The current study examined anxiety and its observable correlates in children with Autism Spectrum Disorders (ASD) across a broad range of levels of cognitive functioning that in the past have not been accurately explored. I sought to challenge the assumption that there is a positive linear relationship between anxiety and level of cognitive functioning by including individuals across a broad range of cognitive functioning in my analyses, and by developing a measure (The Somatic Anxiety Scale) appropriate for assessing anxiety symptoms in children with little to no communicative functioning. Sixty-seven parents of children with ASD aged 5 to 12 completed a battery of measures in an online study assessing their child’s anxiety, repetitive behaviours, sensory processing issues, and adaptive functioning. The Somatic Anxiety Scale was significantly correlated with an existing measure of anxiety designed for verbal children (when only highly verbal children were assessed), suggesting that it may provide a foundation to develop a measure of anxiety symptoms in non-verbal individuals. No clear predictive relationship was observed between level of cognitive functioning and anxiety. Both lower and higher-order repetitive behaviours predicted anxiety, although higher-order behaviours were more predictive. Finally, a cluster analysis indicated three patterns of anxious behaviour divided across three categorizations of level of functioning. I suggest that previous assumptions about the relationship between level of cognitive functioning and anxiety may be underestimating the complexity of the relationship and suggest future research to study this relationship further. / Thesis (Master, Psychology) -- Queen's University, 2013-10-30 10:25:56.049

The literature indicates that, in comparison to children of other ethnic minority groups, Native American children may be at greater risk for a variety of emotional and behavioral Ill disorders and negative psychosocial conditions. Many may also struggle to resolve issues related to cultural identity. Understanding how Native American children and families relate to the cultures within which they live is a critical aspect of preventing and treating childhood mental disorders. Although Native children and families face persistent social pressure to adapt to a multicultural world, no systematic research exists examining the relationship between families' experience of acculturation and their children's social, emotional, and behavioral functioning. This study described features of acculturation among Native American children and families, and explored the relationship between these cultural features and children's functioning. The study relied primarily upon the perceptions of 186 children and parents from an American Indian tribe of the southwestern United States, each reporting on their own traditionalism, and their perceptions of the child's social-emotional competencies and problems. Child and parent perceptions were augmented by parent report of other family characteristics. Consistent with the literature, factor analytic and psychometric findings indicated that traditionalism is a multidimensional construct that can be measured reliably among children and adults. These findings are especially significant because few psychometrically adequate instruments exist to assess traditionalism or acculturation among Native American children. Few relationships were found between child emotional and behavioral problems and acculturation. A consistent pattern of relationships indicated an association of parent- and child-reported traditionalism with lower perceived levels of child social and behavioral competencies. Exceptions to this pattern included the tendency of children to see themselves as more socially competent if they were involved with traditional ceremonies. Parent reports indicated an association between biculturalism and positive perceptions of child competencies. These findings must be cautiously interpreted in conjunction with the specific cultural and historical context of these families. Characteristics of the data placed some limits on multivariate analyses, and most study findings should be viewed as exploratory. Recommendations are included for further research required to adequately understand relationships between family acculturation and child functioning.

The aim of the current pilot trial was to evaluate the effects of the group-based FRIENDS for Life (FFL) program on school and social functioning in children with elevated levels of anxiety. Participants were 15 children aged eight to 12 identified by their parents as experiencing elevated levels of anxiety. Children attended six two-hour sessions of the FFL program and completed measures of anxiety, school functioning, and social functioning at pre- and post-treatment. Results indicated nonsignificant reductions from pre- to post-treatment in both child- and parent-report anxiety with large and medium effect sizes, respectively. Working memory scores increased significantly and there was a trend toward a significant increase in academic performance; large within group effects were found for both increases. The increase in academic functioning scores was significant with a moderate effect size only for child-report scores. A significant improvement with a large effect size was found for child-report peer relations scores and significant decreases were found for parent-report asocial behaviour and relational aggression scores, both with moderate effect sizes. Overall, children in this study demonstrated improvements in anxiety, school functioning, and social functioning. While reduction in anxiety is the primary focus of the FFL program additional benefits include improvements in school and social functioning. Though results are encouraging it is important to note that this was an uncontrolled pilot study with a small sample size. Thus results should be interpreted with caution. Nevertheless, the generally positive findings of this trial suggest a larger controlled trial is warranted. If these findings are replicated in a larger trial, the FFL may be a cost-effective, easily implemented, and versatile anxiety prevention program that can help change the trajectory of anxious children’s school and social functioning.

