Pub Date : 2019-04-01DOI: 10.17759/CPSE.2019080102
T. V. Avakyan, S. Volikova, M. Sorokova
The influence of a specific social development situation on the operational and motivational components of social cognition in orphan adolescents investigated. The theoretical basis of the study was the provisions of the "social situation of development" L.S. Vygotsky, theories of attachment by J. Bowlby, the multifactor model of social cognition A.B. Kholmogorova, O.V. Rychkova. 68 orphans aged from 10 to 17 years old living in the orphanage examined. It shown that orphaned teenagers with an insecure type of attachment have more difficulty in understanding their own feelings, regardless of the length of their stay in the institution. Orphans living in institutions for more than 5 years have a higher level of social anxiety and distress during social interaction.
{"title":"The Influence of the Social Situation of Development on the Social Cognition in the Children-Orphans","authors":"T. V. Avakyan, S. Volikova, M. Sorokova","doi":"10.17759/CPSE.2019080102","DOIUrl":"https://doi.org/10.17759/CPSE.2019080102","url":null,"abstract":"The influence of a specific social development situation on the operational and motivational components of social cognition in orphan adolescents investigated. The theoretical basis of the study was the provisions of the \"social situation of development\" L.S. Vygotsky, theories of attachment by J. Bowlby, the multifactor model of social cognition A.B. Kholmogorova, O.V. Rychkova. 68 orphans aged from 10 to 17 years old living in the orphanage examined. It shown that orphaned teenagers with an insecure type of attachment have more difficulty in understanding their own feelings, regardless of the length of their stay in the institution. Orphans living in institutions for more than 5 years have a higher level of social anxiety and distress during social interaction.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132690161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is devoted to the study of the features of the emotional and personal domains of children and adolescents with osteogenesis imperfecta. The effectiveness of the use of a socio-psychological rehabilitation program in the several following areas was also studies. Reducing the severity of aggressiveness and anxiety, developing of a sociability, changing of a self-esteem and the attitude to one's disease, the development of new significant children and adolescents needs with osteogenesis imperfecta. The study involved 58 children and adolescents aged 9–19 years (13.2±2.39 years) with osteogenesis imperfecta, including 36 girls and 22 boys. The control group consisted of 25 children and adolescents aged 9–19 years (13.8±3.12 years) without chronic somatic diseases, including 13 girls and 12 boys. The study was based on the following methods: M. Kuhn’s test “Who am I” (modified by T.V. Rumyantseva, 2006), the “Non-existent animal” method (M.Z. Dukarevich, 1990), an abbreviated version of the “Incomplete sentences” method (V.E. Kagan and I.K. Shats, 2003) and the technique of "Tsvetik-Semitsvetik" (I.M. Vitkovskaya, 2010). The features of the emotional and personal domains of children and adolescents with osteogenesis imperfecta were revealed in comparison with their healthy peers, consisting in a negative assessment of their physical self, the predominance of fear of aggression and a reduced subjective significance of their moral needs. It was noted that the indicator of an adequate idea of their disease increases, negative emotional experiences regarding their disease intensify, and the motivation for recovery increases. This phenomenon interacts with age in children and adolescents with imperfect osteogenesis. The study also partially proved the effectiveness of the proposed rehabilitation program, as a result of which children and adolescents with osteogenesis imperfecta showed positive dynamics in expanding the main parameters of identity, increased self-esteem of their physical self and sociability, and also decreased indicators of verbal aggression and anxiety. The priority of biological and communicative needs has decreased, the needs for personal changes and material needs have come to the fore. As a result of the rehabilitation program in children and adolescents with imperfect osteogenesis, self-reported indicators of fixation on pain decreased; the number of children openly showing emotional experiences regarding the disease has increased.
