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At least 199 records · Page 11Linked to original sources
PubMed1991

A scale for evaluating emotional disorders in severely and profoundly mentally retarded persons. Development of the Diagnostic Assessment for the Severely Handicapped (DASH) scale.

The DASH scale was used to assess 506 profoundly and severely mentally retarded persons (247 females and 259 males). The scale, covering 13 major psychiatric disorders, consists of 83 items derived from DSM-III-R as well as previously published studies of this population. Data were collected on symptom frequency, duration and severity in individual interviews with direct-care staff. Elimination and pervasive developmental disorders were most frequent, self-injurious behaviour disorders most severe. Most symptoms had been evident for at least a year. Inter-rater reliability was generally good.

Adult↗
PubMed1988

[Clinical characteristics of the depressive development of personality].

To study manifestations of the depressive personality development, the authors followed up 48 women (of the total number of 143 patients) exposed to long-term objectively unsolvable psychogenically traumatizing situation related to a child's disease. The symptomatology of depressive neurosis had undergone a typical course by the moment of examination: the acuteness, vividness and lability of the affect had disappeared, being replaced by its monotony; depression of the psychic activity in all spheres of life had deepened and strengthened, faith in a favourable resolution of the situation had been fully lost; new traits related to anxiety-dysthymic attitude toward people and events had formed; psychosomatic diseases had developed in the presence of marked vegetative manifestations. Clinical variants of depressive personality development are described. A conclusion is drawn about the typical eventuality of a depressive neurosis in the depressive development of the personality.

Adolescent↗
PubMed1993

Support groups address residents' personal development.

Graduate medical education traditionally has emphasized the teaching of biomedical knowledge and technical skills. However, physicians-in-training also need opportunities to explore their emotional reactions that occur during the process of patient care and medical training. The promotion of personal growth and self-awareness should be important components of graduate medical education. Easily implemented, a resident support group is one forum that addresses this obvious gap in medical education. This article reviews the goals and structure of support groups, with the hope that more training programs will implement them.

Education, Medical, Graduate↗