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Biomedical subjects

W Yule

Publications and source records attributed to W Yule.

At least 19 recordsLinked to original sources
PubMed1992

Crisis support and psychiatric symptomatology in adult survivors of the Jupiter cruise ship disaster.

The aim of the present study was to explore the relationship between crisis support and psychiatric symptomatology among adult survivors in the year following the Jupiter cruise ship disaster. Evidence is presented that support decreases over the following year, and that higher levels of crisis support are strongly related to better psychological outcome. Crisis support is shown to retain its association with symptomatology even when satisfaction with support is partialled out. These data are discussed with reference to the debate over the relative importance of received vs. perceived support.

Adaptation, Psychological↗
PubMed1992

Post-traumatic stress disorder in child survivors of shipping disasters: the sinking of the 'Jupiter'.

334 of over 400 children who survived the sinking of the cruise ship, Jupiter, in Athens harbour in October 1988 completed a battery of questionnaires 5-9 months later. Compared with age- and sex-matched controls, they show significantly higher scores on depression and anxiety. They also report more fears, particularly of stimuli related to the trauma. Overall, their scores on the Impact of Events Scale are as high as those reported by adults in other disasters. Follow-up studies a year after the accident reveal that nearly half the children meet the DSM-III-R criteria for PTSD. The usefulness of this screening battery is discussed. Some evidence for the effects of early intervention in schools is presented.

Child↗
PubMed1991

A cognitive and behavioural phenotype in Williams syndrome.

Comparisons between children with Williams syndrome and control group children matched for age, sex, social class, and verbal intelligence provide support for a cognitive and behavioural phenotype in Williams syndrome. Children with the syndrome showed higher rates of behavioural and emotional difficulties when compared with the control group children, particularly in terms of concentration difficulties, excessive anxiety, and poor relationships with peers; and they also had significantly poorer visuo-spatial and motor skills. However, the Williams syndrome children were not uniformly poor in all areas of nonverbal abilities. Their visual recall skills were as good as those of the control group children, and their performance was superior to that of the control group children on a task of face recognition and on tasks requiring recall of verbal material.

Abnormalities, Multiple↗
PubMed1991

Fears in British children and their relationship to manifest anxiety and depression.

In the present study, we examined the pattern and intensity of fears in 327 British school children and the relation of those fears to anxiety and depression. The fears reported by the British children were found to be nearly identical to those found in Australian and American children (Ollendick, King & Frary, 1989). Further, although a moderate relation was found between fear and anxiety, only a modest relation was found between fear and depression. Anxiety and depression, however, were highly inter-related. Results of the study are explored in terms of the uniqueness of the constructs of fear, anxiety, and depression and their possible contribution to a more global construct, labeled 'negative affectivity' by Watson and Clark (1984).

Anxiety↗
PubMed1991

Screening child survivors for post-traumatic stress disorders: experiences from the 'Jupiter' sinking.

Twenty-four girls who survived the sinking of the 'Jupiter' in October 1988 were screened 10 days after the accident on the Impact of Events Scale, the Birleson Depression Scale and the Revised Children's Manifest Anxiety Scale. Scores at 10 days were associated strongly with help seeking over the following few months and were highly predictive of scores five months after the accident. Survivors were clearly differentiated from controls on all three measures. The battery seems useful in screening post-traumatic stress disorders in teenage children.

Adolescent↗
PubMed1991

Augmentative communication systems taught to cerebral-palsied children--a longitudinal study. II. Pragmatic features of sign and symbol use.

Pragmatic analysis of the sign and symbol utterances produced by 40 language-impaired, cerebral-palsied children in semi-structured conversational settings revealed severe restrictions in the range of communicative functions that were used. The children were able to communicate certain conversational acts effectively, but over 80% of all utterances expressed just four communicative functions. There were also some significant gaps, with certain functions not being used at all. The children's progress was followed up at 6-month intervals over a period of 1 1/2 years. Few changes were found in the range and relative frequencies of communicative functions expressed over time. There were few significant differences between the symbol and sign users on these measures, which suggests that overall neither augmentative mode facilitated greater communicative use than the other.

Cerebral Palsy↗
PubMed1991

Augmentative communication systems taught to cerebral-palsied children--a longitudinal study. III. Teaching practices and exposure to sign and symbol use in schools and homes.

A longitudinal study of augmentative communication training with 40 language-impaired, cerebral-palsied children examined the teaching practices adopted in schools, and the extent to which teachers and parents used the augmentative systems with the children. The study found limited exposure to sign and symbol training in formal teaching sessions and in other school settings, and teachers made relatively few attempts to foster spontaneous use of the systems and generalisation outside of formal training settings. Exposure to augmentative communication in the children's homes was equally limited, and a significant number of parents expressed reservations about the value of the systems for their children. These findings may at least partly account for the children's limited progress in sign and symbol acquisition and use over an 18-month period, which was documented in two earlier reports.

Attitude↗
PubMed1990

Expressive language of children with Williams syndrome.

It has been claimed that Williams syndrome (WS) children have an unusual command of language reminiscent of "cocktail party speech." An analysis of the spoken language of 43 school-age WS children showed a subgroup (37% of the sample) who produced significantly more speech, more complex utterances, more social phrases and clichés, and more complex communicative functions, when compared with the rest of the WS group. Thus, hyperverbal speech is not a consistent manifestation of the syndrome. The speech of 20 WS children was compared with the speech of mentally handicapped control children. There were no differences in the quantity of language produced, in its grammatical complexity, or in the range and frequency of communicative functions that were expressed. But more of the WS children had an over-familiar manner and used more adult vocabulary and social phrases. It is suggested that their speech appears so different from the speech of other mentally handicapped children primarily because of these vocabulary and stylistic differences, and because of the contrast between their verbal abilities and their more impaired visuo-spatial and motor skills.