{"title":"Possible Interventions to the Emotional and Personality Domains of Children and Adolescents with Osteogenesis Imperfecta in the Course of a Social and Psychological Rehabilitation Program","authors":"Yu.E. Kurtanova, E.A. Meshcheryakova, A.B. Kharitonov, A.A. Rovnova","doi":"10.17759/cpse.2022110103","DOIUrl":"https://doi.org/10.17759/cpse.2022110103","url":null,"abstract":"The article is devoted to the study of the features of the emotional and personal domains of children and adolescents with osteogenesis imperfecta. The effectiveness of the use of \u0000a socio-psychological rehabilitation program in the several following areas was also studies. Reducing the severity of aggressiveness and anxiety, developing of a sociability, changing of a self-esteem and the attitude to one's disease, the development of new significant children and adolescents needs with osteogenesis imperfecta. The study involved 58 children and adolescents aged 9–19 years (13.2±2.39 years) with osteogenesis imperfecta, including 36 girls and 22 boys. The control group consisted of 25 children and adolescents aged 9–19 years (13.8±3.12 years) without chronic somatic diseases, including 13 girls and 12 boys. The study was based on the following methods: M. Kuhn’s test “Who am I” (modified by T.V. Rumyantseva, 2006), the “Non-existent animal” method \u0000(M.Z. Dukarevich, 1990), an abbreviated version of the “Incomplete sentences” method (V.E. Kagan and I.K. Shats, 2003) and the technique of \"Tsvetik-Semitsvetik\" \u0000(I.M. Vitkovskaya, 2010). The features of the emotional and personal domains of children and adolescents with osteogenesis imperfecta were revealed in comparison with their healthy peers, consisting in a negative assessment of their physical self, the predominance of fear of aggression and a reduced subjective significance of their moral needs. It was noted that the indicator of an adequate idea of their disease increases, negative emotional experiences regarding their disease intensify, and the motivation for recovery increases. This phenomenon interacts with age in children and adolescents with imperfect osteogenesis. The study also partially proved the effectiveness of the proposed rehabilitation program, as a result of which children and adolescents with osteogenesis imperfecta showed positive dynamics in expanding the main parameters of identity, increased self-esteem of their physical self and sociability, and also decreased indicators of verbal aggression and anxiety. The priority of biological and communicative needs has decreased, the needs for personal changes and material needs have come to the fore. As \u0000a result of the rehabilitation program in children and adolescents with imperfect osteogenesis, self-reported indicators of fixation on pain decreased; the number of children openly showing emotional experiences regarding the disease has increased.\u0000","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121811810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2019080304
A. Veraksa, E. Ochepkova, D. Bukhalenkova, N. Kartushina
The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.
{"title":"The Relationship of Executive Functions and Speech Production in Senior Preschool Children: Working Memory and Storytelling","authors":"A. Veraksa, E. Ochepkova, D. Bukhalenkova, N. Kartushina","doi":"10.17759/cpse.2019080304","DOIUrl":"https://doi.org/10.17759/cpse.2019080304","url":null,"abstract":"The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117167911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2022110210
J. Kovalenko, N. Li, E. Grigorenko
Mental health concerns are highly prevalent in the juvenile justice system (JJS). Assessment practices vary significantly across probation departments, often relying on past medical history or unstructured clinical interviews. Numerous structured and semi-structured assessment tools exist, some of which have previously been used within JJS samples. The current research compared mental health diagnosis prevalence and distribution as assigned by the current practice in a probation department versus utilizing the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS) in a sample of youth involved with the JJS. Results suggested the K-SADS identified a higher variety of mental health concerns with higher precision (e.g., all diagnoses were specified rather than unspecified). However, the standard assessment practice identified a higher prevalence of ADHD diagnoses, as well as “Other Conditions That May Be a Focus of Clinical Attention.” Limitations and future directions are discussed.
