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Development of the ‘Extreme Demand Avoidance Questionnaire’ (EDA-Q): Preliminary observations on a trait measure for Pathological Demand Avoidance
Get PDFBACKGROUND: Pathological Demand Avoidance (PDA) is a term increasingly used in the United Kingdom to describe children who obsessively resist everyday demands, going to extreme lengths to avoid these. There is debate about its relationship with both autism spectrum disorder (ASD) and oppositional defiant disorder (ODD). Unlike ASD, children with PDA are said to use socially manipulative avoidance strategies; and unlike ODD, they resort to extreme, embarrassing or age-inappropriate behaviour. To date, there has been little research into PDA, and it remains contentious. Currently, there are no questionnaire instruments available to aid consistency in description. This study reports the development and preliminary validation of the 'Extreme Demand Avoidance Questionnaire' (EDA-Q), designed to quantify PDA traits based on parent-reported information. METHODS: The validation study involved data from 326 parents of children aged 5-17 allocated to six groups based on information reported by parents about received diagnoses and behavioural difficulties: (a) typically developing children (N = 102), (b) children with ASD without disruptive behaviour (N = 36), (c) children with ASD with disruptive behaviour (N = 48), (d) children for whom PDA was suspected by parents (irrespective of other diagnoses) (N = 67), (e) children who had, according to parents, been identified as having PDA by a health professional, irrespective of other diagnoses (N = 50), and (6) disruptive behaviour or behavioural problems without suspected/identified ASD or PDA (N = 23). RESULTS: Although the Strengths and Difficulties Questionnaire (SDQ) did not differentiate PDA from those with ASD plus disruptive behaviour; score on the EDA-Q was significantly higher in PDA than all comparison groups. ROC analysis indicated good sensitivity (.80) and specificity (.85). Across all case groups, females scored higher than males on the EDA-Q. Separate cut-off scores were identified for older and younger age-groups. CONCLUSIONS: Our findings highlight the potential utility of the EDA-Q to assist the identification of this unusual profile for future research
The good life: Wellbeing and the new science of altruism, selfishness and immorality
No full textAre we born selfish or primed to help others?
Does stress make people more antisocial?
Can we ever be genuinely altruistic?
This book explores some of the dilemmas at the heart of being human. Integrating cutting edge studies with in-depth clinical experience, Graham Music synthesizes a wealth of fascinating research into an explanation of altruism, cooperation and generosity and shows how we are primed to turn off the ‘better angels of our nature’ in the face of stress, anxiety and fear.
Using fascinating psychological research but rooted in a clinicians understanding of the impact of stress on our moral and pro-social capacities, The Good Life covers topics as diverse as:
The role of parenting and family life in shaping how antisocial or pro-social we become
How stress, abuse and insecure attachment profoundly undermine empathic and altruistic capacities
The relative influence of our genes or environments on becoming big-hearted or coldly psychopathic
How our immediate contexts and recent social changes might tilt us towards either selfish or cooperative behaviour
This book makes a unique contribution to a subject that is increasingly on people’s minds It does not shirk complexity, nor suggest easy explanations, but offers a hard look at the evidence in the hope that we can gain some understanding of how a ‘Good Life’ might develop. Often personally challenging, intellectually exhilarating and written with in an easily accessible style, The Good Life makes sense of how our moral selves take shape, and shines a light on the roots of goodness and nastiness
Empathising and systemising in adolescents with gender dysphoria
No full textBackground:
Recent studies have highlighted the co-occurrence of gender dysphoria (GD) in adolescence and Autistic Spectrum Conditions (ASC). Systemising and empathising are two psychological dimensions linked to ASC. People with ASC score below average on the Empathy Quotient (EQ) and average or above average on the Systemising Quotient (SQ). Based on the results of previous studies we predicted that if the young people with GD shared aspects of the ‘broader autism phenotype’, their EQ would be lower, and their SQ would be the same or higher, compared to controls of their natal gender.
Methods:
This preliminary study examined systemising and empathising in adolescents with GD using parent report questionnaires. 35 parents of adolescents with GD aged 12-18 attending the Gender Identity Development Service (London) took part. Parents of 156 typically developing adolescents aged 12-18 were used as a control group. The parents were asked to complete the Adolescent EQ and SQ.
Results:
The mean EQ score of both the female-to-male, and male-to-female GD group was found to be significantly lower than typically developing females, but similar to that of control males. There was no significant difference on the SQ between the gender dysphoric groups and either female or male controls.
Conclusion:
This study shows that on average adolescents with GD, specifically those who are female-to-male, have lower empathy than controls. For this group of adolescents it may be helpful to offer psychological interventions that improve their communication skills and their ability to take on board other people’s views, to support their development. This may enable them to make better informed decisions regarding treatment and physical intervention options during adolescence and beyond
Gender variance in childhood/adolescence: Gender identity journeys not involving physical intervention
No full textMuch of the current literature on gender-variant children and young people focuses on aetiology and developmental outcomes in adolescence, whereas their developmental experiences have been neglected. Furthermore, there is little understanding about the experiences of gender-variant youth for whom gender reassignment does not offer a straightforward solution. This qualitative study interviewed 10 gender-variant young people (Mean age = 20; range 17-27) who were not actively pursuing gender reassignment. The aim was to gain a better understanding of the developmental process of their gender identity development and how they made sense of their gender variance; the challenges that they faced; the resources that they drew upon; and what is important to them. A grounded theory methodology was adopted. The period between the approximate ages of 9 and 14 years was identified as crucial in their gender identity development and as a significant developmental challenge. A widening social gap between male and female gender roles and an emergent homosexual identity influenced how they made sense of their gender-variant expression and their bodily development, which in turn was situated within a context of widespread social exclusion. This promoted a profound lack of social belonging, which for most translated into a sense of not belonging in their bodies. A transgender identity afforded social membership, but brought with it a variety of challenges. A range of gender identities and views on gender reassignment were identified, that do not neatly fit into current conceptions of desisting and persisting gender dysphoria. Education on gender variance within the public, educational and health domain was an important priority for the participants. The findings of this study contribute to our understanding of the developmental trajectories of gender variant youth. It also intimates a number of recommendations for future research and clinical practice
African psychology: Another frame of reference
No full textAgnes Byran argues for a radical approach in psychoanalytic therapy that has appeal for all cultures, and a shift toward clinical applicability rather than theoretical appropriatenes
Setting up school-based counselling
No full textBatul Al Khatib, an educational psychologist, addresses the practical aspects of counselling in schools. These should help you to avoid some of the pitfalls and ensure that your counselling service is well set up from the start
