This study compared the presentation of attachment quality and maternal psychological functioning among children diagnosed with a psychological/behavioral disorder to the presentation of attachment quality and maternal psychological functioning among children not diagnosed with a psychological/behavioral disorder.Participants included a clinical group composed of 8 Caucasian mothers of male children diagnosed with a behavioral/emotional disorder and a nonclinical group composed of 24 Caucasian mothers of male children not diagnosed with a behavioral/emotional disorder. The groups were compared on their responses to the Personality Assessment Screener, Parent/Child Reunion Inventory, and Relationship Questionnaire.Results found that mother psychological functioning was significantly related to ratings of insecure parent-child attachment. In addition, mother ratings of their adult attachment relationships were associated with ratings of parent-child attachment security/insecurity for 3 of 4 adult attachment styles. Information gathered during this study provided preliminary insight into the complex nature of parent-child relationships as they co-exist with maternal psychological functioning. / Department of Educational Psychology

Bakgrund: Personer med Attention- Deficit/Hyperactivity Disorder (ADHD) har ofta svårigheter att hantera sin vardag på många olika plan. Arbetsterapeutisk behandling syftar till att underlätta det dagliga livet och därmed minska svårigheterna som personer med ADHD upplever i sin vardag. Syfte: Syftet med denna studie är att beskriva arbetsterapeutiska åtgärder samt dess effekt och betydelse för personer med personer med ADHD. Metod: Studien är en litteraturöversikt där både kvalitativ och kvantitativ forskning ingår. Sökningen efter aktuell forskning utfördes i databaserna Cinahl och PsycInfo. Totalt 11 artiklar uppfyllde urvalskriterierna. Interventionerna i studierna kategoriserades efter liknande innehåll. Resultat: Interventionskategorierna syftade på att förbättra den sociala och motoriska färdigheten, anpassa miljön, förändra aktivitetsutförandet och att ge psykoeduktiv behandling till omgivningen. Den främst använda interventionskategorin är social färdighetsträning och känslokontroll. Ett flertal av de arbetsterapeutiska interventionerna riktas samtidigt mot en eller flera kategorier, som en del av den arbetsterapeutiska behandlingen. Resultatet av denna studie visar att arbetsterapeutisk behandling kan minska svårigheterna från ADHD och hjälper klienterna i det dagliga livet. Slutsats: Betydelsen av en flerdimensionell arbetsterapeutisk behandling framkommer tydligt i denna studie. Även en enskild arbetsterapeutisk intervention har effekt och påverkan inom flera aktivitetsområden.

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.

Under vintrarna 2006/2007 och 2007/2008 vittnade man i USA om storskaliga förluster avhonungsbin (Apis mellifera). Gemensamma symptom för dessa förluster var att arbetarbinförsvann från kolonierna fastän det fanns rikligt med mat och inga tecken på infektion av någonparasit. Fenomenet fick namnet Colony Collapse Disorder (CCD) eftersom det slutgiltigastadiet var att kolonierna kollapsade. Denna översiktstudie ämnar till att reda ut begreppetCCD och se över vilka potentiella orsaker den rådande forskningen föreslår och vad man harkommit fram till sedan utbrottet 2006. Resultaten indikerar att det antagligen inte är en ensamfaktor bakom CCD utan att flera faktorer samverkar. Det finns ett antal hot mot bina medsymptom som liknar CCD och som antas bidra till försvinnandet. Ett hot är det parasitiskakvalstret Varroa destructor som förutom att det suger binas hemolymfa även agerar vektor åtflera CCD-förknippade patogener som Nosema ceranae och Israeli acute paralysis virus(IAPV). Dessutom sänker V. destructor binas immunförsvar vilket gör att virus som överförsvia kvalstret replikeras snabbare och blir dödligare. Man har även visat att vanligt förekommandebekämpningsmedel kan göra bina mer mottagliga för sjukdomar. Där hittade man ettsignifikant samband med just N. ceranae vilket är i enlighet med teorin om att flera faktorersamverkar. I nuläget bidrar CCD fortfarande till bidöd men är inte lika akut som 2006/2007.Istället är det andra hot såsom biodlares svårighet att behandla invasion av varroakvalster,kalla vintrar och att bisamhällen svälter ihjäl för att de invintras i för små populationer, som ärett större hot än CCD.

