Relevant bibliographies by topics / Adaptive psychological functioning

Academic literature on the topic 'Adaptive psychological functioning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Adaptive psychological functioning"

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Neff, Kristin D., Kristin L. Kirkpatrick, and Stephanie S. Rude. "Self-compassion and adaptive psychological functioning." Journal of Research in Personality 41, no. 1 (February 2007): 139–54. http://dx.doi.org/10.1016/j.jrp.2006.03.004.

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Ali, Nadia, Laney Dawn, and Fernhoff Paul. "Will psychological intervention improve adaptive functioning in Fabry disease patients?" Molecular Genetics and Metabolism 102, no. 2 (February 2011): S5. http://dx.doi.org/10.1016/j.ymgme.2010.11.015.

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Micklewright, Jackie L., Tricia Z. King, Kathleen O'Toole, Chris Henrich, and Frank J. Floyd. "Parental Distress, Parenting Practices, and Child Adaptive Outcomes Following Traumatic Brain Injury." Journal of the International Neuropsychological Society 18, no. 2 (February 7, 2012): 343–50. http://dx.doi.org/10.1017/s1355617711001792.

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AbstractModerate and severe pediatric traumatic brain injuries (TBI) are associated with significant familial distress and child adaptive sequelae. Our aim was to examine the relationship between parental psychological distress, parenting practices (authoritarian, permissive, authoritative), and child adaptive functioning 12–36 months following TBI or orthopedic injury (OI). Injury type was hypothesized to moderate the relationship between parental distress and child adaptive functioning, demonstrating a significantly stronger relationship in the TBI relative to OI group. Authoritarian parenting practices were hypothesized to mediate relationship between parental distress and child adaptive functioning across groups. Groups (TBIn= 21, OIn= 23) did not differ significantly on age at injury, time since injury, sex, race, or SES. Parents completed the Brief Symptom Inventory, Parenting Practices Questionnaire, and Vineland-II. Moderation and mediation hypotheses were tested using hierarchical multiple regression and a bootstrapping approach, respectively. Results supported moderation and revealed that higher parental psychological distress was associated with lower child adaptive functioning in the TBI group only. Mediation results indicated that higher parental distress was associated with authoritarian parenting practices and lower adaptive functioning across groups. Results suggest that parenting practices are an important area of focus for studies attempting to elucidate the relationship between parent and child functioning following TBI. (JINS, 2012,18, 343–350)
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Laney, Dawn Alyssia, Daniel J. Gruskin, Paul M. Fernhoff, Joseph F. Cubells, Opal Y. Ousley, Heather Hipp, and Ami J. Mehta. "Social-adaptive and psychological functioning of patients affected by Fabry disease." Journal of Inherited Metabolic Disease 33, S3 (January 20, 2010): 73–81. http://dx.doi.org/10.1007/s10545-009-9025-6.

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Alzaree, Fatma A., Manal A. Shehata, Maged A. El Wakeel, Inas R. El-Alameey, Mones M. AbuShady, and Suzette I. Helal. "Adaptive Functioning and Psychosocial Problems in Children with Beta Thalassemia Major." Open Access Macedonian Journal of Medical Sciences 6, no. 12 (December 16, 2018): 2337–41. http://dx.doi.org/10.3889/oamjms.2018.367.

