236 research outputs found
What makes for stress or depression among select residents in rural western Wisconsin: namely Barron, Chippewa, Dunn, Pierce, Polk, and St. Croix county's population meeting the 1998 U. S. Department of Health and Services poverty guideline
No full textPlan BEach of us encounters daily responsibilities and obligations, along with pressures that challenge are very existence called stress or depression. The purpose of this correlational study was to identify areas of need contributing to, or influencing stress or depression in the impoverished rural western Wisconsin residents.
The randomly selected sample group for this study included 785 subjects age eighteen and older living in Barron, Chippewa, Dunn, Pierce, Pepin, Polk, and St. Croix counties. The subjects were selected from the West Central Wisconsin Community Action Agency’s, (West CAP), Client Intake System, (CIS), which included over 3,000 entries from these seven counties. Also, 310 subjects were selected from the Low Income, Housing, and Energy Assistance Program, (LIHEAP), listing in the seven counties.
The results obtained by this author include all correlations among the 15 categories contained in this study, yielding a total of 225 inter-correlations. The author has presented an analysis of only those 15 variables, which are directly correlated with stress or depression.
The discussion centered on the most critical needs identified which were the need for counseling, and food, and nutrition. The most significant of these need areas is counseling. The Pearson Product Moment Correlation Coefficient identified that all but one of the independent variables correlates with stress or depression.
This author concludes that there is a need for additional and more specific research conducted with rural low-income populations. This study leaves question around how poverty level relates to the degree of self-reported stress or depression. Thus, the present study fills a need for information concerning degrees of stress and depression in rural populations
Improve communication of an autistic child - research into improvement of therapy
No full textThe author concentrates on the problem of autism defined by most diagnostic classifications as a disturbance in development - it embodies the domain of social and communicative activity. The best known classifications (L. Kanner, M. Rutter, E.R. Ritvo, Diagnostic and Statistic Manual of Mental Disorders - IV) give some information about etiology and methodology in the research of autism. The author pays his attention to the methods of improving communication with autistic children
Moving beyond intelligence in the revision of ICD-10: Specific cognitive functions in intellectual developmental disorders
No full text[No abstract available]American Association on Intellectual and Developmental Disabilities, 2011, INTELLECTUAL DISABIL; Bender A, 2011, FRONTIERS COGNITIVE, V2, P1, DOI DOI 10.3389-FPSYG.2011.00256; Friedman NP, 2006, PSYCHOL SCI, V17, P172, DOI 10.1111-j.1467-9280.2006.01681.x; Johnson W, 2008, INTELLIGENCE, V36, P18, DOI 10.1016-j.intell.2007.01.005; Rutter D, 2010, SCIE SYSTEMATIC RES; Salvador-Carulla L, 2011, WORLD PSYCHIATRY, V10, P175; World Health Organisation, 2007, ATL GLOB RES PERS IN12
Longitudinal patterns of behavioral, emotional, and social difficulties and self-concept in adolescents with a history of specific language impairment
No full textPurpose: This study explored the prevalence and stability of behavioral difficulties and self-concepts between 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional and social difficulties (BESD), self-concepts, language, and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.
Method: In this prospective longitudinal study, 65 students were followed up with teacher behavior ratings and individual assessments of language, literacy, and self-concepts at 8, 10, 12, 16, and 17 years.
Results: The students had consistently higher levels of five domains of BESD, which had different trajectories over time, and poorer scholastic competence, whose trajectory also varied over time. Earlier language ability did not predict later behavioral difficulties or self-concepts but the prediction of academic self-concept at 16 by literacy at 10 years approached significance.
Conclusions: We demonstrate the importance of distinguishing domains of behavioral difficulties and self-concept. Language, when measured at 8 or 10 years, was not a predictor of behavior or self-concepts at 16 years, or of self-concepts at 17 years. The study stresses the importance of practitioners addressing academic abilities and different social-behavioral domains in delivering support for adolescents with SLI
SNOWMIP2: An evaluation of forest snow process simulation
No full textThe Northern Hemisphere has large areas that are forested and seasonally snow covered. Compared with open areas, forest canopies strongly influence interactions between the atmosphere and snow on the ground by sheltering the snow from wind and solar radiation and by intercepting falling snow, and these influences have important consequences for the meteorology, hydrology and ecology of forests. Many of the land surface models used in meteorological and hydrological forecasting now include representations of canopy snow processes, but these have not been widely tested in comparison with observations. Phase 2 of the Snow Model Intercomparison Project (SnowMIP2) was therefore designed as an intercomparison of surface mass and energy balance simulations for snow in forested areas. Model forcing and calibration data for sites with paired forested and open plots were supplied to modelling groups. Participants in 11 countries contributed outputs from 33 models, and results are published here for sites in Canada, the USA and Switzerland. On average, the models perform fairly well in simulating snow accumulation and ablation, although there is a wide inter-model spread and a tendency to underestimate differences in snow mass between open and forested areas. Most models capture the large differences in surface albedos and temperatures between forest canopies and open snow well. There is, however, a strong tendency for models to underestimate soil temperatures under snow, particularly for forest sites, and this would have large consequences for simulations of runoff and biological processes in the soil
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