Notes

Assessment needs with regard to teenagers along with mental along with developmental handicaps mentioned with an grown-up tertiary care hospital: Significance regarding in-patient exercise.
The main aim of this study is to teach students to take a systems perspective in understanding complex biological problems. Two lessons were designed and tested in two secondary classes (15- to 16-year-old students), using a lesson study approach. Three students from each class were observed more closely when visualizing and reasoning about two complex biological problems. The results, based on student worksheets, peer discussions, classroom observations, and interviews, indicated that students were able to visualize complex problems with the aid of a systems model based on eight system characteristics boundary, components, interactions, input and output, feedback, hierarchy, dynamics, and emergence. Moreover, explicit scaffolds encouraged students to reason across different levels of biological organization. Based on the findings, four design guidelines were formulated 1) Start with a central complex problem/question. 2) Let students visualize a complex biological problem using a systems model. 3) Assist students in reasoning step by step within and between the levels of biological organization. 4) Make students explicitly aware of the use of the system characteristics in various contexts. As systems thinking assists students in creating an overview of a system and reasoning about a complex problem systematically, it is also valuable outside the biology classroom.Maternal education is often considered an important determinant of children's early development. However, there is little empirical evidence on whether it is maternal education that contributes to better developmental outcomes or other ecological factors that relate to both education and children's development. This study used data on 4,874 mother-child (M age = 47.7 months) dyads from Uganda of the 2016 Demographic and Health Survey to assess the effects of maternal education on parenting and children's development. Taking advantage of a natural experiment with an instrumental variables approach, the study identified positive causal impacts of maternal schooling on children's development. Additional years of schooling also increased maternal engagement in stimulating activities, children's attendance to early childhood education programs, and reduced harsh corporal punishment. A mediation analysis suggested that increases in maternal stimulation and children's attendance to early childhood education programs and reductions in harsh corporal punishment partially explain the effects of maternal education on children's development. The positive impacts of education on parenting and child development indicate the need for more efforts to expand access to education in Uganda and other low- and- middle-income countries, including the abolishment of school fees for primary education. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The featured article of this issue focused on a species with relatively simple sociality-Clark's nutcrackers (Nucifraga columbiana; Tornick & Gibson, 2021; Figure 1), a species that regularly (and readily in experimental conditions) caches food items. The question at hand was whether individual nutcrackers cached food items-and then later retrieved them-differently depending upon whether they were being observed by a conspecific or not at the time of caching. Tornick and Gibson (2021) found that individual nutcrackers were highly sensitive to whether they were being observed by a conspecific. When they were being observed, nutcrackers cached more food items behind the barrier than in the visible area of their cage. However, in the "private" condition when they were not being observed, nutcrackers cached food items roughly equally in the two areas. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The Journal of Comparative Psychology has enjoyed a century of publishing some of the best investigations of animal behavior, often with reference to human cognition and behavior. This long history has manifested many paradigm-like shifts. Researchers have fluctuated between treating animals as models of human learning to emphasizing stark differences between animal and human behavior to stressing psychological continuity across species. At this time, there appears little consensus regarding questions of psychological continuity. I argue that this is a futile debate. Rather than focusing on behavior in nonhuman animals that represent potential parallels to human psychology (or behavior), comparative psychologists should focus on questions of development, function, and mechanism of behavior to better understand the behavior of all species in biological context. A focus on understanding underlying mechanisms for behavior rather than settling on behavioral outcomes alone as diagnostic of a species' status on some imaginary scale of progress will help address anthropocentric biases in current approaches. A focus on the "why" and "how" questions espoused by Tinbergen over half a century ago will move the field in better alignment with related fields, such as ethology, and provide greater insights into both animal and human minds. (PsycInfo Database Record (c) 2021 APA, all rights reserved).A hundred years ago, the Journal of Comparative Psychology began being published and currently stands as the longest-running science journal devoted to the study of animal behavior. In that same year, 1921, a paper was published in the Journal of Philosophy that was foundational to our field of study-"Giving up Instincts in Psychology" by Zing-Yang Kuo. This brief essay discusses some of the main arguments of Kuo's article and how they have extended into today's thinking and empirical work on behavioral development. The essay emphasizes his ideas about the need to study neophenotypes to understand