{"title":"Gold Standard Versus Treatment as Usual: Assessment Practices in the Juvenile Justice System","authors":"J. Kovalenko, N. Li, E. Grigorenko","doi":"10.17759/cpse.2022110210","DOIUrl":"https://doi.org/10.17759/cpse.2022110210","url":null,"abstract":"Mental health concerns are highly prevalent in the juvenile justice system (JJS). Assessment practices vary significantly across probation departments, often relying on past medical history or unstructured clinical interviews. Numerous structured and semi-structured assessment tools exist, some of which have previously been used within JJS samples. The current research compared mental health diagnosis prevalence and distribution as assigned by the current practice in a probation department versus utilizing the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS) in a sample of youth involved with the JJS. Results suggested the K-SADS identified a higher variety of mental health concerns with higher precision (e.g., all diagnoses were specified rather than unspecified). However, the standard assessment practice identified a higher prevalence of ADHD diagnoses, as well as “Other Conditions That May Be a Focus of Clinical Attention.” Limitations and future directions are discussed.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122160967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2022110206
C. Lawlor, J. Goodson, G. Haeffel
Depression is one of the most common, disabling, and lethal (e.g., suicide) forms of psychopathology. Nearly 300 million people struggle with depression worldwide, and it is the leading cause of disability for people ages 15-44. Unfortunately, most people with depression do not receive the treatment they need. There is limited access to mental health services, and when services are available, the treatments used tend to have limited scientific support. This is because many mental health professionals are not trained in empirically supported treatments, are ambivalent about the role of science in clinical practice, and have limited access to scientific research (e.g., journal paywalls). The purpose of this special issue article is to provide a free and easy to use primer on Cognitive Behavioral Therapy (CBT) for depression. CBT is the most studied form of psychotherapy, has a strong theoretical basis, can be implemented by therapists of varying experience levels, and is as effective or more effective than existing treatments, including medication. CBT may not work for every client, but it is the best place to start. In this article, we discuss: a) why CBT should be the first-line treatment for depression, b) the theoretical basis of CBT for depression, and c) a basic overview of how to administer 12 sessions of CBT for depression. We also provide a reading list and supplemental open-access materials (e.g., a cognitive skills workbook) for further education.
{"title":"Cognitive Behavioral Therapy for Depression: A Primer","authors":"C. Lawlor, J. Goodson, G. Haeffel","doi":"10.17759/cpse.2022110206","DOIUrl":"https://doi.org/10.17759/cpse.2022110206","url":null,"abstract":"Depression is one of the most common, disabling, and lethal (e.g., suicide) forms of psychopathology. Nearly 300 million people struggle with depression worldwide, and it is the leading cause of disability for people ages 15-44. Unfortunately, most people with depression do not receive the treatment they need. There is limited access to mental health services, and when services are available, the treatments used tend to have limited scientific support. This is because many mental health professionals are not trained in empirically supported treatments, are ambivalent about the role of science in clinical practice, and have limited access to scientific research (e.g., journal paywalls). The purpose of this special issue article is to provide a free and easy to use primer on Cognitive Behavioral Therapy (CBT) for depression. CBT is the most studied form of psychotherapy, has a strong theoretical basis, can be implemented by therapists of varying experience levels, and is as effective or more effective than existing treatments, including medication. CBT may not work for every client, but it is the best place to start. In this article, we discuss: a) why CBT should be the first-line treatment for depression, b) the theoretical basis of CBT for depression, and c) a basic overview of how to administer 12 sessions of CBT for depression. We also provide a reading list and supplemental open-access materials \u0000(e.g., a cognitive skills workbook) for further education.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121162753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2021100204
I.E. Valitova
The article compares subjective views of mothers of children with neurological conditions and the objective clinical picture of neurological pathology. Sample: mothers of children aged one to three years (M=25,10±6,50) with diagnoses of "Consequences of Early Organic Central Nervous System Damage" and "Cerebral Palsy" (N=85). The study conducted in the form of a clinical interview. Different types of mothers’ awareness about the etiology, neurological diagnoses, clinical symptoms and outcomes of neurological conditions were revealed. Mothers claim that the child does not have a disease, recognizing the presence of child' developmental features, but the idea of neurological pathology as a disease becomes motivating for the organization of child care and cure. There is a tendency for mothers to underestimate the severity of the child's disease, as well as differences in the subjective assessment of the mother and the clinical assessment (р=0,000). The obtained data can be used by professionals in clinical practice and in the rehabilitation system development for the children, to establish a compliant relationship between parents and specialists.
