This study aimed to investigate the extent to which school culture and self-efficacy predicts teacher burnout. The research was conducted on 284 (Mage = 36.15, SDage = 8.34; 51.4% females) middle school teachers from 12 Turkish middle schools. The data were collected utilizing the School Culture Scale, Teachers’ Sense of Efficacy Scale, Maslach Burnout Inventory and personal information form. Structural equation model was used to analyze whether school culture and self efficacy predicts teacher burnout or not. Findings showed that school culture dimensions of bureaucratic culture and task culture had a statistically significant positive association with efficacy for student engagement and efficacy for instructional strategies. Task culture had also a significant positive association with efficacy for classroom management. Although success culture was negatively associated with both emotional exhaustion and depersonalization, bureaucratic culture had a positive association with depersonalization. Efficacy for student engagement was negatively associated with emotional exhaustion. The results of this study support the importance of school culture for self-efficacy and burnout. The findings were discussed within the scope of burnout literature.
{"title":"Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy","authors":"Meral Öztürk, M. Bulut, Murat Yıldız","doi":"10.31577/SP.2021.01.811","DOIUrl":"https://doi.org/10.31577/SP.2021.01.811","url":null,"abstract":"This study aimed to investigate the extent to which school culture and self-efficacy predicts teacher burnout. The research was conducted on 284 (Mage = 36.15, SDage = 8.34; 51.4% females) middle school teachers from 12 Turkish middle schools. The data were collected utilizing the School Culture Scale, Teachers’ Sense of Efficacy Scale, Maslach Burnout Inventory and personal information form. Structural equation model was used to analyze whether school culture and self efficacy predicts teacher burnout or not. Findings showed that school culture dimensions of bureaucratic culture and task culture had a statistically significant positive association with efficacy for student engagement and efficacy for instructional strategies. Task culture had also a significant positive association with efficacy for classroom management. Although success culture was negatively associated with both emotional exhaustion and depersonalization, bureaucratic culture had a positive association with depersonalization. Efficacy for student engagement was negatively associated with emotional exhaustion. The results of this study support the importance of school culture for self-efficacy and burnout. The findings were discussed within the scope of burnout literature.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77990082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aims of this study are to examine the correlation between the commitment to supervisors and Organizational Citizenship Behavior (OCB) by using two different commitment conceptions and to determine whether this relationship is moderated by personal internal attachment dimensions. The theoretical framework was provided by the concept of Affective Commitment (AC), derived from Meyer and Allen’s Three-Component Model (TCM), the target-free approach of Klein et al. (2014), and attachment personality theory. The study used the Affective Commitment to Supervisors (ACS) scale and Klein’s Unidimensional and Target-free (KUT) scale. The predictive value of supervisory commitment was confirmed by both methods. However, depending on the scale, the results revealed different links between commitment, OCB, and attachment personal dimensions as moderating factors. The ACS scale interacted with the dimension of attachment anxiety: In the case of a low or moderate supervisory commitment, anxiety decreased engagement in OCB. By contrast, the moderating model indicated that there was no such interaction when using the KUT scale.