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BACKGROUND: Beta thalassemia major is considered one of the serious health problems and the commonest hemoglobinopathy in Egypt that creates a burden not only on health system but also on the affected families and children who become vulnerable to emotional, social, psychological and behavioural problems. AIM: This study was designed to assess the psychosocial burden and the adaptive functioning in children with beta-thalassemia major. SUBJECTS AND METHODS: A group of 50 children with thalassemia major and 50 normal children matched for age and sex were included in a case-control study. Vineland Adaptive Functioning Scale was used to assess the adaptive functions; while the Pediatric Symptom Checklist (PSCL) was used to assess psychosocial morbidity. RESULTS: A group of 50 children aged 5-17 years old with thalassemia major, their mean age was 11.05 ± 3.8, showed a statistically significant lower total adaptive behaviour score and communication subscale score. All the mean values of adaptive behaviour for cases and controls were within the average values. Results from the PSCL revealed no significant difference between mean scores of children with thalassemia and controls. A score of attention domain was markedly higher in children with thalassemia. Internalising behaviour was the most dominant as it was detected in 10% of the patient group. CONCLUSION: Thalassemic patients had a relatively mild affection for adaptive and psychosocial functioning that can be explained by social and medical support they receive, which may increase their competence and psychological wellbeing.
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Drudge, O. W., J. M. Peyser, A. K. Ciongoli, and S. Sriram. "Adaptive functioning in multiple sclerosis: The effects of psychological versus physical factors." Archives of Clinical Neuropsychology 1, no. 3 (January 1, 1986): 253. http://dx.doi.org/10.1093/arclin/1.3.253.

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Erickson, Sarah J., Melissa Gerstle, and Erica Q. Montague. "Repressive Adaptive Style and Self-Reported Psychological Functioning in Adolescent Cancer Survivors." Child Psychiatry and Human Development 39, no. 3 (October 20, 2007): 247–60. http://dx.doi.org/10.1007/s10578-007-0085-2.

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Ruzek, Josef I., Melissa J. Brymer, Anne K. Jacobs, Christopher M. Layne, Eric M. Vernberg, and Patricia J. Watson. "Psychological First Aid." Journal of Mental Health Counseling 29, no. 1 (January 1, 2007): 17–49. http://dx.doi.org/10.17744/mehc.29.1.5racqxjueafabgwp.

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Psychological First Aid (PFA) consists of a systematic set of helping actions aimed at reducing initial post-trauma distress and supporting short- and long-term adaptive functioning. Designed as an initial component of a comprehensive disaster/trauma response, PFA is constructed around eight core actions: contact and engagement, safety and comfort, stabilization, information gathering, practical assistance, connection with social supports, information on coping support, and linkage with collaborative services. PFA for children and adolescents focuses on these same core actions, with modifications to make them developmentally appropriate. Formal evaluation of the effectiveness of PFA is needed and it is hoped that development of a PFA Field Operations Guide will facilitate such evaluation.
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Feller, Liviu, Gal Feller, Theona Ballyram, Rakesh Chandran, Johan Lemmer, and Razia Abdool Gafaar Khammissa. "Interrelations between pain, stress and executive functioning." British Journal of Pain 14, no. 3 (November 27, 2019): 188–94. http://dx.doi.org/10.1177/2049463719889380.

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Aim: The purpose of this narrative review is to discuss the interrelations between pain, stress and executive functions. Implications for practice: Self-regulation, through executive functioning, exerts control over cognition, emotion and behaviour. The reciprocal neural functional connectivity between the prefrontal cortex and the limbic system allows for the integration of cognitive and emotional neural pathways and then for higher-order psychological processes (reasoning, judgement etc.) to generate goal-directed adaptive behaviours and to regulate responses to psychosocial stressors and pain signals. Impairment in cognitive executive functioning may result in poor regulation of stress-, pain- and emotion-related processing of information. Conversely, adverse emotion, pain and stress impair executive functioning. The characteristic of the feedback and feedforward neural connections (quantity and quality) between the prefrontal cortex and the limbic system determine adaptive behaviour, stress response and pain experience.
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LaVigne, Timothy, Betsy Hoza, Alan L. Smith, Erin K. Shoulberg, and William Bukowski. "Associations Between Physical Fitness and Children’s Psychological Well-Being." Journal of Clinical Sport Psychology 10, no. 1 (March 2016): 32–47. http://dx.doi.org/10.1123/jcsp.2014-0053.

