Psittacines and reptiles are exotic animals that are difficult to care for and it requires extra knowledge to make a correct assessment of their wellbeing. An animal welfare inspector, with an education in general animal welfare, may not have a deep enough knowledge of exotic animals to do a proper assessment of the animal’s general condition and its environment. In this paper it was therefore examined if animal welfare inspectors have enough knowledge to do a satisfying inspection of establishments working with selling of exotic animals. A literature study was used to examine difficulties with each species. A survey was sent to chosen county administrations to get information of existing educations/knowledge and pet shops were interviewed to see how the inspectors’ knowledge is perceived. This is done to make an estimation of the demand for this knowledge in big and small counties and how the demand is met. This paper came to the conclusion that even though the county administration may not have this specific knowledge, pet shops felt it was enough to do their job. They did in some cases feel it would be desirable to get more guidance and advices from them. The county administrations also have a clear plan for how to handle cases where expert knowledge, that they may not possess, is needed. / Exotiska djur i Sverige utgörs oftast av reptiler och färggranna fåglar från andra delar av jorden. Detta gör att deras behov och beteende skiljer sig från de mer vanliga sällskapsdjuren.De är svåra att undersöka och har högre krav på en, för dem, naturlig miljö. Då de ursprungligen kommer från andra delar av jorden har de andra krav på de abiotiska faktorerna, som till exempel temperatur och fuktighet. Då dessa krav och behov kan variera stort mellan olika arter krävs det en fördjupad kunskap för att garantera en god miljö för respektive djur. Samma kunskap behövs av djurskyddsinspektören för att kontrollera att dessa behov tillgodoses. En litteraturstudie utfördes för att ta reda på hur exotiska djurs behov och beteende skiljer sig från vanliga sällskapsdjur och vilka problem som kan uppstå vid dålig djurhållning. Fyra länsstyrelser valdes ut och fick svara på en enkät med frågor om utbildning/kunskap och hur de hanterade ärenden med exotiska djur. Djurbutiker med försäljning av exotiska djur i valda län ringdes upp och frågades om hur de uppfattat inspektörerna vid kontroll. Resultatet visade att djurbutikerna tyckte att djurskyddsinspektörernas kunskap om exotiska djur var tillräcklig för att kunna göra kontroller. Det fanns dock en önskan om en högre kunskap för en bättre kommunikation och rådgivning för att få hjälp att skapa en välfärd utöver det lagen kräver. Resultaten visade också en skillnad i hur djurbutikerna uppfattade inspektörens syfte med tillsynen. Alla län hade en välgenomtänkt plan för hur de hanterar fall där extra kunskap behövs. En slutsats som framkom under arbetet var att länsstyrelsen bör utveckla sitt existerande register för att lättare kunna kolla vilka arter som finns i olika djurbutiker och hur många anmälningar det kommit in angående vissa djurslag och arter. Detta skulle det göra det lättare att göra riktade kontroller med en inspektör med rätt kunskap.

abstract: Family plays an important yet understudied role in the development of psychopathology during childhood, particularly for children at developmental risk. Indeed, much of the research on families has actually concentrated more on risk processes in individual family members or within-family subsystems. In general, important and complex associations have been found among family-related constructs such as marital conflict, parent-child relationships, parental depression, and parenting stress, which have in turn been found to contribute to the emergence of children's behavioral problems. Research has begun to emerge that certain family system constructs, such as cohesion, organization, and control may influence children's development, but this research has been limited by a focus on parent-reports of family functioning, rather than utilizing observational methods. With notable exceptions, there is almost no observational research examining families of children at developmental risk. This study examined the longitudinal relations among family risk and family system constructs, as well as how family systems constructs mediated the relations between family risk and child outcome. Further, the study examined how developmental risk moderated these relations. The sample followed 242 families of children with and without developmental risk across the transition-to-school period. Family risk factors were assessed at 5 years, using parental reports of symptomatology, parenting stress, and marital adjustment, and observational assessments of the parent-child relationship. Family system constructs (cohesion, warmth, conflict, organization, control) were measured at age 6 using structured observations of the entire family playing a board game. Child behavior problems and social competence were assessed at age 7. Results indicated that families of children with developmental delays did not differ from families of typically developing children on the majority of family system attributes. Cohesion and organization mediated the relations between specific family risk factors and social competence for all families. For families of typically developing children only, higher levels of control were associated with more behavior problems and less social competence. These findings underscore the importance of family-level assessment in understanding the development of psychopathology. Important family effects on children's social competence were found, although the pathways among family risk and family systems attributes are complex. / Dissertation/Thesis / Ph.D. Psychology 2012

