT RESEARCH AND THOUGHT ON THE EFFECTS OF ARCHITECTURAL FORM AND COLOR IN THE TREATMENT OF EMOTIONALLY DISTURBED AND RETARDED CHILDREN ARE SURVEYED IN THIS PUBLICATION. TO A LESSER EXTENT, IT COVERS THE RELATIONSHIP OF THERAPY TO BEHAVIOR, NORMAL CHILDREN TO HANDICAPPED CHILDREN, NORMAL ADULTS TO MENTAL PATIENTS, AND CHILDREN TO ADULTS.…

  11. Promising Practices in Wraparound for Children with Serious Emotional Disturbance and Their Families. Systems of Care: Promising Practices in Children's Mental Health 1998 Series. Volume IV.

    ERIC Educational Resources Information Center

    Burns, Barbara J., Ed.; Goldman, Sybil K., Ed.

    This is the fourth volume in a series of monographs from the Comprehensive Community Mental Health Service for Children and Their Families Program, which currently supports 41 comprehensive system of care sites to meet the needs of children with serious emotional disturbances (SED). This volume identifies the essential elements of wraparound…

  12. School-Wide Positive Behavior Support: Can It Help Address the Problem of Disproportionate Minority Representation in the Emotional Disturbance Disability Category?

    ERIC Educational Resources Information Center

    Porter, Jodi Abraham

    2012-01-01

    This research project investigated the possibility of School-Wide Positive Behavior Support (SWPBS) as a way to address racial/ethnic disproportionality in the Emotional Disturbance (ED) category. The sample consisted of 114 elementary schools from a suburban school district in the Mid-Atlantic region. There were 57 SWPBS schools and 57 non-SWPBS…

  13. The Integration of Speech Therapy Techniques with Those of Movement, Music, and Sensory Integrative Therapies in Order to Provide Communication Systems for Severely Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    LeShay, Debra N.

    Project LINK at the Developmental Center for Autistic Children in Philadelphia provides therapy to emotionally disturbed children and training and consultation for teachers and mental health professionals. Each child is evaluated by treatment team members through repeated observations and informal assessments. The primary goal of treatment is the…

  14. Self-Monitoring of Attention versus Self-Monitoring of Performance: Examining the Differential Effects among Students with Emotional Disturbance Engaged in Independent Math Practice

    ERIC Educational Resources Information Center

    Rafferty, Lisa A.; Raimondi, Sharon L.

    2009-01-01

    Although students with emotional disturbance are commonly known for their social behavior deficits, they often have academic deficits as well. Unfortunately, most of the intervention research and many of the practices used with this population focus upon their social behavior deficits and fail to recognize the need to improve their academic…

  15. Midwest School District Transition Academy: A Qualitative, Process Evaluation of a Program for Students with Autism Spectrum Disorders or Emotional Disturbances

    ERIC Educational Resources Information Center

    Myers, Paul D.

    2012-01-01

    The purpose of the study was to examine the implementation of a special education program designed to support students with autism and social/emotional disturbances in a large, suburban school district. The study examined how services are delivered to students, staffing/personnel aspects, and budgetary considerations relative to programming.…

  16. Prosocial Skills Training for Children with Emotional Disturbances (ED) and Behavioral Disorders (BD): The Journey of 1,000 Miles Begins with the First Few Steps.

    ERIC Educational Resources Information Center

    Muscott, Howard S., Ed.

    1988-01-01

    This special theme issue of the journal "Perceptions" is devoted to the topic of prosocial skills training for emotionally disturbed and behavior disordered children and adolescents. Following an introductory editorial by Howard Muscott, Richard Neel discusses factors that impede the development and inclusion of comprehensive social skills…

  17. The Association of Metacognitive Beliefs With Emotional Distress After Diagnosis of Cancer

    PubMed Central

    2014-01-01

    Objective: Emotional distress after a diagnosis of cancer is normal and, for most people, will diminish over time. However, a significant minority of patients with cancer experience persistent or recurrent symptoms of emotional distress for which they need help. A model developed in mental health, the self-regulatory executive function model (S-REF), specifies that maladaptive metacognitive beliefs and processes, including persistent worry, are key to understanding why such emotional problems persist. This cross-sectional study explored, for the first, time whether metacognitive beliefs were associated with emotional distress in a cancer population, and whether this relationship was mediated by worry, as predicted by the S-REF model. Method: Two hundred twenty-nine participants within 3 months of diagnosis of, and before treatment for, primary breast or prostate cancer completed self-report questionnaires measuring anxiety, depression, posttraumatic stress disorder (PTSD) symptoms, metacognitive beliefs, worry, and illness perceptions. Results: Regression analysis showed that metacognitive beliefs were associated with symptoms of anxiety, depression, and PTSD, and explained additional variance in these outcomes after controlling for age, gender, and illness perceptions. Structural equation modeling was consistent with cross-sectional hypotheses derived from the theory that metacognitive beliefs cause and maintain distress both directly and indirectly by driving worry. Conclusions: The findings provide promising first evidence that the S-REF model may be usefully applied in cancer. Further study is required to establish the predictive and clinical utility of these findings. PMID:25133826

  18. The association of metacognitive beliefs with emotional distress after diagnosis of cancer.

    PubMed

    Cook, Sharon A; Salmon, Peter; Dunn, Graham; Holcombe, Chris; Cornford, Philip; Fisher, Peter

    2015-03-01

    Emotional distress after a diagnosis of cancer is normal and, for most people, will diminish over time. However, a significant minority of patients with cancer experience persistent or recurrent symptoms of emotional distress for which they need help. A model developed in mental health, the self-regulatory executive function model (S-REF), specifies that maladaptive metacognitive beliefs and processes, including persistent worry, are key to understanding why such emotional problems persist. This cross-sectional study explored, for the first, time whether metacognitive beliefs were associated with emotional distress in a cancer population, and whether this relationship was mediated by worry, as predicted by the S-REF model. Two hundred twenty-nine participants within 3 months of diagnosis of, and before treatment for, primary breast or prostate cancer completed self-report questionnaires measuring anxiety, depression, posttraumatic stress disorder (PTSD) symptoms, metacognitive beliefs, worry, and illness perceptions. Regression analysis showed that metacognitive beliefs were associated with symptoms of anxiety, depression, and PTSD, and explained additional variance in these outcomes after controlling for age, gender, and illness perceptions. Structural equation modeling was consistent with cross-sectional hypotheses derived from the theory that metacognitive beliefs cause and maintain distress both directly and indirectly by driving worry. The findings provide promising first evidence that the S-REF model may be usefully applied in cancer. Further study is required to establish the predictive and clinical utility of these findings. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  19. Perfectionism, emotion dysregulation, and affective disturbance in relation to clinical impairment in college-age women at high risk for or with eating disorders.

    PubMed

    Byrne, Meghan E; Eichen, Dawn M; Fitzsimmons-Craft, Ellen E; Taylor, C Barr; Wilfley, Denise E

    2016-12-01

    Individuals with eating disorders (EDs) demonstrate impaired quality of life; however, less than one-third report severe clinical impairment. Thus, it is important to determine factors that may identify those who are most likely to report marked impairment. Perfectionism, emotion dysregulation, and aspects of affective disturbance, such as anxiety and depression, are independently associated with eating pathology and clinical impairment in eating and other disorders. However, little research has explored these three factors concurrently in relation to eating pathology. It is possible that the combined interaction effect of these constructs could be especially harmful. The current study examined the influence of these constructs and their interactions on clinical impairment in college-aged women at high risk for or with a DSM-5 clinical or subclinical ED. Although the three-way interaction of perfectionism, emotion dysregulation, and affective disturbance (i.e., anxiety or depression) was not significant, the two-way interaction between perfectionism and emotion dysregulation was significant such that those who were high in both perfectionism and emotion dysregulation reported the highest levels of clinical impairment. This suggests that the combination of perfectionism and emotion dysregulation may be especially problematic for those with or at high risk for EDs. Interestingly, perfectionism alone was not a predictor of clinical impairment when accounting for the other constructs, implying that perfectionism may have a greater impact when in conjunction with emotion dysregulation. Understanding the impact of combined perfectionistic tendencies and emotion dysregulation on clinical impairment may better inform treatment and more directly target contributors to impaired quality of life.

  20. Co-Occurrence of Parental Substance Abuse and Child Serious Emotional Disturbance: Understanding Multiple Pathways to Improve Child and Family Outcomes.

    PubMed

    Becci, A Akin; Brook, Jody; Lloyd, Margaret H

    2015-01-01

    This study is a mixed-methods examination of the prevalence and impact of parental substance abuse among families involved in foster care who have a child with a serious emotional disturbance. Data utilized for this study were both administrative and assessment data collected by case managers and parents as part of a federally funded demonstration project in a Midwestern state. At baseline, parent self-report and case manager ratings of family functioning found that parents affected by substance abuse fared worse in domains related to socioeconomics, parental trauma, parental mental health, and social supports when compared to families without parental substance abuse. Case managers and independent raters scored parents affected by substance abuse higher on effective parenting than parents not affected by substance abuse. While all children in the sample have a serious emotional disturbance, parents and case managers rated children's functioning higher among children whose families were characterized by parental substance abuse. These results suggest that, among families who have children with a serious emotional disturbance and are in foster care, those with and without substance abuse may represent two distinct service groups, each with a unique set of needs and contextual factors. For families with parental substance abuse, findings suggest that an appropriate child welfare response should attend to both children's and parent's behavioral health needs and include strategies that are well matched to the families' socioeconomic and social support needs.

  1. Definition, discrimination, diagnosis and treatment of central breathing disturbances during sleep.

    PubMed

    Randerath, Winfried; Verbraecken, Johan; Andreas, Stefan; Arzt, Michael; Bloch, Konrad E; Brack, Thomas; Buyse, Bertien; De Backer, Wilfried; Eckert, Danny Joel; Grote, Ludger; Hagmeyer, Lars; Hedner, Jan; Jennum, Poul; La Rovere, Maria Teresa; Miltz, Carla; McNicholas, Walter T; Montserrat, Josep; Naughton, Matthew; Pepin, Jean-Louis; Pevernagie, Dirk; Sanner, Bernd; Testelmans, Dries; Tonia, Thomy; Vrijsen, Bart; Wijkstra, Peter; Levy, Patrick

    2017-01-01

    The complexity of central breathing disturbances during sleep has become increasingly obvious. They present as central sleep apnoeas (CSAs) and hypopnoeas, periodic breathing with apnoeas, or irregular breathing in patients with cardiovascular, other internal or neurological disorders, and can emerge under positive airway pressure treatment or opioid use, or at high altitude. As yet, there is insufficient knowledge on the clinical features, pathophysiological background and consecutive algorithms for stepped-care treatment. Most recently, it has been discussed intensively if CSA in heart failure is a "marker" of disease severity or a "mediator" of disease progression, and if and which type of positive airway pressure therapy is indicated. In addition, disturbances of respiratory drive or the translation of central impulses may result in hypoventilation, associated with cerebral or neuromuscular diseases, or severe diseases of lung or thorax. These statements report the results of an European Respiratory Society Task Force addressing actual diagnostic and therapeutic standards. The statements are based on a systematic review of the literature and a systematic two-step decision process. Although the Task Force does not make recommendations, it describes its current practice of treatment of CSA in heart failure and hypoventilation.

  2. Quasigeostrophic diagnosis of three-dimensional ageostrophic circulations in an idealized baroclinic disturbance

    NASA Technical Reports Server (NTRS)

    Keyser, Daniel; Schmidt, Brian D.; Duffy, Dean G.

    1992-01-01

    Keyser et al.'s (1989) kinematic technique for the representation of 3D vertical circulations in baroclinic disturbances in terms of a vector eigenfunction, the 'psi vector', is presently projected onto the framework of quasi-geostrophic (QG) theory. The projection of the psi-vector equation onto the cross-front vertical plane leads to a generalization of the QG form of the Sawyer-Eliassen equation that is applicable to 3D flows. The diagnostic methodologies for the total ageostrophic flow and for the generalized Sawyer-Eliassen equation are illustrated by applications to upper-level and surface frontal zones that are simulated in an f-plane primitive equation channel model of a finite-amplitude baroclinic wave.

  3. Political Protest in Times of Crisis. Construction of New Frames of Diagnosis and Emotional Climate.

    PubMed

    Sabucedo, José-Manuel; Barreto, Idaly; Seoane, Gloria; Alzate, Mónica; Gómez-Román, Cristina; Vilas, Xiana

    2017-01-01

    In times of crisis, political mobilizations increase. Many of them compete to impose a determined diagnosis of the situation. This work analyses this issue, taking into consideration two of the movements that have had a greater incidence during the crisis in Spain: The Catalonian National Assembly and the Marches for dignity. The objective is to know how the categories of aggrieved ingroup and outgroup responsible were identified and how both these movements defined the emotional climate at that moment. This work includes two studies. In the first one, an analysis of the categories identified in the manifestos published by these two movements was carried out. The results show that the Marches for dignity constructed a more inclusive ingroup identity and show a more negative emotional climate than the Catalonian National Assembly. The second study includes a sample of 919 participants and non-participants in 2 demonstrations called by those organizations. In this case MANOVAs of 2 (Type of demonstration: Catalonian National Assembly, Marches for dignity) × 2 (Type of participants: participants, non-participants) were performed. Results show that participants in both demonstrations have a higher level of injustice than non-demonstrators. Furthermore, demonstrators in Marches for dignity have a more negative perception of emotional climate than non-demonstrators. However, and contrary to the hypothesis, demonstrators of the Catalonian National Assembly have a more positive perception of emotional climate than non-demonstrators. The work explains these results in the socio-political context in which each of these movements acts and highlights the relevance of comparative investigation designs to further the knowledge of political mobilization dynamics.

  4. Political Protest in Times of Crisis. Construction of New Frames of Diagnosis and Emotional Climate

    PubMed Central

    Sabucedo, José-Manuel; Barreto, Idaly; Seoane, Gloria; Alzate, Mónica; Gómez-Román, Cristina; Vilas, Xiana

    2017-01-01

    In times of crisis, political mobilizations increase. Many of them compete to impose a determined diagnosis of the situation. This work analyses this issue, taking into consideration two of the movements that have had a greater incidence during the crisis in Spain: The Catalonian National Assembly and the Marches for dignity. The objective is to know how the categories of aggrieved ingroup and outgroup responsible were identified and how both these movements defined the emotional climate at that moment. This work includes two studies. In the first one, an analysis of the categories identified in the manifestos published by these two movements was carried out. The results show that the Marches for dignity constructed a more inclusive ingroup identity and show a more negative emotional climate than the Catalonian National Assembly. The second study includes a sample of 919 participants and non-participants in 2 demonstrations called by those organizations. In this case MANOVAs of 2 (Type of demonstration: Catalonian National Assembly, Marches for dignity) × 2 (Type of participants: participants, non-participants) were performed. Results show that participants in both demonstrations have a higher level of injustice than non-demonstrators. Furthermore, demonstrators in Marches for dignity have a more negative perception of emotional climate than non-demonstrators. However, and contrary to the hypothesis, demonstrators of the Catalonian National Assembly have a more positive perception of emotional climate than non-demonstrators. The work explains these results in the socio-political context in which each of these movements acts and highlights the relevance of comparative investigation designs to further the knowledge of political mobilization dynamics. PMID:28955280

  5. Perspectives for a New Decade: Education's Responsibility for Seriously Disturbed and Behaviorally Disordered Children and Youth: Selected Papers Based on Presentations from the CEC/CCBD National Topical Conference on the Seriously Emotionally Disturbed (Minneapolis, Minnesota, August 13-15, 1981).

    ERIC Educational Resources Information Center

    Wood, Frank H., Ed.

    Fourteen papers from a 1980 institute on the educational needs of seriously emotionally disturbed children focus on issues regarding eligibility, services, and programing. The following titles are represented: "Preschool Children with Severe Emotional or Behavioral Disorders: Program Directions and Unmet Needs"; "Adolescents with Severe Behavioral…

  6. Supporting parents who have youth with emotional disturbances through a parent-to-parent support program: a proof of concept study using random assignment.

    PubMed

    Kutash, Krista; Duchnowski, Albert J; Green, Amy L; Ferron, John M

    2011-09-01

    Poor outcomes for youth who have emotional disturbances (ED), especially for those youth who are placed in special education programs, are well documented. Parent Connectors is a parent-to-parent support program delivered through weekly telephone calls to families of youth with ED in special education programs, with the aim of increasing the engagement of parents in their child's education and treatment and improving the academic and emotional functioning of the child. Findings from a proof of concept study using random assignment of participants yielded encouraging support for the clinical efficacy of the intervention. Results demonstrated enhanced outcomes for parents who were highly strained at the beginning of the study. Implications for future research in the area of parent support are provided.

  7. Perception of Barriers to the Diagnosis and Receipt of Treatment for Neuropsychiatric Disturbances After Traumatic Brain Injury.

    PubMed

    Albrecht, Jennifer S; O'Hara, Lyndsay M; Moser, Kara A; Mullins, C Daniel; Rao, Vani

    2017-07-05

    To explore perceptions of barriers and facilitators to the diagnosis and receipt of treatment for neuropsychiatric disturbances (NPDs) after traumatic brain injury (TBI). Qualitative study using semistructured interviews and focus groups. A clinic specializing in the treatment of TBI NPDs, an urban trauma center, and a large urban academic hospital. A sample (N=33) of health care providers (n=10) who treat individuals with TBI, persons with TBI (n=18), and caregivers (n=5). Not applicable. Topic guides for the interviews and focus groups were guided by previous literature, clinical experience, and the goals of the project and focused on the 3 most common TBI NPDs: depression, anxiety, and posttraumatic stress disorder. The interviews and focus groups were audio-recorded and transcribed verbatim. We performed a conventional content analysis on the transcripts and grouped concepts into overall themes, incorporating feedback from stakeholders. Patient education, insurance, provider type, time since TBI, caregiver support, and recognition or screening for TBI NPDs were the most frequently mentioned barriers or facilitators to the diagnosis and treatment of TBI NPDs by both interview and focus group participants. We grouped these and other frequently mentioned concepts into 3 broad themes: education, access, and support. Each of these themes is explored in depth and supported with direct quotations. This study explored patient, caregiver, and health care provider and identified barriers and facilitators to the diagnosis and receipt of treatment for TBI NPDs. Barriers included poor provider education on TBI NPDs and limited access to care due to lack of insurance, transportation, and income. Facilitators included patient education on TBI NPDs and strong caregiver support. Future studies should develop and pilot interventions aimed at quality of care that address the identified barriers and facilitators. Copyright © 2017 American Congress of Rehabilitation Medicine

  8. Breast cancer diagnosis: biographical disruption, emotional experiences and strategic management in Thai women with breast cancer.

    PubMed

    Liamputtong, Pranee; Suwankhong, Dusanee

    2015-09-01

    In this article we draw on Bury's theory of biographical disruption to discuss the meanings of, and emotional experiences related to, being diagnosed with breast cancer among southern Thai women. Qualitative methods, including in-depth interviewing and drawing methods, were used to collect data from 20 women with breast cancer. The women perceived breast cancer to be a rhok raai; an evil or dread disease. They believed that breast cancer would lead to death. The disruption in their biography occurred when they detected abnormalities indicating breast cancer. The women's narratives revealed their chaotic lives upon this diagnosis and the news precipitated in them shock, fear, anxiety and loss of hope. Although they experienced chaos and disruption, the women cultivated strategies that helped them cope with their experiences by accepting their fate and adhering to Buddhist beliefs and practices. Through their narratives of biographical disruption, the women in our study offer healthcare providers knowledge that could lead to an appreciation of their needs and concerns. This knowledge is crucial for health professionals who wish to provide emotional support to women who have been diagnosed with breast cancer in Thailand and elsewhere. © 2015 Foundation for the Sociology of Health & Illness.

  9. Is the desire for amputation related to disturbed emotion processing? A multiple case study analysis in BIID.

    PubMed

    Bottini, Gabriella; Brugger, Peter; Sedda, Anna

    2015-01-01

    Body integrity identity disorder (BIID) is characterized by the overwhelming desire to amputate one or more healthy limbs or to be paraplegic. Recently, a neurological explanation of this condition has been proposed, in part on the basis of findings that the insular cortex might present structural anomalies in these individuals. While these studies focused on body representation, much less is known about emotional processing. Importantly, emotional impairments have been found in psychiatric disorders, and a psychiatric etiology is still a valid alternative to purely neurological accounts of BIID. In this study, we explored, by means of a computerized experiment, facial emotion recognition and emotional responses to disgusting images in seven individuals with BIID, taking into account their clinical features and investigating in detail disgust processing, strongly linked to insular functioning. We demonstrate that BIID is not characterized by a general emotional impairment; rather, there is a selectively reduced disgust response to violations of the body envelope. Taken together, our results support the need to explore this condition under an interdisciplinary perspective, taking into account also emotional connotations and the social modulation of body representation.

  10. Psychological and emotional concomitants of infertility diagnosis in women with diminished ovarian reserve or anatomical cause of infertility.

    PubMed

    Nicoloro-SantaBarbara, Jennifer M; Lobel, Marci; Bocca, Silvina; Stelling, James R; Pastore, Lisa M

    2017-07-01

    To examine the magnitude and predictors of emotional reactions to an infertility diagnosis in two groups of women: those with diminished ovarian reserve (DOR), and those clinically diagnosed with an anatomical cause of infertility (ACI). Cross-sectional study. Academic and private fertility clinics. Women diagnosed with DOR (n = 51) and women diagnosed with ACI (n = 51). Not applicable. Fertility Problem Inventory (infertility distress), Rosenberg Self-Esteem Scale, Health Orientation Scale (emotional reactions to receiving a diagnosis). Women with DOR had statistically significantly higher infertility distress scores than women with ACI and higher scores on subscales assessing distress from social concerns, sexual concerns, and a need for parenthood. In both groups, higher self-esteem was associated with lower infertility distress. Hierarchical multiple regression analyses revealed that for women with DOR and those with ACI lower infertility distress but not self-esteem predicted a more positive emotional reaction toward receiving a fertility diagnosis. Women diagnosed with DOR have greater infertility distress but similar self-esteem and emotional reactions to their diagnosis compared with women who have an anatomical cause of infertility. These results suggest that for both groups distress surrounding infertility itself may influence the way women respond to learning the cause of their infertility. Copyright © 2017 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

  11. Emotion

    NASA Astrophysics Data System (ADS)

    Choi, Sukwoo

    It was widely accepted that emotion such as fear, anger and pleasure could not be studied using a modern scientific tools. During the very early periods of emotion researches, psychologists, but not biologist, dominated in studying emotion and its disorders. Intuitively, one may think that emotion arises from brain first and then bodily responses follow. For example, we are sad first, and then cry. However, groups of psychologists suggested a proposal that our feeling follows bodily responses; that is, we feel sad because we cry! This proposal seems counterintuitive but became a popular hypothesis for emotion. Another example for this hypothesis is as follows. When you accidentally confront a large bear in a mountain, what would be your responses?; you may feel terrified first, and then run, or you may run first, and then feel terrified later on. In fact, the latter explanation is correct! You feel fear after you run (even because you run?). Or, you can imagine that you date with your girl friend who you love so much. Your heart must be beating fast and your body temperature must be elevated! In this situation, if you take a very cold bath, what would you expect? Your hot feeling is usually calmed down after this cold bath; that is, you feel hot because your heart and bodily temperature change. While some evidence supported this hypothesis, others do not. In the case of patients whose cervical vertebrae were severed with an accident, they still retained significant amount of emotion (feelings!) in some cases (but other patients lost most of emotional experience). In addition, one can imagine that there would be a specific set of physical responses for specific emotion if the original hypothesis is correct (e.g. fasten heart beating and redden face for anger etc.). However, some psychologists failed to find any specific set of physical responses for specific emotion, though others insisted that there existed such specific responses. Based on these controversial

  12. The Intensive Mental Health Program: Development and Structure of the Model of Intervention for Children with Serious Emotional Disturbances

    ERIC Educational Resources Information Center

    Vernberg, Eric M.; Roberts, Michael C.; Nyre, Joseph E.

    2008-01-01

    In order to meet the challenging needs and behaviors of children with Serious Emotional Disorders (SED), a school and community based Intensive Mental Health Program (IMHP) was developed and evaluated. We describe the conceptual framework, treatment principles, and model for service delivery for psychological and educational interventions under…

  13. Out of Sight, out of Mind: A Case Study of an Alternative School for Students with Emotional Disturbance (ED)

    ERIC Educational Resources Information Center

    Hoge, Matthew; Rubinstein-Avila, Eliane

    2014-01-01

    When the "least restrictive" educational environment is deemed unsuccessful for students labeled as having emotional disabilities (ED), they are often placed in either self-contained classrooms (when available) or alternative schools. Despite these schools' growing numbers, little is known about them and their students, who are…

  14. Developing an Ethnically Balanced Population in a Residential Child Caring Facility for Emotionally Disturbed Females Age 13 through 17.

    ERIC Educational Resources Information Center

    Sheldon, Cynthia H.

    This practicum report describes a recruitment program to include black residents in a residential program for teenage girls with emotional problems. Recruitment efforts stressed the following four principles: (1) staff preparation for work within a multicultural setting; (2) presentation of the facility to new black referral sources; (3) renewed…

  15. Competencies Needed for Teaching Emotionally Disturbed and Socially Maladjusted Children and Youth: Implications for Staff Development. Research Bulletin.

