Sexual deviance: theory, assessment, and treatment

2008 ◽  
Vol 45 (11) ◽  
pp. 45-6469-45-6469
Keyword(s):  
Sexual Deviance ◽  
Assessment And Treatment ◽  
Deviance Theory

scholarly journals Sexual deviance. The Sexual sadism

2019 ◽  
Vol 1 (1) ◽  
pp. 23-27
Author(s):  
Larisa-Maria COSTRACHEVICI ◽  
Delcea Cristian
Keyword(s):  
Sexual Satisfaction ◽  
Forensic Psychology ◽  
Sexual Deviance ◽  
Sexual Sadism ◽  
Sexual Deviancy ◽  
Socially Constructed ◽  
Not Otherwise Specified ◽  
Assessment And Treatment ◽  
Adult Sexual Assault ◽  
Dsm Iv

Sexual deviance is in some way a socially constructed phenomenon that shifts over time with public opinion. The various forms of sexual deviancy are grouped and defined utilizing the DSM-IV descriptions (American Psychitric Association, 1994), because this clasification it is the most frequently used in forensic settings. Adult sexual assault is an essential focus of forensic psychology, variously diagnosed as sexual sadism, paraphilia NOS (not otherwise specified), or undiagnosed. Other forms of sexual deviance presented here include voyeurism, exhibitionism, frotteurism, sexual sadism, rape and pedophilia. Each category is briefly explored through its etiology, course, epidemiology, assessment and treatment (Sbraga, 2004). Sexual sadism is said to be a disorder in which sexual satisfaction is reached and causing another suffering, psysical or mental pain through humiliation. In this article, its about addressing some theoretical aspects regarding the sexual deviance, but also the exemplification of a parafilic category, namely sexual sadism.

Plethysmography in the assessment and treatment of sexual deviance: An overview

1991 ◽  
Vol 20 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Walter T. Simon ◽  
Peter G. W. Schouten
Keyword(s):  
Sexual Deviance ◽  
Assessment And Treatment

The Need for a Broad-Based Model of Phonological Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Speech Production ◽  
Phonological Disorders ◽  
Production Processes ◽  
Assessment And Treatment ◽  
Speech Delays ◽  
Explanatory Adequacy ◽  
State Of Affairs ◽  
Assessment Procedures ◽  
Treatment Procedures

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

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