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We examined the relation between physical fitness and psychological well-being in children ages 10–14 years (N = 222), and the potential moderation of this relation by sex. Participants completed a physical fitness assessment comprised of seven tasks and a diverse set of self-report well-being measures assessing depressive symptoms, loneliness, and competence. Peers reported on social status and teachers rated adaptive functioning, internalizing symptoms, and externalizing symptoms. Multiple regression analyses indicated a significant association between physical fitness and psychological well-being for both boys and girls. Higher levels of physical fitness were associated with lower levels of peer dyadic loneliness and fewer depressive symptoms; greater cognitive, social, and athletic competence; greater feelings of self-worth; and better teacher reports of adaptive functioning. An interaction between internalizing and sex indicated a significant and negative association between physical fitness and internalizing symptoms for males only. No other moderation effects by sex were observed. Results suggest that physical fitness is associated with a range of well-being indicators for both boys and girls in this age group.
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Dissertations / Theses on the topic "Adaptive psychological functioning"

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Holden, Rachel. "Psychometric Properties of the Adaptive Behavior Assessment System- Second Edition with Adults Diagnosed with Intellectual Disability." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1461253948.

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Gil, Armande. "Repressive adaptive style, disease severity, and psychological functioning of adolescents with inflammatory bowel diseases." 2006. http://purl.galileo.usg.edu/uga%5Fetd/gil%5Farmande%5F200608%5Fphd.

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Bartholomaeus, Jonathan David. "The Empowering Role of the Belief in a Just World for the Self in Adaptive Psychological Functioning." Thesis, 2021. https://hdl.handle.net/2440/132581.

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The belief in a just world predicts a broad range of positive and negative behaviours, emotions, and cognitions. The belief in a just world for the self (BJW-self), more specifically, tends to be associated with positive and adaptive outcomes for the individual. While much research has been devoted to exploring the associations between BJW-self and a variety of outcomes, comparatively little attention has been paid to the mechanism by which BJW-self promotes these positive outcomes. A review of the literature, in particular the central theoretical tenets of justice motive theory, reveals that the functioning of just world beliefs is closely associated with a sense of control over one’s current and future life circumstances; BJW-self is theoretically a source of empowerment in everyday life. Thus, the central aim of this thesis was to explore the role of empowerment as the mechanism by which BJW-self facilitates adaptive psychological functioning. To this end I conducted five studies consisting of eight independent samples in order to provide empirical insights from multiple angles on the functional role of empowerment. Following the introductory chapter reviewing the extant literature on BJW-self, Chapter 2 outlines a study employing latent variable structural equation modelling with two crosssectional samples and one longitudinal sample to investigate the associations between BJWself, a sense of empowerment, and adaptive psychological functioning, represented by the indices of life satisfaction, meaning in life, optimism, resilience, depression, anxiety, and stress. In an attempt to answer the complex question of causation Chapter 3 reports on three studies in which I establish the causal associations between BJW-self, empowerment, and positive and negative affect. Chapter 4 reports on an applied study exploring whether the empowering function of BJW-self operates similarly for prisoners and non-prisoners. Taken together, these studies suggest that BJW-self is associated with adaptive psychological functioning via a process of empowerment. In the two cross-sectional samples (Chapter 2) BJW-self was positively associated, through empowerment, with indices of life satisfaction, the presence of meaning in life, optimism, and resilience, and negatively associated with depression, anxiety, and stress. It was unrelated to the search for meaning in life. Over a one-year period, BJW-self seems to be unrelated to empowerment. Methodological limitations, however, may explain this finding. Experimental evidence (Chapter 3) suggests that BJW-self causes a sense of empowerment, which in turn causes increases in positive affect, and decreases in negative affect. Finally, findings from the applied study (Chapter 4) indicate that BJW-self functions to empower adaptive outcomes in a similar way for prisoners and non-prisoners alike. Seemingly, one’s objective life circumstances do not hamper the adaptive utility of BJW-self. This thesis closes with a general discussion of how it has made a new contribution to knowledge. Specifically, I discuss theoretical and methodological contributions to the study of justice motive theory, highlight the strengths and limitations of the work, and expound upon important considerations for future research.
Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2021
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Kadzomba, Sarah. "An evaluation of the impact of a mentoring programme in two Soweto based schools." Diss., 2015. http://hdl.handle.net/10500/20137.

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There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue.
Psychology
M.A. (Psychology)
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Books on the topic "Adaptive psychological functioning"

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Arviso, Alberta Ann. Adaptive and cognitive functioning of children with fetal alcohol syndrome and matched controls. 1993.