    ERIC Educational Resources Information Center

    Bullock, Lyndal M.; And Others

    This paper discusses accountability in education and describes the formulation and field testing of a new conceptual model relevant to the education of emotionally and socially maladjusted children. The model design was based on specific consideration of: a) levels of training to be provided, b) types of facilities available for field experiences,…

  16. The Longitudinal Relationship between Behavior and Emotional Disturbance in Young People with Intellectual Disability and Maternal Mental Health

    ERIC Educational Resources Information Center

    Gray, Kylie M.; Piccinin, Andrea M.; Hofer, Scott M.; Mackinnon, Andrew; Bontempo, Daniel E.; Einfeld, Stewart L.; Parmenter, Trevor; Tonge, Bruce J.

    2011-01-01

    Although elevated rates of parent psychosocial distress have been associated with child behavior and emotional problems, little is known about the nature of this relationship over time. This study followed an epidemiological cohort of children and adolescents over 11 years with 4 waves of data collection. Within this cohort, complete data were…

  17. The emotional process from diagnosis to birth following a prenatal diagnosis of fetal anomaly: A qualitative study of messages in online discussion boards.

    PubMed

    Carlsson, Tommy; Starke, Veronica; Mattsson, Elisabet

    2017-05-01

    to explore written statements found in online discussion boards where parents currently expecting, or with previous experience of expecting, a child with a prenatally diagnosed congenital anomaly communicate about their emotional process from diagnosis to birth. cross-sectional qualitative study of messages in public online discussion boards. Swedish public discussion boards about reproductive subjects. ten pregnant women and eight parents (of children with prenatal diagnoses) who had written 852 messages in five threads in Swedish online discussion boards identified via systematic searches. three phases were identified in the process of moving from the diagnosis to the birth: shock, existential crisis, and life remodeling. The people posting message ('posters') moved from initial shock to existential crisis and, lastly, a phase of remodeling life later in the pregnancy. During the pregnancy, considerable worries about both antenatal and postnatal aspects were expressed. To cope with their situation, the posters distanced themselves from the diagnoses, vented their feelings, sought control, and obtained practical support from friends and relatives. expectant parents faced with a prenatal diagnosis move from initial shock to a phase of life remodeling and acceptance. Burdened with considerable worries, expectant parents cope with their situation through informational, emotional, and instrumental support from health professionals, family, friends, and peers. health professionals should make sure that expectant parents feel involved in planning their children's postnatal care, that they are offered sufficient information, and that they have access to emotional and instrumental support structures. Copyright © 2017. Published by Elsevier Ltd.

  18. Agenda nacional para lograr mejores resultados para los ninos y jovenes con desordenes emocionales serios (National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance).

    ERIC Educational Resources Information Center

    Chesapeake Inst., Washington, DC.

    This report documents the problem of educating students with serious emotional disturbance, reviews the legislative and administrative background, and identifies seven strategic targets in a national agenda for these children. Data for these students on academic outcomes, graduation rates, school placement, school absenteeism, dropout rates,…

  19. A Suggested Procedure for the Identification of and Provision of Services to Seriously Emotionally Disturbed Students. Technical Assistance Paper 5. A Series on PL 94-142 and Related Oregon Laws.

    ERIC Educational Resources Information Center

    Waksman, Steven; Jones, Vern

    This technical assistance paper aims to help Oregon special education personnel to standardize the eligibility criteria for the category of seriously emotionally disturbed (SED) students and to assist Oregon educators in providing appropriate services to students experiencing serious school behavior problems. The paper reviews definitions,…

  20. The International Research Training Group on "Brain-Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism" as an Example of German-American Cooperation in Doctoral Training

    ERIC Educational Resources Information Center

    Schneider, Frank; Gur, Ruben C.

    2008-01-01

    The International Research Training Group "Brain-Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism" (IRTG 1328), funded by the German Research Council (DFG), is a German-American cooperation. Its major aims are interdisciplinary and international scientific cooperation and the support of young scientists…

  1. BEHAVIOR PATTERNS ASSOCIATED WITH PERSISTENT EMOTIONAL DISTURBANCES OF SCHOOL CHILDREN IN REGULAR CLASSES OF ELEMENTARY GRADES, A REPORT OF A LONGITUDINAL STUDY OF CHILDREN IN THE SECOND GRADE IN 1961. INTERIM REPORT.

    ERIC Educational Resources Information Center

    MCCAFFREY, ISABEL; CUMMING, JOHN

    IN 1961, 164 SECOND GRADE TEACHERS WERE INTERVIEWED REGARDING CLASSROOM BEHAVIOR OF THEIR PUPILS. THE TEACHERS DESCRIBED PUPILS WHO MIGHT BE CONSIDERED EMOTIONALLY DISTURBED, DESCRIBED PROBLEMS PRESENTED BY THESE PUPILS, AND SUGGESTED THE CONTRIBUTING OR COMPLICATING CONDITIONS. TWO ADDITIONAL FOLLOWUP SURVEYS OBTAINED SIMILAR INFORMATION FROM…

  2. The International Research Training Group on "Brain-Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism" as an Example of German-American Cooperation in Doctoral Training

    ERIC Educational Resources Information Center

    Schneider, Frank; Gur, Ruben C.

    2008-01-01

    The International Research Training Group "Brain-Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism" (IRTG 1328), funded by the German Research Council (DFG), is a German-American cooperation. Its major aims are interdisciplinary and international scientific cooperation and the support of young scientists…

  3. Exploratory Study to Determine the Feasibility of a Comprehensive Program for the Development of Special Education Services for Emotionally Disturbed Children in Arizona, Nevada, New Mexico, and Utah. Final Report.

    ERIC Educational Resources Information Center

    Holmberg, Gerald R.

    Group conferences, individual study groups, personal visitations, and communication by the principal investigator were utilized to determine the availability and suitability of services for emotionally disturbed children in the four-state area o f Arizona, New Mexico, Utah, and Nevada which has a low incidence of population in vast territorial…

  4. Effectiveness of Systems Training for Emotional Predictability and Problem Solving (STEPPS) for borderline personality problems in a 'real-world' sample: moderation by diagnosis or severity?

    PubMed

    Bos, Elisabeth H; van Wel, E Bas; Appelo, Martin T; Verbraak, Marc J P M

    2011-01-01

    Systems Training for Emotional Predictability and Problem Solving (STEPPS) is a group treatment for borderline personality disorder (BPD). Two prior randomized controlled trials (RCTs) have shown the efficacy of this training. In both RCTs, patients with borderline features who did not meet the DSM-IV criteria for BPD were excluded, which were many. We investigated the effectiveness of STEPPS in a sample representative of routine clinical practice and examined whether DSM-IV diagnosis and/or baseline severity were related to differential effectiveness. Patients whom their practicing clinician diagnosed with BPD were randomized to STEPPS plus adjunctive individual therapy (STEPPS, n = 84) or to treatment as usual (TAU, n = 84). STEPPS recipients showed more improvement on measures of general and BPD-specific psychopathology as well as quality of life than TAU recipients, both at the end of treatment and at a 6-month follow-up. Presence of DSM-IV-diagnosed BPD was not related to differential treatment effectiveness, but dimensional measures of symptom severity were; STEPPS was superior to TAU particularly in patients with higher baseline severity scores. The findings show the effectiveness of STEPPS in a 'real-world' sample, and underscore the importance of dimensional versus categorical measures of personality disturbance. Copyright © 2011 S. Karger AG, Basel.

  5. Patient-provider communication about the emotional cues and concerns of adolescent and young adult patients and their family members when receiving a diagnosis of cancer.

    PubMed

    Korsvold, Live; Mellblom, Anneli V; Lie, Hanne C; Ruud, Ellen; Loge, Jon Håvard; Finset, Arnstein

    2016-10-01

    This study aimed to examine how emotional cues/concerns are expressed and responded to in medical consultations with adolescent and young adults (AYA), an understudied patient group, at the time of cancer diagnosis. Nine consultations in which AYA patients aged 12-25 years were informed about their cancer diagnosis and treatment plans were audio recorded. Expressions of emotional cues/concerns and physicians' responses were identified and coded using The Verona Coding Definitions of Emotional Sequences (VR-CoDES). A total of 135 emotional cues/concerns (range: 2-26, median: 13) were identified. Cues or concerns that were expressed by patients and relatives following questions from physicians were more often explicit than patient-initiated cues/concerns. Questions about medical and practical issues could often be understood as ways of expressing emotional cues. When patients or relatives expressed less explicit verbal cues about underlying concerns, physicians often responded by presenting medical information without commenting on the emotional aspect indicated by the cue. The communication was dominated by information-giving, but the questions from patients and relatives and their responses to the information often had emotional connotations. Patients' requests for information may include an emotional aspect. These preliminary findings should be tested in a larger sample. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  6. Emotional abuse in the classroom. The pediatrician's role in diagnosis and treatment.

    PubMed

    Krugman, R D; Krugman, M K

    1984-03-01

    Seventeen children were observed who were emotionally abused by their elementary schoolteacher in fall 1982. The behaviors and affect of the children were noticeably different from previous years and were similar to those seen in children with school phobia/avoidance. Removal of the teacher was followed by amelioration of symptoms in 15 of the 17 children. The pediatrician needs to recognize symptoms of emotional abuse, differentiate them from school phobia/avoidance, and act as the child's and parents' advocate to prevent serious sequelae.

  7. Comorbid Diagnosis and Concomitant Medical Treatment for Children with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Hall, Kristina M.; Bowman, Krista A.; Ley, Katie; Frankenberger, William

    2006-01-01

    The purpose of the current study was to determine the types of psychiatric disorders and the corresponding medications prescribed to children enrolled in elementary Emotional Behavioral Disability (EBD) programs. The project employed a questionnaire that was distributed to elementary level teachers (EBD) to: (a) determine the proportion of …

  8. [Rheumatoid factor activity as a disturbing factor in the serological diagnosis of specific IgM antibodies].

    PubMed

    Lindenschmidt, E G

    1984-04-01

    Rheumatoid factors (RF) are autoantibodies mainly directed against autologous IgG. They belong at most to the IgM class antibodies. It is demonstrated at groups with unsolved hepatitis B, rubella, syphilis and toxoplasmose infection that RF do occur not rarely at these patients even without rheumatoid arthritis. This is probably due to stimulation by antigen-IgG-complexes. During serologic detection of specific IgM antibodies they present an antigen independent mu-specificity. So the test for specific IgM might even loose its diagnostic and possibly therapy indicating value. It is shown how the disturbance by RF can be calculated after adsorption with aggregated IgG. Also RF can be titrated by an enzyme immunoassay (ELISA). With IgG coated latex particles RF can be eliminated prior to the IgM-test. Solid phase techniques which are applied with enzyme-coupled antigen instead of marked anti-IgM cannot be disturbed by RF significantly.

  9. Morphing technique reveals intact perception of object motion and disturbed perception of emotional expressions by low-functioning adolescents with Autism Spectrum Disorder.

    PubMed

    Han, Bora; Tijus, Charles; Le Barillier, Florence; Nadel, Jacqueline

    2015-12-01

    A morphing procedure has been designed to compare directly the perception of emotional expressions and of moving objects. Morphing tasks were presented to 12 low-functioning teenagers with Autism Spectrum Disorder (LF ASD) compared to 12 developmental age-matched typical children and a group presenting ceiling performance. In a first study, when presented with morphed stimuli of objects and emotional faces, LF ASD showed an intact perception of object change of state together with an impaired perception of emotional facial change of state. In a second study, an eye-tracker recorded visual exploration of morphed emotional stimuli displayed by a human face and a robotic set-up. Facing the morphed robotic stimuli, LF ASD displayed equal duration of fixations toward emotional regions and toward mechanical sources of motion, while the typical groups tracked the emotional regions only. Altogether the findings of the two studies suggest that individuals with ASD process motion rather than emotional signals when facing facial expressions.

  10. Sleep Disturbances in Neurodevelopmental Disorders.

    PubMed

    Robinson-Shelton, Althea; Malow, Beth A

    2016-01-01

    Sleep disturbances are extremely prevalent in children with neurodevelopmental disorders compared to typically developing children. The diagnostic criteria for many neurodevelopmental disorders include sleep disturbances. Sleep disturbance in this population is often multifactorial and caused by the interplay of genetic, neurobiological and environmental overlap. These disturbances often present either as insomnia or hypersomnia. Different sleep disorders present with these complaints and based on the clinical history and findings from diagnostic tests, an appropriate diagnosis can be made. This review aims to provide an overview of causes, diagnosis, and treatment of sleep disturbances in neurodevelopmental disorders that present primarily with symptoms of hypersomnia and/or insomnia.

  11. The ICET-A Recommendations for the Diagnosis and Management of Disturbances of Glucose Homeostasis in Thalassemia Major Patients

    PubMed Central

    De Sanctis, Vincenzo; Soliman, Ashraf T.; Elsedfy, Heba; Yaarubi, Saif AL; Skordis, Nicos; Khater, Doaa; El Kholy, Mohamed; Stoeva, Iva; Fiscina, Bernadette; Angastiniotis, Michael; Daar, Shahina; Kattamis, Christos

    2016-01-01

    Iron overload in patients with thalassemia major (TM) affects glucose regulation and is mediated by several mechanisms. The pathogenesis of glycaemic abnormalities in TM is complex and multifactorial. It has been predominantly attributed to a combination of reduced insulin secretory capacity and insulin resistance. The exact mechanisms responsible for progression from norm glycaemia to overt diabetes in these patients are still poorly understood but are attributed mainly to insulin deficiency resulting from the toxic effects of iron deposited in the pancreas and insulin resistance. A group of endocrinologists, haematologists and paediatricians, members of the International Network of Clinicians for Endocrinopathies in Thalassemia and Adolescence Medicine (ICET-A) convened to formulate recommendations for the diagnosis and management of abnormalities of glucose homeostasis in thalassemia major patients on the basis of available evidence from clinical and laboratory data and consensus practice. The results of their work and discussions are described in this article. PMID:27872738

  12. A RESEARCH DEMONSTRATION TO ASSESS THE EFFECTIVENESS OF A SPECIAL LIVING UNIT WITHIN A UNIVERSITY DORMITORY SETTING FOR THE REHABILITATION OF STUDENTS DISABLED BY EMOTIONAL DISTURBANCE.

    ERIC Educational Resources Information Center

    SINNETT, E. ROBERT

    USE OF A RESIDENCE HALL AS A THERAPEUTIC MILIEU FOR DISTURBED COLLEGE STUDENTS IS DESCRIBED IN THIS REPORT OF A RESEARCH AND DEMONSTRATION STUDY. THE EXPERIMENTAL GROUP CONSISTED OF TEN DISTURBED STUDENTS, AND A CONTROL GROUP WAS COMPOSED OF 10 VOLUNTEER STUDENTS. ALL STUDENTS PARTICIPATED IN THE REGULAR RESIDENCE HALL PROGRAMS (ORGANIZATIONAL…

  13. Tailoring the delivery of cancer diagnosis to adolescent and young adult patients displaying strong emotions: An observational study of two cases.

    PubMed

    Korsvold, Live; Lie, Hanne Cathrine; Mellblom, Anneli Viktoria; Ruud, Ellen; Loge, Jon Håvard; Finset, Arnstein

    2016-01-01

    Delivering the bad news of a cancer diagnosis to adolescent and young adult (AYA) patients who display strong emotions is particularly challenging not the least because AYAs are at a vulnerable developmental stage. Due to the lack of research on how to personalize the delivery of bad news to AYA patients' emotions we report a case study of the communicative behavior of oncologists in two such consultations to describe the complexity of the phenomena at study. We audio-recorded and transcribed consultations where oncologists delivered cancer diagnoses to nine AYAs aged 12-25 years. Two of these patients displayed particularly strong emotional behavior (anger, fear, and sadness) and were chosen as cases. An interpretative analysis in three steps was applied to investigate the oncologists' communicative behavior when delivering bad news. The focus was on how the oncologists responded to the strong but different emotional behaviors of the AYAs. We also related the oncologists' communicative behavior to elements from a widely used protocol for delivering bad news. We found that the oncologists applied five communication strategies: elicit patient perspective, provide information, respond to patient's expression of emotion (acknowledging and containing emotions), encourage commitment to treatment, and provide hope. The findings illustrate how oncologists' communicative behavior may be tailored to individual expressions of emotions in AYA cancer patients.

  14. Tailoring the delivery of cancer diagnosis to adolescent and young adult patients displaying strong emotions: An observational study of two cases

    PubMed Central

    Korsvold, Live; Lie, Hanne Cathrine; Mellblom, Anneli Viktoria; Ruud, Ellen; Loge, Jon Håvard; Finset, Arnstein

    2016-01-01

    Delivering the bad news of a cancer diagnosis to adolescent and young adult (AYA) patients who display strong emotions is particularly challenging not the least because AYAs are at a vulnerable developmental stage. Due to the lack of research on how to personalize the delivery of bad news to AYA patients’ emotions we report a case study of the communicative behavior of oncologists in two such consultations to describe the complexity of the phenomena at study. We audio-recorded and transcribed consultations where oncologists delivered cancer diagnoses to nine AYAs aged 12–25 years. Two of these patients displayed particularly strong emotional behavior (anger, fear, and sadness) and were chosen as cases. An interpretative analysis in three steps was applied to investigate the oncologists’ communicative behavior when delivering bad news. The focus was on how the oncologists responded to the strong but different emotional behaviors of the AYAs. We also related the oncologists’ communicative behavior to elements from a widely used protocol for delivering bad news. We found that the oncologists applied five communication strategies: elicit patient perspective, provide information, respond to patient's expression of emotion (acknowledging and containing emotions), encourage commitment to treatment, and provide hope. The findings illustrate how oncologists’ communicative behavior may be tailored to individual expressions of emotions in AYA cancer patients. PMID:27125477

  15. Disturbance in the neural circuitry underlying positive emotional processing in post-traumatic stress disorder (PTSD). An fMRI study.

    PubMed

    Jatzko, Alexander; Schmitt, Andrea; Demirakca, Traute; Weimer, Erik; Braus, Dieter F

    2006-03-01

    This study was designed to investigate the circuitry underlying movie-induced positive emotional processing in subjects with chronic PTSD. Ten male subjects with chronic PTSD and ten matched controls were studied. In an fMRI-paradigm a sequence of a wellknown Walt Disney cartoon with positive emotional valence was shown. PTSD subjects showed an increased activation in the right posterior temporal, precentral and superior frontal cortex. Controls recruited more emotion-related regions bilateral in the temporal pole and areas of the left fusiform and parahippocampal gyrus. This pilot study is the first to reveal alterations in the processing of positive emotions in PTSD possibly reflecting a neuronal correlate of the symptom of emotional numbness in PTSD.

  16. [Multiple endocrine neoplasia type 1 (MEN 1): clinical, biochemical and molecular diagnosis and treatment of the associated disturbances].

    PubMed

    Hoff, Ana Oliveira; Hauache, Omar Magid

    2005-10-01

    Multiple endocrine neoplasia (MEN) syndromes include types 1 (MEN 1) and 2 (MEN 2), von Hippel-Lindau syndrome, neurofibromatosis type 1 and Carney complex. These are complex genetic syndromes caused by activation or inactivation of different types of genes known to be involved in the regulation of cell proliferation. In this review we will discuss the clinical manifestations and management of the MEN 1 syndrome as well as the genetic screening of potential MEN 1 gene carriers. MEN 1 is a hereditary syndrome, transmitted in an autosomic dominant fashion and caused by an inactivating mutation of the MEN 1 gene, characterized by the development of primary hyperparathyroidism, islet cell tumors and pituitary adenomas. In addition, these patients can present with cutaneous manifestations such as angiofibromas and collagenomas, and can develop other neoplastic manifestations including carcinoids, thyroid tumors, adrenal adenomas, lipomas, pheochromocytomas and meningiomas. The MEN 1 gene encodes a peptide which is a tumor suppressor gene called menin. Several studies have demonstrated its importance in regulation of cell proliferation and have confirmed its role in the pathogenesis of the MEN 1 syndrome. The discovery of the MEN 1 gene and the genetic analysis of MEN 1 patients have resulted in earlier diagnosis and treatment of asymptomatic carriers which can potentially result in a longer survival of these patients. Further investigation of the function and signaling pathways of the menin protein will hopefully offer therapeutic alternatives to patients with malignant progression of MEN 1-related tumors and also result in improved survival.

  17. Sleep Disturbances

    MedlinePlus

    ... PD / Coping with Symptoms & Side Effects / Sleep Disturbances Sleep Disturbances Many people with Parkinson’s disease (PD) have ... stay awake during the day. Tips for Better Sleep People with PD — and their care partners too — ...

  18. Depressive Symptoms, Emotion Dysregulation, and Bulimic Symptoms in Youth With Type 1 Diabetes: Varying Interactions at Diagnosis and During Transition to Insulin Pump Therapy.

    PubMed

    Young-Hyman, Deborah L; Peterson, Claire M; Fischer, Sarah; Markowitz, Jessica T; Muir, Andrew B; Laffel, Lori M

    2016-07-01

    This study evaluated the associations between depressive symptoms, emotion dysregulation and bulimic symptoms in youth with type 1 diabetes (T1D) in the context of the diagnosis and treatment of T1D. Study participants were 103 youth in 2 distinct groups: newly diagnosed (New) or transitioning to pump therapy (continuous subcutaneous insulin infusion [CSII]; "Pump"), who completed questionnaires regarding symptoms of depression, emotion dysregulation, and bulimia. Glycemic control (A1c), height, weight, and questionnaires were evaluated within 10 days of diagnosis (n = 58) or at education/clinic visit before starting insulin utilizing CSII (n = 45). In the newly diagnosed group, only depression accounted for significant variance in bulimia scores (β = .47, P < .01). For the group with disease treatment experience (Pump), but not for the newly diagnosed group (New), greater depressive symptoms and emotion dysregulation were associated with greater bulimic symptoms. Depressive symptoms and emotion dysregulation, an indicator of poor coping/behavioral control, could help explain adoption of disordered eating behaviors in youth with T1D who are transitioning to pump therapy.

  19. The Multnomah County CAPS Project: An Effort To Coordinate Service Delivery for Children and Youth Considered Seriously Emotionally Disturbed. A Process Evaluation. Therapeutic Case Advocacy Project.

    ERIC Educational Resources Information Center

    Mason, James L.; And Others

    This report is a case study on the process of developing interagency collaboration on behalf of emotionally handicapped children and their families. Based on a process evaluation conducted for the Multnomah (Portland, Oregon) Board of County Commissioners, the case study examines a therapeutic case advocacy project which sought to promote greater…

  20. Improving Adolescent Outcomes: A Study to Determine the Characteristics of Students with Serious Emotional Disturbance and Pathways to a Collaborative Response to Their Needs by Child Serving Organizations

    ERIC Educational Resources Information Center

    Lewis, Alexandria W.

    2012-01-01

    Poor educational outcomes, related to social and emotional responses, have the potential to negatively impact the trajectories of a significant number of children across the United States (Caspi, Bem, & Elder, 1989; McLeod & Kaiser, 2004). This mixed-methods transformative study frames a grounded theory approach to reveal characteristics…

  1. Disturbing, Disordered or Disturbed? Perspectives on the Definition of Problem Behavior in Educational Settings.

    ERIC Educational Resources Information Center

    Wood, Frank H., Ed.; Lakin, K. Charlie, Ed.

    The book contains five papers presented at a 1979 topical conference on the definition of emotional disturbance and behavioral disorders in educational settings. The first paper, by F. Wood, is titled "Defining Disturbing, Disordered, and Disturbed Behavior." Topics covered include ambivalence about defining deviant behavior by special educators,…

  2. Parents of children with cancer: a longitudinal study of emotional distress, coping style, and marital adjustment two and twenty months after diagnosis.

    PubMed

    Dahlquist, L M; Czyzewski, D I; Jones, C L

    1996-08-01

    Evaluated emotional distress, coping style, and marital adjustment in 84 parents (42 couples) of children with cancer 2 months after diagnosis and again about 20 months after diagnosis. As expected, mothers' mean state anxiety and trait anxiety scores decreased to near normal levels over time. Fathers' scores were lower initially and did not change. Neither mothers' nor fathers' mean marital adjustment scores changed over time. Marital adjustment at treatment follow-up was predicted by depression and the spouse's marital satisfaction in mothers, and depression, child health status, and spouse's marital satisfaction in fathers. In contrast to findings obtained 2 months after diagnosis, coping style was not related to marital adjustment at follow-up. Results are discussed in terms of possible gender differences in the role of social support in marital adjustment and the stability versus situational specificity of coping styles.

  3. Emotional Distress in Ghetto Delinquents.

    ERIC Educational Resources Information Center

    Granick, Samuel

    The research data in this report were assembled as a basis for exploring the relationship between emotional distress or disturbance in both black and white adjudicated delinquents. The focus of inquiry was, for example, the relationship between emotional disturbance and being delinquent, the difference between black and white delinquents, and the…

  4. Changes in Mothers' Experiences of Receiving an Autism Diagnosis: A Contextualized Case Study

    ERIC Educational Resources Information Center

    Hornstein, Shana

    2011-01-01

    Autism has a unique history. The definition has broadened and changed over time, from an emotional disturbance with psychogenic origins to a neurodevelopmental disability with suspected environmental and genetic origins. Diagnosis occurs later than children born with obvious disabilities such as cerebral palsy or Down syndrome, but earlier than…

  5. Neurophysiologic Correlates of Post-stroke Mood and Emotional Control

    PubMed Central

    Doruk, Deniz; Simis, Marcel; Imamura, Marta; Brunoni, André R.; Morales-Quezada, Leon; Anghinah, Renato; Fregni, Felipe; Battistella, Linamara R.

