Clinical Psychology and Special Education最新文献

{"title":"Implementing Cognitive-Behavioral Therapy in Children and Adolescents with Anxiety Disorders.","authors":"Guadalupe C Patriarca,&nbsp;Jeremy W Pettit,&nbsp;Wendy K Silverman","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This article provides an introduction and overview of the cognitive-behavioral treatment approach to anxiety disorders in children and adolescents. We first provide an introduction to the cognitive-behavioral conceptualization of anxiety, emphasizing the tripartite model of emotions: cognitions, physiological arousal, and avoidance behaviors. We then provide an overview of the basic principles of cognitive behavioral treatment for anxiety disorders in children and adolescents, including generalized, social, and separation anxiety, and specific phobia. We follow this introduction and overview with a discussion of the structure and goals of treatment, including the three phases of treatment (psychoeducation, application, and relapse prevention). In the context of discussing application, we focus primarily on implementation strategies relating to behavioral exposures and cognitive restructuring. We conclude with a summary of different formats wherein cognitive-behavioral treatment can be implemented, including child-only, peer-group, parent-involved, and telehealth.</p>","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9720550/pdf/nihms-1852321.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10329269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive Behavioral Therapy for Insomnia (CBT-I): A Primer.","authors":"Jamie Walker,&nbsp;Alexandria Muench,&nbsp;Michael L Perlis,&nbsp;Ivan Vargas","doi":"10.17759/cpse.2022110208","DOIUrl":"https://doi.org/10.17759/cpse.2022110208","url":null,"abstract":"<p><p>Cognitive Behavioral Therapy for Insomnia (CBT-I) is a multi-component treatment for insomnia that targets difficulties with initiating and/or maintaining sleep and is delivered over the course of six to eight sessions. The primary focus of CBT-I is to address the perpetuating factors (according to the three-factor model of insomnia) that contribute to the development of chronic insomnia. Chronic insomnia is the most prevalent sleep disorder, occurring in approximately 6-10% of the population, and is a risk factor for multiple medical and psychiatric disorders. Despite its prevalence and morbidity, the widespread dissemination of CBT-I is not commensurate with insomnia's overall public health impact. This is particularly surprising given its large evidence base and recent recommendation as the first line intervention for insomnia. The primary goal of this article is to provide a primer or brief introduction to CBT-I that is intended to be accessible to all clinicians and researchers, including non-sleep experts. Core components of CBT-I (i.e., Sleep Restriction Therapy, Stimulus Control Therapy, Sleep Hygiene, and Cognitive Therapy), relapse prevention strategies, multicultural considerations, adjuvants to traditional interventions, treatment adherence issues, efficacy, and further training options are described. A session-by-session outline is also provided.</p>","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10002474/pdf/nihms-1856009.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9464813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Phenomenon of Anti-Doping Policy Legitimacy in the Social Psychology of Sports","authors":"D. Bondarev, K. Bochaver, V. Barkoukis","doi":"10.17759/CPSE.2021100106","DOIUrl":"https://doi.org/10.17759/CPSE.2021100106","url":null,"abstract":"Anti-doping represents a global system where an athlete is in the center of a control and regulations. The perception of legitimacy is important for compliance with rules and regulation within the anti-doping system. However, the concept of legitimacy in anti-doping is not sufficiently defined, which makes it difficult to develop psychodiagnostic tools for its assessment within the framework of relevant psychological theories. The aim of this study is to review psychological literature on legitimacy perception and identify a framework within which legitimacy can be studied in anti-doping area. Reviewed data were structured by three categories of legitimacy: “proper”, “just” and “appropriate” and a respective matrix for a focus group interview had been developed. Four focus-group interviews had been conducted among Russian competitive athletes (N=22). The focus-group interviews revealed three main themes: trust to anti-doping organizations, equal and transparent anti-doping rules and possibility for athletes to influence anti-doping policy. Legitimacy of anti-doping is an important psychological construct that may be operationalized through the perception that anti-doping is functioning proper, just and appropriate. In addition, athletes voiced their concerns on the transparent and equal implementation of the anti-doping rules and possibility to influence anti-doping policy.","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80190117","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}

{"title":"Scientific Contribution of Professor T.I. Tepenitsina in the Development of the Moscow School of Psychology","authors":"R. Prokhorov","doi":"10.17759/CPSE.2021100111","DOIUrl":"https://doi.org/10.17759/CPSE.2021100111","url":null,"abstract":"The article discusses the scientific activities of a prominent clinical psychologist, methodologist, professor T.I. Tepenitsyna. The main scientific interests of the scientist are highlighted, including the problems of studying thinking, attention, issues of professional selection and vocational guidance, clinical study and psychocorrection of school-age children. Long-term teaching work in various pedagogical universities is shown in a brief review of publications on the organization of training students in psychological disciplines and teaching practice.","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78339561","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}