本研究的目的是通过使用两种不同的承诺概念来检验主管承诺与组织公民行为之间的相关性，并确定这种关系是否受到个人内部依恋维度的调节。理论框架由Meyer和Allen的三成分模型(Three-Component Model, TCM)衍生而来的情感承诺(Affective Commitment, AC)概念、Klein等人(2014)的无目标方法和依恋人格理论提供。本研究采用对主管情感承诺量表(ACS)和Klein 's Unidimensional and Target-free量表(KUT)。两种方法均证实了监督承诺的预测价值。然而，根据不同的量表，结果显示承诺、组织公民行为和依恋个人维度作为调节因素之间存在不同的联系。ACS量表与依恋焦虑维度相互作用:在低或中度监督承诺的情况下，焦虑降低了组织公民行为的敬业度。相反，调节模型表明，当使用KUT量表时，不存在这种相互作用。
{"title":"Attachment Dimensions as Moderators of the Relationship between Commitment to Supervisors and Organizational Citizenship Behavior","authors":"Milica Schraggeová, Zuzana Stupková","doi":"10.31577/SP.2021.01.813","DOIUrl":"https://doi.org/10.31577/SP.2021.01.813","url":null,"abstract":"The aims of this study are to examine the correlation between the commitment to supervisors and Organizational Citizenship Behavior (OCB) by using two different commitment conceptions and to determine whether this relationship is moderated by personal internal attachment dimensions. The theoretical framework was provided by the concept of Affective Commitment (AC), derived from Meyer and Allen’s Three-Component Model (TCM), the target-free approach of Klein et al. (2014), and attachment personality theory. The study used the Affective Commitment to Supervisors (ACS) scale and Klein’s Unidimensional and Target-free (KUT) scale. The predictive value of supervisory commitment was confirmed by both methods. However, depending on the scale, the results revealed different links between commitment, OCB, and attachment personal dimensions as moderating factors. The ACS scale interacted with the dimension of attachment anxiety: In the case of a low or moderate supervisory commitment, anxiety decreased engagement in OCB. By contrast, the moderating model indicated that there was no such interaction when using the KUT scale.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77452180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the large growth of close relationships literature, partner behavioral control has been rarely the primary focus of research. It is also evident that the instruments for measuring partner behavioral control are scarce. Thus, the present study aims to develop and validate a 9-item Brief Partner Behavioral Control Scale (B-PBCS). The validity and reliability of the B-PBCS were examined in a sample of emerging adults (N = 511; 81.8% females; Rangeage = 18-25) who are currently in a premarital romantic relationship. To assess psychometric properties of the B-PBCS, we conducted a series of tests examining factor structure (exploratory and confirmatory factor analyses), measurement invariance (configural and metric invariance), reliability (internal consistency and test-retest reliability), and predictive validity. Results demonstrated that the B-PBCS has a two-factor solution (overt and covert partner behavioral control), acceptable measurement invariance, internal consistency, test-retest reliability, and predictive validity. The overt partner behavioral control at baseline assessment has been linked to romantic relationship conflict and psychological distress at 14-week follow-up assessment even after controlling for sex, age, and relationship duration. In conclusion, the B-PBCS offers a valid and brief measure for assessing partner behavioral control.
{"title":"The Brief Partner Behavioral Control Scale (B-PBCS): Development and Validation","authors":"Ali Serdar Sağkal, Yalçın Özdemir, Didem Aydoğan","doi":"10.31577/SP.2021.01.815","DOIUrl":"https://doi.org/10.31577/SP.2021.01.815","url":null,"abstract":"Despite the large growth of close relationships literature, partner behavioral control has been rarely the primary focus of research. It is also evident that the instruments for measuring partner behavioral control are scarce. Thus, the present study aims to develop and validate a 9-item Brief Partner Behavioral Control Scale (B-PBCS). The validity and reliability of the B-PBCS were examined in a sample of emerging adults (N = 511; 81.8% females; Rangeage = 18-25) who are currently in a premarital romantic relationship. To assess psychometric properties of the B-PBCS, we conducted a series of tests examining factor structure (exploratory and confirmatory factor analyses), measurement invariance (configural and metric invariance), reliability (internal consistency and test-retest reliability), and predictive validity. Results demonstrated that the B-PBCS has a two-factor solution (overt and covert partner behavioral control), acceptable measurement invariance, internal consistency, test-retest reliability, and predictive validity. The overt partner behavioral control at baseline assessment has been linked to romantic relationship conflict and psychological distress at 14-week follow-up assessment even after controlling for sex, age, and relationship duration. In conclusion, the B-PBCS offers a valid and brief measure for assessing partner behavioral control.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77587706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to pilot test the psychometric properties of the Slovak version of the Goal Adjustment Scale (GAS) in a student sample. The research sample consisted of 636 students (355 secondary school pupils and 281 university students). The results of the confirmatory factor analysis supported the 2-factor structure (as correlating factors) in the Slovak version of the scale. The internal consistency estimates of two factors (goal disengagement and reengagement) were relatively satisfactory. Regarding the convergent validity, the negative correlations between goal disengagement and dispositional optimism (LOT-R), hope (Snyder’s Hope Scale) and self-regulation (SRQ) have been found. Moreover, significant positive correlations were only found in the case of goal reengagement and pathway as a factor of dispositional hope. However, the study did not support the relationship between adjustment capacities and subjective well-being measured through the frequency of positive and negative emotions (SEHP). One of the limitations of the research was that the test-retest reliability was not tested. It is considered important to perform further validation of the GAS in the future as the current results are preliminary. Nevertheless, the GAS seems to be an efficient tool in detecting adjustment strategies in the case of obstacles in the goal achieving process.