    2016-01-01

    Objective: Emotional disturbance is a common complication of stroke significantly affecting functional recovery and quality of life. Identifying relevant neurophysiologic markers associated with post-stroke emotional disturbance may lead to a better understanding of this disabling condition, guiding the diagnosis, development of new interventions and the assessments of treatment response. Methods: Thirty-five subjects with chronic stroke were enrolled in this study. The emotion sub-domain of Stroke Impact Scale (SIS-Emotion) was used to assess post-stroke mood and emotional control. The relation between SIS-Emotion and neurophysiologic measures was assessed by using covariance mapping and univariate linear regression. Multivariate analyses were conducted to identify and adjust for potential confounders. Neurophysiologic measures included power asymmetry and coherence assessed by electroencephalography (EEG); and motor threshold, intracortical inhibition (ICI) and intracortical facilitation (ICF) measured by transcranial magnetic stimulation (TMS). Results: Lower scores on SIS-Emotion was associated with (1) frontal EEG power asymmetry in alpha and beta bands, (2) central EEG power asymmetry in alpha and theta bands, and (3) lower inter-hemispheric coherence over frontal and central areas in alpha band. SIS-Emotion also correlated with higher ICF and MT in the unlesioned hemisphere as measured by TMS. Conclusions: To our knowledge, this is the first study using EEG and TMS to index neurophysiologic changes associated with post-stroke mood and emotional control. Our results suggest that inter-hemispheric imbalance measured by EEG power and coherence, as well as an increased ICF in the unlesioned hemisphere measured by TMS might be relevant markers associated with post-stroke mood and emotional control which can guide future studies investigating new diagnostic and treatment modalities in stroke rehabilitation. PMID:27625600

  6. Disturbance regime

    Treesearch

    F.N. Scatena; J.F. Blanco; K.H. Beard; R.B. Waide; A.E. Lugo; N. Brokaw; W.L. Silver; B.L. Haines; J.K. Zimmerman

    2012-01-01

    The Luquillo Mountains are affected by a wide array of environmental processes and distnrbances. Events that concurrently alter the environmental space of several different areas of the Luquillo Mountains occur every 2 to 5 years. Events such as hurricanes that cause widespread environmental modification occur once every 20 to 60 years. The most common disturbance-...

  7. Clinician Perspectives of Diagnosis and Perceived Client Change in "Real World" Psychotherapy for Youth Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Haine, Rachel A.; Brookman-Frazee, Lauren; Tsai, Katherine H.; Roesch, Scott C.; Garland, Ann F.

    2007-01-01

    We investigated the extent to which clinician-assigned diagnoses of emotional and behavioral disorders and clinicians' perceptions of client change are consistent with structured measures of youth clinical functioning and parent/family characteristics within the context of usual care or "real world" psychotherapy. A total of 54 therapists from two…

  8. Emotional reaction to diagnosis of infertility in Kuwait and successful clients' perception of nurses' role during treatment

    PubMed Central

    2010-01-01

    Background The unfulfilled desire of millions of infertile couples worldwide to have their own biological children results in emotional distress. This study evaluated the emotional reactions of couples attending a combined infertility clinic in Kuwait and successful clients' perception of nurses. Methods Quantitative and qualitative methods were used. The first phase was by structured interview using two standardized psychological scales: the 25-item Hopkins Symptom Checklist and Modified Fertility Adjustment Scale. Data were collected from 268 couples attending the combined infertility clinic, between October 2002 and September 2007. The second phase was a semi-structured interview of 10 clients who got pregnant following treatment. The interview explored their feelings and perception of the nurses' role. Interviews were transcribed verbatim and analyzed. Results The average duration of infertility was 4 years; 65.7% of the women and 76.1% of men suffered from primary infertility. Emotional reactions experienced were: anxiety in women (12.7%) and men (6%), depression in women (5.2%) and men (14.9%) and reduced libido in women (6.7%) and men (29.9%). Also in men, 14.9% experienced premature ejaculation, 5.2% weak ejaculation and 7.9% had impotence although 4.9% were transient. In the semi-structured interviews, the emotions expressed were similar and in addition to anger, feelings of devastation, powerlessness, sense of failure and frustration. In the survey, 12.7% of the men were found to show more anxiety than women (6%). Although all the 10 women interviewed confirmed they were anxious; only 4 of their partners were reported to be sad or anxious. Successful clients' perception of nurses' roles included nurses carrying out basic nursing procedures, communicating, educating about investigative and treatment procedures, providing emotional support by listening, encouraging, reassuring and being empathetic. Conclusions This study illuminates the emotional reactions

  9. Sleep disturbances in Parkinsonism.

    PubMed

    Askenasy, J J M

    2003-02-01

    The present article is meant to suggest an approach to the guidelines for the therapy of sleep disturbances in Parkinson's Disease (PD) patients.The factors affecting the quality of life in PD patients are depression, sleep disturbances and dependence. A large review of the literature on sleep disturbances in PD patients, provided the basis for the following classification of the sleep-arousal disturbances in PD patients. We suggest a model based on 3 steps in the treatment of sleep disturbances in PD patients. This model allowing the patient, the spouse or the caregiver a quiet sleep at night, may postpone the retirement and the institutionalization of the PD patient. I. Correct diagnosis of sleep disorders based on detailed anamnesis of the patient and of the spouse or of the caregiver. One week recording on a symptom diary (log) by the patient or the caregiver. Correct diagnosis of sleep disorders co morbidities. Selection of the most appropriate sleep test among: polysomnography (PSG), multiple sleep latency test (MSLT), multiple wake latency test (MWLT), Epworth Sleepiness Scale, actigraphy or video-PSG. II. The nonspecific therapeutic approach consists in: a) Checking the sleep effect on motor performance, is it beneficial, worse or neutral. b) Psycho-physical assistance. c) Dopaminergic adjustment is necessary owing to the progression of the nigrostriatal degeneration and the increased sensitivity of the terminals, which alter the normal modulator mechanisms of the motor centers in PD patients. Among the many neurotransmitters of the nigro-striatal pathway one can distinguish two with a major influence on REM and NonREM sleep. REM sleep corresponds to an increased cholinergic receptor activity and a decreased dopaminergic activity. This is the reason why REM sleep deprivation by suppressing cholinergic receptor activity ameliorates PD motor symptoms. L-Dopa and its agonists by suppressing cholinergic receptors suppress REM sleep. The permanent adjustment

  10. A multi-site study of Medicaid-funded managed care versus fee-for-service plans' effects on mental health service utilization of children with severe emotional disturbance.

    PubMed

    Cook, Judith A; Heflinger, Craig Anne; Hoven, Christina W; Kelleher, Kelly J; Mulkern, Virginia; Paulson, Robert I; Stein-Seroussi, Al; Fitzgibbon, Genevieve; Burke-Miller, Jane; Williams, Melissa; Kim, Jong-Bae

    2004-01-01

    Although Medicaid-funded managed care arrangements are commonly used in the delivery of mental health and substance abuse services to low-income children and youth, little is known about the effectiveness of such efforts. This article examines differences in mental health services utilization between children and youth with severe emotional disturbance covered by Medicaid-funded managed care behavioral health plans and those covered by fee-for-service plans. Data are from a federally funded multi-site study. In multivariate analyses controlling for child and caregiver demographic and clinical factors, enrollment in a managed care behavioral health plan was associated with lower inpatient/residential, psychiatric medication, and nontraditional services utilization. No difference was found in outpatient services utilization. Medicaid-funded managed care behavioral health plans appear to reduce use of some types of mental health services, but it is important to address the question of whether low-income children's enrollment in such programs deprives them of needed services.

  11. Children and Youth in Behavioural and Emotional Difficulties, Skyrocketing Diagnosis and Inclusion/Exclusion Processes in School Tendencies in Denmark

    ERIC Educational Resources Information Center

    Langager, Søren

    2014-01-01

    In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and…

  12. Children and Youth in Behavioural and Emotional Difficulties, Skyrocketing Diagnosis and Inclusion/Exclusion Processes in School Tendencies in Denmark

    ERIC Educational Resources Information Center

    Langager, Søren

    2014-01-01

    In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and…

  13. [The role and place of central mediators and peptide bioregulators in the pathogenesis of emotional disorders in neurotic patients].

    PubMed

    Maruta, N A

    1998-01-01

    The accumulated evidence on central mediators indicates that they may play an important part in the maintenance of emotional activity. Their significance is also great in the pathogenesis of affective disorders, including endogenous psychoses and borderline states. But further work in this area is needed relative to interrelation of the above mediators to a new class of bioregulators, viz peptide regulators. The results obtained suggest the existence of differentiated brain mechanisms of formation of emotional disturbances in different forms of neurosis that provide criteria for the diagnosis thereof and differential diagnosis and should be considered in conducting an adequate pathogenetically validated therapy.

  14. Emotional Disturbance and Chronic Low Back Pain.

    ERIC Educational Resources Information Center

    McCreary, Charles P.; And Others

    1980-01-01

    Patients high in alientation and distrust may be poor compliers. Because only the somatic concern dimension predicted outcome, a single scale that measures this characteristic may be sufficient for effective identification of the potential good v poor responders to conservative treatment of low back pain. (Author)

  15. Emotional Disturbance and Chronic Low Back Pain.

    ERIC Educational Resources Information Center

    McCreary, Charles P.; And Others

    1980-01-01

    Patients high in alientation and distrust may be poor compliers. Because only the somatic concern dimension predicted outcome, a single scale that measures this characteristic may be sufficient for effective identification of the potential good v poor responders to conservative treatment of low back pain. (Author)

  16. Scandcleft randomised trials of primary surgery for unilateral cleft lip and Palate: 9. Parental report of social and emotional experiences related to their 5-year-old child's cleft diagnosis.

    PubMed

    Feragen, Kristin Billaud; Rumsey, Nichola; Heliövaara, Arja; Boysen, Betty Marie; Johannessen, Emma Christine; Havstam, Christina; Marcusson, Agneta; Nyberg, Jill; Pedersen, Nina-Helen; Bogh-Nielsen, Joan; Eyres, Philip; Bradbury, Eileen; Semb, Gunvor

    2017-02-01

    Parents of children with a cleft lip and palate may be emotionally affected by the child's diagnosis. Their experiences and perceptions are important when evaluating the complexity of satisfactory treatment outcomes. The objective was to examine parents' social and emotional experiences related to their child's cleft diagnosis, and their perceptions of the child's adjustment to living with a visible difference. International multicentre study by 10 cleft teams in five countries: Denmark, Finland, Sweden, Norway, and the UK. A cohort of 448 children born with a non-syndromic UCLP were included. A total of 356 parents completed the Scandcleft Parent Questionnaire. The majority of parents experienced practical and emotional support from family, friends, and health professionals. Nevertheless, parents had to cope with other people's reactions to the cleft, experiences that were described as ranging from hurtful to neutral and/or positive. According to parents, 39% of the children had experienced cleft-related comments and/or teasing. More than half of the parents reported specific worries related to their child's future. While the majority of the parents experienced positive support and coped well with the child's diagnosis, some parents were at risk for psychological and emotional challenges that should be identified by the cleft team. To optimise outcomes and the child's adjustment, these parents should be offered psychological support when necessary. ISRCTN29932826.

  17. A content analysis of emotional concerns expressed at the time of receiving a cancer diagnosis: An observational study of consultations with adolescent and young adult patients and their family members.

    PubMed

    Korsvold, Live; Mellblom, Anneli Viktoria; Finset, Arnstein; Ruud, Ellen; Lie, Hanne Cathrine

    2017-02-01

    Little is known about the emotional concerns expressed by adolescent and young adult (AYA) patients in consultations when a diagnosis of cancer is delivered. Here, we investigated the content of such concerns and how health care providers respond to them. We audio-recorded nine consultations with AYA cancer patients (ages: 12-25 years) at the time of diagnosis. We have previously identified and coded 135 emotional concerns and the responses to these in the nine consultations using the Verona Coding Definitions of Emotional Sequences (VR-CoDES) framework. Here, we used qualitative content analysis to study these emotional concerns and categorize them according to overarching themes. We then quantitatively explored associations between the themes of the concerns and whether the responses to them varied according to their themes. We identified four themes for the content of concerns: "Side-effects/late-effects" (39%), "What happens in the near future/practical aspects" (16%), "Fear" (27%) and "Sadness" (17%) (e. g. crying, sighing or other sounds that expressed sadness). Health care providers' responses did not appear to vary according to the different themes of concerns, but typically consisted of providing medical information. The content analysis revealed that patients and family members expressed a wide range of emotional concerns. Health care providers tended to respond to the content-aspect of the concerns, but did rarely explicitly acknowledge the affective-aspect of the concerns. The effect of responses to patients' emotional concerns in the important first consultations about the cancer diagnosis and planned treatment should be investigated in future studies. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Impact of suspected food allergy on emotional distress and family life of parents prior to allergy diagnosis.

    PubMed

    Knibb, Rebecca C; Semper, Heather

    2013-12-01

    Food allergy is associated with psychological distress in both child and parent. It is unknown whether parental distress is present prior to clinical diagnosis or whether experiences at clinic can reduce any distress present. This study aimed to assess anxiety and depression in parents and the impact of suspected food allergy on the lives of families before and after a visit to an allergy clinic. One hundred and twenty-four parents visiting an allergy clinic for the first time to have their child assessed for food allergy completed a study-specific questionnaire and the Hospital Anxiety and Depression Scale; 50 parents completed these 4-6 wk later in their own home. Most parents (86.4%) reported suspected food allergy had an impact on their family life prior to clinic attendance; 76% had made changes to their child's diet. 32.5% of parents had mild-to-severe anxiety before their clinic visit; 17.5% had mild-to-moderate depression. Post-clinic, 40% had mild-to-severe anxiety; 13.1% had mild-to-moderate depression. There were no significant differences in anxiety (p = 0.34) or depression scores (p = 0.09) before and after the clinic visit. Anxiety and depression is present in a small proportion of parents prior to diagnosis of food allergy in their child and this does not reduce in the short term after the clinic visit. Identification of parents at risk of suffering from distress is needed and ways in which we communicate allergy information before and at clinic should be investigated to see if we can reduce distress. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. [On the mechanisms and diagnosis of conduction disturbances due to demyelination with special reference to multifocal demyelinating neuropathy (Lewis-Sumner)].

    PubMed

    Kaji, R; Kimura, J

    1991-12-01

    Multifocal demyelinating neuropathy with persistent conduction block can mimic motor neuron disease, but is potentially reversible. Its diagnosis rests upon electrophysiological demonstration of focal conduction block at multiple sites. Conduction block is the most important mechanism causing clinical symptoms in peripheral nerve demyelination. On the other hand, conduction slowing is not always associated with clinical symptoms. In 2 out of 9 patients with multifocal demyelinating motor neuropathy, MRI showed focal swelling of the nerve at the site of conduction block. Both of them had elevated titers of anti-GM1 antibodies. In one, we biopsied a portion of the medial pectoral nerve, which was adjacent to the focal swelling, at surgical exploration. Pathological findings included very thin myelin associated with large diameter fibers and small onion bulb formation, suggesting that remyelinative process is abortive in this disease leading to persistent conduction block. Anti-GM1 antibodies bound to the denuded axoplasmic membrane may interfere with the process by masking the cell surface markers. The reason why the sensory fibers are spared is unclear, but it may be possible that GM1 in sensory axons have less affinity to the antibody than that in motor fibers.

  20. Association between Genetic Variation in the Oxytocin Receptor Gene and Emotional Withdrawal, but not between Oxytocin Pathway Genes and Diagnosis in Psychotic Disorders

    PubMed Central

    Haram, Marit; Tesli, Martin; Bettella, Francesco; Djurovic, Srdjan; Andreassen, Ole Andreas; Melle, Ingrid

    2015-01-01

    Social dysfunction is common in patients with psychotic disorders. Oxytocin is a neuropeptide with a central role in social behavior. This study aims to explore the relationship between oxytocin pathway genes and symptoms related to social dysfunction in patients with psychotic disorders. We performed association analyses between four oxytocin pathway genes (OXT, OXTR, AVP, and CD38) and four areas of social behavior-related psychopathology as measured by Positive and Negative Syndrome Scale. For this purpose, we used both a polygenic risk score (PGRS) and single OXTR candidate single nucleotide polymorphism previously reported in the literature (rs53576, rs237902, and rs2254298). A total of 734 subjects with DSM-IV psychotic spectrum disorders and 420 healthy controls were included. Oxytocin pathway PGRSs were calculated based on the independent Psychiatric Genomics Consortium study sample. There was a significant association between symptom of Emotional Withdrawal and the previously reported OXTR risk allele A in rs53576. No significant associations between oxytocin pathway gene variants and a diagnosis of psychotic disorder were found. Our findings indicate that while oxytocin pathway genes do not appear to contribute to the susceptibility to psychotic disorders, variations in the OXTR gene might play a role in the development of impaired social behavior. PMID:25667571

  1. Psychopharmacology with the Behaviorally Disturbed: A Review.

    ERIC Educational Resources Information Center

    McClain, William A.; Jerman, George

    Reviewed on a layman's level was research on psychopharmacology with the emotionally and behaviorally disturbed. General conclusions drawn from the man y studies were that the effect of drugs on intellectual functioning had not been determined and that there was little evidence to indicate that the learning process was consistently and reliably…

  2. Effects of arousing emotional scenes on the distribution of visuospatial attention: changes with aging and early subcortical vascular dementia.

    PubMed

    Rösler, A; Ulrich, C; Billino, J; Sterzer, P; Weidauer, S; Bernhardt, T; Steinmetz, H; Frölich, L; Kleinschmidt, A

    2005-03-15

    The modulation of attention by emotionally arousing stimuli is highly important for each individual's social function. Disturbances of emotional processing are a supportive feature for the diagnosis of subcortical vascular dementia (SVD). We address here whether these disturbances might be useful as an early disease marker. In order to examine the modulation of visual attention by emotionally arousing stimuli of different valence, 12 elderly patients with early SVD, 12 age-comparable healthy adults and 12 young healthy subjects were studied while looking at pairs of pictures from the International Affective Picture Battery that were either neutral-neutral, neutral-positive or neutral-negative in terms of emotional content. Eye movements were recorded with an infrared eye-tracking system. The direction of the first saccade and the dwell time during the 10 s of presentation were measured and compared among groups with parametric tests. All subjects showed a modulation of initial attentional orienting as well as a higher percentage of dwell time towards the pictures containing emotional material. Patients with SVD and old controls did not differ in either experimental measure. Young patients showed a stronger bias towards emotionally negative material than both groups of older individuals. Modulation of visuospatial attention is preserved in early SVD. This might have implications for therapeutic interventional approaches. A weakened sustained attention towards negative but not positive emotional pictures in the elderly is in accordance with the socioemotional selectivity theory, describing a relative selection of positive stimuli with aging.

  3. Assessing and Managing Sleep Disturbance in Patients with Chronic Pain.

    PubMed

    Cheatle, Martin D; Foster, Simmie; Pinkett, Aaron; Lesneski, Matthew; Qu, David; Dhingra, Lara

    2016-06-01

    Chronic pain is associated with symptoms that may impair a patient's quality of life, including emotional distress, fatigue, and sleep disturbance. There is a high prevalence of concomitant pain and sleep disturbance. Studies support the hypothesis that sleep and pain have a bidirectional and reciprocal relationship. Clinicians who manage patients with chronic pain often focus on interventions that relieve pain, and assessing and treating sleep disturbance are secondary or not addressed. This article reviews the literature on pain and co-occurring sleep disturbance, describes the assessment of sleep disturbance, and outlines nonpharmacologic and pharmacologic treatment strategies to improve sleep in patients with chronic pain.

  4. Long-term prospective longitudinal evaluation of emotional distress and quality of life in cervical cancer patients who remained disease-free 2-years from diagnosis

    PubMed Central

    2013-01-01

    Background A long-term prospective assessment of QoL in cervical cancer patients is still lacking. Here, we provide the first 2-years prospective, longitudinal study evaluating emotional distress and QoL in early stage (ECC) and locally advanced (LACC) cervical cancer patients who remained disease-free 2-years from diagnosis. Methods The questionnaires: Hospital Anxiety and Depression Scale (HADS), Global Health Status items of EORTC QLQ-C30 (GHS), and EORTC QLQ-CX24 (CX24) have been administered by a dedicated team of psycho-oncologists, administered at baseline, and after 3, 6, 12 and 24 months from surgery The Generalized Linear Model for repeated measure was used to analyze modifications of QoL measures over time. Results In both groups, an early reduction of the percentage of patients with anxiety levels ≥11 was observed at the 3-month evaluation (ECC: 25.7% at baseline Vs 14.7% after 3 months, p value=0.001; LACC: 22.2% at baseline Vs 15.4% after 3 months, p value=0.001). Despite this favorable trend, after 2 years from diagnosis, 11.9% of ECC and 15.6% of LACC patients still showed an anxiety score ≥11. No significant changes over time were observed in term of Depression levels. Focusing on QoL issues, mean GHS and Sexual Activity scores showed an improvement over time in both groups compared to baseline (GHS: 5.7% difference for ECC, p value=0.001, and 11.0% in LACC, p value=0.001; SXA: 13.9% difference for ECC, p value=0.001; and 6.1% in LACC, p value=0.008). On the other hand, Body Image mean scores were significantly impaired by chemoradiation administration in LACC patients, without long-term recovery (7.5% difference, p value=0.001). Finally, in both groups, lymphedema (LY) and menopausal symptoms (MS) showed an early worsening which persisted 2-year after surgery (LY: 19.5% difference for ECC, p value=0.014, and 27.3% in LACC, p value=0.001; MS: 14.4% difference for ECC, p value=0.004, and 16.0% in LACC, p value=0.002). Conclusions Despite a

  5. Emotion recognition, emotional awareness and cognitive bias in individuals with bulimia nervosa.

    PubMed

    Legenbauer, Tanja; Vocks, Silja; Rüddel, Heinz

    2008-06-01

    Difficulties recognizing emotion have been reported for eating disordered individuals in relation to perception of emotions in others and emotional self-awareness. It remains unclear whether this is a perceptual or cognitive-affective problem. Clarification is sought and the question of a cognitive bias is addressed when interpreting facially expressed emotions. Twenty participants with bulimia nervosa (BN) and 20 normal controls (NC) were assessed for ability to recognize emotional and neutral expressions. Emotional self-awareness was also assessed. Significant differences were found for emotional self-awareness. For emotional faces, only a poorer recognition of the emotion, surprise, for BN was found. Problems with emotional self-awareness suggest a cognitive-affective disturbance in emotion recognition. Implications for therapy are discussed. (c) 2008 Wiley Periodicals, Inc.

  6. A Randomized Controlled Trial of Emotionally Expressive Writing for Women With Metastatic Breast Cancer

    PubMed Central

    Low, Carissa A.; Stanton, Annette L.; Bower, Julienne E.; Gyllenhammer, Lauren

    2011-01-01

    Objective To test the effects of emotionally expressive writing in a randomized controlled trial of metastatic breast cancer patients and to determine whether effects of the intervention varied as a function of perceived social support or time since metastatic diagnosis. Design Women (N = 62) living with Stage IV breast cancer were randomly assigned to write about cancer-related emotions (EMO; n = 31) or the facts of their diagnosis and treatment (CTL; n = 31). Participants wrote at home for four 20-min sessions within a 3-week interval. Main Outcome Measures Depressive symptoms, cancer-related intrusive thoughts, somatic symptoms, and sleep quality at 3 months postintervention. Results No significant main effects of experimental condition were observed. A significant condition × social support interaction emerged on intrusive thoughts; EMO writing was associated with reduced intrusive thoughts for women reporting low emotional support (η2 = .15). Significant condition × time since metastatic diagnosis interactions were also observed for somatic symptoms and sleep disturbances. Relative to CTL, EMO participants who were more recently diagnosed had fewer somatic symptoms (η2 = .10), whereas EMO participants with longer diagnosis duration exhibited increases in sleep disturbances (η2 = .09). Conclusion Although there was no main effect of expressive writing on health among the current metastatic breast cancer sample, expressive writing may be beneficial for a subset of metastatic patients (including women with low levels of emotional support or who have been recently diagnosed) and contraindicated for others (i.e., those who have been living with the diagnosis for years). PMID:20658835

  7. A randomized controlled trial of emotionally expressive writing for women with metastatic breast cancer.

    PubMed

    Low, Carissa A; Stanton, Annette L; Bower, Julienne E; Gyllenhammer, Lauren

    2010-07-01

    To test the effects of emotionally expressive writing in a randomized controlled trial of metastatic breast cancer patients and to determine whether effects of the intervention varied as a function of perceived social support or time since metastatic diagnosis. Women (N = 62) living with Stage IV breast cancer were randomly assigned to write about cancer-related emotions (EMO; n = 31) or the facts of their diagnosis and treatment (CTL; n = 31). Participants wrote at home for four 20-min sessions within a 3-week interval. Depressive symptoms, cancer-related intrusive thoughts, somatic symptoms, and sleep quality at 3 months postintervention. No significant main effects of experimental condition were observed. A significant condition x social support interaction emerged on intrusive thoughts; EMO writing was associated with reduced intrusive thoughts for women reporting low emotional support (eta2 = .15). Significant condition x time since metastatic diagnosis interactions were also observed for somatic symptoms and sleep disturbances. Relative to CTL, EMO participants who were more recently diagnosed had fewer somatic symptoms (eta2 = .10), whereas EMO participants with longer diagnosis duration exhibited increases in sleep disturbances (eta2 = .09). Although there was no main effect of expressive writing on health among the current metastatic breast cancer sample, expressive writing may be beneficial for a subset of metastatic patients (including women with low levels of emotional support or who have been recently diagnosed) and contraindicated for others (i.e., those who have been living with the diagnosis for years). PsycINFO Database Record (c) 2010 APA, all rights reserved.

