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5907 results in Health and clinical psychology

Page 194 of 296

  • 9 - Schizophrenia and related psychotic disorders

  • from Section III - Disorders and psychological practice related items
  • Nadine Pelling, University of South Australia, Lorelle Burton, University of Southern Queensland
  • Book:
    Abnormal Psychology in Context
    Published online:
    06 August 2018
    Print publication:
    01 February 2017, pp 76-93

  • Summary

    Introduction

    Initially termed “dementia praecox,” schizophrenia was first described by the German psychiatrist Emil Kraepelin in the late 19th century. Kraepelin distinguished dementia praecox from manic depressive illness, primarily a mood disorder, on the basis of differences in course and outcome: schizophrenia was observed to have a chronic and deteriorating course with a poor outcome, while manic depression was seen to have a cyclic “relapsing-remitting” course, with a more favourable long-term outcome. The name schizophrenia (literally “split mind”) was coined in the early 20th century by the Swiss psychiatrist Eugen Bleuler, and much later manic depression was renamed bipolar disorder. However, problems in the distinctions between these two conditions were soon identified and noted by Kraepelin himself in his later writings. Considerable overlap was seen in clinical features, course, and outcome. The more recent diagnostic category of schizoaffective disorder may be seen to encompass composite forms of mood and schizophrenic disorders. Schizophrenia is now more commonly regarded as a clinical syndrome rather than a single disease entity; there is significant heterogeneity in clinical expression, and considerable overlap of both clinical and biological features with other psychiatric conditions. Scientific efforts are yet to delineate the causes and pathophysiology of schizophrenia, although some significant advances in understanding the neurobiology and treatment mechanisms have been made in the past 50 years.

    A strong genetic basis for schizophrenia is indicated by family and molecular genetic studies. However, a clear role for environmental influences in the development of schizophrenia is also well established. Current molecular genetic studies of schizophrenia encompassing worldwide consortia have been able to account for an increasing but minor fraction of risk for schizophrenia in common genetic loci. Rare genetic variations, such as copy number deletions and duplications, are also emerging as important risk indicators. High overlap in the heritability of bipolar and schizoaffective disorder within families has also been shown in large-scale epidemiological research.

    In terms of impact and incidence, schizophrenia ranks among the top 10 causes of disability in developed countries and incidence is estimated at 15.2/100 000, with current prevalence estimated at 4.6/1000 (McGrath et al., 2008).

  • 4 - Diversity in Australia

  • from Section II - Cultural diversity and resources
  • Nadine Pelling, University of South Australia, Lorelle Burton, University of Southern Queensland
  • Book:
    Abnormal Psychology in Context
    Published online:
    06 August 2018
    Print publication:
    01 February 2017, pp 10-33

  • Summary

    Introduction

    Notwithstanding the overarching distinction between Indigenous and non-Indigenous Australians, diversity in Australia is for the most part synonymous with country of birth, migrant generation, and the more esoteric expression of these data in what we term “culture”. And with almost half of the population either first or second generation immigrant, Australia is home to one of the world's most ethnically diverse populations. Socio-economic diversity is of course intimately connected to these demographic characteristics, but for the most part appears in Australian data collections disaggregated either by geographic area or overseas born/Australian born rather than broad ethnic group because of the way in which Australian statistics are presented. This is in contrast with the approach in New Zealand (NZ) which disaggregates most publicly available data by ethnicity (see Chapter 5 describing NZ's population). In other words, there are many ways of measuring, interpreting, collecting, and presenting diversity data. Australia tends to present diversity data in groups related to geographic area and nation of origin whereas NZ presents diversity in collections relating to ethnicity first and foremost.

    Australia – what is diversity?

    There are many aspects of diversity. These include items often focused upon in therapeutic contexts and psychological studies: age, family background, gender, race, religion, sexual orientation, socio-economic status, ability/disability, and nation of origin.

    An examination or analysis of diversity (diversity analysis) in populations can focus on two broad types of diversity: inherent diversity (traits people are born with) and acquired diversity (aspects gained from experience).

    Examples of inherent diversity would be one's country of birth and sex. Acquired diversity characteristics are increasingly attributed to personal, social, and economic success.