the range of behavioral possibilities and to assess nonobvious sources of experience in the development of species-typical behavior. (PsycInfo Database Record (c) 2021 APA, all rights reserved).In October of 2017 and 2019, Sonoma County California endured historic wildfires and subsequent community trauma. The Sonoma Wildfire Mental Health Collaborative was created to (a) democratize access to evidence-based mental health resources and services for personal recovery and long-term community resilience building, and to (b) measure the reach and efficacy of the strategies employed in order to create a knowledge base to inform disaster response in other communities. Offerings included a mind-body yoga program and training in Skills for Psychological Recovery (SPR) for counselors who wished to provide services to individuals impacted by the wildfires. An evaluation of the mental health strategies employed revealed that (a) the mind-body program was well-received, with a high degree of satisfaction and self-reported benefit among individuals who attended trauma-informed yoga classes and (b) counselors found SPR to be a practical, flexible short-term intervention for individuals in the aftermath of the wildfires and expressed moderate to high levels of intent to use it in practice. Importantly, the evaluation of the 2017 wildfire mental health response was compromised by the Kincade Fire in 2019, in which prolonged mandatory evacuations and power outages impacted response rates. The origin story is shared for how a community collaborative was built. Lessons learned are discussed and recommendations summarized so as to contribute to the science and practice of disaster mental health outreach. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Autism spectrum disorder (ASD) and schizophrenia spectrum disorder (SCZ) have overlapping symptomatology related to difficulties with social cognition. Yet, few studies have directly compared social cognition in ASD, SCZ, and typical development (TD). The current study examined individual differences in face recognition and its relation to affective theory of mind (ToM) in each diagnostic group. Adults with ASD (n = 31), SCZ (n = 43), and TD (n = 47) between the ages of 18 and 48 years-old with full scale IQ above 80 participated in this study. The Reading the Mind in the Eyes Test (RMET) measured affective ToM, and the Benton Facial Recognition Test (BFRT) measured face perception. Adults with ASD and SCZ did not differ in their affective ToM abilities, and both groups showed affective ToM difficulties compared with TD. However, better face recognition ability uniquely predicted better affective ToM ability in ASD. Results suggest that affective ToM difficulties may relate to face processing in ASD but not SCZ. By clarifying the complex nature of individual differences in affective ToM and face recognition difficulties in these disorders, the present study suggests there may be divergent mechanisms underlying pathways to social dysfunction in ASD compared with SCZ. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Determining the long-term psychosis-related outcomes of late-teen individuals characterized initially by a nonpsychotic, schizotypic feature (elevated perceptual aberrations) can further our understanding of the developmental pathways leading to schizophrenia, nonaffective psychotic conditions, and psychotic symptoms later in adulthood. Using the well-known laboratory/psychometric high-risk approach, the present study investigated the associations between nonpsychotic perceptual aberrations measured at age 18, in individuals with no prior history of psychosis, and clinical psychotic symptom outcomes 17 years later in midlife (middle 30s). Clinical assessments for hallucinations and delusions were completed for 191 adults (95% of the original sample) in the follow-up study. Elevated perceptual aberrations at age 18 predicted increased levels of hallucinations, delusions, and total psychotic symptoms in midlife as well as psychotic illness. The associations between baseline perceptual aberrations and later psychotic symptoms were not accounted for by general nonspecific psychopathology factors such as anxiety or depression present at age 18. Early detection of subtle, nonpsychotic forms of perceptual disturbance may aid in identifying individuals at increased risk for nonaffective psychosis outcomes in adulthood. Perceptual aberrations may constitute a useful endophenotype for genetic, neurobiological, and cognitive neuroscience investigations of schizophrenia liability. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Epidemiological data support higher prevalence of eating disorders in midlife than previously believed. Yet, few studies have examined risk factors unique to adult development. The present study examined how changes in life roles (educational, marital, and parental status) predicted disordered eating as participants transitioned from their 20s to their 50s. Participants (N = 624 women and N = 276 men) completed baseline assessments in college and at 10-, 20-, and 30-year follow-up, with 72% of women and 67% of men completing 30-year follow-up. Multilevel models examined how changes in life roles predicted changes in disordered eating. For women, obtaining a graduate degree predicted decreased eating pathology initially but over time predicted subsequent increases in Drive for Thinness. Men's eating pathology was not affected by obtaining a graduate degree. Changes in marital status demonstrated no significant association with disordered eating for either gender. VTX-27 Becoming a parent predicted a significant decrease in Drive for Thinness at the subsequent assessment but no further declines with age, whereas those who never had children showed significant decreases in both Drive for Thinness and Bulimia with age.
Here's my website: https://www.selleckchem.com/products/vtx-27.html