  8. Evolution, Emotions, and Emotional Disorders

    ERIC Educational Resources Information Center

    Nesse, Randolph M.; Ellsworth, Phoebe C.

    2009-01-01

    Emotions research is now routinely grounded in evolution, but explicit evolutionary analyses of emotions remain rare. This article considers the implications of natural selection for several classic questions about emotions and emotional disorders. Emotions are special modes of operation shaped by natural selection. They adjust multiple response…

  9. Evolution, Emotions, and Emotional Disorders

    ERIC Educational Resources Information Center

    Nesse, Randolph M.; Ellsworth, Phoebe C.

    2009-01-01

    Emotions research is now routinely grounded in evolution, but explicit evolutionary analyses of emotions remain rare. This article considers the implications of natural selection for several classic questions about emotions and emotional disorders. Emotions are special modes of operation shaped by natural selection. They adjust multiple response…

  10. Addressing neuropsychiatric disturbances during rehabilitation after traumatic brain injury: current and future methods

    PubMed Central

    Arciniegas, David B.

    2011-01-01

    Cognitive, emotional, behavioral, and sensorimotor disturbances are the principal clinical manifestations of traumatic brain injury (TBI) throughout the early postinjury period. These post-traumatic neuropsychiatric disturbances present substantial challenges to patients, their families, and clinicians providing their rehabilitative care, the optimal approaches to which remain incompletely developed. In this article, a neuropsychiairically informed, neurobiologically anchored approach to understanding and meeting challenges is described. The foundation for thai approach is laid, with a review of clinical case definitions of TBI and clarification of their intended referents. The differential diagnosis of event-related neuropsychiatric disturbances is considered next, after which the clinical and neurobiological heterogeneity within the diagnostic category of TBI are discussed. The clinical manifestations of biomechanical force-induced brain dysfunction are described as a state of post-traumatic encephalopathy (PTE) comprising several phenomenologically distinct stages, PTE is then used as a framework for understanding and clinically evaluating the neuropsychiatric sequelae of TBI encountered commonly during the early post-injury rehabilitation period, and for considering the types and timings of neurorehabilitative interventions. Finally, directions for future research that may address productively the challenges to TBI rehabilitation presented by neuropsychiatric disturbances are considered. PMID:22034400

  11. Emotional Awareness, Gender, and Peculiar Body-Related Beliefs

    PubMed Central

    Boden, Matthew Tyler; Gala, Sasha; Berenbaum, Howard

    2012-01-01

    Research has broadly established that emotional disturbances are associated with body image disturbances. This is the first study to examine links between facets of emotional awareness and peculiar body-related beliefs (PBB), or beliefs about an imagined or slight defect in one’s appearance or bodily functioning. In a sample of college students (n=216), we found that low emotional clarity (the extent to which the type and source of emotions are understood) was associated with higher PBB in both women and men, and the relation between emotional clarity and PBB was further moderated by attention to emotions (the extent to which emotions are attended to) and gender. Men with low attention to emotions and women with high attention to emotions both experienced higher levels of PBB if they also reported low levels of emotional clarity. This interactive effect was not attributable to shared variance with body mass index, neuroticism or affect intensity. PMID:23237489

  12. [Assessment of the cognitive, functioning and emotional impairments in patients with Alzheimer's disease in relation to lifestyle behaviours in the stage of life prior to the diagnosis of disease].

    PubMed

    Kaczmarek, Maria; Skrzypczak, Magdalena; Szwed, Anita; Goździcka-Józefiak, Anna; Geppert, Anita

    2008-01-01

    The purpose of the study is to estimate whether the cognitive, functioning and emotional impairments in patients with Alzheimer's disease are related to lifestyle behaviours in the stage of life prior to the diagnosis of the disease. Altogether, 65 patients with Alzheimer's disease, 55 women and 10 men, participants of the day center, run by the Wielkopolska Association of Alzheimer's Disease and residents of the Senior Nursing Home in Koprzywnica, were examined. Cognitive, functioning and emotional impairments of patients as well as lifestyle behaviours in the stage of life prior to the diagnosis of AD were estimated using AD-specific questionnaire, which were completed by caregivers. Qantitative and qualitative analyses were run using appropriate statistical procedures available in the Statistica 7.1 programme [StatSoft. Inc.2005 Statistica for Windows]. The findings revealed that patients with AD aged 70 years and older were likely to be more frequently impaired with daily life functioning than their younger counterparts. Patients with a higher attainment of education were more frequently impaired with cognitive than emotional problems and depression. Of all the variables in question, calendar age, educational attainment and intellectual activity in the stage of life prior to the diagnosis of disease were most significant in explaining the variation in the current impairments. Persons who were younger and intellectually active prior to the disease, were likely to be suffering less from the burden of AD than the older and less intellectually active counterparts. The association between educational attainment and intellectual activity in the stage of life prior to the occurrence of AD, and the burden of AD, found in the study, indicates that a lifelong intellectual activity may help to reduce disabilities and improve the patients' quality of life.

  13. Emotional Needs and Control of SLD Children.

    ERIC Educational Resources Information Center

    McEchron, W. David

    This paper presents thoughts and techniques concerning the control of the specific learning disability (SLD) child and the emotional needs which these children have. The SLD child whose learning and behavior problems are significant and are due to some visual-perceptual or organic problem and not emotional disturbance, disadvantagement, or gross…

  14. The Construction of Emotional and Behavioural Difficulties

    ERIC Educational Resources Information Center

    Jones, Raya A.

    2003-01-01

    This paper presents a critique of the educational model of emotional and behavioural difficulties in British education. In the wake of strong criticisms of the so-called medical model of maladjustment (pre-1980s), educational policies have defined the "disturbing" pupil as having emotional and behavioural difficulties, and have more…

  15. Rational emotive behavior therapy: disputing irrational philosophies.

    PubMed

    Sacks, Susan Bendersky

    2004-05-01

    This article provides an overview of the concepts and techniques of rational emotive behavior therapy to distinguish it from cognitive-behavioral therapy. Rational emotive behavior therapy proposes that psychological disturbance is largely created and maintained through irrational philosophies consisting of internal absolutistic demands. This therapy strives to produce sustained and profound cognitive, emotive, and behavioral change through active, vigorous disputation of underlying irrational philosophies.

  16. [What is an emotion? An introduction to the study of emotions].

    PubMed

    Derouesné, Christian

    2011-03-01

    Human emotions are hypothetic constructs based on psychological and physiological data. According to the psychoevolutionnist theories, all emotions derive from a set of discrete basic emotions, common to human and animals, genetically determined. Basic emotions are thus considered as physiological processes based on specific neuronal circuits. On the contrary, for appraisal and social theories, emotions are psychological processes resulting from the cognitive appraisal of the stimulus-event for the well-being and objectives of the subject, and are of social origin. They develop during life, especially in childhood, from interactions between the individual and his environement. According to the appraisal or constructivist theories, no sharp distinction is to be made between emotions and other manifestations of the affective life. Emotions require the global functioning of the brain, even if more specialized regions are involved. They play a fundamental role in the development of the child's psychological and social life. They mediate the subject's response to the stimulus-event, allowing more appropriate reactions than fixed instinctive ones. Nevertheless, the adaptative function of every emotion or their every component can be questioned. Emotional disturbances are major consequences of psychiatric or neurological disorders. The link between the results of neuropsychological studies of emotions based on the recognition of emotional facal expression according to the basic emotion theory, and the emotional disturbances experienced in daily life is highly questionable on account of the high complexity of human affective life.

  17. Alleviating Communication Apprehension through Rational Emotive Therapy: A Comparative Evaluation.

    ERIC Educational Resources Information Center

    Watson, Arden K.; Dodd, Carley H.

    Albert Ellis's Rational Emotive Therapy (RET), which assumes that a person can change an emotional disturbance by discovering and disputing the irrational ideas giving rise to that emotion, has been used effectively in treating public speaking anxiety. To compare RET with other treatments for communication apprehension, 52 high communication…

  18. Natural disturbance production functions

    Treesearch

    Jeffrey P. Prestemon; D. Evan Mercer; John M. Pye

    2008-01-01

    Natural disturbances in forests are driven by physical and biological processes. Large, landscape scale disturbances derive primarily from weather (droughts, winds, ice storms, and floods), geophysical activities (earthquakes, volcanic eruptions), fires, insects, and diseases. Humans have invented ways to minimize their negative impacts and reduce their rates of...

  19. Emotion Words Shape Emotion Percepts

    PubMed Central

    Gendron, Maria; Lindquist, Kristen A.; Barsalou, Lawrence; Barrett, Lisa Feldman

    2015-01-01

    People believe they see emotion written on the faces of other people. In an instant, simple facial actions are transformed into information about another's emotional state. The present research examined whether a perceiver unknowingly contributes to emotion perception with emotion word knowledge. We present 2 studies that together support a role for emotion concepts in the formation of visual percepts of emotion. As predicted, we found that perceptual priming of emotional faces (e.g., a scowling face) was disrupted when the accessibility of a relevant emotion word (e.g., anger) was temporarily reduced, demonstrating that the exact same face was encoded differently when a word was accessible versus when it was not. The implications of these findings for a linguistically relative view of emotion perception are discussed. PMID:22309717

  20. Sleep disturbance in Mowat-Wilson syndrome.

    PubMed

    Evans, Elizabeth; Mowat, David; Wilson, Meredith; Einfeld, Stewart

    2016-03-01

    Mowat-Wilson syndrome (MWS) is a multiple congenital anomaly syndrome caused by a heterozygous mutation or deletion of the ZEB2 gene. It is characterized by a distinctive facial appearance in association with intellectual disability (ID) and variable other features including agenesis of the corpus callosum, seizures, congenital heart defects, microcephaly, short stature, hypotonia, and Hirschsprung disease. The current study investigated sleep disturbance in people with MWS. In a series of unstructured interviews focused on development and behaviors in MWS, family members frequently reported sleep disturbance, particularly early-morning waking and frequent night waking. The Sleep Disturbance Scale for Children (SDSC) was therefore administered to a sample of 35 individuals with MWS, along with the Developmental Behaviour Checklist (DBC) to measure behavioral and emotional disturbance. A high level of sleep disturbance was found in the MWS sample, with 53% scoring in the borderline range and 44% in the clinical disorder range for at least one subscale of the SDSC. Scores were highest for the Sleep-wake transition disorders subscale, with 91% of participants reaching at least the borderline disorder range. A significant positive association was found between total scores on the SDSC and the DBC Total Behaviour Problem Score. These results suggest that sleep disorders should be screened for in people with MWS, and where appropriate, referrals to sleep specialists made for management of sleep problems.

  1. The impact of parental diagnosis of borderline personality disorder on offspring: learning from clinical practice.

    PubMed

    Bartsch, Dianna R; Roberts, Rachel M; Davies, Matthew; Proeve, Michael

    2015-02-01

    The aim of this study was to explore mental health clinicians' opinions regarding the impact of a parental diagnosis of borderline personality disorder (BPD) on offspring and factors that may protect these children from developing emotional and/or behavioural difficulties. Expert opinions from 64 clinicians were collected through a voluntary and anonymous online qualitative survey. Thematic analysis of the data revealed five main themes relating to the impact of parental BPD symptoms on offspring. Children in these families were observed to develop behavioural, emotional and interpersonal difficulties, disturbances to cognitive processes and self dysfunction. A number of protective factors for offspring were also identified, such as supportive social networks, therapeutic intervention and child and parent characteristics. A model for the potential transgenerational transmission of emotional dysregulation from parent to child was proposed.

  2. Disturbance and change in biodiversity

    PubMed Central

    Dornelas, Maria

    2010-01-01

    Understanding how disturbance affects biodiversity is important for both fundamental and applied reasons. Here, I investigate how disturbances with different ecological effects change biodiversity metrics. I define three main types of disturbance effects: D disturbance (shifts in mortality rate), B disturbance (shifts in reproductive rates) and K disturbance (shifts in carrying capacity). Numerous composite disturbances can be defined including any combination of these three types of ecological effects. The consequences of D, B and K disturbances, as well as of composite DBK disturbances are examined by comparing metrics before and after a disturbance, in disturbed and undisturbed communities. I use simulations of neutral communities and examine species richness, total abundance and species abundance distributions. The patterns of change in biodiversity metrics are consistent among different types of disturbance. K disturbance has the most severe effects, followed by D disturbance, and B disturbance has nearly negligible effects. Consequences of composite DBK disturbances are more complex than any of the three types of disturbance, with unimodal relationships along a disturbance gradient arising when D, B and K are negatively correlated. Importantly, regardless of disturbance type, community isolation enhances the negative consequences and hinders the positive effects of disturbances. PMID:20980319

  3. Disturbance and change in biodiversity.

    PubMed

    Dornelas, Maria

    2010-11-27

    Understanding how disturbance affects biodiversity is important for both fundamental and applied reasons. Here, I investigate how disturbances with different ecological effects change biodiversity metrics. I define three main types of disturbance effects: D disturbance (shifts in mortality rate), B disturbance (shifts in reproductive rates) and K disturbance (shifts in carrying capacity). Numerous composite disturbances can be defined including any combination of these three types of ecological effects. The consequences of D, B and K disturbances, as well as of composite DBK disturbances are examined by comparing metrics before and after a disturbance, in disturbed and undisturbed communities. I use simulations of neutral communities and examine species richness, total abundance and species abundance distributions. The patterns of change in biodiversity metrics are consistent among different types of disturbance. K disturbance has the most severe effects, followed by D disturbance, and B disturbance has nearly negligible effects. Consequences of composite DBK disturbances are more complex than any of the three types of disturbance, with unimodal relationships along a disturbance gradient arising when D, B and K are negatively correlated. Importantly, regardless of disturbance type, community isolation enhances the negative consequences and hinders the positive effects of disturbances.

  4. Disturbed island ecology.

    PubMed

    Whittaker, R J

    1995-10-01

    The natural occurrence of significant disturbances to the operation of insular ecosystems has tended to be downplayed in the development of island ecological theory. Despite the importance of events such as Hurricane Hugo, which in 1989 affected islands in the Caribbean, islands that are disturbed tend to be viewed as deviants from the `true path' described by equilibrium models. However, particularly with organisms of long generation times, it is questionable whether such models are applicable. This may be as important for wildlife managers to take account of as for theorists. Disturbance regime should be incorporated into island ecological models alongside other ecological factors structuring colonization patterns and turnover.

  5. Body image disturbance and skin bleaching.

    PubMed

    Charles, Christopher A D; McLean, Shua-Kym

    2017-02-24

    This study looks at body image disturbance among Jamaicans who bleach their skin. The hypothesis states that there is a positive relationship between skin bleaching and body image disturbance. The study used a convenience sample of 160 participants with a skin bleaching group (n = 80) and a non-bleaching comparison group (n = 80). The instrument included demographic questions, the body image disturbance questionnaire (BIDQ), and questions about skin bleaching. The results of a t-test revealed that the skin bleaching group (M = 1.5255, SD = 0.42169) was not significantly different from the non-bleaching group (M = 1.4938, SD = 0.74217) in terms of body image disturbance, t(158) = 0.333, p = .740. The participants who bleached did not suffer from body image disturbance. Self-reports revealed that they bleached to acquire beauty, attract a partner, elude the police, and market skin bleaching products. The practice was fashionable and popular and it made some participants feel good, while others were fans of a popular musical artiste who bleached his skin. The majority of participants bleached because of the perceived personal, social, and entrepreneurial benefits of the practice and not because they suffered emotional distress, anxiety, and functional impairment because of their skin colour. However, there was some level of BID among the minority of participants who argued that they bleached because they wanted to be pretty so they were emotionally distressed about there body image and experienced functional impairment.

  6. Embodying emotion.

    PubMed

    Niedenthal, Paula M

    2007-05-18

    Recent theories of embodied cognition suggest new ways to look at how we process emotional information. The theories suggest that perceiving and thinking about emotion involve perceptual, somatovisceral, and motoric reexperiencing (collectively referred to as "embodiment") of the relevant emotion in one's self. The embodiment of emotion, when induced in human participants by manipulations of facial expression and posture in the laboratory, causally affects how emotional information is processed. Congruence between the recipient's bodily expression of emotion and the sender's emotional tone of language, for instance, facilitates comprehension of the communication, whereas incongruence can impair comprehension. Taken all together, recent findings provide a scientific account of the familiar contention that "when you're smiling, the whole world smiles with you."

  7. The Application of Rational-Emotive Theory and Therapy to School-Aged Children.

    ERIC Educational Resources Information Center

    DiGiuseppe, Raymond; Bernard, Michael E.

    1990-01-01

    Explains rational-emotive theory and therapy and its applications to school psychology, highlighting distinction between disturbed and nondisturbed emotions and distinction between irrational and rational beliefs. Presents history of rational-emotive therapy and its application to emotional problems of children. Reviews research in…

  8. Indicators: Human Disturbance

    EPA Pesticide Factsheets

    Human disturbance is a measure of the vulnerability of aquatic resources to a variety of harmful human activities such as tree removal, road building, construction near shorelines/streambanks, and artificial hardening of lakeshores with retaining walls.

  9. Disturbances by Prometheus

    NASA Image and Video Library

    2006-09-05

    The clumpy disturbed appearance of the brilliant F ring constantly changes. The irregular structure of the ring is due, in large part, to the gravitational perturbations on the ring material by one of Saturn moons, Prometheus

  10. The Role of Expressed Emotion in Relationships Between Psychiatric Staff and People With a Diagnosis of Psychosis: A Review of the Literature

    PubMed Central

    Berry, Katherine; Barrowclough, Christine; Haddock, Gillian

    2011-01-01

    The concept of expressed emotion (EE) has been extended to the study of staff-patient relationships in schizophrenia. A comprehensive review of the literature identified a total of 27 studies investigating EE in this group published between 1990 and 2008. The article aims to assess whether the concept of EE is a useful and valid measure of the quality of professional caregiver and patient relationships, given that staff may be less emotionally invested in relationships than relatives. In doing so, it summarizes methods of measuring EE, the nature of professional EE compared with familial EE, associations between high EE and patient outcomes, associations between EE and both patient and staff variables, and intervention studies to reduce staff high EE. The available evidence suggests that the Camberwell Family Interview is an acceptable measure of EE in staff-patient relationships, although the Five Minute Speech Sample may provide a less resource intensive alternative. However, in contrast to familial research, neither the EE status on the Camberwell Family Interview nor the Five Minute Speech Sample show a robust relationship with outcomes. The presence or absence of a positive staff-patient relationship may have more predictive validity in this group. There is relatively consistent evidence of associations between staff criticism and poorer patient social functioning. Consistent with findings in familial research, staff attributions may play a key role in driving critical responses, and it may be possible to reduce staff high EE by modifying negative appraisals. PMID:20056685

  11. Plasma Levels of Folates, Riboflavin, Vitamin B6, and Ascorbate in Severely Disturbed Children.

    ERIC Educational Resources Information Center

    Sankar, D. V. Siva

    1979-01-01

    The plasma levels of folic acid, ascorbic acid, pyridoxine, and riboflavin were studied in 125 severely emotionally disturbed children (ages 5-16 years) to determine whether they had overt vitamin deficiencies. (Author/DLS)

  12. Plasma Levels of Folates, Riboflavin, Vitamin B6, and Ascorbate in Severely Disturbed Children.

    ERIC Educational Resources Information Center

    Sankar, D. V. Siva

    1979-01-01

    The plasma levels of folic acid, ascorbic acid, pyridoxine, and riboflavin were studied in 125 severely emotionally disturbed children (ages 5-16 years) to determine whether they had overt vitamin deficiencies. (Author/DLS)

  13. DEVELOPING EGO FUNCTIONS IN DISTURBED CHILDREN, OCCUPATIONAL THERAPY IN MILIEU.

    ERIC Educational Resources Information Center

    LLORENS, LELA A.; RUBIN, ELI Z.

    THE USE OF OCCUPATIONAL THERAPY (OT) WITH EMOTIONALLY DISTURBED CHILDREN IN A RESIDENTIAL TREATMENT SETTING OR MILIEU IS DESCRIBED ON THE BASIS OF 6 YEARS OF EXPERIMENTAL WORK. CORRECTIVE TREATMENT AND REHABILITATION APPROACHES ARE EXPLAINED. ALSO CONSIDERED IS THE CONTRIBUTION OF OT IN (1) THE DEVELOPMENT, FULFILLMENT, OR MODIFICATION OF MOTOR…

  14. DEVELOPING EGO FUNCTIONS IN DISTURBED CHILDREN, OCCUPATIONAL THERAPY IN MILIEU.

    ERIC Educational Resources Information Center

    LLORENS, LELA A.; RUBIN, ELI Z.

    THE USE OF OCCUPATIONAL THERAPY (OT) WITH EMOTIONALLY DISTURBED CHILDREN IN A RESIDENTIAL TREATMENT SETTING OR MILIEU IS DESCRIBED ON THE BASIS OF 6 YEARS OF EXPERIMENTAL WORK. CORRECTIVE TREATMENT AND REHABILITATION APPROACHES ARE EXPLAINED. ALSO CONSIDERED IS THE CONTRIBUTION OF OT IN (1) THE DEVELOPMENT, FULFILLMENT, OR MODIFICATION OF MOTOR…

  15. 1992 system disturbances

    SciTech Connect

    Not Available

    1993-10-01

    When a utility experiences an electric system emergency that requires reporting to the DOE, the utility sends a copy of the report to its Regional Council, which then sends a copy to NERC. Canadian utilities often voluntarily file emergency reports to DOE and NERC as well. NERC's annual review of system disturbances begins in November when the Disturbance Analysis Working Group meets to discuss each disturbance reported to NERC so far that year. The Group then contacts the Regional Council or utility(ies) involved and requests a detailed report of each incident. The Group then summarizes the report for this Review and analyzes it using the NERC Operating Guides and Planning Policies and Guides as the analysis categories. The Commentary section includes the conclusions and recommendations that were formulated from the analyses in this report plus the general experiences of the Working Group through the years. In 1992, utilities reported 22 incidents of system disturbances, load reductions, or unusual occurrences. This is eight fewer than reported in 1991. These incidents are listed chronologically and categorized as: fourteen system interruptions that resulted in loss of customer service, eight unusual occurrences that did not cause a service interruption. No public appeals to reduce demand or voltage reductions occurred in 1992. This document contains reports of 11 incidents plus a summary of the damage from Hurricane Andrew. Each utility or Region approved its analysis in this report. Included is a table of Disturbances by Analysis Category that offers a quick review of the categories applicable to each incident.

  16. Communication issues in migraine diagnosis.

    PubMed

    Edmeads, John

    2002-06-01

    To examine the importance of good communication when informing the patient of the diagnosis of migraine; to review the essentials of successful communication between physician and patient on the aspect of diagnosis; to survey learning resources for physicians on communicating information to patients. This paper is based on observations made by the author of the successful interactions of numerous international "headache experts" with their patients, on a review of the medical education literature pertaining to the teaching of communication skills, and on 30 years of not always successful communication with patients. Communicating the diagnosis of migraine is an opportunity to educate and reassure the patient, to lay the foundation for rational treatment and to help establish the successful doctor-patient relationship which is essential for effective management. No matter how accurate the diagnosis, failure to communicate it effectively to the patient (and often to significant others) may impair interactions with the patient and compromise therapy. Effective communication of a diagnosis requires clarity, relevance to the patient, a positive attitude, and reinforcement through repetition, questioning and dialogue. In terms of using the diagnosis to lay a foundation for therapy, it is useful to explain the symptoms as transient physical dysfunction of normal tissues, to indicate that there are multiple mechanisms underlying the dysfunction of which only some may presently be susceptible to treatment and to stress the relevance of emotions as factors which may powerfully affect, for better or worse, the underlying disturbed physiology of migraine. Into this model can be "plugged" all the relevant therapies for migraine. This is the ideal, but every day experience in the headache consultant's office suggest that in both primary care and specialist practice, it is infrequently attained. There are scant resources other than example for physicians to learn communication of

  17. Regulation of emotions in psychogenic nonepileptic seizures.

    PubMed

    Urbanek, Monika; Harvey, Martin; McGowan, John; Agrawal, Niruj

    2014-08-01

    Despite the long history of psychogenic nonepileptic seizures (PNES), relatively little is known about the mechanisms that cause and maintain this condition. Emerging research evidence suggests that patients with PNES might have difficulties in regulating their emotions. However, much remains to be learned about the nature of these difficulties and the emotional responses of individuals with PNES. This study aimed to gain a detailed understanding of emotion regulation processes in patients with PNES by examining differences between patients with PNES and a healthy control group with regard to intensity of emotional reactions, understanding of one's emotional experience, beliefs about emotions, and managing emotions by controlling emotional expression. A cross-sectional design was used to compare the group with PNES (n=56) and the healthy control group (n=88) on a range of self-report measures. Participants with a diagnosis of PNES reported significantly poorer understanding of their emotions, more negative beliefs about emotions, and a greater tendency to control emotional expression compared to the control group. While intensity of emotions did not discriminate between the groups, poor understanding and negative beliefs about emotions were found to be significant predictors of PNES, even after controlling for age, education level, and emotional distress. Furthermore, the presence of some emotion regulation difficulties was associated with self-reported seizure severity. The results of this study are largely consistent with previous literature and provide evidence for difficulties in emotion regulation in patients with PNES. However, this research goes further in bringing together different aspects of emotion regulation, including beliefs about emotions, which have not been examined before. As far as it is known, this is the first study to suggest that levels of alexithymia in a population with PNES are positively associated with self-reported seizure severity. The

  18. Emotion work: disclosing cancer

    PubMed Central

    Yoo, Grace J.; Aviv, Caryn; Levine, Ellen G.; Ewing, Cheryl; Au, Alfred

    2010-01-01

    Introduction Breast cancer remains one of the leading causes of morbidity and mortality for all women in the US. Current research has focused on the psychological relationship and not the sociological relationship between emotions and the experience of breast cancer survivors. This paper focuses on the emotion work involved in self-disclosing a breast cancer diagnosis in a racially or ethnically diverse population. Methods The participants (n=176) selected for this study were African American, Asian American, Latina, and Caucasian women who had been diagnosed with stages 0, I, or II breast cancer within the past 4 years. They completed an in-depth qualitative interview on self-disclosure and social support. Findings The results indicate self-disclosing was done at a time when important decisions about treatment needed to be made. Different strategies for disclosure were used, all of which entailed emotion work. Respondents talked about the various elements of emotion work in the disclosure process including: managing others' worry, protecting and soothing others, and educating and instructing others.. For many respondents, disclosure without calculating emotional management meant opening up to others which meant support and an increase in emotional resources. Conclusions The findings in this paper have implications for women with breast cancer and demonstrate the need for women to be involved in honest disclosure and less emotional management of others' feelings. There is also a need for education about the nature of the cancer experience among people who are not well educated about the treatment and consequences of cancer. This need may be even stronger among racial and ethnic minorities. PMID:19434430

  19. Forest development leading to disturbances

    Treesearch

    Clinton E. Carlson; Stephen F. Arno; Jimmie Chew; Catherine A. Stewart

    1995-01-01

    Natural disturbance in western U.S.A. forest ecosystems is related to forest succession, growth, and structural development. Natural disturbance may be biotic (insects and diseases) or abiotic (fire, wind, avalanche, etc.). Natural disturbances are more appropriately thought of as natural processes; disturbance is a social connotation implicating economic loss. Forest...

