Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
<p style="text-align: justify;"><strong>Background.</strong> Diagnostics of suicide risk is an important, but only developing domain in suicidology. <strong>Objective.</strong> This study aims to clarify the problems and perspectives in this scientific field. The main issues related to measuring this construct are posed and analyzed: the setting, the object of measurement, and the specifics of the available tools. <strong>Results</strong>. The inference is made about the importance of these variables when choosing a method for measuring suicide risk, as well as the need to combine diagnostics and therapy<strong>. Conclusion</strong>.The typology for choosing the methods of intervention based on the Narrative Crisis Model of Suicide by I. Galynker is provided. The limitations of the modern diagnostic methods are indicated, the call to rely not so much on various diagnostic tools as on the structured clinical judgment, and also be guided not so much by the presence or absence of suicidal ideation in a respondent, but by understanding their current frustrated needs.</p>
<p style="text-align: justify;"><strong>Background.</strong> Diagnostics of suicide risk is an important, but only developing domain in suicidology. <strong>Objective.</strong> This study aims to clarify the problems and perspectives in this scientific field. The main issues related to measuring this construct are posed and analyzed: the setting, the object of measurement, and the specifics of the available tools. <strong>Results</strong>. The inference is made about the importance of these variables when choosing a method for measuring suicide risk, as well as the need to combine diagnostics and therapy<strong>. Conclusion</strong>.The typology for choosing the methods of intervention based on the Narrative Crisis Model of Suicide by I. Galynker is provided. The limitations of the modern diagnostic methods are indicated, the call to rely not so much on various diagnostic tools as on the structured clinical judgment, and also be guided not so much by the presence or absence of suicidal ideation in a respondent, but by understanding their current frustrated needs.</p>
Abstract Objectives: Data on sociodemographic, biographical, and clinical factors associated with a lifetime diagnosis of eating disorders (ED) in patients with non-psychotic mental disorders (NPMD) and suicidal ideation (SI) are scarce. Methods: A cohort study was conducted at the Moscow Research and Clinical Centre for Neuropsychiatry. The sample consisted of consecutive patients with non-psychotic mental disorders and SI, aged 18-45 years. Participants with a lifetime diagnosis of anorexia and/or bulimia (in current remission or recovery) were compared with those without ED in terms of sociodemographic profile, clinical characteristics, lifetime traumatic events and some behavioral patterns. All participants underwent the Russian version of the Self-Injurious Thoughts and Behaviors Interview (SITBI) and completed the Brief Reasons for Living Inventory (bRFL), the State and Trait Anxiety Inventory (STAI) and the Beck Depression Inventory (BDI). Results: A total of 892 patients with non-psychotic mental disorders and SI were included in the study. The mean age was 25.7 years and 84.0% were assigned female at birth. Same-sex experience was more common in the ED group. Patients with ED were more likely to have a history of physical and sexual abuse and to have witnessed domestic violence. Significantly more patients with ED had piercings, tattoos or severe body modifications. Patients in the ED group were more likely to engage in non-suicidal self-injurious behaviors and to have a history of suicide attempts. Limitations: Retrospective design, referral population, retrospective diagnosis of ED, diagnosis based on expert opinion, and exclusion of psychotic patients and participants older than 45 years. Conclusion: Lifetime ED in NPMD patients with SI is associated with younger age, being assigned female at birth, having an alternative gender identity, having same-sex experience, having more than one psychiatric diagnosis, having a diagnosis of bipolar disorder, having more severe depression and anxiety, being exposed to multiple traumatic experiences, having various body modifications, practicing NSSI and having lifetime suicide attempt.
Актуальность исследования связана с участившимися случаями различных деструкций во взаимодействии между обучающимися (буллинг, кибербуллинг, аддиктивное поведение, вооруженные нападения), которые рассматриваются как варианты дезадаптации учащихся в результате глубоких социокультурных трансформаций в обществе. Представлена авторская классификация типов субъектной рискогенности учащихся на основе анализа их психологической устойчивости к социокультурным рискам образовательной среды школы и дано их описание в контексте личностных особенностей. Субъектная рискогенность учащихся рассмотрена с позиции проблем психологической устойчивости к социокультурным рискам образовательной среды, обуславливающих сложность взаимодействия в «субъектно-контекстной» системе образовательной среды. Показана авторская типология субъектной рискогенности учащихся: уязвимый, дезинтегрированный, дезадаптивный, аутизированный, адаптивный. Описана специфика личностных особенностей учащихся в зависимости от типа их субъектной рискогенности. Подтвердилась гипотеза о том, что учащиеся с проблемами психологической устойчивости, составляющие определенный тип рискогенности (аутизированный, дезинтегрированный, дезадаптивный, уязвимый), в отличие от адаптивного типа, имеют характерные личностные особенности, обуславливающие сложность взаимодействия в «субъектно-контекстной» системе образовательной среды. Дезадаптивный тип отличает нетерпеливость и стремление доминировать. Дезинтегрированный тип характеризует социальная смелость и сниженная чувствительность к угрозам. Уязвимый тип характеризуется депрессивностью, беспокойством, чувствительностью к приятию в референтной группе, повышенной фрустрированностью, а аутизированный тип учащихся – сниженными ответственностью, решительностью и самоконтролем. Таким образом, выявление типа субъектной рискогенности учащихся открывает возможность для индивидуализации образовательного процесса и проведения своевременных профилактических мероприятий по предупреждению социально-психологической дезадаптации детей и подростков. The relevance of the study is related to the increasing cases of various destructions in the interaction between students (bullying, cyberbullying, addictive behavior, armed attacks), which are considered as variants of students’ maladjustment as a result of deep sociocultural transformations in society. The purpose of the study is to present the author’s classification of the types of subjective riskiness of students based on the analysis of their psychological resistance to the socio-cultural risks of the educational environment of the school and to describe them in the context of personal characteristics. The study sample consisted of 3232 students of secondary schools of the Republic of Tatarstan aged 12 to 16 years. Students who voluntarily agreed to take part in the study filled out in writing a bound questionnaire, which included the author’s methodology “Index of socio-cultural safety of a schoolchild” and “R. Cattell’s 14-factor personality questionnaire”. The study was conducted anonymously, the respondents were required to indicate their age and gender. Statistical research methods are cluster analysis, comparative analysis (Student’s t-test), descriptive statistics. The subjective riskogenicity of students is considered from the standpoint of the problems of psychological resistance to the sociocultural risks of the educational environment, which determine the complexity of interaction in the “subject-contextual” system of the educational environment. The author’s typology of subjective riskiness of students is presented: vulnerable type, disintegrated type, maladaptive type, autistic type, adaptive type. The specifics of students’ personal characteristics are described depending on the type of their subjective riskiness. Conclusions: the hypothesis was confirmed that students with problems of psychological stability, constituting a certain type of riskiness (autistic type, disintegrated type, maladaptive type, vulnerable type), in contrast to the adaptive type, have characteristic personality traits that cause the complexity of interaction in the “subjectively -contextual” system of the educational environment. The maladaptive type is distinguished by impatience and the desire to dominate. The disintegrated type characterizes social courage and reduced sensitivity to threats. The vulnerable type is characterized by depression, anxiety, sensitivity to acceptance in the reference group, increased frustration, and the autistic type of students is characterized by reduced responsibility, determination and self-control. Practical application of the results. Identification of the type of subjective riskiness of students opens up the possibility for the individualization of the educational process and the implementation of timely preventive measures to prevent the socio-psychological maladjustment of children and adolescents.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.