    Community Profiles and related data collections developed by the Australian Bureau of Statistics (ABS) provide a wide variety of diversity-related data, and are drawn on in this chapter. At the same time this chapter is not a substantive analysis of that diversity. It is a descriptive presentation for reference by users of this text book. When asked to write this description of diversity in Australia (and the following description of diversity in NZ) my brief was to paint a broad picture of who Australians are including collective and individual aspects of diversity so as to place the information on abnormal psychology and related matters forming the bulk of the book into context.

  • Chapter 2 - The Science of Wellbeing and Positive Psychology

  • from Section 1 - Where Are We Now?
  • Edited by Mike Slade, King's College London, Lindsay Oades, University of Melbourne, Aaron Jarden, Auckland University of Technology
  • Book:
    Wellbeing, Recovery and Mental Health
    Published online:
    31 March 2017
    Print publication:
    01 February 2017, pp 7-23
    • Chapter
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  • 8 - Neurodevelopmental disorders

  • from Section III - Disorders and psychological practice related items
  • Nadine Pelling, University of South Australia, Lorelle Burton, University of Southern Queensland
  • Book:
    Abnormal Psychology in Context
    Published online:
    06 August 2018
    Print publication:
    01 February 2017, pp 64-75

  • Summary

    Introduction

    Neurodevelopmental disorders are a group of disorders characterised by impairments of social, academic, or occupational functioning. By definition, the onset of all disorders listed under this category must be in early development, usually prior to school age. Grouped broadly, neurodevelopmental disorders are classified in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) under the following six categories:

  • • intellectual disability

  • • neurodevelopmental communication disorders

  • • autism spectrum disorder (ASD)

  • • attention deficit hyperactivity disorder

  • • neurodevelopmental motor disorders

  • • specific learning disorder.

    • Intellectual disability has many causes and is heterogeneous in presentation. Neurodevelopmental intellectual disabilities include intellectual developmental disorder, which is characterised by deficits in intellectual and adaptive functioning (when compared to an individual's peers). The DSM-5 and International Statistical Classification of Diseases and Related Health Problems 2010 Edition (ICD-10; WHO, 2011) codes, respectively, for intellectual development disorder are 319 and F70–F73. Clinical assessment in addition to standardised intelligence testing is required to confirm deficit, and severity is rated on a four-point scale defined by differences in conceptual, social, and practical domains. Global developmental delay (GDD; 315.8 [F88]) is the diagnosis provided for children under the age of 5 years where assessment of functioning is unreliable and standardised testing is difficult. Nevertheless, development is considered delayed across all aforementioned areas and overall adaptive functioning is poor. Reassessment after a period of time to confirm diagnosis is required. Children who have sensory or physical impairments (such as vision or hearing loss, or a concurrent mental disorder) that render assessment of intelligence difficult may be diagnosed with unspecified intellectual disability (intellectual development disorder; 319 [F79]). However, this diagnosis is used only rarely and would also be in addition to poor adaptive functioning skills relative to similarly impaired peers. Due to the varying predictive validity of current assessments for children, particularly those under the age of 5, reassessment is required.

    Neurodevelopmental communication disorders comprise deficits in speech (expressive means of communication), language (a structured system of communication including spoken and written words, sign language, pictures, or symbols) and communication (a method of having impact on another individual via verbal or non-verbal methods).

Abnormal Psychology in Context
  • The Australian and New Zealand Handbook
  • Nadine Pelling, Lorelle Burton
  • Published online:
    06 August 2018
    Print publication:
    01 February 2017
  • Abnormal Psychology in Context is a practical and contemporary handbook for both students of abnormal psychology and allied mental health practitioners. This text is one of the first of its kind, providing a specific focus on abnormal psychology from Australian and New Zealand - rather than US - perspectives. Nadine Pelling and Lorelle Burton have crafted a highly relevant resource, showcasing the most recent Australasian research in a clear format designed for ease of use. Written by leading researchers from Australia and New Zealand, each chapter examines a particular psychological disorder, details symptoms and responses, and includes relevant statistics, case studies, further reading and links to community resources. The chapters give equal weight to Australian and New Zealand experiences in abnormal psychology matters. Succinctly written yet richly detailed, Abnormal Psychology in Context is an essential resource that students can carry from the classroom into the workplace.

Page 194 of 296