Suicide is a leading cause of death among adolescents and young adults. Numerous risk factors have been identified in the literature, including poor problem-solving skills, poor family functioning, excessive risk-taking behaviors, legal difficulties, and school difficulties. Deficits in problem-solving skills and poor family functioning are typically reported together, indicating a relationship between the two. However, no previous studies have identified this relationship. The purpose of this study was to identify possible relationships between two known risk factors and suicidal ideation, to determine whether problem-solving skills taught in the experimental groups reduce suicidal ideation and improve perceptions of family relationships, and to establish if knowledge of problem-solving skills acts as a mediator between family functioning and suicidal ideation. Archival data of 285 adolescents who participated in up to 10 sessions dedicated to teaching the process of solving problems were analyzed. There was an unusually high attrition rate (64%), and so in some analyses, only data from 85 adolescents was reported. One empirically-validated questionnaire and three additional questionnaires were utilized to assess suicidal ideation, perception of family functioning, risky behaviors, and knowledge of steps in problem-solving. Knowledge of the problem solving process was shown to significantly improve over the course of the group. Although there were not significant improvements in suicidal ideation or family functioning, the change in scores was in the predicted direction. The results also found significant correlations between family functioning and problem solving and family functioning and suicidal ideation; however, no significant relationship was found between problem solving and suicidal ideation. Additionally, there were many significant correlations found between the outcome measures and many of the risk factors for suicide. Lastly, a mediator effect of problem-solving on the relationship between family functioning and suicidal ideation was found at pre-test only.

No description available.

Background: Empirical evidence suggests a relationship between early trauma and psychosis. However, the underlying mechanisms for this relationship remain unclear. Research into metacognitive functioning in psychosis indicates higher levels of metacognitive dysfunctional beliefs within this patient group. The potential effects of early trauma on metacognitive functioning in psychosis has to date been scarcely researched. Reflective functioning (RF) is believed to be affected by early trauma and leading to psychopathology, particularly borderline personality disorder. However, to date no studies have investigated the effects of early trauma on RF within psychosis. Objectives: The primary aim of this study was to establish core links between the effects of early trauma and metacognitive and reflective functioning in psychosis. A secondary aim was to test the clinical applicability of a brief, newly developed attachment-based measure for RF. Furthermore, the study aimed to explore potential overlaps between the concepts of metacognition and reflective functioning. Method: A quantitative methodology was employed, using a combination of semi-structured interviews and self-report questionnaire, and group comparisons were conducted. Twenty-seven patients with psychosis or bipolar disorder were recruited. Participants were grouped into early trauma versus no early trauma; trauma versus no trauma; and in-patient versus out-patient, and exploratory analyses were completed. Results: No significant effects were found for early trauma but for trauma in general, indicating higher level of dysfunctional beliefs in patients with trauma (early plus adult trauma) history. No significant effect between groups were found for RF. Inpatients, however, showed significantly lower levels of RF when compared with outpatients, and outpatients significantly higher levels of cognitive self-focus(thinking about thoughts). Moreover, a modest positive correlation was found between both measures. Discussion: The findings of the present study suggest core links between the effects of trauma on metacognitive functioning in psychosis. This highlights the importance of routine trauma assessment with psychotic patients. The limitations of the metacognitive model within psychosis are discussed. Further research is implicated to investigate any potential effects of early trauma on RF in psychosis. Low level of RF in in-patients highlights the importance to integrate therapeutic techniques to improve RF functioning in this patient group since high RF is associated with resilience and better therapy outcome. The correlation between metacognition and RF measure indicates construct-validity for the RF measure. The differences between both concepts are considered. Furthermore, the limitations of this study and clinical utility are discussed along with suggestions for future research.