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Lahey, Benjamin B. Dimensions of Psychological Problems. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197607909.001.0001.

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A long-brewing revolution in how people think about psychological problems has finally reached a tipping point. Extensive scientific evidence now portrays psychological problems as problematic ways of thinking, feeling, and behaving that lie on continuous dimensions from insignificant to severe, with there being no hard line between “normal” and “abnormal.” These dimensions of psychological problems are highly correlated and overlapping. This means that people often experience psychological problems on more than one dimension at the same time. New longitudinal studies, in which the same people provide information about themselves over long parts of their lives, now indicate that the dimensions of psychological problems are dynamically changing rather than constant. Perhaps most important, these long-term studies reveal that psychological problems are commonplace and ordinary aspects of human lives. Surprisingly, nearly all people experience some distressing and impairing psychological problems at some time during their lives. These psychological problems range from simply uncomfortable to extremely distressing, problematic, and sometimes tragic. Nonetheless, psychological problems arise through the same natural processes as all aspects of behavior. That is, both adaptive and maladaptive patterns of psychological functioning are the result of the same natural interplay of genes and environments. Understanding these things about psychological problems should reduce people’s tendency to stigmatize these problems in themselves and in others. It will often be sensible for people to seek professional help to change them, but psychological problems are simply ordinary and commonplace parts of people’s lives.
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Brown, Andrew, Christopher T. Flinton, Josh Gibson, Brian Grant, Barrie Greiff, Duane Hagen, Stephen Heidel, et al. On the Value of Work. Edited by Andrew Brown, Christopher T. Flinton, Josh Gibson, Brian Grant, Barrie Greiff, Duane Hagen, Stephen Heidel, et al. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190697068.003.0001.

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Work is essential to healthy and adaptive human psychological functioning. The work ethic couples work and reward in order to endow work with meaning. The healthy workplace supports relationships and behaviors that promote a strong work ethic and cohesive group function such that the overall goals of the workplace can be accomplished and the mental health of the individual workers is enhanced. This book describes key drivers that disrupt the workplace environment and provides strategies and tools to address problematic behaviors and emotions that place the mental health of employees at risk and reduce the effectiveness of the organization. These tools can help managers, employees, and company leaders to optimize work functioning and informs mental health professionals who treat employees in distress.
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Brown, Kirk Warren, and Mark R. Leary, eds. The Oxford Handbook of Hypo-egoic Phenomena. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199328079.001.0001.

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Human beings have an evolved capacity for self-awareness, along with a propensity to focus primarily on their own welfare. This pervasive self-focus is reflected in thoughts, emotions, and actions whose underlying theme is the pursuit of self-interest. Although a focus on oneself has clear adaptive functions—such as physical preservation, decision making, planning, and self-regulation—this pervasive egoic mindset has psychological, interpersonal, and societal costs. In an increasingly crowded and interdependent world, there is a pressing need for the investigation of alternatives to a “me and mine first” mindset. For centuries, many philosophers, scientists, spiritual leaders, and social activists have advocated a “hypo-egoic” way of being, a psychological mindset characterized by less self-preoccupation in favor of a more inclusive, “we first” mode of functioning. In recent years, investigation of a variety of topics under the umbrella of hypo-egoicism has emerged in psychology, cognitive science, neuroscience, and philosophy as researchers have investigated both the features of hypo-egoic states and the psychological experiences that arise when self-focused processing is reduced, such as flow, equanimity, mindfulness, compassion, and mystical states. Bringing together current scholarship and science from multiple fields, theOxford Handbook of Hypo-egoic Phenomenaprovides an authoritative overview of theory, research, and applications concerning psychological states that involve diminished self-preoccupation and self-interest. TheHandbookalso reveals the widespread implications of such hypo-egoic functioning for personal well-being, optimal behavior regulation, interpersonal relationships, and prosocial and virtuous behavior.
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Preter, Sabina E., Theodore Shapiro, and Barbara Milrod. The Three Phases of CAPP. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190877712.003.0004.