{"title":"Psychometric Evaluation and Initial Validation of the Slovak Version of the Goal Adjustment Scale (GAS)","authors":"Beáta Ráczová, Pavol Kačmár, M. Hricova","doi":"10.31577/SP.2021.01.816","DOIUrl":"https://doi.org/10.31577/SP.2021.01.816","url":null,"abstract":"The aim of this study was to pilot test the psychometric properties of the Slovak version of the Goal Adjustment Scale (GAS) in a student sample. The research sample consisted of 636 students (355 secondary school pupils and 281 university students). The results of the confirmatory factor analysis supported the 2-factor structure (as correlating factors) in the Slovak version of the scale. The internal consistency estimates of two factors (goal disengagement and reengagement) were relatively satisfactory. Regarding the convergent validity, the negative correlations between goal disengagement and dispositional optimism (LOT-R), hope (Snyder’s Hope Scale) and self-regulation (SRQ) have been found. Moreover, significant positive correlations were only found in the case of goal reengagement and pathway as a factor of dispositional hope. However, the study did not support the relationship between adjustment capacities and subjective well-being measured through the frequency of positive and negative emotions (SEHP). One of the limitations of the research was that the test-retest reliability was not tested. It is considered important to perform further validation of the GAS in the future as the current results are preliminary. Nevertheless, the GAS seems to be an efficient tool in detecting adjustment strategies in the case of obstacles in the goal achieving process.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79145296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tereza Prihodova, M. Preiss, R. Heissler, E. Strakova, Edel M. Sanders, P. Harsa
The purpose of this study was to examine the work integrity relationship between behaviors directly influenced by integrity of employers and employees, and variables that may enhance or hinder the integrity levels in the relationships between industrial and organizational psychology. The study included one sample of 121 participants tested in the Czech Republic, using an integrity test, personality tests, morality assessments, a social desirability scale, and tests focusing on undesirable and deviant work behaviors. The linear regression model proposed significant predictors of integrity with a positive effect: work years, Openness to new experiences, Conscientiousness, and Impression management, thus representing enhancing integrity factors. Non-clinical psychopathy was found to be the only significant predictor of a negative effect, hence demonstrating a hindering integrity factor. Although integrity predicts work-related undesirable behavior and moral disengagement, testing during the recruitment process is costly. Our findings illustrate a set of variables that enhance or hinder integrity levels. Therefore, this study may provide alternative means for measuring or re-evaluating integrity test results.
