Current issues in alcohol-related violence are highlighted through the examination of correlational studies between alcohol and violent crime. Alcohol is associated with violent crime at a greater than chance level and at a significantly higher level than it is associated with nonviolent crime. Heavy drinking and a verbal argument usually precede the violent act and the victim is as likely as the offender to initiate the altercation. However, it is the precipitator of the altercation who is more likely to be intoxicated. Alcohol and aggression are more strongly related than expected with violent offenders demonstrating psychopathology. Marital violence appears related to alcohol independent of other marital problems. Although there exists a strong correlational relationship between alcohol and violent crime, the nature of the evidence prohibits the establishment of a causal link. In particular, methodological problems, such as a lack of appropriate comparison groups, make it difficult to draw conclusions in this area.
Psychology is the science of human behavior. Thus, service providers in the area of mental health should have a foundational knowledge of psychological science; but do they? To investigate this question university calendars and websites were systematically reviewed to ascertain how many psychology courses and related training is required by entry level degrees for nursing, social work, medicine, counselling psychology, and clinical psychology. Results clearly show that clinical psychology graduates take more courses in psychology and related training than any other group, followed by counselling psychology. It is possible to graduate without any exposure to psychology or mental health issues in some of the other professions including medicine, yet many people's first choice for many mental health issues is a family physician. The discussion focuses on the significant implications for an increasingly interprofessional field with the emergence of primary care networks and other forms of interprofessional collaboration.
Two methods of introducing obese adolescents to aerobic exercise were compared. A fast-start group began with five aerobic sessions per week and gradually reduced these to three over a period of 12 weeks. A slow-start group began with one per week and gradually increased to three. A control group had an equivalent amount of time in interactive group sessions and nonaerobic activity. The program was assessed by physical fitness, anthropometry, and attendance. Results were analyzed by multivariate analysis. The method of introducing exercise to the subjects produced no significant differences on measures of fitness or anthropometry. Significant effects for time were shown for strength, push-ups, body mass index, the sum of five skinfolds, gluteal and abdominal circumferences, weight, and percent overweight. Significant differences in the absenteeism rates were shown among groups. However, no relationship was found between absenteeism and changes in weight or overall fitness levels.
Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology undergraduate education but not necessarily the goal.
The emotional, financial and social impact on caregivers of those with pediatric psychiatric, emotional and behavioral disorders has been poorly documented. This study sought to begin to remedy this by determining the utility of the Burden Assessment Scale (BAS) with this population. 300 parents seeking services within a major Canadian city were interviewed using the BAS and a follow up questionnaire on the clarity, comprehensiveness and acceptability of the BAS. The BAS was clear, acceptable and comprehensive for >80% of participants. Factor analysis revealed four factors compared to the original five factors found with adults. The BAS had a utility with this population and would be a valuable addition to standard information gathered but use of the total score only is recommended.
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