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Health as situational adaption: a social psychological perspective.

A model to encompass the complex relationship between the individual and his social, physical and cultural environments and to provide strategies for intervention has not yet been developed. While professionals acknowledge the importance of an ecological and holistic conception of man-environment interaction, various biases and ideologies prevent them from adequately taking this interaction into account. To overcome this inadequacy this paper explores a relational conception of health, the central importance of the socially defined situation for health and adaption, the limits of medicine and holism in intervening in problems of adaption and suggests a situational approach to the study of health and adaption. By stressing the socially defined situation and the social psychological actor it may be possible to sensitize the actor to socially situated man-environment transactions, to preserve the actor's confidence in his own health, to encourage individual responsibility for maintaining health and to promote an awareness of signs and symptoms that require medical attention. Within a larger framework, however, it is not effective to intervene in the individual's social situations if we do not also attempt to alter the macro economic, political, cultural and structural elements in society which encourage, produce and support unhealthy environmental conditions.

Adaptation, Psychological↗

An overview of adapting educational and psychological assessment instruments: past and present.

This article provides a focal summary of procedures on the proper adaptation of a test for cross-cultural purposes. This is directed to potential and current users of measurement instruments that have been developed in one culture and are intended to be adapted to another culture. Attention is directed to the absolute necessity of complying with the International Test Commission Principles of Test Adaptations.

Aptitude Tests↗

Psychiatric and psychological morbidity as a function of adaptive disability in preschool children with aggressive and hyperactive-impulsive-inattentive behavior.

Children with high levels of aggressive-hyperactive-impulsive-inattentive behavior (AHII; n = 154) were subdivided into those with (n = 38) and without (n = 116) adaptive disability (+AD/-AD) defined as a discrepancy between expected versus actual adaptive functioning. They were compared to each other and a control group of 47 normal children. Both AHII groups were more likely to have attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder than control children; more symptoms of general psychopathology; greater social skills deficits; more parental problems; and lower levels of academic achievement skills. Compared to AHII - AD children, AHII + AD children had (1) more conduct disorder; (2) greater inattention and aggression symptoms; (3) more social problems, less academic competence, and poorer self-control at school; (4) more severe and pervasive behavior problems across multiple home and school settings; and (5) parents with poorer child management practices. Thus, adaptive disability has utility as a marker for more severe and pervasive impairments in AHII children.

Achievement↗