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Attachment disorders, specifically Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disorder (DSED) are disorders associated with neglect and abuse in which people have significant difficulties relating to others. This study aims to explore Attachment Disorder symptoms and diagnoses in young offenders and factors that may be associated with them such as mental health problems. A cross-sectional design was used with 29 young people who were known to Intensive Services, aged 12–17 (M = 16.2, SD = 1.3), 29 carers and 20 teachers. They completed measures investigating symptoms of Attachment Disorders and psychopathology. Eighty-six percent of the young people had experienced some form of maltreatment and the rates of an actual or borderline Attachment Disorder was 52%. A positive correlation between Attachment Disorder symptoms and other mental health problems (as rated by carer-report Strengths and Difficulties Questionnaire Total Difficulties Score), accounting for 36% of the variance was found, with a large effect size (rs = 0.60). Attachment Disorder symptoms were associated with hyperactivity and peer relationship problems. 相似文献
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ABSTRACTThe overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust. 相似文献
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网络成瘾的成因及心理治疗 总被引：8，自引：0，他引：8
张春燕 《集美大学学报(教育科学版》2003,4(3):70-72,86
网络成瘾是上个伴随着网络的发展而出现的新的疾病，对青少年的身心发展产生巨大的负面影响。网络成瘾的形成与网络本身的特性、成瘾者本人的人格特征、近期遭受重大的环境压力及其未满足的需要有关。对网络成瘾的治疗，目前多以行为矫正和认知行为治疗的方法为主。 相似文献
4.
Beverley Brenna Meridith Burles Lorraine Holtslander Sarah Bocking 《International Journal of Inclusive Education》2017,21(2):218-229
While a significant number of individuals in Canada and globally are affected by prenatal fetal alcohol exposure, scant research exists that focuses specifically on the subjective experiences of this population. Based on a single case study exploring through Photovoice methodology the life experiences of a young adult with Fetal Alcohol Spectrum Disorder (FASD), this research paper utilises Schwab’s curriculum commonplaces as a framework to present results pertinent to the field of Education. Four themes emerged that illuminate the participants’ resilience and self-awareness of issues related to independence versus support, strengths and challenges, attitude and adaptation strategies, and advice for others. Curriculum suggestions based on the findings are offered for educators working with young people with FASD in general education settings. Further implications for Education and suggestions for additional research are included. 相似文献
5.
Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD‐specific services to better meet their children’s educational needs. The elements of best practice offer an ideal model for educational support. There are, however, limitations to advocating ASD‐specific services. This paper describes how best practice for ASD as an educational model fits within what is described as authentic inclusion. Further, it is suggested that the ASD community align with the greater inclusive education reform movement. With the use of this unified model of education, all children will receive the educational support they require. 相似文献
6.
刘胡敏 《华南师范大学学报(社会科学版)》2008,(2):70-75
帕特 巴克(Pat Barker)是20世纪80年代英国文坛上崛起的著名作家,被誉为“英国现当代重要作家”。在《再生》三部曲里,她描写了许多参加过第一次世界大战的士兵因为在战场上遭受的痛苦经历而患上创伤后压力症,并随之产生一系列心理躯体化反应,真实地再现了战争给人类带来的灾难和痛苦,并且控诉了战争的残酷。 相似文献
7.
Richard Famularo Terence Fenton Marilyn Augustyn Barry Zuckerman 《Child abuse & neglect》1996,20(12):1245-1248
One-hundred and fifty-six children were randomly evaluated at an inner-city juvenile/family court. These children were removed from their parent's custody subsequent to a finding of severe child maltreatment. From our original sample of 156 children, 62 met strict criteria for Post Traumatic Stress Disorder (PTSD). Fifty-two of these 62 were successfully recruited and participated in the 2 year re-examination. Each PTSD diagnosis was conferred by the Diagnostic Interview for Children and Adolescents (DICA). From our sample of 52 PTSD children re-examined after 2 years, 17 (32.7%) retained the full PTSD diagnosis, while 67.3% did not meet criteria. 相似文献
8.
Children with Asperger's Disorder present unique challenges due to their impairments in social functioning. In order to better understand the experiences of parents of children with Asperger's Disorder, interviews were conducted with 20 parents. The interviews were taped, transcribed, and coded using the systematic methods of Grounded Theory. The central phenomenon of “constructing normalcy” emerged from the data as a salient construct for participants. Parents interviewed described a process of meaning‐making with respect to standards of “normalcy” and an effort to create adaptive environments for their children. 相似文献
9.
Kathryn Gibbs K. Louise Mercer Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD. 相似文献
10.
This study examined executive function (EF) skills and self-reported symptoms of ADHD. EF skills were measured to determine whether skills were different between groups that reported clinical levels of ADHD symptoms (clinical group) and nonclinical levels of ADHD symptoms (nonclinical group). EF skills in the nonclinical group were also investigated to determine whether differences existed for those who received false positive and negative feedback about an ADHD diagnosis. Results indicated statistically and clinically significant differences in EF skills between the clinical and nonclinical group. Participants in the nonclinical group who reported elevated scores on the ADHD screener after receiving false positive feedback had statistically significantly different EF function scores, but not clinically significant scores, compared to the participants in nonclinical group who received negative feedback. 相似文献