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Chapter 4 describes how to perform child and adolescent anxiety psychodynamic psychotherapy (CAPP) and includes clinical vignettes. Each phase is followed by a delineation of Tom’s treatment. The opening phase describes how the therapist’s listening and assessment of the material lead to a provisional psychodynamic formulation, which is verbalized to the youth. Typical dynamisms are separation anxiety; difficulties tolerating angry, aggressive, and ambivalent feelings; conflicted sexual fantasies; guilt; and ambivalence regarding independence. During the middle phase, therapist and patient collaboratively understand the central psychological conflicts identified and make adjustments to this formulation as needed. The goal is a deepening understanding of the meaning of the anxiety symptoms, with improvement in reflective functioning. The termination phase serves to review the recent changes and to revisit earlier symptoms, particularly if there is a rearousal of symptoms in which separation conflicts are experienced with the therapist. Adaptive and sensible autonomy-seeking is encouraged.
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Book chapters on the topic "Adaptive psychological functioning"

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Aylward, Glen P. "Evaluation of Behavioral/Adaptive Functioning." In Practitioner’s Guide to Developmental and Psychological Testing, 69–78. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1205-3_4.

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Waisbren, Susan E., Jianping He, and Robert McCarter. "Assessing Psychological Functioning in Metabolic Disorders: Validation of the Adaptive Behavior Assessment System, Second Edition (ABAS-II), and the Behavior Rating Inventory of Executive Function (BRIEF) for Identification of Individuals at Risk." In JIMD Reports, 35–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/8904_2014_373.

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Lewis, Catrin, and Jonathan I. Bisson. "Psychological first aid." In Oxford Textbook of Social Psychiatry, edited by Dinesh Bhugra, Driss Moussaoui, and Tom J. Craig, 519—C52.P133. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/med/9780198861478.003.0052.

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Abstract Psychological first aid (PFA) is a framework to address the psychosocial needs of individuals and communities in the acute aftermath of trauma. It is an evidence-informed set of principles that provides immediate support to affected individuals, with the aim of reducing distress, promoting adaptive functioning, enhancing resiliency, and mitigating the negative psychological sequalae of trauma. This chapter aims to introduce PFA and outline the core facets of the approach. The evolution of PFA will be considered alongside a summary of the research findings on which it is based. Widely used PFA frameworks will be described and discussed. Finally, the evidence base for PFA will be explored and recommendations for future research will be presented.
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Tomaszewski, Brianne, Laura Grofer Klinger, Glenna Osborne, and Claire Brito Klein. "Easing the Transition to Adulthood." In Psychological Therapies for Adults with Autism, 31–49. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197548462.003.0004.

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The majority of autistic adolescents transitioning to adulthood have average (or higher) intellectual skills. However, outcome research suggests that even those who earn general education high school diplomas struggle with a successful transition from school to postsecondary and employment settings. This chapter reviews the autism-specific challenges that may lead to poor postsecondary and employment outcomes including executive functioning, emotion regulation, social skills, adaptive behavior, and self-determination. While there are few randomized control trials providing an evidence base for transition interventions, there are a growing number of pilot programs targeting these skills. This chapter reviews the current literature and provides a case study outlining the challenges faced by autistic transition-aged youth. Additionally, future recommendations are provided for creating comprehensive transition programs, capitalizing on recent United States federal government mandates for transition-aged services.
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Svrakic, Dragan M., and Mirjana Divac-Jovanovic. "Dynamic Nosology and Clinical Assessment of Fragmented Personality." In The Fragmented Personality, 159–96. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190884574.003.0004.