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Some children exhibit inattentive, and perhaps also hyperactive and Impulsive behaviour In the classroom at a very frequent and severe level. These behavioural characteristics are reflected in the criteria for the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD have been found to achieve lower grades at school than their peers. This study investigated the extent to which pupils with severe ADHD symptoms, but not necessarily diagnosed with the condition, were at risk of similar academic outcomes. The effect of different teaching and classroom management strategies on the concentration and attention of these children were also explored. The reading and mathematics achievements of a large sample of pupils were assessed at the start of reception, the end of reception and then again at the end of key stage 1. Class teachers assessed the behaviour of these pupils at the end of reception using a rating scale based upon the diagnostic criteria for ADHD in Version 4 of the Diagnostic and Statistical Manual for Mental Disorders (American Psychiatric Association, 1994).The proportion of children with severe ADHD symptoms was found to be similar to previous estimates of the prevalence of children with each sub-type of ADHD derived from teacher assessments, but higher than the rates of prevalence of ADHD published by the American Psychiatric Association (1994).The reading and mathematics attainment and value-added of children with severe ADHD symptoms were found to be educationally and statistically significantly lower than their peers. The data replicated previous studies that had investigated the achievement of children with ADHD.

Specific strategic control (executive) processes were investigated in 17 boys with ADHD and 18 normal control boys, ages 9--13 years, using a paradigm combining the Warned Reaction Time and Stimulus-Response Compatibility tasks. The length and constancy of the preparatory interval (PI) were manipulated in order to study preparatory processes associated with prediction and temporal adjustment. Compared to control boys, boys with ADHD had particular difficulty with long, fixed, and short, variable preparatory intervals, suggesting problems with the strategic control of response preparation and adaptation to temporal changes. Heart rate deceleratory patterns recorded during the PI indicated that impaired active, accurate, prediction played a major role in the preparatory deficit. The study also manipulated compatibility and predictability of response demands in order to assess inhibitory processes and the ability to shift flexibly between changing response demands. Boys with ADHD had particular difficulty shifting flexibly between compatible and incompatible responding, indicating a problem with strategic response adjustment. Findings also suggested possible difficulties with the allocation of consistent, effortful attention and the inhibition of inappropriate responding. In addition, interactions were also observed in the ADHD group between the strategic and inhibitory measures. Overall, the findings supported Douglas's (1988; 1999) conceptualization of ADHD as involving a self-regulatory deficiency consisting of interacting strategic, effortful, and inhibitory components. The study also addressed the question of whether Sanders' (1983) cognitive-energetic model, which has been used widely in studies of ADHD, can deal adequately with the cognitive difficulties associated with ADHD. The findings indicated that the model has not been developed adequately to deal with the kinds of higher level processing deficits that were identified in the ADHD group. In addition, in

Josephson junctions are dissipationless elements used notably in superconducting nanocircuits. While being indispensable for the making of superconducting quantum bits, they are plagued by intrinsic noise mechanisms that reduce the coherence time of the quantum devices. An important source of such fluctuations may come from the non-cristallinity and disorder of the oxide layer sandwiched between the two superconducting leads. In this work, roughness in a Josephson junction is modeled as a set of pinholes with a universal bimodal distribution of transmission eigenvalues that sum incoherently in the noise power. Each of these channels is treated as a ballistic quantum point contact with a thin barrier that determines the transmission eigenvalue. The noise spectrum is calculated using the quasiclassical Green's function method to analyze high and low transmission limits at non-zero temperature for all interesting frequencies. As suggested by experiments, low transmission channels generate shot noise while fast switching between subgap states creates strong non-poissonian low-frequency noise. However, when analyzed for three different universal models of disorder, the principal contribution to noise is found to come from the partially opened channels. Finally, fluctuations of the noise from sample to sample is seen to be dominated by the contribution of opened channels which may reduce the reproducibility of results between different experiments.

Borderline Personality Disorder (BPD) is among the most troubling Personality Disorders. Individuals with the disorder have exaggerated fears of abandonment, distorted self-identity and problems in interpersonal relationships, and are prone to self-abuse, suicide ideation and attempts, rage and aggression. Furthermore, these individuals have an exceptional aversion to admitting that these problematic behaviours are symptomatic of an underlying disorder, and therefore in accepting responsibility for their behaviour. Using a Spinozist approach, I analyze that we the public share in the responsibility for having a population with BPD. Under the guidance of Hasana Sharp’s Politics of Renaturalization, I argue that the individual with BPD resists accepting responsibility because she is not completely to blame. Spinoza’s radically relational ontology shows that no individual can act without affecting and having been affected by the myriad of other beings, especially other humans. We the public share in the blame for having a population with BPD, and I argue that admitting so will help the individuals with BPD gain self-knowledge and accept their respective share of the responsibility for these problematic behaviours. This will serve the best interests of the public by affording more credence and adding new voices from these personalities in collective conversation

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.