{"title":"The Relationship Between Work Integrity and Other Variables and Behaviors","authors":"Tereza Prihodova, M. Preiss, R. Heissler, E. Strakova, Edel M. Sanders, P. Harsa","doi":"10.31577/SP.2021.01.812","DOIUrl":"https://doi.org/10.31577/SP.2021.01.812","url":null,"abstract":"The purpose of this study was to examine the work integrity relationship between behaviors directly influenced by integrity of employers and employees, and variables that may enhance or hinder the integrity levels in the relationships between industrial and organizational psychology. The study included one sample of 121 participants tested in the Czech Republic, using an integrity test, personality tests, morality assessments, a social desirability scale, and tests focusing on undesirable and deviant work behaviors. The linear regression model proposed significant predictors of integrity with a positive effect: work years, Openness to new experiences, Conscientiousness, and Impression management, thus representing enhancing integrity factors. Non-clinical psychopathy was found to be the only significant predictor of a negative effect, hence demonstrating a hindering integrity factor. Although integrity predicts work-related undesirable behavior and moral disengagement, testing during the recruitment process is costly. Our findings illustrate a set of variables that enhance or hinder integrity levels. Therefore, this study may provide alternative means for measuring or re-evaluating integrity test results.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81897371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research has indicated that laypeople, students and legal professionals often hold flawed beliefs about memory, and the present study sought to extend this area of research to the teaching profession. Are teachers' beliefs about learning in line with the scientific consensus? A set of vignettes with contrasting options for classroom practice were presented to trainee (n = 77) and in-service (n = 44) teachers, and in each case a 7-point Likert scale prompted them to predict which would be the best course of action in terms of student outcomes. As hypothesized, responses were often out of line with research on 'desirable difficulties' in memory and learning such as retrieval practice, spacing, and interleaving, with choices indicating a lack of awareness of these evidence-based approaches, although they were more accurate than previous studies of students. Surprisingly, accuracy of response did not correlate with the duration of a teachers' classroom experience; trainee teachers outscored in-service teachers in certain areas, suggesting that recent familiarity with technical literature on learning could be advantageous.
{"title":"Teachers’ Beliefs about Memory: A Vignette Study of Trainee and In-Service Teachers","authors":"Jonathan Firth","doi":"10.31577/SP.2021.02.821","DOIUrl":"https://doi.org/10.31577/SP.2021.02.821","url":null,"abstract":"Previous research has indicated that laypeople, students and legal professionals often hold flawed beliefs about memory, and the present study sought to extend this area of research to the teaching profession. Are teachers' beliefs about learning in line with the scientific consensus? A set of vignettes with contrasting options for classroom practice were presented to trainee (n = 77) and in-service (n = 44) teachers, and in each case a 7-point Likert scale prompted them to predict which would be the best course of action in terms of student outcomes. As hypothesized, responses were often out of line with research on 'desirable difficulties' in memory and learning such as retrieval practice, spacing, and interleaving, with choices indicating a lack of awareness of these evidence-based approaches, although they were more accurate than previous studies of students. Surprisingly, accuracy of response did not correlate with the duration of a teachers' classroom experience; trainee teachers outscored in-service teachers in certain areas, suggesting that recent familiarity with technical literature on learning could be advantageous.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81215829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the understanding of the theory of mind in children with Autism Spectrum Disorders. In order to find out the level of understanding of ToM, non-letter material was used, for testing the understanding of non-literal messages (such as metaphors, ironies and hyperbolas). The study involved 16 people with ASD, aged between 10 to 16 years, to whom pupils with normative development were selected pairwise, which allowed to compare the understanding of non-literal meanings in the two groups. The results showed that children with ASD have significant deficits in understanding non-literal messages presented on non -letter material, and thus difficulties in understanding the theory of mind. The research suggests the need for further research in the field of the development of the theory of mind in children with ASD, as well as the implementation of practical solutions to support the develop ment of this socially important competence.