{"title":"The Features of Attitude to the Body of Persons with Consequences of Cerebral Palsy and Spinal Cord Injury","authors":"T. Meshkova, E. Gavrilova","doi":"10.17759/CPSE.2021100109","DOIUrl":"https://doi.org/10.17759/CPSE.2021100109","url":null,"abstract":"Были изучены особенности отношения к телу взрослых людей (от 21 года до 65 лет, средний возраст — 40,8 лет) с последствиями детского церебрального паралича (13 человек) и спинальной травмы (15 человек) разной степени тяжести и у 40 условно здоровых взрослых от 20 до 64 лет (средний возраст —35,3 лет). Респондентам предъявлялись два опросника с позитивными высказываниями, направленные на оценку положительного отношения к телу и его функциональности (Body Appreciation Scale и Functionality Appreciation Scale), а также составленный авторами опросник для оценки негативного отношения к телу лиц с видимыми нарушениями и невербальная методика для непосредственной количественной оценки удовлетворенности отдельными участками тела. Обнаружено, что методики, направленные на оценку удовлетворенности отдельными участками тела или оценку негативного отношения к телу, выявляют достоверные различия между группой взрослых людей с последствиями детского церебрального паралича и спинальной травмы и группой условно здоровых людей. Обнаружены более низкие показатели оценки тела при патологии независимо от ее типа и тяжести. Опросники с позитивными высказываниями таких различий не обнаруживают. Уровень позитивного отношения к телу при двигательной патологии аналогичен тому, который наблюдается в нормативной группе респондентов. Анализ взаимодействия факторов вида и тяжести патологии выявляет значимые различия в оценке отдельных частей тела (в особенности ног и ягодиц): лица с тяжелыми последствиями детского церебрального паралича оценивают участки своего тела наиболее высоко, лица с тяжелыми формами спинальной травмы, напротив, наиболее низко. Обсуждается важность концепции позитивного образа тела для реабилитации лиц с двигательными нарушениями.","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80055419","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}

{"title":"Aggression and Belief in a Just World Among Adolescents from Belarus and Ukraine: A Comparative Analysis","authors":"Paweł Larionow, E. Ageenkova, V.S. Smeyan","doi":"10.17759/CPSE.2021100108","DOIUrl":"https://doi.org/10.17759/CPSE.2021100108","url":null,"abstract":"In connection with the spread of a culture of violence in modern society the problem of aggressive behavior of adolescents takes on new impetus. For a comprehensive consideration of this problem, one should take into account not only the intrapersonal and interpersonal aspects of the personality relations system, but also its relations with the world, which can be expressed in the two forms of the belief in a just world — general belief in a just world and personal belief in a just world. 70 Belarusian and 109 Ukrainian adolescents completed two questionnaires: the Buss–Perry Aggression Questionnaire and the Just World Scale by C. Dalbert. It was found that Belarusian adolescents are characterized by lower aggression compared to Ukrainian ones. The relationship between aggression and the two forms of belief in a just world (general and personal belief in a just world) is negative among Belarusians and Ukrainian adolescents. Belarusian and Ukrainian adolescents on average believe that the world is “rather fair”. This indicates a similar view of the world among adolescents in both cultures.","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75406098","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}

{"title":"Current Views on the Genetic Markers of Post-Traumatic Stress Disorder","authors":"A. Faustova","doi":"10.17759/CPSE.2021100104","DOIUrl":"https://doi.org/10.17759/CPSE.2021100104","url":null,"abstract":"The article summarizes empirical studies on the problem of genetic predisposition to post-traumatic stress disorder. It is showed that the development of some symptoms of post-traumatic stress disorder is caused by neurobiological mechanisms, the functioning of which depends on the expression of specific genes. Differences in the effectiveness of the use of certain types of psychological assistance can also be associated with the influence of genetic factors. A review of the most relevant patterns is presented. More specifically, this is the effect of the gene of brain-derived neurotrophic factor (BDNF) as well as the genes of serotonergic (SLC6A4, SLC6A3), dopaminergic (DRD2, COMT), hypothalamic-pituitary-adrenal (FKBP5, ADCYAP1) systems on the manifestation of symptoms of post-traumatic stress disorder. Based on the results of genome-wide association studies, assumptions are made about the role of genes (RORA, NLGN1, TLL-1, PARK2, PODXL, SH3RF3, and ZDHHC14) in the pathophysiology of post-traumatic stress disorder. The issue of the applicability of genetic testing in the practice of psychological assistance to individuals with post-traumatic stress disorder is considered. The question of the applicability of genetic testing to improve the diagnosis and development of a personalized strategy for clinical and psychological intervention is discussed.","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74791805","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}