  20. Growth disturbances after distal tibial physeal fractures.

    PubMed

    Berson, L; Davidson, R S; Dormans, J P; Drummond, D S; Gregg, J R

    2000-01-01

    Twenty-four patients with distal tibial growth disturbance were reviewed. Disturbances were classified as physeal bar (prior to deformity), angular, linear or combined deformities. Treatment consisted of osteotomy in fourteen, epiphyseodesis in seven, excision of bony bar in two, and observation in one patient. Follow up was an average 36.6 months (range 4-129 months) after treatment of growth disturbance. The age at time of injury was 10.4 years of age average (range 3-15 years). There were 12 SH2, 2 SH3, 7 SH4, and 3 SH5 distal tibial physeal fractures. Thirteen of 15 fractures considered high energy and only 1 of 9 fractures considered low energy resulted in angular deformity. Angular and linear deformities presented an average 46 months (range 12-120 months) and physeal bars at an average 14 months (range 6-25 months) after injury. Patients with a delay in presentation of growth disturbance greater than 24 months had angular deformities in 92% compared with 33% in children presenting less than or at 24 months. Treatment based on type of deformity, age at time of injury, and growth remaining was considered successful in 83%. Patients with angular or linear deformities were more likely to present late, have high energy injuries, be male patients and have Salter-Harris types IV and V. Early diagnosis and treatment of growth disturbance can prevent severe deformity.

  1. Stonewalling Emotion.

    PubMed

    Liao, Lih-Mei

    2015-01-01

    This commentary is an exploration of emotion by a therapist. It focuses on how emotion is managed in the stories of growing up and living with atypical sex anatomies--how (much) is emotion (not) discussed, and what are the effects of forestalling emotive dialogue. Emotion care in the narratives is often sidelined in favor of medical doings. Rather than creating a haven to keep normative pressures at bay, so as to enable the affected parents, adolecents and adults to process their situations, some of the storytellers reveal how medicine has concentrated its efforts on the erasure and silencing of their bodily differences. The most frequently mentioned emotion management strategy is 'stonewalling', as some of the affected children and adults were silently left to take in what was reflected in the eyes of the large number of people inspecting their naked bodies. Emotional suffering continued for many years for some individuals. An apology might ease suffering but is rarely bestowed. Learning to become more comfortable with emotion may open up more possibilities for helpful conversations between care users and providers and within families. Feelings of joy became more available to the storytellers who as adults learned to embrace their differences and connected with like-minded people.

  2. Acute Symptomatic Seizures Caused by Electrolyte Disturbances.

    PubMed

    Nardone, Raffaele; Brigo, Francesco; Trinka, Eugen

    2016-01-01

    In this narrative review we focus on acute symptomatic seizures occurring in subjects with electrolyte disturbances. Quite surprisingly, despite its clinical relevance, this issue has received very little attention in the scientific literature. Electrolyte abnormalities are commonly encountered in clinical daily practice, and their diagnosis relies on routine laboratory findings. Acute and severe electrolyte imbalances can manifest with seizures, which may be the sole presenting symptom. Seizures are more frequently observed in patients with sodium disorders (especially hyponatremia), hypocalcemia, and hypomagnesemia. They do not entail a diagnosis of epilepsy, but are classified as acute symptomatic seizures. EEG has little specificity in differentiating between various electrolyte disturbances. The prominent EEG feature is slowing of the normal background activity, although other EEG findings, including various epileptiform abnormalities may occur. An accurate and prompt diagnosis should be established for a successful management of seizures, as rapid identification and correction of the underlying electrolyte disturbance (rather than an antiepileptic treatment) are of crucial importance in the control of seizures and prevention of permanent brain damage.

  3. Acute Symptomatic Seizures Caused by Electrolyte Disturbances

    PubMed Central

    Nardone, Raffaele; Brigo, Francesco

    2016-01-01

    In this narrative review we focus on acute symptomatic seizures occurring in subjects with electrolyte disturbances. Quite surprisingly, despite its clinical relevance, this issue has received very little attention in the scientific literature. Electrolyte abnormalities are commonly encountered in clinical daily practice, and their diagnosis relies on routine laboratory findings. Acute and severe electrolyte imbalances can manifest with seizures, which may be the sole presenting symptom. Seizures are more frequently observed in patients with sodium disorders (especially hyponatremia), hypocalcemia, and hypomagnesemia. They do not entail a diagnosis of epilepsy, but are classified as acute symptomatic seizures. EEG has little specificity in differentiating between various electrolyte disturbances. The prominent EEG feature is slowing of the normal background activity, although other EEG findings, including various epileptiform abnormalities may occur. An accurate and prompt diagnosis should be established for a successful management of seizures, as rapid identification and correction of the underlying electrolyte disturbance (rather than an antiepileptic treatment) are of crucial importance in the control of seizures and prevention of permanent brain damage. PMID:26754778

  4. Emotion in Bipolar I Disorder: Implications for Functional and Symptom Outcomes

    PubMed Central

    Johnson, Sheri L.; Tharp, Jordan A.; Peckham, Andrew D.; McMaster, Kaja J.

    2015-01-01

    Despite the centrality of emotion disturbance in neurobiological models of bipolar disorder, the behavioral literature has not yet clearly identified the most central aspects of emotion disturbance in bipolar disorder. Toward this aim, we gathered a battery of emotion-related measures in 67 persons diagnosed with bipolar I disorder as assessed with SCID and a well-matched control group of 58 persons without a history of mood disorders. Those with bipolar disorder were interviewed monthly until they achieved remission, and then tested on emotion measures. A subset of 36 participants with bipolar disorder completed symptom severity interviews at 12-month follow-up. Factor analyses indicated four emotion factor scores: Negative Emotion, Positive Emotion, Reappraisal and Suppression. Bivariate analyses suggested that bipolar disorder was tied to a host of emotion disturbances, but multivariate analyses suggested that bipolar disorder was particularly tied to elevations of Negative Emotion. High Negative Emotion, low Positive Emotion, and high Suppression were conjointly related to lower functioning. Reappraisal predicted declines in depression over time for those with bipolar disorder. Findings highlight the importance of considering the overall profile of emotion disturbance in bipolar disorder. Emotion and emotion regulation appear central to a broad range of outcomes in bipolar disorder. PMID:26480234

  5. Economics of Soil Disturbance

    Treesearch

    Han-Sup Han

    2007-01-01

    Economic implications of soil disturbance are discussed in four categories: planning and layout, selection of harvesting systems and equipment, long-term site productivity loss, and rehabilitation treatments. Preventive measures are more effective in minimizing impacts on soils than rehabilitation treatments because of the remedial expenses, loss of productivity until...

  6. Taking Charge: A Handbook for Parents Whose Children Have Emotional Handicaps. Second Edition.

    ERIC Educational Resources Information Center

    Kelker, Katharin A.

    This handbook was written to share the feelings, experiences, and knowledge of parents of children with emotional disturbances. The first chapter, "Feelings Come First," examines the difficulty in identifying the causes of emotional disturbances, their impact on the family, and coping strategies. The second chapter, "Finding Some Help," describes…

  7. Attitudes toward emotions.

    PubMed

    Harmon-Jones, Eddie; Harmon-Jones, Cindy; Amodio, David M; Gable, Philip A

    2011-12-01

    The present work outlines a theory of attitudes toward emotions, provides a measure of attitudes toward emotions, and then tests several predictions concerning relationships between attitudes toward specific emotions and emotional situation selection, emotional traits, emotional reactivity, and emotion regulation. The present conceptualization of individual differences in attitudes toward emotions focuses on specific emotions and presents data indicating that 5 emotions (anger, sadness, joy, fear, and disgust) load on 5 separate attitude factors (Study 1). Attitudes toward emotions predicted emotional situation selection (Study 2). Moreover, attitudes toward approach emotions (e.g., anger, joy) correlated directly with the associated trait emotions, whereas attitudes toward withdrawal emotions (fear, disgust) correlated inversely with associated trait emotions (Study 3). Similar results occurred when attitudes toward emotions were used to predict state emotional reactivity (Study 4). Finally, attitudes toward emotions predicted specific forms of emotion regulation (Study 5).

  8. Forest disturbances under climate change

    NASA Astrophysics Data System (ADS)

    Seidl, Rupert; Thom, Dominik; Kautz, Markus; Martin-Benito, Dario; Peltoniemi, Mikko; Vacchiano, Giorgio; Wild, Jan; Ascoli, Davide; Petr, Michal; Honkaniemi, Juha; Lexer, Manfred J.; Trotsiuk, Volodymyr; Mairota, Paola; Svoboda, Miroslav; Fabrika, Marek; Nagel, Thomas A.; Reyer, Christopher P. O.

    2017-06-01

    Forest disturbances are sensitive to climate. However, our understanding of disturbance dynamics in response to climatic changes remains incomplete, particularly regarding large-scale patterns, interaction effects and dampening feedbacks. Here we provide a global synthesis of climate change effects on important abiotic (fire, drought, wind, snow and ice) and biotic (insects and pathogens) disturbance agents. Warmer and drier conditions particularly facilitate fire, drought and insect disturbances, while warmer and wetter conditions increase disturbances from wind and pathogens. Widespread interactions between agents are likely to amplify disturbances, while indirect climate effects such as vegetation changes can dampen long-term disturbance sensitivities to climate. Future changes in disturbance are likely to be most pronounced in coniferous forests and the boreal biome. We conclude that both ecosystems and society should be prepared for an increasingly disturbed future of forests.

  9. Emotional collectives: How groups shape emotions and emotions shape groups.

    PubMed

    van Kleef, Gerben A; Fischer, Agneta H

    2016-01-01

    Group settings are epicentres of emotional activity. Yet, the role of emotions in groups is poorly understood. How do group-level phenomena shape group members' emotional experience and expression? How are emotional expressions recognised, interpreted and shared in group settings? And how do such expressions influence the emotions, cognitions and behaviours of fellow group members and outside observers? To answer these and other questions, we draw on relevant theoretical perspectives (e.g., intergroup emotions theory, social appraisal theory and emotions as social information theory) and recent empirical findings regarding the role of emotions in groups. We organise our review according to two overarching themes: how groups shape emotions and how emotions shape groups. We show how novel empirical approaches break important new ground in uncovering the role of emotions in groups. Research on emotional collectives is thriving and constitutes a key to understanding the social nature of emotions.

  10. 300 Area Disturbance Report

    SciTech Connect

    LL Hale; MK Wright; NA Cadoret

    1999-01-07

    The objective of this study was to define areas of previous disturbance in the 300 Area of the U.S. Department of Energy (DOE) Hanford Site to eliminate these areas from the cultural resource review process, reduce cultural resource monitoring costs, and allow cultural resource specialists to focus on areas where subsurface disturbance is minimal or nonexistent. Research into available sources suggests that impacts from excavations have been significant wherever the following construction activities have occurred: building basements and pits, waste ponds, burial grounds, trenches, installation of subsurface pipelines, power poles, water hydrants, and well construction. Beyond the areas just mentioned, substrates in the' 300 Area consist of a complex, multidimen- sional mosaic composed of undisturbed stratigraphy, backfill, and disturbed sediments; Four Geographic Information System (GIS) maps were created to display known areas of disturbance in the 300 Area. These maps contain information gleaned from a variety of sources, but the primary sources include the Hanford GIS database system, engineer drawings, and historic maps. In addition to these maps, several assumptions can be made about areas of disturbance in the 300 Area as a result of this study: o o Buried pipelines are not always located where they are mapped. As a result, cultural resource monitors or specialists should not depend on maps depicting subsurface pipelines for accurate locations of previous disturbance. Temporary roads built in the early 1940s were placed on layers of sand and gravel 8 to 12 in. thick. Given this information, it is likely that substrates beneath these early roads are only minimally disturbed. Building foundations ranged from concrete slabs no more than 6 to 8 in. thick to deeply excavated pits and basements. Buildings constructed with slab foundations are more numerous than may be expected, and minimally disturbed substrates may be expected in these locations. Historic black

  11. Waveguide disturbance detection method

    DOEpatents

    Korneev, Valeri A.; Nihei, Kurt T.; Myer, Larry R.

    2000-01-01

    A method for detection of a disturbance in a waveguide comprising transmitting a wavefield having symmetric and antisymmetric components from a horizontally and/or vertically polarized source and/or pressure source disposed symmetrically with respect to the longitudinal central axis of the waveguide at one end of the waveguide, recording the horizontal and/or vertical component or a pressure of the wavefield with a vertical array of receivers disposed at the opposite end of the waveguide, separating the wavenumber transform of the wavefield into the symmetric and antisymmetric components, integrating the symmetric and antisymmetric components over a broad frequency range, and comparing the magnitude of the symmetric components and the antisymmetric components to an expected magnitude for the symmetric components and the antisymmetric components for a waveguide of uniform thickness and properties thereby determining whether or not a disturbance is present inside the waveguide.

  12. Experiencing Emotions.

    ERIC Educational Resources Information Center

    Brodie, Carolyn S.

    1996-01-01

    Suggests activities for elementary school students that focus on their emotions. Provides a list of picture books that deal with the following: general feelings, anger, embarrassment, fear/anxiety, happiness, hate, jealousy, loneliness, love, pride, and sadness. (AEF)

  13. Somnambulism: Diagnosis and treatment.

    PubMed

    Bharadwaj, Rahul; Kumar, Suresh

    2007-04-01

    Somnambulism is an arousal disorder that is usually benign, self-limited and only infrequently requires treatment. Chronic sleepwalking in children has been shown to be associated with behavioral problems and poor emotional regulation. Most cases can be diagnosed with careful noting of case history and epilepsy is an important differential diagnosis. Management with pharmacological and behavioural measures is usually safe and effective. We present two cases of somnambulism that highlight the importance of the diagnosis and treatment of this condition.

  14. Atmospheric Disturbance Environment Definition

    NASA Technical Reports Server (NTRS)

    Tank, William G.

    1994-01-01

    Traditionally, the application of atmospheric disturbance data to airplane design problems has been the domain of the structures engineer. The primary concern in this case is the design of structural components sufficient to handle transient loads induced by the most severe atmospheric "gusts" that might be encountered. The concern has resulted in a considerable body of high altitude gust acceleration data obtained with VGH recorders (airplane velocity, V, vertical acceleration, G, altitude, H) on high-flying airplanes like the U-2 (Ehernberger and Love, 1975). However, the propulsion system designer is less concerned with the accelerations of the airplane than he is with the airflow entering the system's inlet. When the airplane encounters atmospheric turbulence it responds with transient fluctuations in pitch, yaw, and roll angles. These transients, together with fluctuations in the free-stream temperature and pressure will disrupt the total pressure, temperature, Mach number and angularity of the inlet flow. For the mixed compression inlet, the result is a disturbed throat Mach number and/or shock position, and in extreme cases an inlet unstart can occur (cf. Section 2.1). Interest in the effects of inlet unstart on the vehicle dynamics of large, supersonic airplanes is not new. Results published by NASA in 1962 of wind tunnel studies of the problem were used in support of the United States Supersonic Transport program (SST) (White, at aI, 1963). Such studies continued into the late 1970's. However, in spite of such interest, there never was developed an atmospheric disturbance database for inlet unstart analysis to compare with that available for the structures load analysis. Missing were data for the free-stream temperature and pressure disturbances that also contribute to the unStart problem.

  15. Global Scale Solar Disturbances

    NASA Astrophysics Data System (ADS)

    Title, A. M.; Schrijver, C. J.; DeRosa, M. L.

    2013-12-01

    The combination of the STEREO and SDO missions have allowed for the first time imagery of the entire Sun. This coupled with the high cadence, broad thermal coverage, and the large dynamic range of the Atmospheric Imaging Assembly on SDO has allowed discovery of impulsive solar disturbances that can significantly affect a hemisphere or more of the solar volume. Such events are often, but not always, associated with M and X class flares. GOES C and even B class flares are also associated with these large scale disturbances. Key to the recognition of the large scale disturbances was the creation of log difference movies. By taking the log of images before differencing events in the corona become much more evident. Because such events cover such a large portion of the solar volume their passage can effect the dynamics of the entire corona as it adjusts to and recovers from their passage. In some cases this may lead to a another flare or filament ejection, but in general direct causal evidence of 'sympathetic' behavior is lacking. However, evidence is accumulating these large scale events create an environment that encourages other solar instabilities to occur. Understanding the source of these events and how the energy that drives them is built up, stored, and suddenly released is critical to understanding the origins of space weather. Example events and comments of their relevance will be presented.

  16. On the Conceptual Confusion about Emotional Disorders and Autism.

    ERIC Educational Resources Information Center

    Nomura, Tosuke

    1987-01-01

    There has been serious confusion between the terms "infantile autism" and "emotional disorders" in Japan, especially as pertains to special education classes. Special classes for emotionally disturbed children began in Japan in 1969 with a rapid increase to over 2000 classes by the 1980's. However, most of the children…

  17. Exceptional Children Conference Papers: Behavioral and Emotional Problems.

    ERIC Educational Resources Information Center

    Council for Exceptional Children, Arlington, VA.

    Four conference papers center on educational strategies for use with emotionally distrubed epileptic, the multuply handicapped retarded, hospitalized, and learning disabled children and adolescents. Special education at the National Children's Rehabilitation Center for emotionally disturbed epileptics is said to stress optimum learning through…

  18. Increased attempts to suppress negative and positive emotions in Borderline Personality Disorder.

    PubMed

    Beblo, Thomas; Fernando, Silvia; Kamper, Pia; Griepenstroh, Julia; Aschenbrenner, Steffen; Pastuszak, Anna; Schlosser, Nicole; Driessen, Martin

    2013-12-15

    Patients with Borderline Personality Disorder (BPD) show evidence of disturbed emotion regulation. In particular, patients may try to suppress their emotions with possibly negative effects on mental health. We investigated the suppression of both negative and positive emotions in BPD patients and healthy participants. Thirty BPD patients and 30 matched healthy controls were assessed for emotion suppression using the Emotion Acceptance Questionnaire (EAQ). In addition, we administered additional questionnaires to validate emotion suppression findings. BPD patients reported increased attempts to suppress both negative and positive emotions. These findings indicate that BPD patients are not simply acting out negative emotions. Therapeutic approaches that focus on emotion acceptance of emotions are supported by our study data. Apart from negative emotions, treatment programs should consider positive emotions as well.

  19. Solar Wind and Interplanetary Disturbances

    NASA Technical Reports Server (NTRS)

    Watari, Shinichi

    2002-01-01

    This report describes basic knowledge of solar wind and interplanetary disturbances first, and then it discussed recent results from new observations and theories. At the end it presented research activities to predict interplanetary disturbances for space weather forecast.

  20. Emotions and Emotion Regulation in Breast Cancer Survivorship.

    PubMed

    Conley, Claire C; Bishop, Brenden T; Andersen, Barbara L

    2016-08-10

    Emotional distress in cancer patients is an important outcome; however, emotional experience does not begin and end with emotion generation. Attempts to regulate emotions may lessen their potentially negative effects on physical and psychological well-being. Researchers have called for the study of emotion regulation (ER) in health psychology and psycho-oncology. Thus, this review has three aims. First, we discuss current understandings of emotion and ER across the cancer trajectory, including the principles of ER and methods for its assessment. Second, we present a model for examining the mediating effects of ER on psychosocial outcomes. Third, we "round out" the discussion with an example: new data on the role of ER in recurrent breast cancer. Taken together, these aims illustrate the impact of affective regulatory processes on cancer patients' long-term outcomes. As survival rates increase, long-term follow-up studies are needed to characterize the dynamic, reciprocal effects of emotion and ER for cancer survivors. Further research on ER may help women with breast cancer better manage the challenges associated with diagnosis and treatment.

  1. Emotions and Emotion Regulation in Breast Cancer Survivorship

    PubMed Central

    Conley, Claire C.; Bishop, Brenden T.; Andersen, Barbara L.

    2016-01-01

    Emotional distress in cancer patients is an important outcome; however, emotional experience does not begin and end with emotion generation. Attempts to regulate emotions may lessen their potentially negative effects on physical and psychological well-being. Researchers have called for the study of emotion regulation (ER) in health psychology and psycho-oncology. Thus, this review has three aims. First, we discuss current understandings of emotion and ER across the cancer trajectory, including the principles of ER and methods for its assessment. Second, we present a model for examining the mediating effects of ER on psychosocial outcomes. Third, we “round out” the discussion with an example: new data on the role of ER in recurrent breast cancer. Taken together, these aims illustrate the impact of affective regulatory processes on cancer patients’ long-term outcomes. As survival rates increase, long-term follow-up studies are needed to characterize the dynamic, reciprocal effects of emotion and ER for cancer survivors. Further research on ER may help women with breast cancer better manage the challenges associated with diagnosis and treatment. PMID:27517969

  2. Sleep disturbance in childhood epilepsy: clinical implications, assessment and treatment.

    PubMed

    Stores, Gregory

    2013-07-01

    The ways in which sleep can affect epilepsy, and epilepsy can influence sleep and wakefulness, are described. Different forms of sleep disturbance have been reported in patients with epilepsy, depending on the type of seizure disorder. Confusions between epilepsy and non-epileptic parasomnias can be a particular diagnostic problem but they can be avoided. Untreated sleep disturbance is likely to have harmful psychological, physical and family effects. Screening for sleep disturbance should be routine, and leading, if indicated, to precise diagnosis of the underlying sleep disorder on which choice of advice and treatment depends.

  3. Preparation of Teachers of Students with Emotional/Behavioral Disorders. Retrospective Series on Critical Issues in Emotional/Behavioral Disorders.

    ERIC Educational Resources Information Center

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.; Rutherford, Robert B., Jr., Ed.

    The third in a series, this collection of previously published monographs examines the challenges of preparing teachers to work with students who have emotional and behavioral disorders (EBD). Monographs include: (1) "Issues in Training Teachers for the Seriously Emotionally Disturbed" (Frank H. Wood), which discusses preparing regular and special…

  4. Disturbing Behavior Checklists" Technical Manual

    ERIC Educational Resources Information Center

    Algozzine, Bob

    2012-01-01

    Ecological theorists have suggested that "disturbance" may result from an interaction between a child's behavior and reactions to that behavior within ecosystems such as schools. In this context, behavior is viewed as "disturbing" rather than "disturbed" and equal emphasis is given to the child and to individuals with whom the child interacts when…

  5. Disturbance dynamics of forested ecosystems

    Treesearch

    John A. Stanturf

    2004-01-01

    Forested ecosystems are dynamic, subject to natural developmental processes as well as natural and anthropogenic stresses and disturbances. Degradation is a related term. for lowered productive capacity from changes to forest structure of function (FAO. 2001). Degradation is not synonymous with disturbance, however; disturbance becomes degradation when natural...