Introduction: This study aims to explore the ways in which Asperger’s Syndrome and High Functioning Autism are understood by those who have received a diagnosis in adulthood. The experience and understanding of diagnosis in adulthood has been little researched with only a small number of qualitative studies having been completed (Cousins, 2001; Molloy & Vasil, 2004; Punshon, 2006). These studies all highlight the importance of the beliefs held about Asperger’s Syndrome on the experience of diagnosis and post-diagnostic identity development. Due to the increasing awareness and diagnosis of Asperger’s Syndrome in adulthood, research into how the diagnosis is understood is invaluable for clinicians supporting individuals through the process. Method: This study uses a Q-methodology (Stephenson, 1953) to build upon recent qualitative research. The methodology is based on two techniques, the Q-sorting process and Q-factor analysis. For the Q-sorting process a set of 52 statements were developed which attempted to provide coverage of the understanding of Asperger’s Syndrome currently in the public domain. A wide range of sources were used to develop the Q-set, including a focus group with six adults with Asperger’s Syndrome. Eighteen individuals who had received their diagnosis in adulthood were recruited to complete the Q-sorting process, which involved them having to rank the statements based upon their agreement with them. Additionally a semi-structured interview was completed to gather information regarding the sort and supplementary demographic information. Results: Q-factor analysis involving principal components analysis and varimax rotation was then carried out. This led to four statistically significant and theoretically meaningful factors being extracted. The four factors were interpreted using the additional information gathered, and were labelled ‘An important part of me’, ‘It is a lifelong disability’, ‘Confused about myself, and ‘Support can bring improvement’. Discussion: The findings were discussed with consideration of the clinical implications and scope for further research. Particular emphasis was placed on discussing three main areas ‘acceptance and adjustment’, ‘consequences of diagnosis’ and ‘theoretical conceptualisations’. The importance of further research into the links between understanding and mental health were highlighted.

The intent of this study was to supply more data to further potential investigations in the systematic study of the normal personality as described in previous paragraphs.

This study examined the impact of several dimensions of executive functioning (EF), as well as Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms, in relation to college students’ academic and overall functional impairment. Participants were 62 college students comprehensively diagnosed with ADHD and their parents/guardians who completed measures of symptoms of ADHD, EF, school maladjustment and functional impairment. The primary goal of the study was to evaluate whether parent- and self-ratings of EFs completed at the beginning of the school year longitudinally predict end of the school year academic and overall functioning above and beyond symptoms of ADHD. Mediation analyses controlling for covariates, including gender and transfer student status, were used to determine whether EF deficits mediate the relationship between ADHD symptoms and functioning. Additionally, parent- and student-rated deficits in EFs were examined for agreement as well as the incremental validity of each rater in predicting impairment. Deficits in student-rated self-motivation and parent-rated self-regulation of emotion significantly predicted overall impairment at the end of the year above and beyond symptoms of ADHD. Further, self-report of self-motivation mediated the relationship between ADHD symptoms and overall impairment. In a separate model, student-rated self-organization at the beginning of the year mediated the relationship between ADHD symptoms and end of the year grades. Students with ADHD experience significant difficulties with the transition to college which may lead to the development of increased academic or functional impairment, particularly for students with EF deficits. The present study demonstrates that motivation and organization appear to be particularly important components of academic functioning for college students with ADHD. Overall, findings suggest that EF skills are highly relevant for college students with ADHD with important clinical implications for assessment and treatment. Further studies are needed to confirm the mediational mechanisms of EFs contributing to functional impairments in college students with ADHD.

1 Abstract Author of thesis: Bc. Ondřej Kolísek Supervisor of thesis: PaedDr. Ladislav Pokorný Title of thesis: Porovnání fungování profesionálního a amatérského fotbalového klubu Problems of thesis (page 9): 1) There is legislation that governs functioning of professional and amateur football club? 2) How do professional and amateur football club? 3) What is diference leadership clubs for professional and amateur fotbal club? 4) What is diference background of professional and amateur football club? 5) What is diference financing and budgets of professional and amateur football club? Target of thesis (page 9): The target of thesis is to imagine, to specify and compare the particular factors, which interacts functioning of football clubs, and map and Compaq the basic prerequisities for successful functioning football clubs in the practice, and economic situation with regard to thein financing and budgets. Tasks of thesis (page 9): 1) The bibliographic, electronic and human resources to find a theoretical basis for the functioning of the issue of professional and amateur football clubs, and in the theoretical part the issues and their belonging to imagine. 2) Analysis observation and documents. 3) The creation ofquestionnaires for football club. 4) Based on the results of research to establish the relevant...