Contrary to the long-held assumptions, borderline personality disorder (BPD) is now considered a treatable disorder. Timely assessment has been recognised as one of the key treatment enablers and basic assessment standards have been stipulated by the UK’s National Institute for Health and Clinical Excellence (NICE). The current study was the first to have specifically investigated the quality of the diagnostic process in light of the government recommendations. Interpretative phenomenological analysis was used to analyse semi-structured interviews with eight adult female service users about their lived experiences with the original diagnostic disclosure of BPD. Five master themes and several subthemes featured in the majority of the participants’ experience: a) answer with a question mark; b) if only…; c) BPD like a star sign; d) star signs are not enough; it’s what happens afterwards!; e) being at the mercy of the system. Most participants’ experiences suggested that the original diagnostic process was largely negative and did not follow the national guidelines. Nevertheless, a minority of positive views also emerged. The findings are discussed with reference to the existing literature, whilst also detailing the study’s limitations, clinical and research implications.

付記する学位プログラム名: グローバル生存学大学院連携プログラム / 京都大学 / 0048 / 新制・課程博士 / 博士(社会健康医学) / 甲第22151号 / 社医博第99号 / 新制||社医||10(附属図書館) / 京都大学大学院医学研究科社会健康医学系専攻 / (主査)教授 古川 壽亮, 教授 森田 智視, 教授 村井 俊哉 / 学位規則第4条第1項該当 / Doctor of Public Health / Kyoto University / DFAM

Students' appropriate social skills and behaviors are essential for classroom success at any level but are of special importance at an elementary school level when the foundations of these skill sets are developing (Lane, Givner, & Pierson, 2004). An initial study investigated which social skills Utah elementary school teachers identified as being most important, and which behaviors are most problematic during the elementary school years. Elementary school teachers (Kindergarten through sixth grade) were randomly selected from Utah's school districts. In total, 295 of 1,144 teachers (26% return rate) participated (Weed, 2015). As a follow-up, this current study utilized data from the initial study and analyzed teachers' perceptions by grade level, determining if there were discernible differences between the grades. A statistically significant difference was found in the social skill of following directions between third and fifth grade with the mean for third grade being higher. This suggests that third grade teachers viewed following directions as a more important social skill for students to display than fifth grade teachers did. Between first and fourth grade there were significant differences in both the areas of anxiousness and trouble making friends, again with first grade results showing higher means in both areas. This suggests that based on their teaching experiences, first grade teachers would find these behaviors more problematic in their classroom than fourth grade teachers. In all areas of statistical significance, the mean of the younger grade was higher than that of the lower grade suggesting that these behaviors are considered more problematic to teachers of younger grades. These differences are important to consider when helping schools address children's social skills, taking into account potential developmental differences that emerge across ages. Additionally this age-specific information will assist school-based mental health practitioners to understand teachers' perceptions of which specific social skills are considered most important at a particular point in time so that these skills can be targeted as needed.

El objetivo de la presente investigación fue realizar un programa de intervención dirigido a una niña con problemas de conducta. El método consistió en un estudio de caso clínico, debido a que se realiza una intervención terapéutica en un sujeto en particular. Se evaluó a una niña de 10 años y 9 meses quien reside en Lima. Se aplicó la técnica de observación con una guía específica y la técnica de entrevista clínica. Asimismo, se diseñó un programa de intervención basada en la TCC. Por ende, se proponen técnicas operantes en el control de contingencias, potenciamiento de conductas, relajación, psicoeducación en emociones y entrenamiento en habilidades sociales. Los resultados evidencian que las técnicas aplicadas y el programa de intervención, fueron adecuados para regular la conducta disruptiva de la niña. Esta demostró una notable mejora en cuanto a la regulación de sus impulsos, una mejora en la relación con sus pares y con las autoridades de la institución. Además, demostró un adecuado avance en el rendimiento académico y organización de sus tareas. Sin embargo, aún presenta dificultades para empatizar con los demás y fijar su atención en clase. Se concluye que, el programa de intervención basado en TCC fue idóneo para tratar el caso presentado. Se recomienda que la niña continúe con el reforzamiento de sus recursos y entrenamiento de habilidades para lograr consolidar el proceso de intervención y obtener mejores resultados. / The objective of the present investigation was to carry out an intervention program aimed at a girl with behavioral problems. The method consisted of a clinical case study, because a therapeutic intervention is performed on a particular subject. A 10-year-old and 9-month-old girl who lives in Lima was evaluated. The observation technique with a specific guide and the clinical interview technique were applied. Likewise, an intervention program based on CBT was designed. Therefore, operating techniques are proposed in contingency control, behavior enhancement, relaxation, psychoeducation in emotions and training in social skills. The results show that the applied techniques and the intervention program were adequate to regulate the girl's disruptive behavior. This showed a notable improvement in the regulation of their impulses, an improvement in the relationship with their peers and with the authorities of the institution. In addition, it demonstrated an adequate advance in the academic performance and organization of its tasks. However, she still has difficulties empathizing with others and fixing her attention in class. It is concluded that the CBT-based intervention program was ideal for treating the case presented. It is recommended that the girl continue to reinforce her resources and skills training to consolidate the intervention process and obtain better results. / Trabajo de investigación