  6. Emotion Processing by ERP Combined with Development and Plasticity

    PubMed Central

    2017-01-01

    Emotions important for survival and social interaction have received wide and deep investigations. The application of the fMRI technique into emotion processing has obtained overwhelming achievements with respect to the localization of emotion processes. The ERP method, which possesses highly temporal resolution compared to fMRI, can be employed to investigate the time course of emotion processing. The emotional modulation of the ERP component has been verified across numerous researches. Emotions, described as dynamically developing along with the growing age, have the possibility to be enhanced through learning (or training) or to be damaged due to disturbances in growth, which is underlain by the neural plasticity of emotion-relevant nervous systems. And mood disorders with typical symptoms of emotion discordance probably have been caused by the dysfunctional neural plasticity. PMID:28831313

  7. Somatosensory disturbance by methylmercury exposure.

    PubMed

    Takaoka, Shigeru; Kawakami, Yoshinobu; Fujino, Tadashi; Oh-ishi, Fumihiro; Motokura, Fukuo; Kumagai, Yoshio; Miyaoka, Tetsu

    2008-05-01

    Minamata disease is methylmercury poisoning from consuming fish and shellfish contaminated by industrial waste. The polluted seafood was widely consumed in the area around Minamata, but many individuals were never examined for or classified as having Minamata disease. Following the determination of the Supreme Court of Japan in October 2004 that the Japanese Government was responsible for spreading Minamata disease, over 13,000 residents came forward to be examined for Minamata disease. We studied 197 residents from the Minamata area who had a history of fish consumption during the polluted period to determine the importance of sensory symptoms and findings in making a diagnosis of Minamata disease. We divided the exposed subjects into non-complicated (E) and complicated (E+N) groups based on the absence or presence of other neurological or neurologically related disorders and compared them to residents in control area (C) after matching for age and sex. We quantitatively measured four somatosensory modalities (minimal tactile sense by Semmes-Weinstein monofilaments, vibration sense, position sense, and two-point discrimination) and did psychophysical tests of fine-surface-texture discrimination. Subjective complaints were higher in groups E and E+N than C. Over 90% of E+N and E subjects displayed a sensory disturbance on conventional neurological examination and 28% had visual constriction. About 50% of the E and E +N groups had upper and lower extremity ataxia and about 70% had truncal ataxia. The prevalence of these neurological findings was significantly higher in exposed subjects than controls. All sensory modalities were impaired in the E and E+N groups. All four quantitatively measured sensory modalities were correlated. The prevalence of complaints, neurological findings, and sensory impairment was similar or a little worse in group E+N than in group E. We conclude that sensory symptoms and findings are important in making the diagnosis of Minamata disease

  8. Dance/Movement Therapy with Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Bannon, Veronica

    This outline profiles two programs that use dance/movement therapy to help students with low self-esteem, poor body image, poor self-control, lack of trust in others, difficulty identifying and expressing feelings, and poor interpersonal relating skills. Students referred for dance/movement therapy services are assessed for appropriateness, and…

  9. Reaching Emotionally Disturbed Children: 'Judo' Principles in Remedial Education

    ERIC Educational Resources Information Center

    Mandel, Harvey P.; And Others

    1975-01-01

    The importance of the interpersonal meanings of adolescent symptomatology, especially as they relate to issues of control in therapy, is explored across a wide variety of treatment approaches; and three cases of children (14- or 16-years-old in a remedial education program are discussed. (Author/SB)

  10. Measuring Relationships of Teachers and Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Zurheide, Jaime Lynn

    2015-01-01

    The "Student-Teacher Relationship Scale" ("STRS"), a teacher-reported measure of the quality of the relationship between teachers and their students, has been used in numerous studies of students with and without disabilities from preschool to early adolescence. However, evidence for the reliability, validity, and scale…

  11. Classroom Interaction Patterns among Teachers and Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Rich, H. Lyndall

    1979-01-01

    Findings only partially supported the hypothesis that interaction dyads would be initiated and responded to in the same mode (i.e., dominant, nondirect, or nurturant); instead, initiated dominance by teachers and conduct-problem children was the most influential interaction characteristic affecting the classroom environment. (DLS)

  12. Cartoon Hypnotherapy: An Innovative Treatment Approach for Childhood Emotional Disturbances.

    ERIC Educational Resources Information Center

    Crowley, Richard J.; Mills, Joyce C.

    Cartoon research includes the areas of experimental designs carried out in school classroom environments to determine the effects of cartoon viewing on children's behavior and the medical utilization of cartoons as part of an overall treatment program. This study differs from previous research by accepting the reality of cartoon viewing and…

  13. The Development of the Student Stressors and Emotional Disturbance Scale

    ERIC Educational Resources Information Center

    Chow, Peter; Flynn, Deborah M.

    2016-01-01

    It is well established in the literature that the years spent in university or college are deemed to be one of the most stressful periods of life (Hales, 2009). As a result, researchers are striving to create inventories to measure stress, isolate the determinants of stress and the psychological and health outcomes. The purpose of the present…

  14. Reaching Emotionally Disturbed Children: 'Judo' Principles in Remedial Education

    ERIC Educational Resources Information Center

    Mandel, Harvey P.; And Others

    1975-01-01

    The importance of the interpersonal meanings of adolescent symptomatology, especially as they relate to issues of control in therapy, is explored across a wide variety of treatment approaches; and three cases of children (14- or 16-years-old in a remedial education program are discussed. (Author/SB)

  15. Sports Group: An Alternative Treatment Modality for Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Dozier, J. Emmett; And Others

    1978-01-01

    A therapeutic program of sports activities was instituted for selected adolescents in an out-patient psychiatric clinic. Adolescents who could not benefit maximally from individual psychotherapy and who had problems with self-esteem, body image, and peer relationships were expected to benefit. Results are presented through case illustrations.…

  16. The Development of the Student Stressors and Emotional Disturbance Scale

    ERIC Educational Resources Information Center

    Chow, Peter; Flynn, Deborah M.

    2016-01-01

    It is well established in the literature that the years spent in university or college are deemed to be one of the most stressful periods of life (Hales, 2009). As a result, researchers are striving to create inventories to measure stress, isolate the determinants of stress and the psychological and health outcomes. The purpose of the present…

  17. Sports Group: An Alternative Treatment Modality for Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Dozier, J. Emmett; And Others

    1978-01-01

    A therapeutic program of sports activities was instituted for selected adolescents in an out-patient psychiatric clinic. Adolescents who could not benefit maximally from individual psychotherapy and who had problems with self-esteem, body image, and peer relationships were expected to benefit. Results are presented through case illustrations.…

  18. The Developmental Course of Young Children with Emotionally Disturbed Mothers.

    ERIC Educational Resources Information Center

    Goodman, Sherryl H.

    The vulnerability of children to developmental problems was studied in three groups of young children: (1) children with schizophrenic mothers (N=35); (2) children with severely depressed mothers (N=19); and children with well mothers (N=21). The children ranged in age from birth to 5 years, with 64 percent under age 2, and came from families who…

  19. English Language Learners and Emotional Behavioral Disorders

    ERIC Educational Resources Information Center

    Rogers-Adkinson, Diana L.; Ochoa, Theresa A.; Weiss, Stacy L.

    2012-01-01

    This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed. (Contains 1 table.) [For complete volume, see…

  20. Autobiographical Memory Specificity and Emotional Disorder

    ERIC Educational Resources Information Center

    Williams, J. Mark G.; Barnhofer, Thorsten; Crane, Catherine; Herman, Dirk; Raes, Filip; Watkins, Ed; Dalgleish, Tim

    2007-01-01

    The authors review research showing that when recalling autobiographical events, many emotionally disturbed patients summarize categories of events rather than retrieving a single episode. The mechanisms underlying such overgeneral memory are examined, with a focus on M. A. Conway and C. W. Pleydell-Pearce's (2000) hierarchical search model of…

  1. English Language Learners and Emotional Behavioral Disorders

    ERIC Educational Resources Information Center

    Rogers-Adkinson, Diana L.; Ochoa, Theresa A.; Weiss, Stacy L.

    2012-01-01

    This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed. (Contains 1 table.) [For complete volume, see…

  2. Autobiographical Memory Specificity and Emotional Disorder

    ERIC Educational Resources Information Center

    Williams, J. Mark G.; Barnhofer, Thorsten; Crane, Catherine; Herman, Dirk; Raes, Filip; Watkins, Ed; Dalgleish, Tim

    2007-01-01

    The authors review research showing that when recalling autobiographical events, many emotionally disturbed patients summarize categories of events rather than retrieving a single episode. The mechanisms underlying such overgeneral memory are examined, with a focus on M. A. Conway and C. W. Pleydell-Pearce's (2000) hierarchical search model of…

  3. Group Discussions with the Emotionally Handicapped.

    ERIC Educational Resources Information Center

    Pepper, Floy Childers; Roberson, Mickey

    The paper discusses the use of regularly scheduled classroom group discussions in the treatment of emotionally disturbed (ED) children, to assist them in learning alternative ways of acting and interacting and to move them from feelings of discouragement and negativism to the point where they can effect change in themselves, feel confident in…

  4. [Emotional tears].

    PubMed

    Messmer, E M

    2009-07-01

    Emotional tears, an exclusively human means of communication, are complex and rarely the subject of scientific research. The same nerves, receptors, and transmitters seem to be involved in their production as those used for basal and reflex tears. However, stimuli must be received in a cognitive/social context, detected by "induction centers" in the telencephalon, and forwarded to effector centers. Increased concentrations of protein, prolactin, manganese, potassium, and serotonin have been detected in emotional tears. Various theories try to explain the reason for and benefit of emotional tears. A number of factors, such as ethnic group, social status, profession, hormonal situation, gender, and individual threshold, influence whether an individual is a "crier" or a "noncrier." Manipulative tears are a strong weapon for unbalancing other people, and the expression "crocodile tears" is used for both manipulative tears and aberrant gustolacrimal tears. Pathological crying occurs during depression, but it also occurs in the context of central nervous system disease as prolonged crying fits without cause or emotion. Absent emotional tearing is observed in congenital, often syndromal, disorders.

  5. Development, Reliability, and Construct Validity of the Emotional and Behavioral Screener

    ERIC Educational Resources Information Center

    Cullinan, Douglas; Epstein, Michael H.

    2013-01-01

    This article describes the Emotional and Behavioral Screener, a brief universal screening procedure designed to help identify students whose emotional and behavioral functioning puts them at risk for future serious problems, including identification in the emotional disturbance category. Development of the screener drew on items and normative…

  6. Development, Reliability, and Construct Validity of the Emotional and Behavioral Screener

    ERIC Educational Resources Information Center

    Cullinan, Douglas; Epstein, Michael H.

    2013-01-01

    This article describes the Emotional and Behavioral Screener, a brief universal screening procedure designed to help identify students whose emotional and behavioral functioning puts them at risk for future serious problems, including identification in the emotional disturbance category. Development of the screener drew on items and normative…

  7. Vehicle Disturbance Test

    NASA Astrophysics Data System (ADS)

    Clapp, Brian

    2009-07-01

    The purpose of the VDT is to measure and characterize uncompensated environmental disturbances acting upon the HST during normal operation. The VDT is a passive test {not a forced-response test} used to obtain signatures for both externally induced {e.g. SCM, SA-3, SSM thermal gradients} and internally induced {e.g. HGA, RWA, COS and WFC3 mechanisms} disturbances affecting HST LOS pointing. The disturbances observed will be used as the nominal on-orbit disturbances in pointing control simulations until the next VDT is run.The test occurs after release, and most of the VDT can be run during the BEA period. The ?V1 sunpoint portion of the VDT usually occurs after the BEA period is complete. The VDT shall consist of two separate tests that need not occur consecutively. The overall duration of the VDT is at least 13 orbits of spacecraft time including {1} at least 8 orbits at +V3 sunpoint after achieving thermal equilibrium {at least 36-hours at +V3 sunpoint} and three out of 8-orbits have RWA Friction Compensation turned Off, and {2} at least 5 orbits at ?V1 sunpoint {all or part of this segment have RWA Friction Compensation turned Off}. At the beginning of each test, the attitude control law gains are switched to maneuver gains, and the gyros are commanded to low mode. The nominal attitude control law configuration will be restored at the end of each test.Each test is initiated via SMS execution of stored program macros in the HST flight computer to switch the attitude control law gains to low-bandwidth maneuver gains, command the gyros into low mode, terminate Velocity aberration and parallax {VAP} processing, and manage the status of on-board RWA Friction Compensation. The nominal attitude control law configuration will be restored at the end of each test via SMS execution of stored program macros. The stored program command macros are developed specifically for the VDT by the Flight Software and Pointing Control System groups.

  8. Facial, vocal and musical emotion recognition is altered in paranoid schizophrenic patients.

    PubMed

    Weisgerber, Anne; Vermeulen, Nicolas; Peretz, Isabelle; Samson, Séverine; Philippot, Pierre; Maurage, Pierre; De Graeuwe D'Aoust, Catherine; De Jaegere, Aline; Delatte, Benoît; Gillain, Benoît; De Longueville, Xavier; Constant, Eric

    2015-09-30

    Disturbed processing of emotional faces and voices is typically observed in schizophrenia. This deficit leads to impaired social cognition and interactions. In this study, we investigated whether impaired processing of emotions also affects musical stimuli, which are widely present in daily life and known for their emotional impact. Thirty schizophrenic patients and 30 matched healthy controls evaluated the emotional content of musical, vocal and facial stimuli. Schizophrenic patients are less accurate than healthy controls in recognizing emotion in music, voices and faces. Our results confirm impaired recognition of emotion in voice and face stimuli in schizophrenic patients and extend this observation to the recognition of emotion in musical stimuli.

  9. The Failure of Biased Information to Affect Teacher Behavior Ratings and Peer Sociometric Status of Disturbing Children in the Classroom

    ERIC Educational Resources Information Center

    Saunders, Bruce T.; Di Tullio, William M.

    1972-01-01

    The results of this study indicated that there is no substantive evidence to support the hypothesis that teachers' perceptions of children as emotionally disturbed can be modified through the application of the Rosenthal effect. (Author)

  10. Common and differential alterations of general emotion processing in obsessive-compulsive and social anxiety disorder.

    PubMed

    Weidt, S; Lutz, J; Rufer, M; Delsignore, A; Jakob, N J; Herwig, U; Bruehl, A B

    2016-05-01

    Obsessive compulsive disorder (OCD) and social anxiety disorder (SAD) are characterized by biased perception and processing of potentially threatening stimuli. A hyper-reactivity of the fear-circuit [e.g. amygdala, anterior cingulate (ACC)] has been consistently reported using functional magnetic resonance imaging (fMRI) in SAD in comparison with healthy controls (HCs). Studies investigating the processing of specific emotional stimuli in OCD reported mainly orbitofrontal-striatal abnormalities. The goal of this study was to examine similar/common and differential neurobiological responses in OCD and SAD using unspecific emotional stimuli. Fifty-four subjects participated: two groups (each n = 18) of outpatients with a current diagnosis of OCD or SAD, and 18 HCs. All subjects underwent fMRI while anticipating and perceiving unspecific visual stimuli with prior announced emotional valence (e.g. positive). Compared to HCs, the combined patient group showed increased activation in amygdala, caudate and prefrontal/orbitofrontal cortex while anticipating unspecific emotional stimuli. Caudate was more active in the combined patient group during perception. A comparison between the OCD and the SAD samples revealed increased amygdala and decreased rostral ACC activation in OCD patients during perception, but no differences in the anticipation phase. Overall, we could identify common fronto-subcortical hyper-reactivity in OCD and SAD while anticipating and perceiving unspecific emotional stimuli. While differential neurobiological responses between OCD and SAD when processing specific stimuli are evident from the literature, differences were less pronounced using unspecific stimuli. This could indicate a disturbance of emotion regulation common to both OCD and SAD.

  11. Soil disturbance by airbags

    NASA Technical Reports Server (NTRS)

    1997-01-01

    Disturbance of the drift at the Pathfinder landing site reveals a shallow subsurface that is slightly darker but has similar spectral properties. The top set of images, in true color, shows the soils disturbed by the last bounce of the lander on its airbags before coming to rest and the marks created by retraction of the airbags. In the bottom set of images color differences have been enhanced. The mast at center is the Atmospheric Structure Instrument/Meteorology Package (ASI/MET). The ASI/MET is an engineering subsytem that acquired atmospheric data during Pathfinder's descent, and will continue to get more data through the entire landed mission. A shadow of the ASI/MET appears on a rock at left.

    Mars Pathfinder was developed and managed by the Jet Propulsion Laboratory (JPL) for the National Aeronautics and Space Administration. JPL is an operating division of the California Institute of Technology (Caltech). The Imager for Mars Pathfinder (IMP) was developed by the University of Arizona Lunar and Planetary Laboratory under contract to JPL. Peter Smith is the Principal Investigator.

  12. Emotional problems of residents in psychiatry.

    PubMed

    Russell, A T; Pasnau, R O; Taintor, Z C

    1975-03-01

    The authors used a questionnaire technique to determine the magnitude of the problem of emotional illness and poor performance during psychiatric residency, the procedures that are used to screen for or help disturbed residents, and characteristics that differentiate residents who are at risk. The data indicated that residents who have problems that lead to termination are rarely free of emotional disturbance. The general belief that women, foreign medical graduates, and minority group members are at higher risk for problems during residency was not supported; however, younger residents and transfers from other programs appeared to be at risk. A disturbing finding was the high rate of suicide reported. The authors stress the need for further work with the "marginal" resident and for research on screening and supportive procedures.

  13. Transformations of emotional experience.

    PubMed

    de Cortiñas, Lia Pistiner

    2013-06-01

    In this paper the author approaches mental pain and the problems in a psychoanalytic treatment of patients with difficulties in the psychic transformation of their emotional experiences. The author is interested in the symbolic failure related to the obstruction of development of phantasies, dreams, dream-thoughts, etc. She differentiates symbolization disturbances related to hypertrophic projective identification from a detention of these primitive communications and emotional isolation. She puts forward the conjecture that one factor in the arrest of this development is the detention of projective identifications and that, when this primitive means of communication is re-established in a container-contained relationship of mutual benefit, this initiates the development of a symbolization process that can replace the pathological 'protection'. Another hypothesis she develops is that of inaccessible caesuras that, associated with the detention of projective identification, obstruct any integrative or interactive movement. This caesura and the detention of projective identifications affect mental functions needed for dealing with mental pain. The personality is left with precarious mental equipment for transforming emotional experiences. How can a psychoanalytical process stimulate the development of creative symbolization, transforming the emotional experiences and leading towards mental growth? The author approaches the clinical problem with the metaphor of the psychic birth of emotional experience. The modulation of mental pain in a container-contained relationship is a central problem for the development of the human mind. For discovering and giving a meaning to emotional experience, the infant depends on reverie, a function necessary in order to develop an evolved consciousness capable of being aware, which is different from the rudimentary consciousness that perceives but does not understand. The development of mature mental equipment is associated with the

  14. Emotion Talk: Helping Caregivers Facilitate Emotion Understanding and Emotion Regulation

    ERIC Educational Resources Information Center

    Brinton, Bonnie; Fujiki, Martin

    2011-01-01

    This article focuses on two aspects of emotional intelligence, emotion understanding and emotion regulation. These abilities are important because of their impact on social communication and the way in which they influence a child's access to knowledge. Caregivers who engage their children in emotion talk may strengthen the ability of their…

  15. Reaction Wheel Disturbance Reduction Method Using Disturbance Measurement Table

    NASA Astrophysics Data System (ADS)

    Cheon, Dong-Ik; Jang, Eun-Jeong; Oh, Hwa-Suk

    2011-12-01

    Momentum changing actuators like reaction wheels and control moment gyros are generally used for spacecraft attitude control. This type of actuators produces force and torque disturbances. These disturbances must be reduced since they degrade the quality of spacecraft attitude control. Major disturbances are mainly due to static and dynamic imbalances. This paper gives attention to the reduction of the static and dynamic imbalance. Force/torque measurement system is used to measure the disturbance of the test reaction wheel. An identification method for the location and magnitude of the imbalance is suggested, and the corrections of the imbalance are performed using balancing method. Through balancing, the static and dynamic imbalance is remarkably reduced

  16. [Uterovaginal agenesis and polycystic ovary syndrome: psychological disturbance in adolescence].

    PubMed

    Laggari, V; Christogiorgos, S; Deligeoroglou, E; Tsiantis, J; Creatsas, G

    2012-01-01

    , age was negative correlated with attention problems and PCOS patients >18 reported significantly more somatic complaints compared with age-mate MRKHS patients and controls. PCO syndrome's clinical manifestations, including menstrual disorders, hirsuitism, acne, alopecia, obesity and infertility, may cause significant emotional distress. Nevertheless, they appear in great variety and our sample is characterized by mild features of hyperandrogenism and oligomenorrhea. This may explain findings of milder psychological disturbance associated with PCOS in this sample in comparison to other studies. As far as MRKHS is concerned, diagnosis and loss of reproductive ability, especially in late adolescence, obstruct emotional stability, physical maturity and sexual identity development ending that are expected in this period of life. Undoubtedly, the management of MRKHS in adolescence constitutes a complex multidisciplinary issue and psychological support of patients is needed in order to prevent possible psychological consequences and to achieve a normal transition to adulthood. Among the limitations of this study is the small sample size, which limits the generalisability of the reported results, especially in "Youth Self Report" and in "Symptom Checklist-90-R" questionnaires, where the sample was divided according to the age. Nevertheless, the very low incidence of MRKHS (1/5000) emphasize the value of the present results, which support the need for further investigation.

  17. Sleep Disturbances in Mood Disorders.

    PubMed

    Rumble, Meredith E; White, Kaitlin Hanley; Benca, Ruth M

    2015-12-01

    The article provides an overview of common and differentiating self-reported and objective sleep disturbances seen in mood-disordered populations. The importance of considering sleep disturbances in the context of mood disorders is emphasized, because a large body of evidence supports the notion that sleep disturbances are a risk factor for onset, exacerbation, and relapse of mood disorders. In addition, potential mechanisms for sleep disturbance in depression, other primary sleep disorders that often occur with mood disorders, effects of antidepressant and mood-stabilizing drugs on sleep, and the adjunctive effect of treating sleep in patients with mood disorders are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Climate Change and Disturbance Interactions

    NASA Astrophysics Data System (ADS)

    McKenzie, Don; Allen, Craig D.

    2007-05-01

    Workshop on Climate Change and Disturbance Interactions in Western North America, Tucson, Ariz., 12-15 February 2007 Warming temperatures across western North America, coupled with increased drought, are expected to exacerbate disturbance regimes, particularly wildfires, insect outbreaks, and invasions of exotic species. Many ecologists and resource managers expect ecosystems to change more rapidly from disturbance effects than from the effects of a changing climate by itself. A particular challenge is to understand the interactions among disturbance regimes; for example, how will massive outbreaks of bark beetles, which kill drought-stressed trees by feeding on cambial tissues, increase the potential for large severe wildfires in a warming climate?

  19. Music and emotions: from enchantment to entrainment.

    PubMed

    Vuilleumier, Patrik; Trost, Wiebke

    2015-03-01

    Producing and perceiving music engage a wide range of sensorimotor, cognitive, and emotional processes. Emotions are a central feature of the enjoyment of music, with a large variety of affective states consistently reported by people while listening to music. However, besides joy or sadness, music often elicits feelings of wonder, nostalgia, or tenderness, which do not correspond to emotion categories typically studied in neuroscience and whose neural substrates remain largely unknown. Here we review the similarities and differences in the neural substrates underlying these "complex" music-evoked emotions relative to other more "basic" emotional experiences. We suggest that these emotions emerge through a combination of activation in emotional and motivational brain systems (e.g., including reward pathways) that confer its valence to music, with activation in several other areas outside emotional systems, including motor, attention, or memory-related regions. We then discuss the neural substrates underlying the entrainment of cognitive and motor processes by music and their relation to affective experience. These effects have important implications for the potential therapeutic use of music in neurological or psychiatric diseases, particularly those associated with motor, attention, or affective disturbances.

  20. The High-Risk (Disturbed and Disturbing) College Student

    ERIC Educational Resources Information Center

    Hollingsworth, Kathy R.; Dunkle, John H.; Douce, Louise

    2009-01-01

    The disturbed and disturbing college student causes the most vexing concerns for student affairs administrators. The Assessment-Intervention of Student Problems (AISP) model offers a useful and easily understood framework for dealing with the various challenges of this high-risk student population. This chapter focuses on changes that have…

  1. The High-Risk (Disturbed and Disturbing) College Student

    ERIC Educational Resources Information Center

    Hollingsworth, Kathy R.; Dunkle, John H.; Douce, Louise

    2009-01-01

    The disturbed and disturbing college student causes the most vexing concerns for student affairs administrators. The Assessment-Intervention of Student Problems (AISP) model offers a useful and easily understood framework for dealing with the various challenges of this high-risk student population. This chapter focuses on changes that have…

  2. GANEing on emotion and emotion regulation.

    PubMed

    Hull, Thomas D

    2016-01-01

    The function of emotion and its underlying neural mechanisms are often left underspecified. I extend the GANE (glutamate amplifies noradrenergic effects) model by examining its success in accounting for findings in emotion regulation. I also identify points of alignment with construction models of emotion and with the hypothesis that emotion states function to push neural activity toward rapid and efficient action.