{"title":"Mothers' Representations of the Neurological Conditions of Early Age in the Structure of Attitudes to the Child's Illness","authors":"I.E. Valitova","doi":"10.17759/cpse.2021100204","DOIUrl":"https://doi.org/10.17759/cpse.2021100204","url":null,"abstract":"The article compares subjective views of mothers of children with neurological conditions and the objective clinical picture of neurological pathology. Sample: mothers of children aged one to three years (M=25,10±6,50) with diagnoses of \"Consequences of Early Organic Central Nervous System Damage\" and \"Cerebral Palsy\" (N=85). The study conducted in the form of a clinical interview. Different types of mothers’ awareness about the etiology, neurological diagnoses, clinical symptoms and outcomes of neurological conditions were revealed. Mothers claim that the child does not have a disease, recognizing the presence of child' developmental features, but the idea of neurological pathology as a disease becomes motivating for the organization of child care and cure. There is a tendency for mothers to underestimate the severity of the child's disease, as well as differences in the subjective assessment of the mother and the clinical assessment (р=0,000). The obtained data can be used by professionals in clinical practice and in the rehabilitation system development for the children, to establish a compliant relationship between parents and specialists.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130053607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/CPSE.2019080108
M. Lipský, J. Kantor
The study of therapeutic uses of musical improvisation can help to improve music therapy assessment which is the aim of this paper. This paper identifies 1. the individual challenges and strengths that may help to deal with problems reflected in musical improvisations of children with special needs and, 2. ways of their identification while listening to the children’s musical expression. Data collected from 180 verbal descriptions of musical improvisations of four children with special needs and then analysed using grounded theory as well as content analysis of documents. It was found that music reflects children’s problems (with mainly bio-behavioural character) as well as their strengths that may be helpful in coping with those problems. Some theoretical guidelines for analysis of musical improvisation and the planning of music therapy intervention were suggested based on these findings.
{"title":"Identification of Challenges and Strengths of Children with Special Educational Needs in Their Musical Improvisations","authors":"M. Lipský, J. Kantor","doi":"10.17759/CPSE.2019080108","DOIUrl":"https://doi.org/10.17759/CPSE.2019080108","url":null,"abstract":"The study of therapeutic uses of musical improvisation can help to improve music therapy assessment which is the aim of this paper. This paper identifies 1. the individual challenges and strengths that may help to deal with problems reflected in musical improvisations of children with special needs and, 2. ways of their identification while listening to the children’s musical expression. Data collected from 180 verbal descriptions of musical improvisations of four children with special needs and then analysed using grounded theory as well as content analysis of documents. It was found that music reflects children’s problems (with mainly bio-behavioural character) as well as their strengths that may be helpful in coping with those problems. Some theoretical guidelines for analysis of musical improvisation and the planning of music therapy intervention were suggested based on these findings.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133919175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2022110107
S. Nartova-Bochaver, V. Park
The study is aimed at investigating of the relationship between two lower-level personality traits — authenticity and dispositional forgiveness (the ability to forgive). Respondents of the study are experiencing stress of different levels and content. The sample consisted of 140 subjects (16–40 years old, Mage=23,1, SDage=9,0, 66 female), divided by the stress level into following groups: conditionally well-off, everyday stress, and chronic stress. The Russian versions of the Authenticity Scale (Nartova-Bochaver et al., 2021) and the Heartland Forgiveness Scale (Adamyan, Nartova-Bochaver, 2020) were used. The higher scores of both authenticity and forgiveness were obtained in respondents with chronic stress, the lowest ones — in respondents with everyday stress, and conditionally well-off respondents had moderately high indicators of both variables. The regression models showed that in the group of chronic stress, authenticity is practically not predicted by forgiveness. For the conditionally well-off and respondents with everyday stress, the most important predictor of authenticity, contributing to an authentic life and protecting from self-alienation, was forgiveness of self. In addition, a second predictor of the same variables, forgiveness of situations, was found in the group of everyday stress. To sum up, the difference in trajectories and possible determinants of positive personality development depending on the level of stress experienced was claimed. The prospects of research and possible application of the results are outlined.