Abnormalities, Multiple↗
PubMed1990

Depression in British and American children and its relation to anxiety and fear.

The relations between the Children's Depression Inventory (CDI), the Revised Children's Manifest Anxiety Scale (RCMAS), and the Fear Survey Schedule for Children-Revised (FSSC-R) were examined in 327 British and 336 American children. Relations were similar for both samples of children, with depression more closely related to anxiety than to fear. In addition, the utility of the Kovacs (1981) recommended cutoff score (CDI greater than or equal to 19) for identifying extreme groups of depressed children was evaluated. Children who reported high levels of depression also reported high levels of anxiety and social evaluative fears. The findings are discussed in light of Watson and Clark's (1984) notion of negative affectivity.

Anxiety↗
PubMed1990

The 'Jupiter' sinking: effects on children's fears, depression and anxiety.

Twenty-five girls who survived the sinking of the cruise ship 'Jupiter' were compared with three other groups of girls--71 controls from a separate school; 46 girls in the same school who had not wanted to go on the cruise; and 13 girls who were in a 'near miss' group in that they wanted to go but did not get places. All completed the Fear Survey Schedule for Children (revised form), the Children's Manifest Anxiety Scale and the Birleson Depression Inventory. Survivors did not become generally more fearful. Rather, they developed significantly greater fears to stimuli related to the traumatic event. The results are discussed in relation to the conditioning theory of the acquisition of phobias.

Adaptation, Psychological↗
PubMed1990

The examination attainments of secondary school pupils who abuse solvents.

A sample of 105 adolescents who had abused solvents and an equal number of controls matched for school, school year and sex were identified by means of a two-stage screening procedure involving (a) administration of a self-completed questionnaire to approximately 5,000 third, fourth and fifth year pupils in 16 secondary schools, and (b) individually conducted interviews. These two groups were followed up at the end of their final year of compulsory education when details of their fifth year public examination entries and results were obtained from their schools. The examination attainments of the solvent abusers were generally lower than those of the controls. They were more likely to leave school at Easter of their fifth year and a much higher proportion of them were not entered for any examinations. Those who were entered for exams were less likely to pass at O level and, regardless of the type of exam, much less likely to obtain higher examination grades. Poor examination attainments among the solvent abusers were associated with adverse domestic circumstances, frequent self-reported behaviour problems and low scores on educational tests administered at the time of transfer from primary to secondary school. After controlling for these factors, the difference between groups in examination attainments was no longer statistically significant.

Absenteeism↗
PubMed1990

Augmentative communication systems taught to cerebral palsied children--a longitudinal study. I. The acquisition of signs and symbols, and syntactic aspects of their use over time.

A longitudinal study of augmentative communication training with 40 language-impaired, cerebral palsied children examined the acquisition of Blissymbols and Makaton Vocabulary signs and syntactic aspects of their use over an 18-month period. The children made measurable gains in these areas over time, but progress was very slow and they continued to show severe limitations in the repertoires of signs/symbols they acquired and in the average number, length and complexity of utterances they produced in semi-structured conversational settings. Possible reasons for these findings are discussed with reference to subject and system characteristics, and the teaching practices adopted in the schools. Comparisons between the Bliss and signing groups suggest that neither augmentative system facilitated greater progress in sign/symbol acquisition and use than the other. However, there was wide variability in performance among the children within each group.

Cerebral Palsy↗
PubMed1989

Cross-validation of short forms of the WISC-R in two British samples.

Short forms of the WISC-R were computed by multiple linear regression on two samples of British children aged 6 to 12 years. The predictive validity of each short form was assessed both within the sample on which it was developed and cross-validated on the other sample. The empirically determined loss of power of prediction was found to be less than expected on a priori grounds. Predictions of individual scores at the lower end of the IQ distribution were less acceptable. It is concluded that short forms are robust and of value in research and for screening purposes, but cannot be recommended for clinical purposes.

Child↗
PubMed1987

Cognitive abilities and behavioural characteristics of children with idiopathic infantile hypercalcaemia.

An investigation of the psychological characteristics of 44 children aged 6-16 years with documented evidence of idiopathic infantile hypercalcaemia revealed cognitive abilities and behavioural patterns which distinguish these children from other mentally handicapped groups. The children were all mildly to severely mentally handicapped, but exhibited superior verbal skills compared to their visuo-spatial and motor abilities. They showed high rates of behavioural disturbance, particularly in terms of hyperactivity, social isolation, anxiety, and eating and sleeping difficulties. Other aspects of behaviour, spoken language and personality that were commonly encountered are also described and quantified. From these observations approaches to remedial teaching are suggested.

Adolescent↗
PubMed1986

The relationship between blood-lead concentrations, intelligence, attainment and behaviour in a school population: the second London study.

This study replicates an earlier one carried out in London in which an association was found between lead and intelligence, reading and spelling. In the present study 194 children living near an urban motorway were given the same battery of tests as well as an extensive family interview to determine background variables. Before social factors were taken into account there were no significant associations between lead and outcome variable. Possible reasons for the negative results from this study are discussed.

Achievement↗