  3. Altered brain activity during emotional empathy in somatoform disorder.

    PubMed

    de Greck, Moritz; Scheidt, Lisa; Bölter, Annette F; Frommer, Jörg; Ulrich, Cornelia; Stockum, Eva; Enzi, Björn; Tempelmann, Claus; Hoffmann, Thilo; Han, Shihui; Northoff, Georg

    2012-11-01

    Somatoform disorder patients suffer from impaired emotion recognition and other emotional deficits. Emotional empathy refers to the understanding and sharing of emotions of others in social contexts. It is likely that the emotional deficits of somatoform disorder patients are linked to disturbed empathic abilities; however, little is known so far about empathic deficits of somatoform patients and the underlying neural mechanisms. We used fMRI and an empathy paradigm to investigate 20 somatoform disorder patients and 20 healthy controls. The empathy paradigm contained facial pictures expressing anger, joy, disgust, and a neutral emotional state; a control condition contained unrecognizable stimuli. In addition, questionnaires testing for somatization, alexithymia, depression, empathy, and emotion recognition were applied. Behavioral results confirmed impaired emotion recognition in somatoform disorder and indicated a rather distinct pattern of empathic deficits of somatoform patients with specific difficulties in "empathic distress." In addition, somatoform patients revealed brain areas with diminished activity in the contrasts "all emotions"-"control," "anger"-"control," and "joy"-"control," whereas we did not find brain areas with altered activity in the contrasts "disgust"-"control" and "neutral"-"control." Significant clusters with less activity in somatoform patients included the bilateral parahippocampal gyrus, the left amygdala, the left postcentral gyrus, the left superior temporal gyrus, the left posterior insula, and the bilateral cerebellum. These findings indicate that disturbed emotional empathy of somatoform disorder patients is linked to impaired emotion recognition and abnormal activity of brain regions responsible for emotional evaluation, emotional memory, and emotion generation. Copyright © 2011 Wiley Periodicals, Inc.

  4. Emotions in Everyday Life

    PubMed Central

    2015-01-01

    Despite decades of research establishing the causes and consequences of emotions in the laboratory, we know surprisingly little about emotions in everyday life. We developed a smartphone application that monitored real-time emotions of an exceptionally large (N = 11,000+) and heterogeneous participants sample. People’s everyday life seems profoundly emotional: participants experienced at least one emotion 90% of the time. The most frequent emotion was joy, followed by love and anxiety. People experienced positive emotions 2.5 times more often than negative emotions, but also experienced positive and negative emotions simultaneously relatively frequently. We also characterized the interconnections between people’s emotions using network analysis. This novel approach to emotion research suggests that specific emotions can fall into the following categories 1) connector emotions (e.g., joy), which stimulate same valence emotions while inhibiting opposite valence emotions, 2) provincial emotions (e.g., gratitude), which stimulate same valence emotions only, or 3) distal emotions (e.g., embarrassment), which have little interaction with other emotions and are typically experienced in isolation. Providing both basic foundations and novel tools to the study of emotions in everyday life, these findings demonstrate that emotions are ubiquitous to life and can exist together and distinctly, which has important implications for both emotional interventions and theory. PMID:26698124

  5. Emotions in Everyday Life.

    PubMed

    Trampe, Debra; Quoidbach, Jordi; Taquet, Maxime

    2015-01-01

    Despite decades of research establishing the causes and consequences of emotions in the laboratory, we know surprisingly little about emotions in everyday life. We developed a smartphone application that monitored real-time emotions of an exceptionally large (N = 11,000+) and heterogeneous participants sample. People's everyday life seems profoundly emotional: participants experienced at least one emotion 90% of the time. The most frequent emotion was joy, followed by love and anxiety. People experienced positive emotions 2.5 times more often than negative emotions, but also experienced positive and negative emotions simultaneously relatively frequently. We also characterized the interconnections between people's emotions using network analysis. This novel approach to emotion research suggests that specific emotions can fall into the following categories 1) connector emotions (e.g., joy), which stimulate same valence emotions while inhibiting opposite valence emotions, 2) provincial emotions (e.g., gratitude), which stimulate same valence emotions only, or 3) distal emotions (e.g., embarrassment), which have little interaction with other emotions and are typically experienced in isolation. Providing both basic foundations and novel tools to the study of emotions in everyday life, these findings demonstrate that emotions are ubiquitous to life and can exist together and distinctly, which has important implications for both emotional interventions and theory.

  6. Emotion models for textual emotion classification

    NASA Astrophysics Data System (ADS)

    Bruna, O.; Avetisyan, H.; Holub, J.

    2016-11-01

    This paper deals with textual emotion classification which gained attention in recent years. Emotion classification is used in user experience, product evaluation, national security, and tutoring applications. It attempts to detect the emotional content in the input text and based on different approaches establish what kind of emotional content is present, if any. Textual emotion classification is the most difficult to handle, since it relies mainly on linguistic resources and it introduces many challenges to assignment of text to emotion represented by a proper model. A crucial part of each emotion detector is emotion model. Focus of this paper is to introduce emotion models used for classification. Categorical and dimensional models of emotion are explained and some more advanced approaches are mentioned.

  7. Autonomic disturbances in narcolepsy.

    PubMed

    Plazzi, Giuseppe; Moghadam, Keivan Kaveh; Maggi, Leonardo Serra; Donadio, Vincenzo; Vetrugno, Roberto; Liguori, Rocco; Zoccoli, Giovanna; Poli, Francesca; Pizza, Fabio; Pagotto, Uberto; Ferri, Raffaele

    2011-06-01

    Narcolepsy is a clinical condition characterized mainly by excessive sleepiness and cataplexy. Hypnagogic hallucinations and sleep paralysis complete the narcoleptic tetrad; disrupted night sleep, automatic behaviors and weight gain are also usual complaints. Different studies focus on autonomic changes or dysfunctions among narcoleptic patients, such as pupillary abnormalities, fainting spells, erectile dysfunction, night sweats, gastric problems, low body temperature, systemic hypotension, dry mouth, heart palpitations, headache and extremities dysthermia. Even if many studies lack sufficient standardization or their results have not been replicated, a non-secondary involvement of the autonomic nervous system in narcolepsy is strongly suggested, mainly by metabolic and cardiovascular findings. Furthermore, the recent discovery of a high risk for overweight and for metabolic syndrome in narcoleptic patients represents an important warning for clinicians in order to monitor and follow them up for their autonomic functions. We review here studies on autonomic functions and clinical disturbances in narcoleptic patients, trying to shed light on the possible contribute of alterations of the hypocretin system in autonomic pathophysiology.

  8. Ionospheric disturbance dynamo

    SciTech Connect

    Blanc, M.; Richmond, A.D.

    1980-04-01

    A numerical simulation study of the thermospheric winds produced by auroral heating during magnetic storms, and of their global dynamo effects, establishes the main features of the ionospheric disturbanc dynamo. Driven by auroral heating, a Hadley cell is created with equatorward winds blowing above about 120 km at mid-latitudes. The transport of angular momentum by these winds produces a subrotation of the midlatitude thermosphere, or westward motion with respect to the earth. The westward winds in turn drive equatorward Pedersen currents which accumulate charge toward the equator, resulting in the generation of a poleward electric field, a westward E x B drift, and an eastward current. When realistic local time conductivity variations are simulated, the eastward mid-latitude current is found to close partly via lower latitudes, resulting in an 'anti-Sq' type of current vortex. Both electric field and current at low latitudes thus vary in opposition to their normal quiet-day behavior. This total pattern of distrubance winds, electric fields, and currents is superimposed upon the background quiet-day pattern. When the neutral winds are artificially confined on the nightside, the basic pattern of predominantly westward E x B plasma drifts still prevails on the nightside but no longer extends into the dayside. Considerable observational evidence exists, suggesting that the ionospheric disturbance dynamo has an appreciable influence on storm-time ionospheric electric fields at middle and low latitudes.

  9. Subclassification of School Phobic Disturbances.

    ERIC Educational Resources Information Center

    Atkinson, Leslie; And Others

    The confusion surrounding all aspects of school refusal may rest partly on the misguided assumption that the disturbance represents a single syndrome. Five consistently emerging variables which may help distinguish among school phobic types were abstracted from the literature: extensiveness of disturbance, mode of onset, age, fear source, and…

  10. Emotional intelligence and emotional creativity.

    PubMed

    Ivcevic, Zorana; Brackett, Marc A; Mayer, John D

    2007-04-01

    Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities. Intercorrelations and confirmatory factor analyses supported the hypothesis. Furthermore, it was hypothesized that EC, but not EI, would correlate with behavioral creativity. Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior.

  11. Effects of cue modality and emotional category on recognition of nonverbal emotional signals in schizophrenia.

    PubMed

    Vogel, Bastian D; Brück, Carolin; Jacob, Heike; Eberle, Mark; Wildgruber, Dirk

    2016-07-07

    Impaired interpretation of nonverbal emotional cues in patients with schizophrenia has been reported in several studies and a clinical relevance of these deficits for social functioning has been assumed. However, it is unclear to what extent the impairments depend on specific emotions or specific channels of nonverbal communication. Here, the effect of cue modality and emotional categories on accuracy of emotion recognition was evaluated in 21 patients with schizophrenia and compared to a healthy control group (n = 21). To this end, dynamic stimuli comprising speakers of both genders in three different sensory modalities (auditory, visual and audiovisual) and five emotional categories (happy, alluring, neutral, angry and disgusted) were used. Patients with schizophrenia were found to be impaired in emotion recognition in comparison to the control group across all stimuli. Considering specific emotions more severe deficits were revealed in the recognition of alluring stimuli and less severe deficits in the recognition of disgusted stimuli as compared to all other emotions. Regarding cue modality the extent of the impairment in emotional recognition did not significantly differ between auditory and visual cues across all emotional categories. However, patients with schizophrenia showed significantly more severe disturbances for vocal as compared to facial cues when sexual interest is expressed (alluring stimuli), whereas more severe disturbances for facial as compared to vocal cues were observed when happiness or anger is expressed. Our results confirmed that perceptual impairments can be observed for vocal as well as facial cues conveying various social and emotional connotations. The observed differences in severity of impairments with most severe deficits for alluring expressions might be related to specific difficulties in recognizing the complex social emotional information of interpersonal intentions as compared to "basic" emotional states. Therefore

  12. Western Disturbances: A review

    NASA Astrophysics Data System (ADS)

    Dimri, A. P.; Niyogi, D.; Barros, A. P.; Ridley, J.; Mohanty, U. C.; Yasunari, T.; Sikka, D. R.

    2015-06-01

    Cyclonic storms associated with the midlatitude Subtropical Westerly Jet (SWJ), referred to as Western Disturbances (WDs), play a critical role in the meteorology of the Indian subcontinent. WDs embedded in the southward propagating SWJ produce extreme precipitation over northern India and are further enhanced over the Himalayas due to orographic land-atmosphere interactions. During December, January, and February, WD snowfall is the dominant precipitation input to establish and sustain regional snowpack, replenishing regional water resources. Spring melt is the major source of runoff to northern Indian rivers and can be linked to important hydrologic processes from aquifer recharge to flashfloods. Understanding the dynamical structure, evolution-decay, and interaction of WDs with the Himalayas is therefore necessary to improve knowledge which has wide ranging socioeconomic implications beyond short-term disaster response including cold season agricultural activities, management of water resources, and development of vulnerability-adaptive measures. In addition, WD wintertime precipitation provides critical mass input to existing glaciers and modulates the albedo characteristics of the Himalayas and Tibetan Plateau, affecting large-scale circulation and the onset of the succeeding Indian Summer Monsoon. Assessing the impacts of climate variability and change on the Indian subcontinent requires fundamental understanding of the dynamics of WDs. In particular, projected changes in the structure of the SWJ will influence evolution-decay processes of the WDs and impact Himalayan regional water availability. This review synthesizes past research on WDs with a perspective to provide a comprehensive assessment of the state of knowledge to assist both researchers and policymakers, and context for future research.

  13. Theory of mind and emotion regulation difficulties in adolescents with borderline traits.

    PubMed

    Sharp, Carla; Pane, Heather; Ha, Carolyn; Venta, Amanda; Patel, Amee B; Sturek, Jennifer; Fonagy, Peter

    2011-06-01

    Dysfunctions in both emotion regulation and social cognition (understanding behavior in mental state terms, theory of mind or mentalizing) have been proposed as explanations for disturbances of interpersonal behavior in borderline personality disorder (BPD). This study aimed to examine mentalizing in adolescents with emerging BPD from a dimensional and categorical point of view, controlling for gender, age, Axis I and Axis II symptoms, and to explore the mediating role of emotion regulation in the relation between theory of mind and borderline traits. The newly developed Movie for the Assessment of Social Cognition (MASC) was administered alongside self-report measures of emotion regulation and psychopathology to 111 adolescent inpatients between the ages of 12 to 17 (mean age = 15.5 years; SD = 1.44 years). For categorical analyses borderline diagnosis was determined through semi-structured clinical interview, which showed that 23% of the sample met criteria for BPD. Findings suggest a relationship between borderline traits and "hypermentalizing" (excessive, inaccurate mentalizing) independent of age, gender, externalizing, internalizing and psychopathy symptoms. The relation between hypermentalizing and BPD traits was partially mediated by difficulties in emotion regulation, accounting for 43.5% of the hypermentalizing to BPD path. Results suggest that in adolescents with borderline personality features the loss of mentalization is more apparent in the emergence of unusual alternative strategies (hypermentalizing) than in the loss of the capacity per se (no mentalizing or undermentalizing). Moreover, for the first time, empirical evidence is provided to support the notion that mentalizing exerts its influence on borderline traits through the mediating role of emotion dysregulation. Copyright © 2011 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  14. Visual disturbance with systemic symptoms: old lessons revisited.

    PubMed

    Hume, Megan E; Fernandes, Peter M; MacLean, Kirsty; McRorie, Euan; Davenport, Richard

    2016-10-25

    We describe a retired physician who presented with visual disturbance and systemic symptoms. The presence of general malaise, headache and scalp tenderness, with raised inflammatory markers, suggested that giant cell arteritis (GCA) was the likely diagnosis. Rapid response to initial steroid therapy and histological evidence of inflammation in the temporal artery supported this diagnosis. The character of these visual symptoms was, however, atypical for GCA. The patient, who had heart valve disease, subsequently deteriorated and developed further symptoms warranting investigation of bacterial endocarditis. Retinal emboli are a recognised complication of endocarditis, which could account for these visual symptoms. Moreover, interpretation of the temporal artery biopsy is limited in the context of existing steroid therapy. Our patient was consequently diagnosed with bacterial endocarditis. This case reminds us to consider the wider differential diagnoses for headache, visual disturbance and systemic symptoms, where echocardiogram and blood cultures may be crucial to reach the diagnosis.

  15. Parental Socialization of Emotion

    PubMed Central

    Cumberland, Amanda; Spinrad, Tracy L.

    2006-01-01

    Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children’s emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children’s emotions, (b) socializers’ discussion of emotion, and (c) socializers’ expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children’s emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children’s expression of emotion are associated with children’s negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed. PMID:16865170

  16. Emotional context, maternal behavior and emotion regulation.

    PubMed

    Roque, Lisa; Veríssimo, Manuela

    2011-12-01

    This study investigated the importance of emotion-eliciting context (positive and negative) and mother's behaviors (constrained and involved) on toddlers' emotion regulation behavioral strategies, emotional expressiveness and intensity, during three episodes eliciting fear, frustration/anger and positive affect. Fifty-five children between 18 and 26 months of age and their mothers participated in the study. Toddlers' regulatory strategies varied as function of emotion-eliciting context (children exhibited behavioral strategies more frequently during positive affect and frustration/anger episodes and less frequently during fear episodes) and maternal involvement. Toddlers' expression of emotion varied as function of emotion-eliciting context (children exhibited more emotional expressions, both negative and positive during fear and frustration/anger episodes compared to positive affect episodes). Toddlers' expression of emotion was not strongly related to maternal involvement, however, the intensity of emotional expression was related to the interaction of context and maternal involvement. Copyright © 2011 Elsevier Inc. All rights reserved.

  17. [Disturbances of social cognition in schizophrenia and bipolar disorder--similarities and differences].

    PubMed

    Bodnar, Anna; Andrzejewska, Marta; Rybakowski, Janusz

    2014-01-01

    In the first part of the article, two aspects of social cognition, such as the Theory of Mind (ToM), i.e. the ability to infer about mental and affective states of other people, having both cognitive and perceptive aspects as well as empathy, i.e. the ability to understand other person's perspective and take an emotional response of the observer to the affective state of the other person, were presented. Next, research on social cognition in schizophrenia and bipolar disorder (BD) has been reviewed, and the disturbances, observed in these two illnesses were compared, with particular emphasis on studies investigating social cognition in both schizophrenia and BD. The results of studies show that ToM disturbances occur both in schizophrenia and BD patients, however, in schizophrenia they are of greater severity. As for empathy, patients with schizophrenia have significant disturbances of recognizing emotions, as well as of cognitive and affective empathy. Patients with BD do not have abnormalities in cognitive empathy, have lesser disturbances of emotion recognition disorder compared with schizophrenia and show a connection between disturbances of affective empathy and the course of the disease (time period after manic or depressive episode). Further exploration of these issues seems important in order to determine to what extent the disturbances of social cognition can influence social and professional life of patients. It is also a potential area for therapeutic interventions supportive to pharmacotherapy.

  18. The Rutland Center: A Model Program of Teacher Training and Service for Children with Severe Emotional and Behavioral Problems.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Div. for Exceptional Children.

    The Rutland Center project is a combined teacher training-service model for the education of children with severe emotional and behavioral problems from 2-14 years of age. The model has several unique features: a) a new social-emotional curriculum (Developmental Therapy) for emotionally and behaviorally disturbed children, which uses normal…

  19. Emotional Reactivity and Regulation in Anxious and Nonanxious Youth: A Cell-Phone Ecological Momentary Assessment Study

    ERIC Educational Resources Information Center

    Tan, Patricia Z.; Forbes, Erika E.; Dahl, Ronald E.; Ryan, Neal D.; Siegle, Greg J.; Ladouceur, Cecile D.; Silk, Jennifer S.

    2012-01-01

    Background: Reviews have highlighted anxious youths' affective disturbances, specifically, elevated negative emotions and reliance on ineffective emotion regulation strategies. However, no study has examined anxious youth's emotional reactivity and regulation in real-world contexts. Methods: This study utilized an ecological momentary assessment…

  20. Emotional Reactivity and Regulation in Anxious and Nonanxious Youth: A Cell-Phone Ecological Momentary Assessment Study

    ERIC Educational Resources Information Center

    Tan, Patricia Z.; Forbes, Erika E.; Dahl, Ronald E.; Ryan, Neal D.; Siegle, Greg J.; Ladouceur, Cecile D.; Silk, Jennifer S.

    2012-01-01

    Background: Reviews have highlighted anxious youths' affective disturbances, specifically, elevated negative emotions and reliance on ineffective emotion regulation strategies. However, no study has examined anxious youth's emotional reactivity and regulation in real-world contexts. Methods: This study utilized an ecological momentary assessment…

  1. Acute emotional stress and cardiac arrhythmias.

    PubMed

    Ziegelstein, Roy C

    2007-07-18

    Episodes of acute emotional stress can have significant adverse effects on the heart. Acute emotional stress can produce left ventricular contractile dysfunction, myocardial ischemia, or disturbances of cardiac rhythm. Although these abnormalities are often only transient, their consequences can be gravely damaging and sometimes fatal. Despite the many descriptions of catastrophic cardiovascular events in the setting of acute emotional stress, the anatomical substrate and physiological pathways by which emotional stress triggers cardiovascular events are only now being characterized, aided by the advent of functional neuroimaging. Recent evidence indicates that asymmetric brain activity is particularly important in making the heart more susceptible to ventricular arrhythmias. Lateralization of cerebral activity during emotional stress may stimulate the heart asymmetrically and produce areas of inhomogeneous repolarization that create electrical instability and facilitate the development of cardiac arrhythmias. Patients with ischemic heart disease who survive an episode of sudden cardiac death in the setting of acute emotional stress should receive a beta-blocker. Nonpharmacological approaches to manage emotional stress in patients with and without coronary artery disease, including social support, relaxation therapy, yoga, meditation, controlled slow breathing, and biofeedback, are also appropriate to consider and merit additional investigation in randomized trials.

  2. Disturbance, Scale, and Boundary in Wilderness Management

    Treesearch

    Peter S. White; Jonathan Harrod; Joan L. Walker; Anke Jentsch

    2000-01-01

    Natural disturbances are critical to wilderness management. This paper reviews recent research on natural disturbance and addresses the problem of managing for disturbances in a world of human-imposed scales and boundaries. The dominant scale issue in disturbance management is the question of patch dynamic equilibrium. The dominant boundary issue in disturbance...

  3. Disturbance, scale, and boundary in wilderness management

    Treesearch

    Peter S. White; Jonathan Harrod; Joan L. Walker; Anke Jentsch

    2000-01-01

    Natural disturbances are critical to wilderness management. This paper reviews recent research on natural disturbance and addresses the problem of managing for disturbances in a world of human-imposed scales and boundaries. The dominant scale issue in disturbance management is the question of patch dynamic equilibrium. The dominant boundary issue in disturbance...

  4. [Informing members of families affected by fragile X syndrome of this diagnosis].

    PubMed

    Carrasco, M

    2001-10-01

    Fragile X syndrome (FXS) is a genetic disorder that may seriously affect the development of patients. One of the hardest tasks for the professionals of medicine is to tell the parents that their child is suffering a serious illness that may cause some permanent handicap. This normally implies drastic changes in live projects and expectations for the parents. The knowledge of diagnosis and the supply of information to the parents give rise to an important emotional impact on both parents and the rest of the family. In general terms, the patient implies more than a single ill person--a genetic illness such as FXS, which causes serious cognitive and behavioural disturbances, implies three situations that the family has to face: on one hand, the family has to accept a new world that had never been known; a son or daughter with a genetic disorder unknown not only for them, but also for most of the professionals they have visited before having a diagnosis, and in many cases with special needs and serious behavioural disturbances. On the other hand, the family must accept that the diagnosis may not be restricted to the patient, because some other members of the family could be suffering from the same illness. Finally, they have to face the fact that one of the parents has transmitted the illness, that is, 'the genetic guilt' in the illness of their son or daughter.

  5. Behavioral and emotional symptoms of children and adolescents with Prader-Willi Syndrome.

    PubMed

    Reddy, Linda A; Pfeiffer, Steven I

    2007-05-01

    To examine the behavioral and emotional difficulties of 73 children and adolescents with Prader-Willi Syndrome (PWS), mental retardation-only, and dual diagnosis (i.e., mental retardation and psychiatrically disordered) on the Devereux Scales of Mental Disorders (DSMD: Naglieri, LeBuffe, & Pfeiffer, Devereux Scales of Mental Disorders (DSMD) San Antonio, TX: PsychCorp 1994). Multivariate analyses and "Italic">d-ratios were computed to assess the statistical and clinically meaningful differences between pairs of samples. The PWS sample exhibited statistically significant higher levels of psychopathology than the mentally-retarded-only sample on the Total, Externalizing, Internalizing, Attention/Delinquency, Conduct, Anxiety, and Acute Problems Scales. When compared to the dually-diagnosed sample, children with PWS Syndrome had comparable levels of psychopathology, but lower levels of depression. Results revealed that PWS represents a highly unique and complex psychological disorder with multiple areas of disturbances.

  6. Emotional Diathesis, Emotional Stress, and Childhood Stuttering

    PubMed Central

    Conture, Edward G.; Walden, Tedra A.; Jones, Robin M.; Kim, Hanjoe

    2016-01-01

    Purpose The purpose of this study was to determine (a) whether emotional reactivity and emotional stress of children who stutter (CWS) are associated with their stuttering frequency, (b) when the relationship between emotional reactivity and stuttering frequency is more likely to exist, and (c) how these associations are mediated by a 3rd variable (e.g., sympathetic arousal). Method Participants were 47 young CWS (M age = 50.69 months, SD = 10.34). Measurement of participants' emotional reactivity was based on parental report, and emotional stress was engendered by viewing baseline, positive, and negative emotion-inducing video clips, with stuttered disfluencies and sympathetic arousal (indexed by tonic skin conductance level) measured during a narrative after viewing each of the various video clips. Results CWS's positive emotional reactivity was positively associated with percentage of their stuttered disfluencies regardless of emotional stress condition. CWS's negative emotional reactivity was more positively correlated with percentage of stuttered disfluencies during a narrative after a positive, compared with baseline, emotional stress condition. CWS's sympathetic arousal did not appear to mediate the effect of emotional reactivity, emotional stress condition, and their interaction on percentage of stuttered disfluencies, at least during this experimental narrative task following emotion-inducing video clips. Conclusions Results were taken to suggest an association between young CWS's positive emotional reactivity and stuttering, with negative reactivity seemingly more associated with these children's stuttering during positive emotional stress (a stress condition possibly associated with lesser degrees of emotion regulation). Such findings seem to support the notion that emotional processes warrant inclusion in any truly comprehensive account of childhood stuttering. PMID:27327187

  7. Disturbances of Attachment and Parental Psychopathology in Early Childhood

    PubMed Central

    Schechter, Daniel S.; Willheim, Erica

    2009-01-01

    Synopsis As the field of attachment has expanded over the past four decades, the perturbations in the relational context which give rise to disturbances of attachment are increasingly, though by no means conclusively, understood. In Part I, this article reviews the historical and current state of research regarding normative attachment classification, the diagnosis of Reactive Attachment Disorder, and the proposed categories of Secure Base Distortions and Disrupted Attachment Disorder. In Part II, the article explores the role of parental psychopathology and the manner in which disturbed caregiver self-regulation leads to disturbances in the mutual regulation between caregiver and infant. The question of the relationship between particular types of maternal pathology and particular forms of attachment disturbance is examined through recent research on the association between maternal PTSD, Atypical Maternal Behavior, and child scores on the Disturbances of Attachment Interview (DAI). The authors present original research findings to support that the presence and severity of maternal violence-related PTSD were significantly associated with secure base distortion in a community pediatrics sample of 76 mothers and preschool-age children. Clinical implications and recommendations for treatment of attachment disturbances conclude the article. PMID:19486844

  8. Disturbances of attachment and parental psychopathology in early childhood.

    PubMed

    Schechter, Daniel S; Willheim, Erica

    2009-07-01

    As the field of attachment has expanded over the past four decades, the perturbations in the relational context which give rise to disturbances of attachment are increasingly, though by no means conclusively, understood. In Part I, this article reviews the historical and current state of research regarding normative attachment classification, the diagnosis of Reactive Attachment Disorder, and the proposed categories of Secure Base Distortions and Disrupted Attachment Disorder. In Part II, the article explores the role of parental psychopathology and the manner in which disturbed caregiver self-regulation leads to disturbances in the mutual regulation between caregiver and infant. The question of the relationship between particular types of maternal pathology and particular forms of attachment disturbance is examined through recent research on the association between maternal posttraumatic stress disorder (PTSD), Atypical Maternal Behavior, and child scores on the Disturbances of Attachment Interview (DAI). The authors present original research findings to support that the presence and severity of maternal violence-related PTSD were significantly associated with secure base distortion in a community pediatrics sample of 76 mothers and preschool-age children. Clinical implications and recommendations for treatment of attachment disturbances conclude the article.