这项研究的目的是调查两种较低层次的人格特征——真实性和性格宽恕(宽恕的能力)之间的关系。该研究的受访者正经历着不同程度和内容的压力。样本共140人，年龄16-40岁，男=23，女= 1，女=9，女= 0，按应激水平分为条件小康组、日常应激组和慢性应激组。使用俄语版本的真实性量表(Nartova-Bochaver et al.， 2021)和心脏地带宽恕量表(Adamyan, Nartova-Bochaver, 2020)。真实度和宽恕度得分均以慢性压力的被调查者较高，日常压力的被调查者得分最低，条件富裕的被调查者两项指标均较高。回归模型显示，在慢性压力组中，宽恕实际上不能预测真实性。对于有条件的富裕人群和每天都有压力的受访者来说，真实性最重要的预测因素是对自我的宽恕，真实性是对真实生活的贡献和对自我疏离的保护。此外，在日常压力组中发现了同样变量的第二个预测因子，即对情况的宽恕。综上所述，积极人格发展的轨迹和可能的决定因素的差异取决于所经历的压力水平。展望了研究前景和研究结果的应用前景。
{"title":"Authenticity and Dispositional Forgiveness at Different Stress Levels: A Preliminary Study","authors":"S. Nartova-Bochaver, V. Park","doi":"10.17759/cpse.2022110107","DOIUrl":"https://doi.org/10.17759/cpse.2022110107","url":null,"abstract":"The study is aimed at investigating of the relationship between two lower-level personality traits — authenticity and dispositional forgiveness (the ability to forgive). Respondents of the study are experiencing stress of different levels and content. The sample consisted of 140 subjects (16–40 years old, Mage=23,1, SDage=9,0, 66 female), divided by the stress level into following groups: conditionally well-off, everyday stress, and chronic stress. The Russian versions of the Authenticity Scale (Nartova-Bochaver \u0000et al., 2021) and the Heartland Forgiveness Scale (Adamyan, Nartova-Bochaver, 2020) were used. The higher scores of both authenticity and forgiveness were obtained in respondents with chronic stress, the lowest ones — in respondents with everyday stress, and conditionally well-off respondents had moderately high indicators of both variables. The regression models showed that in the group of chronic stress, authenticity is practically not predicted by forgiveness. For the conditionally well-off and respondents with everyday stress, the most important predictor of authenticity, contributing to an authentic life and protecting from self-alienation, was forgiveness of self. In addition, \u0000a second predictor of the same variables, forgiveness of situations, was found in the group of everyday stress. To sum up, the difference in trajectories and possible determinants of positive personality development depending on the level of stress experienced was claimed. The prospects of research and possible application of the results are outlined.\u0000","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131833002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2021100403
I. Zapesotskaya, Z. Chuikova
The article presents results of the research of relations between executive functions and prospective memory in primary school-age children with symptoms of subthreshold attention deficit hyperactivity syndrome (ADHD). The ADHD Assessment Scale ― ICD-10 criteria (Sukhotina, 2008) and Observation Form for Recording ADHD Behaviors During Academic Performance in the Clinic or in School) (Carter, 1994) were used to assess the symptoms of ADHD. Cognitive functions were assessed using the Wisconsin Sorting Card Test (Grant & Berg, 1948), Сanum (Gutierrez-Martinez, 2018), Вlock span (Isaacs, Vargha-Khadem, 1989), Digit span-backward (Wechsler, 1997), and measurement by Ana B. Cejudo (Cejudo, 2019). 51 children were recruited, 27 subjects were 6–7 years old and 24 subjects were 10 years old. All participants were divided into 2 control groups (children with typical development) and 2 experimental groups (children with symptoms of subthreshold ADHD). Overall, it was found that children in the group of 6–7 years old with symptoms of subthreshold ADHD have no significant differences with children from the control group in basal components of executive function: working memory, cognitive flexibility and executive attention. However, they show a decrease in learning abilities, self-regulation and an increase of non-perseverative errors along with the fall of event-based prospective memory. Children in the group of 10 years old with symptoms of subthreshold ADHD also showed the fall of learning abilities and prospective memory. The results of correlation analysis show that subjects with symptoms of subthreshold ADHD have changes in the systemic ― functional level which appear as a decreasing amount of links between executive functions and features of prospective memory.