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This chapter introduces a dynamic, personalized, context- and time-sensitive diagnosis of personality in health and disorder. Adaptive flexibility of the mind implies that its component subsystems and functions must also be flexible and semistable, including healthy personality and personality disorder. The model defines a 3D diagnostic space, in which each individual is uniquely and flexibly positioned. “Vertical diagnosis” is based on the duration, pervasiveness, and frequency of periods of fragmented functioning. It is cross-matched with “horizontal diagnosis,” based on the predominant adaptive style. Such dynamic nosology accounts for fluctuations in mental functioning as the individual “moves” in the diagnostic space. The approach captures the flexibility of the mind, self-reorganizing to adapt to changing conditions, and champions the positive connotation of change, challenging the widespread therapeutic nihilism about severe personality pathology. Clinical diagnosis of personality disorder, notably interpersonal (relational), behavioral, and intrapersonal approaches, together with psychological testing are discussed in detail.
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Svrakic, Dragan M., and Mirjana Divac-Jovanovic. "Introduction." In The Fragmented Personality, 1–6. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190884574.003.0001.

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The term “fragmented personality” evokes the neuro-psychological essence of personality disorder (all variants), i.e., a suboptimal brain and mind integration within a person that leads to social maladaptation, together known as a personality disorder. Diagnostic aspects pivotal to the analysis of personality and its disorders are twofold. One aspect examines the level of mental functioning (a qualitative aspect of personality integration, i.e., “vertical” or in-depth diagnosis), while the second aspect is concerned with that individual’s habitual (mal)adaptive styles in relation to the environment (“horizontal diagnosis”). These two aspects provide answers to the three most important questions relevant to diagnosis and therapy: what (habitual patterns of behavior and relationships), how (characteristics of mental functioning), and why (factors in the development and maintenance of the observed patterns).
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Manne, Sharon. "Emotion-Focused Therapy." In Psycho-Oncology, edited by William S. Breitbart, Phyllis N. Butow, Paul B. Jacobsen, Wendy W. T. Lam, Mark Lazenby, and Matthew J. Loscalzo, 452–58. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190097653.003.0058.

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Emotion-focused therapy (EFT) is a psychological treatment that posits that exploring and understanding one’s painful emotions is necessary for adaptive functioning. EFT enhances clients’ awareness and ability to access, understand, interpret, regulate, and potentially transform their maladaptive emotional responses. This chapter describes the principles, intervention approaches, and empirical evidence evaluating EFT in both nononcology and oncology populations. There is extensive empirical evidence supporting EFT for the treatment of depression, anxiety, and traumatic life events and relationship distress among the general population. Although components of EFT, such as inner awareness and self-compassion, can be found in other psychological interventions provided to cancer patients and survivors, EFT has received little empirical attention in the psycho-oncology literature. There are only two studies that have evaluated EFT for cancer patients, and one of these studies did not support its efficacy. It may be premature to conclude whether EFT has clinical utility. Future work may benefit from a more formal test of EFT, where therapists are carefully trained and monitored to deliver EFT using the phases, steps, and approaches described in this chapter, both in the individual and couples’ context.
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Tromans, Samuel, Atiq Umar, Jennifer Torr, Regi Alexander, and Sabyasachi Bhaumik. "Depressive Disorders in People with Intellectual Disability." In Oxford Textbook of the Psychiatry of Intellectual Disability, 105–16. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794585.003.0011.

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Depressive disorders are common in people with intellectual disability (ID), and may sometimes pose difficulties in identification and appropriate treatment, mainly due to associated comorbid conditions and significant impairment in communication. This chapter describes both typical and atypical presentations of depression in people with intellectual disability, along with associated aetiopathological factors that might influence the presentation. Depressive disorders are common in people with intellectual disability, causing individual suffering, additional impairments in adaptive behaviour and functioning, disruption of interpersonal relationships, social exclusion, poor physical health outcomes, and sometimes death. The issue of overshadowing and influence of comorbid conditions leading to lack of identification has also been considered. Management approaches, including that of pharmacological and psychological therapies and their applicability to persons with intellectual disability have been highlighted, with case examples. Special consideration, including drug interactions and the effect of treatment on comorbid conditions have been discussed.
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Moreno Rodríguez, Rosa María, and Natalia N. Arsentieva. "“The Stress of Life” in the Work of Dostoevsky and Andreyev in the Light of the Neurophysiological Investigation." In F.M. Dostoevsky in Literary and Archival Sources of the Late 19th — the First Third of the 20th Century, 269–90. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2021. http://dx.doi.org/10.22455/978-5-9208-0662-8-269-290.