Objectives: To examine the prevalence of parent-reported emotional and behavior problems in pediatric primary care clinics serving rural Appalachia using methods commensurate with studies of broader samples. Methods: Parents presenting to pediatric primary care clinics completed a rating scale (Pediatric Symptom Checklist) of psychosocial problems for their child. Results: Approximately 21% of all rating scales were in the clinically significant range. Across all parents, 63% identified the child’s physician as their most common source of help. In contrast, mental health professionals had been sought out by only 24% of the sample. Conclusions: These data replicate previous findings showing high rates of parent-rated psychosocial problems in pediatric primary care. Given the prevalence of these problems in primary care and parents’ frequent help seeking in this setting, more research is needed on innovative approaches to integrated care in rural settings.

Children in the United States are exposed to considerable community violence that has been linked to child functioning. However, not all those exposed, experience negative outcomes. Recent research has focused on factors that "buffer" or protect children from negative consequences of violence exposure. The purpose of this investigation was to examine the potential buffering or moderating role of maternal acceptance in the relationship between community violence exposure and internalizing and externalizing problems. Subjects were 268 urban African American first graders. Community violence exposure was significantly related to symptoms of post-traumatic stress, but did not correlate with either internalizing or externalizing problems for all children, after control for demographics, maternal mental health, and general life stress. However, children's perceptions of maternal acceptance moderated the relationship between violence exposure and internalizing and externalizing problems which included being withdrawn, anxious-depressed, and demonstrating delinquent behavior. Children with the lowest levels of self-reported maternal acceptance were most impacted by community violence. In this sample of urban first graders, low levels of maternal acceptance placed children at greater risk for adverse outcomes associated with community violence exposure compared to moderate and high levels of maternal acceptance.

Youth, between the ages of 12 and 17, account for the majority of sexual assaults in the United States. Counselors who work with youth with problem sexual behaviors need to have appropriate clinical skills to the degree to which clinical services increase the probability of effective results and are consistent with current professional knowledge. The purpose of this transcendental phenomenological study was to explore the lived experiences of counselors who work with youth with problem sexual behaviors. A purposeful sample of 8 licensed professional clinical counselors employed at a mental health agency in one city in Ohio shared their experiences through semi structured, in-person interviews in their natural settings. The data were collected, transcribed and analyzed using NVivo. The analysis of data conducted through horizontialzation, cluster of meanings, and coding for emergent themes. Transcendental phenomenological approach helped to uncover dominant and influential emotions, which counselors identified as frustration, tension, anger, and fear. The findings for this study revealed that self-care strategies reaffirmed their importance in wellness for appropriate job performance. Furthermore, the participants felt their school program was successful in teaching on various theories however, they indicated a need for more training in working effectively with this specific population. Academic institutions and mental health programs can use the results of this study to amend certification areas on the requirements and clinical skills necessary for counselors working with youth with problem sexual behaviors.

The study integrated attachment theory and developmental systems theory to examine the mediating and moderating role of teacher-child relationships in characterizing early mother-child attachment influences on behavior problems in preschool. The study used the data from National Institute of Child Health and Human Development's (NICHD) Early child Care Research Network Study of Early Child Care and Youth Development (SECCEY). The results indicated that early mother-child attachment did not predict teacher-child closeness after controlling for the demographic variables and prior internalizing problems. Mother-child attachment had a statistically significant effect on teacher-child conflict; specifically, those with insecure-controlling/insecure-other attachments had higher levels of conflict than those with secure attachments. Early mother-child attachment did not have a statistically significant effect on later behavior problems after controlling for demographic variables and prior behavior problems. Teacher-child closeness did not have a statistically significant effect on either internalizing or externalizing problems after controlling for the demographic variables, early mother-child attachment behavior and prior behavior problems. Teacher-child conflict had a statistically significant effect on later behavior problems (both internalizing and externalizing problems) after controlling for the demographic variables, early mother-child attachment behavior and prior behavior problems. However, moderation analyses did not indicate that early mother-child attachment and teacher-child relationship quality interact together to significantly affect the later behavior problems. Mediation analyses also did not indicate that the relationship between early mother-child attachment and later behavior problem was mediated by teacher-child relationships either. However, an indirect effect was found such that those with insecure-controlling/insecure-other attachments had higher levels of conflict (than those with secure attachments) and such conflict was associated with higher levels of externalizing problems.