Vėlyvoji paauglystė (jaunystė) yra psichologinių ir socialinių pokyčių metas. Jaunuolis susiduria su užduotimis, kurias išsprendęs sėkmingai įžengia į suaugusiųjų pasaulį (Irwin ir Millstein, 1991). Jis turi įgyti nepriklausomybės, atrasti savo tapatumą, atsiranda poreikis atsiskirti nuo tėvų ir susitapatinti su bendraamžių grupe. Be to, vėlyvoji paauglystė yra metas, kai aktyviai sąveikaujant su socialine aplinka intensyviausiai formuojasi žmogaus savęs suvokimas ir vertinimas, kuris turi reikšmingas pasekmes asmens adaptacijai ir gerbūviui.Visame pasaulyje integracijos procesui žengiant į priekį, labai aktualu įvertinti neįgalių vaikų prisitaikomąjį elgesį, kuris gali būti apibūdinamas kaip savarankiškumas, gebėjimas prisitaikyti, socialinė ir emocinė branda. Sutrikusio intelekto asmuo turi būti įgijęs ne tik tam tikrą išsimokslinimą, bet ir sugebėti integruotis į visuomenę: tinkamai elgtis, priimti sprendimus, bendrauti su aplinkiniais. Nežymų protinį atsilikimą turintys jaunuoliai patys nori prisiimti atsakomybę už savo veiksmus, atsiskirti nuo šeimos, susirasti darbą, tačiau jiems sunku realiai įvertinti save ir savo galimybes. Todėl tampa svarbu išsiaiškinti sutrikusio intelekto jaunuolių elgesio motyvus, poelgių priežastis, kad būtų galima geriau juos suprasti ir jiems padėti Mokslinių darbų Lietuvoje, įvairiapusiškai analizuojančių sutrikusio intelekto jaunuolių emocijų ir elgesio ypatybių raišką, aptikti nepavyko, nors mokslininkų, nagrinėjančių šią problemą yra (J... [toliau žr. visą tekstą] / Late adolescent (youth) is period of psychological and social alteration. The youth interfere with tasks which successfully solved let to step to adulthood world (Irwin & Millstein, 1991). He must to become independent, to find one’s identity, coming dependence to segregate from parents and converge with contemporary group. Furthermore latest adolescent is a period when positively cooperating with social environment formative self – esteem and self reliance, which have significant results for personal adaptation and wellbeing. Over the world integration process is onward movement very actual to evaluate disabled child’s adaptability behavior which can be definable as independence, ability to acclimatize, social and emotional maturity. Mentally retarded person must have to obtain not only good education but also he must have to integrate to society: to behave with decorum, to find decree, to communicated with people who are round about. Mild mentally retarded youth want to take responsibility for their actions by themselves, to segregate from family, to find a job, but it is very difficult to appreciate themselves and the possibilities. So it is becoming very important to ascertain mentally retarded youth emotion and behavior reasons, actions reasons which would be easier better to understand and help them. We have not find any academic proceeding which are analyzing all-round adolescent behavior and emotions features expressions, notwithstanding there are scientist who are... [to full text]

The professional study of idiocy began within the discipline of medico-psychology and was taken up, later, by professionals in the fields of education, social work, and philanthropy. When medical research seemed to confirm the hereditary origin of mental ability, and as studies began to assert that a great deal of social problems were due to 'weakness of mind', men and women from these professions concerned themselves with the prevention of idiocy, primarily by segregation. As social commentators in late-Victorian England became increasingly concerned about the nation's apparent decline in economic and military competitiveness, these professionals and commentators began to stridently campaign for the detention of idiots in permanent colonies. This process continued during the Edwardian period when many professionals slowly gravitated to the eugenic-led campaign for control of the feeble-minded, a campaign which culminated in the Mental Deficiency Act of 1913.

The 2002 Supreme Court decision (Atkins vs. Virginia, 536 U. S. 304), prohibiting the execution of mentally retarded persons, may potentially increase malingering of mental retardation (MR). There is limited research addressing the detection of feigned MR. The present study compared results from tests of intelligence, adaptive functioning, legal/courtroom knowledge, and psychiatric and neurocognitive feigning to determine how effectively these instruments discriminate between MR participants and community volunteers asked to either approach the test honestly (CVH group) or feign, or malinger, MR (CVM group). CVMs suppressed their IQ scores sufficiently to appear MR. CVMs overestimated deficits on individuals with genuine MR on tests of adaptive functioning and courtroom knowledge. Psychiatric feigning instruments did not discriminate between MR and CVM groups. Neurocognitive feigning instruments discriminated between groups, however specificity and Positive Predictive Power were unacceptably low. Revising cutting scores to hold specificity at .95 improved PPP significantly, suggesting the potential utility of these instruments to detect feigned mental retardation. Results from this study suggest that applying published decision rules to MR populations on tests commonly used in forensic neuropsychological evaluations will likely result in a high rate of false positive errors. Given the high stakes associated with classification errors in capital cases involving MR defendants, alternative cutting scores appropriate for this population should be determined.

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Thesis (Ph. D.)--Dept. of Paediatrics, Faculty of Medicine, University of Adelaide, 1991. / Typescript (Photocopy). Includes published papers co-authored by the author at the end of volume 2. Includes bibliographical references (leaves 195-237 of vol. 1).

Thesis (Ph.D. in Clinical Science) -- University of Colorado Denver, 2008. / Typescript. Includes bibliographical references (leaves 59-67). Free to UCD Anschutz Medical Campus. Online version available via ProQuest Digital Dissertations;

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Mentally Handicapped). Includes bibliographical references (p. 87-93).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (p. 41-47).

Thesis (M.S.)--Rochester Institute of Technology, 1990. / Typescript. Includes bibliographical references (leaf 34).

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993. / Source: Masters Abstracts International, Volume: 45-06, page: 2955. Abstract precedes thesis title page as [2] preliminary leaves. Typescript. Includes bibliographical references (leaves 54-55).