{"title":"Teasing Apart the Effect of Depression Specific and Anxiety Specific Symptoms on Academic Outcomes.","authors":"Ellen L Gorman,&nbsp;Hugh H Burke,&nbsp;Laura G Rubino,&nbsp;Ivan Vargas,&nbsp;Gerald J Haeffel","doi":"10.17759/cpse.2020090307","DOIUrl":"https://doi.org/10.17759/cpse.2020090307","url":null,"abstract":"<p><p>Research shows that adolescents' performance in school can be negatively affected by depression and anxiety. However, past studies have used nonspecific measures of depression and anxiety that preclude researchers from understanding their unique effects. The current study addressed this gap in the literature by teasing apart the effects of depression specific and anxiety specific symptoms on end of semester grade point average (GPA) and the likelihood of dropping a course. We used a 3-month longitudinal design with a sample of 130 United States (U.S.) undergraduates. Results showed that only cumulative GPA and ACT score predicted end of semester GPA. However, high levels of anxiety specific (anxious arousal), but not depression specific (anhedonia), symptoms predicted whether or not a student dropped a course. These results suggest that targeting anxiety specific symptoms in schools may be effective in improving academic outcomes.</p>","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8248896/pdf/nihms-1692566.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39157890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Augusta Viktorovna Yarmolenko: Selected Pages of a Scientific Biography ((to the Anniversary of 120th birthday))","authors":"E. Kats, T. Kolosova, V. Sorokin","doi":"10.17759/CPSE.2020090411","DOIUrl":"https://doi.org/10.17759/CPSE.2020090411","url":null,"abstract":"The article is devoted to the scientific heritage and life path of the professor of the faculty of psychology A.V. Yarmolenko. The scientific research of A.V. Yarmolenko was largely determined by the ideas of her teacher V.M. Ankylosing spondylitis - the founder of the St. Petersburg psychological school. First of all, these are the ideas of an integrated approach, as well as the study of pathological phenomena as a method of understanding normal psychology. The position that the mental development of abnormal and normal children proceeds according to the same laws is also important. A.V. Yarmolenko carried out the first multilateral clinical and psychological study of the ontogenetic characteristics of children with simultaneous visual and hearing impairment.","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77592766","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}

{"title":"Fear of Сoronavirus Disease (COVID-19) and Basic Personality Beliefs","authors":"V. Gritsenko, A. Reznik, V. Konstantinov, T. Marinova, N. Khamenka, R. Isralowitz","doi":"10.17759/cpse.2020090205","DOIUrl":"https://doi.org/10.17759/cpse.2020090205","url":null,"abstract":"The article presents data on the experience of fear about the coronavirus disease (COVID-19), depending on the severity of personality basic beliefs Authors interviewed 950 people aged 12 to 74 years (average age is 35 years) The study was conducted in March 2020 online The intensity of fear about the coronavirus was studied using the COVID-19 fear scale developed by a team of scientists from Hong Kong, Iran, the United Kingdom and Sweden The scale was tested for reliability and validity in the Iranian, Russian and Belarusian samples (Ahorsu D K et al , 2020;Reznik A et al , 2020) The personality basic beliefs were diagnosed using the Scale of Basic Beliefs developed by R Janoff-Bulman (translation and adaptation by O A Kravtsova) (Soldatova G U et al , 2008) Revealed that more than a third of the subjects have a high level of fear about the coronavirus Showed that the low intensity of fear about the COVID-19 disease is associated with the severity of personality basic beliefs Concluded that the personality basic beliefs in goodness and justice of the world around, the values and importance of own “Self” can act as psychological resources for coping a tough situation in life, the specificity of which is due to the fear about the coronavirus disease Исследуется переживание страха перед коронавирусным заболеванием (COVID-19) в зависимости от выраженности базисных убеждений личности Обследованы 950 человек в возрасте от 12 и до 74 лет (средний возраст - 35 лет) Исследование проводилось в марте 2020 года, в онлайн-формате Использовались Шкала страха COVID-19 D K Ahorsu и др , 2020 (перевод и адаптация А Д Резник и др , 2020) и Шкала базисных убеждений Р Янов-Бульман (перевод и адаптация О А Кравцовой) Выявлено, что больше трети испытуемых имеют высокий уровень переживания страха перед коронавирусной инфекцией Выраженность базисных убеждений личности сопровождается низким уровнем переживания страха перед COVID-19 Делается вывод о том, что базисные убеждения личности, в первую очередь, убеждение в ценности и значимости собственного «Я», выступают в качестве психологического ресурса преодоления жизненной ситуации, специфика которой обусловлена переживанием страха перед коронавирусным заболеванием В то же время у респондентов мужского пола обнаружена высокая степень выраженности убеждения относительно собственной ценности, сопряженная как с низким, так и с высоким уровнем страха, что свидетельствует о нелинейной связи между переживанием страха и базисными убеждениями личности и требует дальнейшего ее изучения","PeriodicalId":42143,"journal":{"name":"Clinical Psychology and Special Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74891543","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}