{"title":"The Relationship Between Executive Functions and Prospective Memory in Primary School-Age Children with Symptoms of Subthreshold ADHD","authors":"I. Zapesotskaya, Z. Chuikova","doi":"10.17759/cpse.2021100403","DOIUrl":"https://doi.org/10.17759/cpse.2021100403","url":null,"abstract":"The article presents results of the research of relations between executive functions and prospective memory in primary school-age children with symptoms of subthreshold attention deficit hyperactivity syndrome (ADHD). The ADHD Assessment Scale ― ICD-10 criteria (Sukhotina, 2008) and Observation Form for Recording ADHD Behaviors During Academic Performance in the Clinic or in School) (Carter, 1994) were used to assess the symptoms of ADHD. Cognitive functions were assessed using the Wisconsin Sorting Card Test (Grant & Berg, 1948), Сanum (Gutierrez-Martinez, 2018), Вlock span (Isaacs, Vargha-Khadem, 1989), Digit span-backward (Wechsler, 1997), and measurement by Ana B. Cejudo (Cejudo, 2019). 51 children were recruited, 27 subjects were 6–7 years old and 24 subjects were 10 years old. All participants were divided into 2 control groups (children with typical development) and 2 experimental groups (children with symptoms of subthreshold ADHD). Overall, it was found that children in the group of 6–7 years old with symptoms of subthreshold ADHD have no significant differences with children from the control group in basal components of executive function: working memory, cognitive flexibility and executive attention. However, they show a decrease in learning abilities, self-regulation and an increase of non-perseverative errors along with the fall of event-based prospective memory. Children in the group of 10 years old with symptoms of subthreshold ADHD also showed the fall of learning abilities and prospective memory. The results of correlation analysis show that subjects with symptoms of subthreshold ADHD have changes in the systemic ― functional level which appear as a decreasing amount of links between executive functions and features of prospective memory. \u0000","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131047934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17759/cpse.2022110306
I. Karaush, I. Kupriyanova, B. A. Dashieva
Negative experiences experienced by adolescents can cause the risk of developing mental health disorders, social maladaptation and academic problems. The aim of the study is to identify the risk of depression in adolescents in connection with experienced negative life events. The study involved 507 students of urban and rural secondary schools aged 12–17 years (median, quartiles 14 [14; 15]), 47.5% boys, 52.5% girls. The M. Kovacs Depression Scale (Children's Depression Inventory, CDI) and the Adolescent Mental Life Events Scale (ASLEC) were used. With adolescents who showed a high level of risk of depression on the CDI scale, an additional clinical interview was conducted. It is shown that adolescents perceive most of the negative events they have experienced as significant. A significant proportion of them account for life events related to school functioning, while no significant differences were found in the groups of boys and girls. It is suggested that the events experienced by students related to school functioning, in the absence of a statistically significant relationship with the risk of depression, may still increase the risk of depression in the presence of events in the life of adolescents related to family functioning (family conflicts, physical punishment in the family) and psychological factors (criticism or punishment). The data obtained concerning the frequency of experiencing negative life events related to the school sphere and noted by respondents as significant, make it necessary to work with teachers in the context of health-preserving psychological and pedagogical support.
{"title":"Negative Events Related to School Functioning and Their Relationship with the Risk of Depression in Adolescents","authors":"I. Karaush, I. Kupriyanova, B. A. Dashieva","doi":"10.17759/cpse.2022110306","DOIUrl":"https://doi.org/10.17759/cpse.2022110306","url":null,"abstract":"Negative experiences experienced by adolescents can cause the risk of developing mental health disorders, social maladaptation and academic problems. The aim of the study is to identify the risk of depression in adolescents in connection with experienced negative life events. The study involved 507 students of urban and rural secondary schools aged 12–17 years (median, quartiles 14 [14; 15]), 47.5% boys, 52.5% girls. The M. Kovacs Depression Scale (Children's Depression Inventory, CDI) and the Adolescent Mental Life Events Scale (ASLEC) were used. With adolescents who showed a high level of risk of depression on the CDI scale, an additional clinical interview was conducted. It is shown that adolescents perceive most of the negative events they have experienced as significant. A significant proportion of them account for life events related to school functioning, while no significant differences were found in the groups of boys and girls. It is suggested that the events experienced by students related to school functioning, in the absence of a statistically significant relationship with the risk of depression, may still increase the risk of depression in the presence of events in the life of adolescents related to family functioning (family conflicts, physical punishment in the family) and psychological factors (criticism or punishment). The data obtained concerning the frequency of experiencing negative life events related to the school sphere and noted by respondents as significant, make it necessary to work with teachers in the context of health-preserving psychological and pedagogical support.","PeriodicalId":344078,"journal":{"name":"Клиническая и специальная психология","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130905332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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