{"title":"Teoria umysłu u dzieci z zaburzeniami ze spektrum autyzmu: wnioskowanie w oparciu o wizualny materiał nieliterowy","authors":"Roma Talaga","doi":"10.24917/20845596.13.5","DOIUrl":"https://doi.org/10.24917/20845596.13.5","url":null,"abstract":"The article presents the understanding of the theory of mind in children with Autism Spectrum Disorders. In order to find out the level of understanding of ToM, non-letter material was used, for testing the understanding of non-literal messages (such as metaphors, ironies and hyperbolas). The study involved 16 people with ASD, aged between 10 to 16 years, to whom pupils with normative development were selected pairwise, which allowed to compare the understanding of non-literal meanings in the two groups. The results showed that children with ASD have significant deficits in understanding non-literal messages presented on non -letter material, and thus difficulties in understanding the theory of mind. The research suggests the need for further research in the field of the development of the theory of mind in children with ASD, as well as the implementation of practical solutions to support the develop ment of this socially important competence.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90116840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the results of original research conducted for the purposes of a thesis in the field of clinical psychology and psychiatry using perspective and narrative methodology. Mental health in the narrative perspective is defined as the ability to create a life story that meets certain formal criteria (Stemplewska-Żakowicz, Zalewski, 2010). The main research question of the study concerned the differences between life stories of people with diagnosed schizophrenia and the stories of healthy people – in relation to the so-called ‘healthy/adaptive’ autobiographical narratives (beneficial life stories indicators). The study group included 9 patients with the diagnosis of paranoid schizophrenia, patients of the Psychiatric-Rehabilitation Ward of Clinical Hospital in Krakow. Autobiographical narratives of the subjects were obtained in response to a narrative stimulus: “Please tell me the story of your life”, starting the interview about the life story (The Life Story Interview) by Dan P. McAdams (1985, 2006). The reconstruction of the strategy of creating a story about one’s own life by the subjects allowed to determine the degree to which the autobiographical narratives of people suffering from schizophrenia are compatible with the criteria that favour the health of the narrative. The results of the study also revealed the internal diversity of the patients’ life histories within the whole group. The criteria referred to in the article and their conceptualisation in relation to life stories constructed by psychiatric patients may constitute a theoretical basis for differentiating autonarrations characteristic for proper functioning of an individual. These indicators also potentially serve as guidelines for clinicians, psychiatrists, and psychotherapists working with psychotic patients. Moreover, identification of disturbances or deficits occurring at the level of autobiographical narrations enables insight into the phenomenology of the disease from the perspective of the person experiencing it. This in turn enriches psychological strategies of explaining psychological phenomena that take place in the examined individuals with a category of their understanding.
本文介绍了为临床心理学和精神病学领域的一篇论文而进行的原始研究的结果，使用了视角和叙事方法。从叙事角度来看，心理健康被定义为创造符合某些正式标准的生活故事的能力(Stemplewska-Żakowicz, Zalewski, 2010)。该研究的主要研究问题涉及诊断为精神分裂症的人的生活故事与健康的人的故事之间的差异——与所谓的"健康/适应性"自传式叙述(有益的生活故事指标)有关。研究对象为克拉科夫临床医院精神病康复病房的9例偏执型精神分裂症患者。在“请告诉我你的生活故事”的叙述刺激下获得被试的自传体叙述，开始对Dan P. McAdams(1985, 2006)的关于生活故事的采访(the life story interview)。受试者对自己生活故事创作策略的重建，可以确定精神分裂症患者的自传体叙述在多大程度上符合有利于叙述健康的标准。研究结果还揭示了整个群体中患者生活史的内在多样性。文章中提到的标准及其与精神病患者构建的生活故事相关的概念化可能构成区分个体正常功能特征的自主叙述的理论基础。这些指标也有可能作为临床医生、精神科医生和心理治疗师治疗精神病患者的指导方针。此外，识别在自传体叙述层面上发生的干扰或缺陷，可以从经历它的人的角度洞察疾病的现象学。这反过来又丰富了用他们的理解范畴来解释被调查个体发生的心理现象的心理学策略。