  9. Understanding the links between vestibular and limbic systems regulating emotions.

    PubMed

    Rajagopalan, Archana; Jinu, K V; Sailesh, Kumar Sai; Mishra, Soumya; Reddy, Udaya Kumar; Mukkadan, Joseph Kurien

    2017-01-01

    Vestibular system, which consists of structures in the inner ear and brainstem, plays a vital role is body balance and patient well-being. In recent years, modulating this system by vestibular stimulation techniques are reported to be effective in stress relief and possibly patient's emotional well-being. Emotions refer to an aroused state involving intense feeling, autonomic activation, and related change in behavior, which accompany many of our conscious experiences. The limbic system is primarily involved in the regulation of emotions. Considering the extensive networks between vestibular and limbic system, it is likely that vestibular stimulation techniques may be useful in influencing emotions. Hence, we review here, the possible mechanisms through which vestibular system can influence emotions and highlight the necessary knowledge gaps, which warrants further research to develop vestibular stimulation techniques as a means to treat health conditions associated with emotional disturbances.

  10. Positive Emotion Regulation and Psychopathology: A Transdiagnostic Cultural Neuroscience Approach

    PubMed Central

    Hechtman, Lisa A.; Raila, Hannah; Chiao, Joan Y.; Gruber, June

    2013-01-01

    There is burgeoning interest in the study of positive emotion regulation and psychopathology. Given the significant public health costs and the tremendous variance in national prevalence rates associated with many disorders of positive emotion, it is critical to reach an understanding of how cultural factors, along with biological factors, mutually influence positive emotion regulation. Progress in this domain has been relatively unexplored, however, underscoring the need for an integrative review and empirical roadmap for investigating the cultural neuroscientific contributions to positive emotion disturbance for both affective and clinical science domains. The present paper thus provides a multidisciplinary, cultural neuroscience approach to better understand positive emotion regulation and psychopathology. We conclude with a future roadmap for researchers aimed at harnessing positive emotion and alleviating the burden of mental illness cross-culturally. PMID:24812583

  11. Understanding the links between vestibular and limbic systems regulating emotions

    PubMed Central

    Rajagopalan, Archana; Jinu, K. V.; Sailesh, Kumar Sai; Mishra, Soumya; Reddy, Udaya Kumar; Mukkadan, Joseph Kurien

    2017-01-01

    Vestibular system, which consists of structures in the inner ear and brainstem, plays a vital role is body balance and patient well-being. In recent years, modulating this system by vestibular stimulation techniques are reported to be effective in stress relief and possibly patient's emotional well-being. Emotions refer to an aroused state involving intense feeling, autonomic activation, and related change in behavior, which accompany many of our conscious experiences. The limbic system is primarily involved in the regulation of emotions. Considering the extensive networks between vestibular and limbic system, it is likely that vestibular stimulation techniques may be useful in influencing emotions. Hence, we review here, the possible mechanisms through which vestibular system can influence emotions and highlight the necessary knowledge gaps, which warrants further research to develop vestibular stimulation techniques as a means to treat health conditions associated with emotional disturbances. PMID:28250668

  12. Emotional eating: eating when emotional or emotional about eating?

    PubMed

    Adriaanse, Marieke A; de Ridder, Denise T D; Evers, Catharine

    2011-01-01

    This article examines the extent to which self-reported emotional eating is a predictor of unhealthy snack consumption or, alternatively, an expression of beliefs about the relation between emotions and eating derived from concerns about eating behaviour. Three studies were conducted. Study 1 (N = 151) and Study 2 (N = 184) investigated the predictive validity of emotional eating compared to habit strength in snack consumption, employing 7-day snack diaries. Both studies demonstrated that snack consumption was not predicted by emotional eating but depended on the habit of unhealthy snacking and on restraint eating. As emotional eating was not a significant predictor of snack intake, Study 3 addressed the alternative hypothesis of emotional eating being an expression of concerns about eating behaviour. Results from this cross-sectional survey (N = 134) showed that emotional eating was significantly associated with several concerns. Together, these studies show that snack intake is better predicted by habit strength and restraint eating than by emotional eating. Additionally, the results suggest that in normal-weight women the concept of emotional eating may not capture the tendency to eat under emotional conditions, but rather reflects beliefs about the relation between emotions and eating.

  13. Diagnosis of metabolic bone disease

    SciTech Connect

    Grech, P.; Martin, T.J.; Barrington, N.A.; Ell, P.J.

    1986-01-01

    This book presents a reference on the radiologic evaluation, features, and differential diagnosis of metabolic diseases involving the whole skeleton, calcium deficiencies resulting from pharmacologic agents, and bone changes related to endocrine disturbances. It also stresses how radiology, nuclear medicine, and biochemistry - either alone or in concert - contribute to clinical diagnosis. It covers renal bone disease, Paget's disease, hyperphosphatasia, extraskeletal mineralization, metabolic bone disorders related to malnutrition, tumors, plus radionuclide studies including materials and methods.

  14. Polycystic ovary syndrome: reviewing diagnosis and management of metabolic disturbances.

    PubMed

    Spritzer, Poli Mara

    2014-03-01

    Polycystic ovary syndrome (PCOS) is a common condition in women at reproductive age associated with reproductive and metabolic dysfunction. Proposed diagnosed criteria for PCOS include two out of three features: androgen excess, menstrual irregularity, and polycystic ovary appearance on ultrasound (PCO), after other causes of hyperandrogenism and dysovulation are excluded. Based on these diagnostic criteria, the most common phenotypes are the "classic PCOS"--hyperandrogenism and oligomenorrhea, with or without PCO; the "ovulatory phenotype"--hyperandrogenism and PCO in ovulatory women; and the "non-hyperandrogenic phenotype", in which there is oligomenorrhea and PCO, without overt hyperandrogenism. The presence of obesity may exacerbate the metabolic and reproductive disorders associated with the syndrome. In addition, PCOS women present higher risk for type 2 diabetes and higher prevalence of cardiovascular risk factors that seems to be associated with the classic phenotype. The main interventions to minimize cardiovascular and metabolic risks in PCOS are lifestyle changes, pharmacological therapy, and bariatric surgery. Treatment with metformin has been shown to improve insulin sensitivity, lowering blood glucose and androgen levels. These effects are more potent when combined with lifestyle interventions. In conclusion, besides reproductive abnormalities, PCOS has been associated to metabolic comorbidities, most of them linked to obesity. Confounders, such as the lack of standard diagnostic criteria, heterogeneity of the clinical presentation, and presence of obesity, make management of PCOS difficult. Therefore, the approach to metabolic abnormalities should be tailored to the risks and treatment goals of each individual woman.

  15. Emotional Diathesis, Emotional Stress, and Childhood Stuttering

    ERIC Educational Resources Information Center

    Choi, Dahye; Conture, Edward G.; Walden, Tedra A.; Jones, Robin M.; Kim, Hanjoe

    2016-01-01

    Purpose: The purpose of this study was to determine (a) whether emotional reactivity and emotional stress of children who stutter (CWS) are associated with their stuttering frequency, (b) when the relationship between emotional reactivity and stuttering frequency is more likely to exist, and (c) how these associations are mediated by a 3rd…

  16. Emotional Diathesis, Emotional Stress, and Childhood Stuttering

    ERIC Educational Resources Information Center

    Choi, Dahye; Conture, Edward G.; Walden, Tedra A.; Jones, Robin M.; Kim, Hanjoe

    2016-01-01

    Purpose: The purpose of this study was to determine (a) whether emotional reactivity and emotional stress of children who stutter (CWS) are associated with their stuttering frequency, (b) when the relationship between emotional reactivity and stuttering frequency is more likely to exist, and (c) how these associations are mediated by a 3rd…

  17. Disturbance regime and disturbance interactions in Rocky Mountain subalpine forest

    USGS Publications Warehouse

    Veblen, Thomas T.; Hadley, Keith S.; Nel, Elizabeth M.; Kitzberger, Thomas; Reid, Marion; Villalba, Ricardo

    1994-01-01

    1 The spatial and temporal patterns of fire, snow avalanches and spruce beetle out-breaks were investigated in Marvine Lakes Valley in the Colorado Rocky Mountains in forests of Picea engelmannii, Abies lasiocarpa, Pseudotsuga menziesiiand Populus tremuloides. Dates and locations of disturbances were determined by dendrochronological techniques. A geographic information system (GIS) was used to calculate areas affected by the different disturbance agents and to examine the spatial relationships of the different disturbances. 2 In the Marvine Lakes Valley, major disturbance was caused by fire in the 1470s, the 1630s and the 1870s and by spruce beetle outbreak in c. 1716, 1827 and 1949. 3 Since c. 1633, 9% of the Marvine Lakes Valley has been affected by snow avalanches, 38.6% by spruce beetle outbreak and 59.1% by fire. At sites susceptible to avalanches, avalanches occur at a near-annual frequency. The mean return intervals for fire and spruce beetle outbreaks are 202 and 116.5 years, respectively. Turnover times for fire and spruce beetle outbreaks are 521 and 259 years, respectively. 4 Several types of disturbance interaction were identified. For example, large and severe snow avalanches influence the spread of fire. Similarly, following a stand-devastating fire or avalanche, Picea populations will not support a spruce beetle outbreak until individual trees reach a minimum diameter which represents at least 70 years' growth. Thus, recent fires and beetle outbreaks have nonoverlapping distributions.

  18. The Power of Positive Emotions

    MedlinePlus

    ... of emotion, positive or negative, we experience. How Negative Emotions Help Us Negative emotions warn us of ... to our advantage: 1. Let Positive Emotions Outnumber Negative Ones When we feel more positive emotions than ...

  19. Disrupted neural processing of emotional faces in psychopathy.

    PubMed

    Contreras-Rodríguez, Oren; Pujol, Jesus; Batalla, Iolanda; Harrison, Ben J; Bosque, Javier; Ibern-Regàs, Immaculada; Hernández-Ribas, Rosa; Soriano-Mas, Carles; Deus, Joan; López-Solà, Marina; Pifarré, Josep; Menchón, José M; Cardoner, Narcís

    2014-04-01

    Psychopaths show a reduced ability to recognize emotion facial expressions, which may disturb the interpersonal relationship development and successful social adaptation. Behavioral hypotheses point toward an association between emotion recognition deficits in psychopathy and amygdala dysfunction. Our prediction was that amygdala dysfunction would combine deficient activation with disturbances in functional connectivity with cortical regions of the face-processing network. Twenty-two psychopaths and 22 control subjects were assessed and functional magnetic resonance maps were generated to identify both brain activation and task-induced functional connectivity using psychophysiological interaction analysis during an emotional face-matching task. Results showed significant amygdala activation in control subjects only, but differences between study groups did not reach statistical significance. In contrast, psychopaths showed significantly increased activation in visual and prefrontal areas, with this latest activation being associated with psychopaths' affective-interpersonal disturbances. Psychophysiological interaction analyses revealed a reciprocal reduction in functional connectivity between the left amygdala and visual and prefrontal cortices. Our results suggest that emotional stimulation may evoke a relevant cortical response in psychopaths, but a disruption in the processing of emotional faces exists involving the reciprocal functional interaction between the amygdala and neocortex, consistent with the notion of a failure to integrate emotion into cognition in psychopathic individuals.

  20. Correlates and Risk Markers for Sleep Disturbance in Participants of the Autism Treatment Network

    ERIC Educational Resources Information Center

    Hollway, Jill A.; Aman, Michael G.; Butter, Eric

    2013-01-01

    We explored possible cognitive, behavioral, emotional, and physiological risk markers for sleep disturbance in children with autism spectrum disorders. Data from 1,583 children in the Autism Treatment Network were analyzed. Approximately 45 potential predictors were analyzed using hierarchical regression modeling. As medication could confound…

  1. Correlates and Risk Markers for Sleep Disturbance in Participants of the Autism Treatment Network

    ERIC Educational Resources Information Center

    Hollway, Jill A.; Aman, Michael G.; Butter, Eric

    2013-01-01

    We explored possible cognitive, behavioral, emotional, and physiological risk markers for sleep disturbance in children with autism spectrum disorders. Data from 1,583 children in the Autism Treatment Network were analyzed. Approximately 45 potential predictors were analyzed using hierarchical regression modeling. As medication could confound…

  2. Attaining and Maintaining Preparation: A Comparison of Attention in Hyperactive, Normal, and Disturbed Control Children.

    ERIC Educational Resources Information Center

    Schachar, R.; And Others

    1988-01-01

    The study compared performance on the Continuous Performance Task by 18 elementary grade children having attention deficit disorder with hyperactivity (ADDH), 15 conduct disordered, 26 mixed conduct disorder and ADDH, 15 emotionally disturbed, 22 learning disabled, and 15 nondisabled students. Hyperactive children did not demonstrate a unique…

  3. Disturbances of bone growth and development

    SciTech Connect

    Ledesma-Medina, J.; Newman, B.; Oh, K.S.

    1988-03-01

    ''What is growth anyway. Can one talk about positive growth in childhood, neutral growth in maturity, and negative growth in old age. Our goal is to help promote normal positive growth in infants and children. To achieve this, we must be cognizant of the morphologic changes of both normal and abnormal bone formation as they are reflected in the radiographic image of the skeleton. The knowledge of the various causes and the pathophysiologic mechanisms of the disturbances of bone growth and development allows us to recognize the early radiographic manifestations. Endocrine and metabolic disorders affect the whole skeleton, but the early changes are best seen in the distal ends of the femurs, where growth rate is most rapid. In skeletal infections and in some vascular injuries two-or three-phase bone scintigraphy supercedes radiography early in the course of the disease. MRI has proved to be very helpful in the early detection of avascular bone necrosis, osteomyelitis, and tumor. Some benign bone tumors and many bone dysplasias have distinct and diagnostic radiographic findings that may preclude further studies. In constitutional diseases of bone, including chromosomal aberrations, skeletal surveys of the patient and all family members together with biochemical and cytogenetic studies are essential for both diagnosis and genetic counseling. Our role is to perform the least invasive and most informative diagnostic imaging modalities that corroborate the biochemical and histologic findings to establish the definitive diagnosis. Unrecognized, misdiagnosed, or improperly treated disturbance of bone growth can result in permanent deformity usually associated with disability. 116 references.

  4. Examining Subtypes of Behavioral/Emotional Risk Using Cluster Analysis

    ERIC Educational Resources Information Center

    Dever, Bridget V.; Gallagher, Emily K.; Hochbein, Craig D.; Loukas, Austin; Dai, Chenchen

    2017-01-01

    Behavioral and emotional problems among children and adolescents can lead to numerous negative outcomes without intervention. From a prevention standpoint, screening for behavioral and emotional risk is an important step toward identifying such problems before the point of diagnosis or referral. The present study conducted a k-means cluster…

  5. Emotion regulation mediates age differences in emotions.

    PubMed

    Yeung, Dannii Y; Wong, Carmen K M; Lok, David P P

    2011-04-01

    This study aimed at testing the proposition of socioemotional selectivity theory whether older people would use more antecedent-focused emotion regulatory strategies like cognitive reappraisal but fewer response-focused strategies like suppression. It also aimed at investigating the mediating role of emotion regulation on the relationship between age and emotions. The sample consisted of 654 younger and older adults aged between 18 and 64. Results showed that age was significantly associated with positive emotions and cognitive reappraisal. No difference was found in negative emotions and suppression between younger and older adults. Cognitive reappraisal partially mediated the effect of age on positive emotions. Findings of this study contribute to our understanding of the underlying mechanism of age variations in emotional experiences.

  6. How Emotions Affect Learning.

    ERIC Educational Resources Information Center

    Sylwester, Robert

    1994-01-01

    Studies show our emotional system is a complex, widely distributed, and error-prone system that defines our basic personality early in life and is quite resistant to change. This article describes our emotional system's major parts (the peptides that carry emotional information and the body and brain structures that activate and regulate emotions)…

  7. Emotionally Intense Science Activities

    ERIC Educational Resources Information Center

    King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka

    2015-01-01

    Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…

  8. Emotional state and efficiency

    NASA Technical Reports Server (NTRS)

    Ovchinnikova, O. V.

    1973-01-01

    An investigation was made of the effect of emotional states-negative and positive- on work performance. Data cover intensity of emotional arousal, personality characteristics of person involved, typological features of person's nervous system, emotional stability of person, and past experience of person. Particular attention was given to emotional stress effects on efficiency, given modern working conditions.

  9. Emotional state and efficiency

    NASA Technical Reports Server (NTRS)

    Ovchinnikova, O. V.

    1973-01-01

    An investigation was made of the effect of emotional states-negative and positive- on work performance. Data cover intensity of emotional arousal, personality characteristics of person involved, typological features of person's nervous system, emotional stability of person, and past experience of person. Particular attention was given to emotional stress effects on efficiency, given modern working conditions.

  10. Emotionally Intense Science Activities

    ERIC Educational Resources Information Center

    King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka

    2015-01-01

    Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…

  11. Teacher Diagnosis of Educational Difficulties.

    ERIC Educational Resources Information Center

    Smith, Robert M., Ed.

    Seven contributors treat teacher diagnosis of educational difficulties. Robert Smith and John Neisworth review the fundamentals of informal educational assessment; Neisworth describes the educational irrelevance of intelligence; and Smith discusses perceptual motor skills. Also included are James Lister on personal-social-emotional skills, G.…

  12. Sleep Disturbance as Transdiagnostic: Consideration of Neurobiological Mechanisms

    PubMed Central

    Harvey, Allison G.; Murray, Greg; Chandler, Rebecca A.; Soehner, Adriane

    2010-01-01

    Sleep disturbance is increasingly recognized as an important, but understudied, mechanism in the complex and multi-factorial causation of the symptoms and functional disability associated with psychiatric disorders. This review proposes that it is biologically plausible for sleep disturbance to be mechanistically transdiagnostic. More specifically, we propose that sleep disturbance is aetiologically linked to various forms of psychopathology through: its reciprocal relationship with emotion regulation and its shared/interacting neurobiological substrates in (a) genetics - genes known to be important in the generation and regulation of circadian rhythms have been linked to a range of disorders and (b) dopaminergic and serotonergic function - we review evidence for the interplay between these systems and sleep/circadian biology. The clinical implications include potentially powerful and inexpensive interventions including interventions targeting light exposure, dark exposure, the regulation of social rhythms and the reduction of anxiety. We also consider the possibility of developing a ‘transdiagnostic’ treatment; one treatment that would reduce sleep disturbance across psychiatric disorders. PMID:20471738

  13. Catastrophizing and symptoms of sleep disturbances in children.

    PubMed

    Gregory, Alice M; Noone, Deirdre M; Eley, Thalia C; Harvey, Allison G

    2010-03-01

    Catastrophizing about sleeplessness is a cognitive process associated with sleep disturbance in adults. This study aimed to (1) examine whether children catastrophize about the consequences of not sleeping; (2) define the topics that children catastrophize about; (3) assess whether there is a link between catastrophizing and sleep disturbance in children; and (4) examine whether an association between catastrophizing and sleep in children is mediated by anxiety and depression symptoms. Children completed the sleep self-report and a catastrophizing interview. Testing took place in two inner-city schools in London, UK and participants comprised 123 children aged between 8 and 10 years (49% male). Thirty-four (28%) participants reported concerns in response to the catastrophizing questionnaire. The main topics being catastrophized were concerns about sleep, physiological issues and one's own emotions. Catastrophes predicted sleep disturbance after controlling for age and sex (beta = 0.35, P < 0.001) but not when controlling additionally for anxiety and depression symptoms (beta = 0.15, P = 0.106). Symptoms of anxiety (Sobel test = 3.30, P < 0.001) and depression (Sobel test = 2.90, P = 0.004) mediated the influence of catastrophizing on sleep. A proportion of children catastrophized about the consequences of sleeplessness and this was associated with sleep disturbance, an association which was mediated through anxiety and depression symptoms.

  14. Retrieval of Emotional Memories

    PubMed Central

    Buchanan, Tony W.

    2008-01-01

    Long-term memories are influenced by the emotion experienced during learning as well as by the emotion experienced during memory retrieval. The present article reviews the literature addressing the effects of emotion on retrieval, focusing on the cognitive and neurological mechanisms that have been revealed. The reviewed research suggests that the amygdala, in combination with the hippocampus and prefrontal cortex, plays an important role in the retrieval of memories for emotional events. The neural regions necessary for online emotional processing also influence emotional memory retrieval, perhaps through the reexperience of emotion during the retrieval process. PMID:17723029

  15. Bodily maps of emotions.

    PubMed

    Nummenmaa, Lauri; Glerean, Enrico; Hari, Riitta; Hietanen, Jari K

    2014-01-14

    Emotions are often felt in the body, and somatosensory feedback has been proposed to trigger conscious emotional experiences. Here we reveal maps of bodily sensations associated with different emotions using a unique topographical self-report method. In five experiments, participants (n = 701) were shown two silhouettes of bodies alongside emotional words, stories, movies, or facial expressions. They were asked to color the bodily regions whose activity they felt increasing or decreasing while viewing each stimulus. Different emotions were consistently associated with statistically separable bodily sensation maps across experiments. These maps were concordant across West European and East Asian samples. Statistical classifiers distinguished emotion-specific activation maps accurately, confirming independence of topographies across emotions. We propose that emotions are represented in the somatosensory system as culturally universal categorical somatotopic maps. Perception of these emotion-triggered bodily changes may play a key role in generating consciously felt emotions.

  16. Bodily maps of emotions

    PubMed Central

    Nummenmaa, Lauri; Glerean, Enrico; Hari, Riitta; Hietanen, Jari K.

    2014-01-01

    Emotions are often felt in the body, and somatosensory feedback has been proposed to trigger conscious emotional experiences. Here we reveal maps of bodily sensations associated with different emotions using a unique topographical self-report method. In five experiments, participants (n = 701) were shown two silhouettes of bodies alongside emotional words, stories, movies, or facial expressions. They were asked to color the bodily regions whose activity they felt increasing or decreasing while viewing each stimulus. Different emotions were consistently associated with statistically separable bodily sensation maps across experiments. These maps were concordant across West European and East Asian samples. Statistical classifiers distinguished emotion-specific activation maps accurately, confirming independence of topographies across emotions. We propose that emotions are represented in the somatosensory system as culturally universal categorical somatotopic maps. Perception of these emotion-triggered bodily changes may play a key role in generating consciously felt emotions. PMID:24379370

  17. Writing Performance of Students with Emotional and/or Behavioral Disabilities

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Wilson, Joshua; MacSuga-Gage, Ashley S.

    2014-01-01

    Students with emotional and/or behavioral disabilities (E/BD), including students with emotional disturbance and attention deficit hyperactivity disorder, receiving special education services perform significantly worse on academic performance measures than same age peers. Researchers have focused on reading and math performance while less is…

  18. Emotional and Behavioral Screener: Test-Retest Reliability, Inter-Rater Reliability, and Convergent Validity

    ERIC Educational Resources Information Center

    Nordness, Philip D.; Epstein, Michael H.; Cullinan, Douglas; Pierce, Corey D.

    2014-01-01

    The Emotional and Behavioral Screener (EBS) is a universal screening instrument designed to identify students whose excessive problem behaviors put them at risk of the education disability category of emotional disturbance (ED). This article reports findings from three studies that address the reliability and validity of the EBS. Studies 1 and 2…

  19. The Humanism of Rational Emotive Behavior Therapy and Other Cognitive Behavior Therapies.

    ERIC Educational Resources Information Center

    Ellis, Albert

    1996-01-01

    Describes aspects of rational emotive behavior therapy (REBT). REBT shows how people can both create and uncreate many of their emotional disturbances. It is a theory of personality which avoids devotion to any kind of magic and supernaturalism and emphasizes unconditional self-acceptance, antiabsolutism, uncertainty, and human fallibility. (RJM)

  20. Emotional and Behavioral Screener: Test-Retest Reliability, Inter-Rater Reliability, and Convergent Validity

    ERIC Educational Resources Information Center

    Nordness, Philip D.; Epstein, Michael H.; Cullinan, Douglas; Pierce, Corey D.

    2014-01-01

    The Emotional and Behavioral Screener (EBS) is a universal screening instrument designed to identify students whose excessive problem behaviors put them at risk of the education disability category of emotional disturbance (ED). This article reports findings from three studies that address the reliability and validity of the EBS. Studies 1 and 2…