Support for Returning to Work for a Patient of Social Behavior Disorder with Impaired Self-awareness

Author(s):  
Kaori Kawabata ◽  
Yuya Nakajima ◽  
Takehiro Makino ◽  
Yasutaka Kobayashi
Author(s):  
Anna Afonina ◽  
Aleksandr Kazyulin ◽  
Boris Volodin ◽  
Dmitry Petrov

This study presents the results of studying the features of self-consciousness of adolescents with socialized behavior disorder, such as self-attitude (affective component of the image of the Self), self-concept, self-esteem and the level of claims.


2000 ◽  
Vol 6 (6) ◽  
pp. 391-396 ◽  
Author(s):  
R HB Benedict ◽  
A Shapiro ◽  
Roger Priore ◽  
C Miller ◽  
F Munschauer ◽  
...  

We studied the effectiveness of a newly-developed cognitive-behavioral intervention in 15 patients with marked cognitive impairment and behavior disorder. The design was a single-blind test of a neuropsychological intervention, with pre- and post-treatment assessments of personality and social behavior. MS patients underwent neurological examination and neuropsychological testing at baseline. The patients were then randomly assigned to neuropsychological counseling or standard, non-specific supportive psychotherapy. The active 12-week treatment emphasized enhancement of insight through education, social skills training, and behavior modification. All patients were re-examined within 2 weeks of the termination of treatment. Neuropsychological technicians were blind to treatment condition. Both groups showed evidence of cognitive impairment and personality/behavior disorder prior to treatment and were well matched on demographic, disability, and cognitive measures. Patients who underwent neuropsychological counseling showed significant positive response on measures of social behavior (e.g. excessive ego-centric speech) compared to those who underwent standard counseling. We conclude that these data support the use of non-pharmacological, neuropsychological counseling in patients with acquired, MS-associated behavior disorder.


2011 ◽  
Vol 25 (4) ◽  
pp. 762-770 ◽  
Author(s):  
Karen Therese Sulheim Haugstvedt ◽  
Ulrika Hallberg ◽  
Sidsel Graff-Iversen ◽  
Marit Sørensen ◽  
Liv Haugli

Author(s):  
Vaishali D. Tendolkar ◽  
Shaini Suraj ◽  
Pravin Pande ◽  
Komal Meshram ◽  
Parikshit Muley

Adolescence is “a period of great strain and stress, storm and strife’. Every individual wants to live a healthy and peaceful life. Each one must be aware of one’s strength, weakness, feelings, perceptions, thoughts, behaviours, initiation, motivations and actions particularly at specific life events. Self-awareness directs to perform any work in effective manner. Adolescents are expected to have highest level of self-awareness as it is the most important turning point in one’s life Objectives: 1) To assess the level of self-awareness among the adolescents. 2) To evaluate the social behaviour of the adolescents. 3) To find out the relationship between self-awareness on the social behaviour of the adolescents. Research Design: Correlation study. Population: Adolescents in the age group of 13-17 years both males and females Sample Size: 909. MaterialS: Modified self-awareness Scale and Researcher developed Adolescent social behavior scale. Results: Self-awareness has positive non-significant (r=0.004, p=0.91) relationship with the social behavior among adolescents. Conclusion: The study findings reveal that as the self awareness improves there are chances of improving the social behavior of adolescents. There are many factors contributing to social behavior such as education, socio-economic status, parental education and their occupation, friends and facilities provided for growth, motivation of adolescents and the surrounding environment and most importantly the provisions for facilitating the interactions between these factors.


2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.


2001 ◽  
Vol 17 (1) ◽  
pp. 25-35 ◽  
Author(s):  
G. Leonard Burns ◽  
James A. Walsh ◽  
David R. Patterson ◽  
Carol S. Holte ◽  
Rita Sommers-Flanagan ◽  
...  

Summary: Rating scales are commonly used to measure the symptoms of attention deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD). While these scales have positive psychometric properties, the scales share a potential weakness - the use of vague or subjective rating procedures to measure symptom occurrence (e. g., never, occasionally, often, and very often). Rating procedures based on frequency counts for a specific time interval (e. g., never, once, twice, once per month, once per week, once per day, more than once per day) are less subjective and provide a conceptually better assessment procedure for these symptoms. Such a frequency count procedure was used to obtain parent ratings on the ADHD, ODD, and CD symptoms in a normative (nonclinical) sample of 3,500 children and adolescents. Although the current study does not provide a direct comparison of the two types of rating procedures, the results suggest that the frequency count procedure provides a potentially more useful way to measure these symptoms. The implications of the results are noted for the construction of rating scales to measure the ADHD, ODD, and CD symptoms.


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