{"title":"Możliwości wykorzystania wskaźników adaptacyjnych narracji autobiograficznych w pracy z osobami z diagnozą schizofrenii paranoidalnej","authors":"M. Wojtak","doi":"10.24917/20845596.13.10","DOIUrl":"https://doi.org/10.24917/20845596.13.10","url":null,"abstract":"This article presents the results of original research conducted for the purposes of a thesis in the field of clinical psychology and psychiatry using perspective and narrative methodology. Mental health in the narrative perspective is defined as the ability to create a life story that meets certain formal criteria (Stemplewska-Żakowicz, Zalewski, 2010). The main research question of the study concerned the differences between life stories of people with diagnosed schizophrenia and the stories of healthy people – in relation to the so-called ‘healthy/adaptive’ autobiographical narratives (beneficial life stories indicators). The study group included 9 patients with the diagnosis of paranoid schizophrenia, patients of the Psychiatric-Rehabilitation Ward of Clinical Hospital in Krakow. Autobiographical narratives of the subjects were obtained in response to a narrative stimulus: “Please tell me the story of your life”, starting the interview about the life story (The Life Story Interview) by Dan P. McAdams (1985, 2006). The reconstruction of the strategy of creating a story about one’s own life by the subjects allowed to determine the degree to which the autobiographical narratives of people suffering from schizophrenia are compatible with the criteria that favour the health of the narrative. The results of the study also revealed the internal diversity of the patients’ life histories within the whole group. The criteria referred to in the article and their conceptualisation in relation to life stories constructed by psychiatric patients may constitute a theoretical basis for differentiating autonarrations characteristic for proper functioning of an individual. These indicators also potentially serve as guidelines for clinicians, psychiatrists, and psychotherapists working with psychotic patients. Moreover, identification of disturbances or deficits occurring at the level of autobiographical narrations enables insight into the phenomenology of the disease from the perspective of the person experiencing it. This in turn enriches psychological strategies of explaining psychological phenomena that take place in the examined individuals with a category of their understanding.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90592225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Freudenstein, Hagit Nagar Shimoni, Shahar Gindi, Y. Leitner
This study compares the classification of ASD using ADOS-2 with diagnoses using DSM-5 among children between 8 and 10 years old. Case series data were used on four children who were referred with suspected autism, and as a result a discrepancy was found between the ADOS-2 assessment and the overall diagnosis. Initial findings indicated that age, additional diagnoses, and over-reliance on observation may bias the ADOS-2 classification. In particular, children who were diagnosed with other disorders that share symptoms with ASD exhibit behaviors that may bias the ADOS-2 classification as it relies on observed behavior without considering the underlying cause. This discrepancy points to the importance of utilizing and integrating multiple sources of information in the process of establishing an ASD diagnosis, and suggests a need for specialized clinical training in diagnosing autism and other related co-morbid conditions in children aged 8–10. This preliminary data calls for further research into the area, especially due to the current over-reliance on the ADOS-2 in clinical practice and research.
{"title":"Disagreement between assessment of ASD utilizing the ADOS-2 and DSM-5 – A preliminary study","authors":"O. Freudenstein, Hagit Nagar Shimoni, Shahar Gindi, Y. Leitner","doi":"10.24917/20845596.13.1","DOIUrl":"https://doi.org/10.24917/20845596.13.1","url":null,"abstract":"This study compares the classification of ASD using ADOS-2 with diagnoses using DSM-5 among children between 8 and 10 years old. Case series data were used on four children who were referred with suspected autism, and as a result a discrepancy was found between the ADOS-2 assessment and the overall diagnosis. Initial findings indicated that age, additional diagnoses, and over-reliance on observation may bias the ADOS-2 classification. In particular, children who were diagnosed with other disorders that share symptoms with ASD exhibit behaviors that may bias the ADOS-2 classification as it relies on observed behavior without considering the underlying cause. This discrepancy points to the importance of utilizing and integrating multiple sources of information in the process of establishing an ASD diagnosis, and suggests a need for specialized clinical training in diagnosing autism and other related co-morbid conditions in children aged 8–10. This preliminary data calls for further research into the area, especially due to the current over-reliance on the ADOS-2 in clinical practice and research.","PeriodicalId":45798,"journal":{"name":"Studia Psychologica","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75226674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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