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Editorial: Factualities - establishing empirical truths in child psychology and psychiatry / A. J. OLDEHINKEL in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)
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Titre : Editorial: Factualities - establishing empirical truths in child psychology and psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : A. J. OLDEHINKEL, Auteur Article en page(s) : p.1163-1165 Langues : Anglais (eng) Mots-clés : Adolescent Humans Psychiatry Psychology, Child Empirical research facts misperceptions perspective Index. décimale : PER Périodiques Résumé : Empirical science is a fact-finding enterprise. This raises the question when we know enough about a particular topic to draw firm conclusions and can stop searching for additional evidence in order to save efforts for issues that are less well-established. Clarity on when scientific evidence has passed the stage of to-be-tested hypotheses is important, and setting up criteria for such stopping rules is a necessary as well as thought-provoking challenge. Not only over-investigating phenomena is undesirable but the opposite, falsely assuming beliefs to be facts, as well. Two common reasons for such misperceptions are that negative news is more likely to spread around than positive news (negativity instinct), and that individuals tend to look at problems from always the same perspective (single-perspective instinct). Our field is not immune to those instincts: child psychologists and psychiatrists tend to focus on messages suggesting that the burden of children´s mental health problems calls for more intervention and research, rather than on reports that the majority of children are doing quite well. This focus on problems may obscure the reality that the vast majority of children and adolescents never experience severe mental health problems, despite the challenges of growing up in a complex world. En ligne : http://dx.doi.org/10.1111/jcpp.13515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1163-1165[article] Editorial: Factualities - establishing empirical truths in child psychology and psychiatry [Texte imprimé et/ou numérique] / A. J. OLDEHINKEL, Auteur . - p.1163-1165.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1163-1165
Mots-clés : Adolescent Humans Psychiatry Psychology, Child Empirical research facts misperceptions perspective Index. décimale : PER Périodiques Résumé : Empirical science is a fact-finding enterprise. This raises the question when we know enough about a particular topic to draw firm conclusions and can stop searching for additional evidence in order to save efforts for issues that are less well-established. Clarity on when scientific evidence has passed the stage of to-be-tested hypotheses is important, and setting up criteria for such stopping rules is a necessary as well as thought-provoking challenge. Not only over-investigating phenomena is undesirable but the opposite, falsely assuming beliefs to be facts, as well. Two common reasons for such misperceptions are that negative news is more likely to spread around than positive news (negativity instinct), and that individuals tend to look at problems from always the same perspective (single-perspective instinct). Our field is not immune to those instincts: child psychologists and psychiatrists tend to focus on messages suggesting that the burden of children´s mental health problems calls for more intervention and research, rather than on reports that the majority of children are doing quite well. This focus on problems may obscure the reality that the vast majority of children and adolescents never experience severe mental health problems, despite the challenges of growing up in a complex world. En ligne : http://dx.doi.org/10.1111/jcpp.13515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Middle School Students’ Knowledge of Autism / Jonathan M. CAMPBELL in Journal of Autism and Developmental Disorders, 41-6 (June 2011)
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Titre : Middle School Students’ Knowledge of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan M. CAMPBELL, Auteur ; Brian D. BARGER, Auteur Année de publication : 2011 Article en page(s) : p.732-740 Langues : Anglais (eng) Mots-clés : Autism Knowledge Middle school Misperceptions Peers Index. décimale : PER Périodiques Résumé : Authors examined 1,015 middle school students’ knowledge of autism using a single item of prior awareness and a 10-item Knowledge of Autism (KOA) scale. The KOA scale was designed to assess students’ knowledge of the course, etiology, and symptoms associated with autism. Less than half of students (46.1%) reported having heard of autism; however, most students correctly responded that autism was a chronic condition that was not communicable. Students reporting prior awareness of autism scored higher on 9 of 10 KOA scale items when compared to their naïve counterparts. Prior awareness of autism and KOA scores also differed across schools. A more detailed understanding of developmental changes in students’ knowledge of autism should improve peer educational interventions. En ligne : http://dx.doi.org/10.1007/s10803-010-1092-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.732-740[article] Middle School Students’ Knowledge of Autism [Texte imprimé et/ou numérique] / Jonathan M. CAMPBELL, Auteur ; Brian D. BARGER, Auteur . - 2011 . - p.732-740.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.732-740
Mots-clés : Autism Knowledge Middle school Misperceptions Peers Index. décimale : PER Périodiques Résumé : Authors examined 1,015 middle school students’ knowledge of autism using a single item of prior awareness and a 10-item Knowledge of Autism (KOA) scale. The KOA scale was designed to assess students’ knowledge of the course, etiology, and symptoms associated with autism. Less than half of students (46.1%) reported having heard of autism; however, most students correctly responded that autism was a chronic condition that was not communicable. Students reporting prior awareness of autism scored higher on 9 of 10 KOA scale items when compared to their naïve counterparts. Prior awareness of autism and KOA scores also differed across schools. A more detailed understanding of developmental changes in students’ knowledge of autism should improve peer educational interventions. En ligne : http://dx.doi.org/10.1007/s10803-010-1092-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127