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This article addresses the relationships between Russian literature and the development of psychiatry at the end of the 19th century and the beginning of the 20th century. The research is based on the study of the medical contents drawn from the work of Dostoevsky and Andreyev, which deals with the neurophysiological presuppositions of behavioral psychology, theory inaugurated by Pavlov and Bekhterev, and adaptive responses to stress proposed by Hans Selye. We consider both activities, literature and science, as discourse and praxis of theory, either factually, from the development of drugs or instruments that act on brain functioning, or didactically, through the development of roles and dramatic instruments. Moreover, our research also focuses on the psychological expression in the face of misfortune and the sterility of psychic effort, within the two classical dimensions of anthropology and psychology: the correlation between emotions and reason, and the activation of somatic functions. In their work, both authors coincide in showing a psychopathological and somatic correlate either as insanity, paralysis or death. Finally, we analyzed whether the relationship with science is of dependency or whether it constitutes a core part of a cultural continuum.
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Soffer, Jocelyn, and Mary Ann Cohen. "Psychotherapeutic Treatment of Psychiatric Disorders." In Handbook of AIDS Psychiatry. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372571.003.0012.

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Persons living with HIV and AIDS face a complex array of stresses and challenges, as discussed throughout this book, which may overwhelm psychological functioning. This leads to considerable distress and suffering (Cohen et al., 2002), manifests in a multitude of psychiatric symptoms, and increases nonadherence to risk reduction and medical care. The aim of psychotherapeutic care for persons with HIV is to mitigate such distress through a combination of psychosocial interventions. Goals of such therapies may include enhancing adaptive coping strategies, facilitating adjustment to living with HIV, increasing social supports, and improving a patient’s sense of purpose, self-esteem, and overall well-being. Goals may also include improving adherence to risk reduction and medical care, as well as preventing HIV transmission. Psychological distress in persons with HIV infection is associated with decreased quality of life, disease progression, and mortality (Leserman, 2008). Considering the biopsychosocial model, emotional distress in HIV can be viewed as resulting from a combination of medical, psychological, and social factors related to the illness (see Table 8.1). In some studies, improved social support and active coping styles in response to illness and stress have correlated with improved immunological parameters. Studies have also linked depressed mood and stressful life events to worsened immunological status, including decreased CD4 cell counts. Nonetheless, randomized controlled data demonstrating the ability of behavioral and social interventions to improve immune status remain conflicted; further evidence-based research is needed. While improving immunological status is a potential benefit of psychosocial treatment for people with HIV infection, it is relieving the suffering inherent to psychiatric illness and improving patients’ quality of life that remain the primary goals. A variety of psychosocial interventions are available to persons with HIV, from individual to group-based formats. Such treatments span a spectrum of psychotherapeutic approaches, including supportive, psychodynamic, interpersonal, and cognitive-behavioral. This chapter will consider the benefits of such psychosocial interventions by summarizing the current state of research and findings for each of these treatment approaches, addressing both individual and group settings.
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Conference papers on the topic "Adaptive psychological functioning"

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Moroz, Ruslana. "Models of crisis intervention in the context of the COVID-19 pandemic." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.3.

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Abstract:
On the basis of the analysis of foreign theories the basic and extended theory of crisis is described. The crisis is perceived by man as unbearable difficulties that deplete the resources of endurance and disrupt the mechanisms of overcoming difficulties. The basic theory of crisis postulates emergency psychological assistance to help a person in crisis in terms of awareness and treatment of affective, behavioral and cognitive disorders. The extended theory of crisis emphasizes the occurrence of pathological symptoms in each person with the right combination of developmental factors, social, psychological, and situational factors. The following models of crisis intervention are given: he model of balance / imbalance; the cognitive model; the model of psychosocial transformation; the model of ecological development. There are revealed crisis intervention models, which combine the following tasks: focusing on stabilizing the symptoms of distress, alleviating symptoms, restoring the adaptive stage of functioning and facilitating access to further support for the victim. Keywords:crisis intervention, crisis interventions, crisis theory, short-term crisis therapy, crisis intervention models
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