scholarly journals Psychological and pedagogical influence on the holistic development of the child's personality

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 528-537
Author(s):  
Alina Klebanivska ◽  
Inna Tabachnyk ◽  
Inna Denyshchuk ◽  
Valentyna Shakhrai ◽  
Olena Popadych
Keyword(s):  
Mental Disorders ◽  
Correlation Analysis ◽  
National Survey ◽  
Research Methodology ◽  
Behavioral Treatment ◽  
Structured Interview ◽  
Attention Disorders ◽  
Pedagogical Intervention ◽  
Us States ◽  
And Behavior

The aim was to identify a link between receiving behavioral treatment for ADD or ADHD, such as training or an intervention, and difficulties with emotions, concentration, and behavior. The research methodology is based on a correlation analysis of the results of a structured interview of the National Survey of Children's Health of children aged 3-17 years in 51 US states in 2018-2019. The results show that personality traits determine the predisposition to mental disorders. In particular, the child's psyche is most affected by such character traits as non-conflicting honesty in performing tasks, control and calm, interest and curiosity. Friendliness has almost no effect on the manifestations of attention disorders and hyperactivity. The practical value of the results is to prove the reduction of the level of problems related to emotionality, concentration and behavior, through psychological and pedagogical intervention.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

Actions taken by young people to deal with mental disorders: findings from an Australian national survey of youth

2011 ◽  
Vol 5 (4) ◽  
pp. 335-342 ◽  
Author(s):  
Nicola J. Reavley ◽  
Marie B.H. Yap ◽  
Annemarie Wright ◽  
Anthony F. Jorm
Keyword(s):  
Young People ◽  
Mental Disorders ◽  
National Survey

scholarly journals Public recognition of mental disorders and beliefs about treatment: changes in Australia over 16 years

2012 ◽  
Vol 200 (5) ◽  
pp. 419-425 ◽  
Author(s):  
Nicola J. Reavley ◽  
Anthony F. Jorm
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Disorders ◽  
Mental Health Professionals ◽  
National Survey ◽  
Health Professionals ◽  
Mental Health Literacy ◽  
Public Recognition ◽  
Similar Survey ◽  
Treatment Changes

BackgroundA 1995 Australian national survey of mental health literacy showed poor recognition of disorders and beliefs about treatment that differed from those of health professionals. A similar survey carried out in 2003/4 showed some improvements over 8 years.AimsTo investigate whether recognition of mental disorders and beliefs about treatment have changed over a 16-year period.MethodA national survey of 6019 adults was carried out in 2011 using the same questions as the 1995 and 2003/4 surveys.ResultsResults showed improved recognition of depression and more positive ratings for a range of interventions, including help from mental health professionals and antidepressants.ConclusionsAlthough beliefs about effective medications and interventions have moved closer to those of health professionals since the previous surveys, there is still potential for mental health literacy gains in the areas of recognition and treatment beliefs for mental disorders. This is particularly the case for schizophrenia.

scholarly journals Mental imagery in psychiatry: conceptual & clinical implications

CNS Spectrums ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 114-126 ◽  
Author(s):  
Julie L. Ji ◽  
David J. Kavanagh ◽  
Emily A. Holmes ◽  
Colin MacLeod ◽  
Martina Di Simplicio
Keyword(s):  
Mental Disorders ◽  
Mental Imagery ◽  
Treatment Decision ◽  
Emotional States ◽  
Transdiagnostic Treatment ◽  
Treatment Decision Making ◽  
Behavioral Dysfunction ◽  
Self Harm ◽  
And Behavior ◽  
Linguistic Cognition

Mental imagery refers to the experience of perception in the absence of external sensory input. Deficits in the ability to generate mental imagery or to distinguish it from actual sensory perception are linked to neurocognitive conditions such as dementia and schizophrenia, respectively. However, the importance of mental imagery to psychiatry extends beyond neurocognitive impairment. Mental imagery has a stronger link to emotion than verbal-linguistic cognition, serving to maintain and amplify emotional states, with downstream impacts on motivation and behavior. As a result, anomalies in the occurrence of emotion-laden mental imagery has transdiagnostic significance for emotion, motivation, and behavioral dysfunction across mental disorders. This review aims to demonstrate the conceptual and clinical significance of mental imagery in psychiatry through examples of mood and anxiety disorders, self-harm and suicidality, and addiction. We contend that focusing on mental imagery assessment in research and clinical practice can increase our understanding of the cognitive basis of psychopathology in mental disorders, with the potential to drive the development of algorithms to aid treatment decision-making and inform transdiagnostic treatment innovation.

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