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Conceptual Confusion (conceptual + confusion)
Selected Abstracts,Salience syndrome' replaces ,schizophrenia' in DSM-V and ICD-11: psychiatry's evidence-based entry into the 21st century?ACTA PSYCHIATRICA SCANDINAVICA, Issue 5 2009J. Van Os Objective:, Japan was the first country to abandon the 19th century term of ,mind-splitting disease' (schizophrenia). Revisions of DSM and ICD are forthcoming. Should the rest of the world follow Japan's example? Method:, A comprehensive literature search was carried out in order to review the scientific evidence for the validity, usefulness and acceptability of current concepts of psychotic disorder. Results:, The discussion about re-classifying and renaming schizophrenia and other psychotic disorders is clouded by conceptual confusion. First, it is often misunderstood as a misguided attempt to change societal stigma instead of an attempt to change iatrogenic stigma occasioned by the use of misleading and mystifying terminology. Second, the debate is misunderstood as purely semantic, whereas in actual fact it is about the core concepts underlying psychiatric nosology. Third, it has been suggested that the debate is political. However, solid scientific evidence pointing to the absence of nosological validity of diagnostic categories lies at the heart of the argument. Fourth, there is confusion about what constitutes a syndrome (a group of symptom dimensions that cluster in different combinations in different people and for which one or more underlying diseases may or may not be found) and a disease (a nosologically valid entity with specific causes, symptoms, treatment and course). Conclusion:, Scientific evidence favours a syndromal system of classification combining categorical and dimensional representations of psychosis. The concept of ,salience' has the potential to make the public recognize psychosis as relating to an aspect of human mentation and experience that is universal. It is proposed to introduce, analogous to the functional-descriptive term ,Metabolic syndrome', the diagnosis of ,Salience syndrome' to replace all current diagnostic categories of psychotic disorders. Within Salience syndrome, three subcategories may be identified, based on scientific evidence of relatively valid and specific contrasts, named Salience syndrome with affective expression, Salience syndrome with developmental expression and Salience syndrome not otherwise specified. [source] Clinical supervision in the alcohol and other drugs field: an imperative or an option?DRUG AND ALCOHOL REVIEW, Issue 3 2007ANN M. ROCHE Abstract There is a growing interest in Clinical Supervision (CS) as a central workforce development (WFD) strategy. This paper provides a definition of and rationale for CS, characterises its various forms, identifies selection and training issues, and advises on policy and implementation issues central to redressing shortcomings in supervision practice within the alcohol and other drugs (AOD) field. Relevant selective literature is reviewed. Key conceptual issues were identified, and strategies developed to address implementation barriers and facilitate relevant policy. There is a common conceptual confusion between administrative supervision and CS. Clarification of the role, function and implementation of CS is required. Priority issues for the AOD field include: enhancing belief in CS; ensuring adequate resource allocation; developing evaluation protocols; and addressing specific arrangements under which supervision should occur. CS has been underutilised to date but holds considerable potential as a WFD strategy. It is fundamental to workers' professional development, can contribute to worker satisfaction and retention, and may improve client outcomes. Critical next steps are to establish the generalisability to the AOD field of the benefits observed from CS in other disciplines, and evaluate longer-term gains of CS programs. [source] DOES ETHICAL THEORY HAVE A PLACE IN POST-KOHLBERGIAN MORAL PSYCHOLOGY?EDUCATIONAL THEORY, Issue 2 2010Bruce Maxwell Philosophers tend to assume that theoretical frameworks in psychology suffer from conceptual confusion and that any influence that philosophy might have on psychology should be positive. Going against this grain, Dan Lapsley and Darcia Narváez attribute the Kohlbergian paradigm's current state of marginalization within psychology to Lawrence Kohlberg's use of ethical theory in his model of cognitive moral development. Post-Kohlbergian conceptions of moral psychology, they advance, should be wary of theoretical constructs derived from folk morality, refuse philosophical starting points, and seek integration with literatures in psychology, not philosophy. In this essay, Bruce Maxwell considers and rejects Lapsley and Narváez's diagnosis. The Kohlbergian paradigm's restricted conception of the moral domain is the result of a selective reading of one tendency in ethical theorizing (Kantianism). The idea that moral psychology may find shelter from normative criticism by avoiding ethics-derived models overlooks the deeper continuity between "ethical theory" and "psychological theory." The confusion and barrenness of psychology is not to be explained by calling it a "young science"; its state is not comparable with that of physics, for instance, in its beginnings. (Rather with that of certain branches of mathematics. Set theory.) For in psychology there are experimental methods and conceptual confusion. (As in the other case conceptual confusion and methods of proof.) The existence of the experimental method makes us think we have the means of solving the problems which trouble us; though problem and method pass one another by.1 [source] Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human DevelopmentJOURNAL OF FAMILY THEORY & REVIEW, Issue 4 2009Jonathan R. H. Tudge This paper evaluates the application of Bronfenbrenner's bioecological theory as it is represented in empirical work on families and their relationships. We describe the "mature" form of bioecological theory of the mid-1990s and beyond, with its focus on proximal processes at the center of the Process-Person-Context-Time model. We then examine 25 papers published since 2001, all explicitly described as being based on Bronfenbrenner's theory, and show that all but 4 rely on outmoded versions of the theory, resulting in conceptual confusion and inadequate testing of the theory. [source] The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help)JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2005D. C. PHILLIPS This paper suggests that empirical educational research has not, on the whole, been treated well by philosophers of education. A variety of criticisms have been offered, ranging from triviality, conceptual confusion and the impossibility of empirically studying normative processes. Furthermore, many of those who criticise, or dismiss, empirical research do so without subjecting any specific examples to careful scholarly scrutiny. It is suggested that both philosophy of education, and the empirical research enterprise, stand to profit if philosophers pay more attention to real cases,and this attention is especially important at present, when research funding is being based on spurious scientistic criteria such as the use of ,gold standard' randomised experimental research designs. [source] Localised knowledge spillovers vs. innovative milieux: Knowledge "tacitness" reconsideredPAPERS IN REGIONAL SCIENCE, Issue 3 2001Stefano Breschi Innovative milieux; regional systems; nkowledge spillovers; externalities; industrial districts Abstract. This article provides a critical discussion of the recent econometric literature on "localised knowledge spillovers" and the related notion of tacit knowledge. The basic claim of the article is that the increasing, and more or less automatic reliance of industrial geographers upon such econometric evidence and theoretical concepts to support their work on industrial districts, hi-tech agglomerations and, more broadly, local innovation systems is not well placed and risks to generate conceptual confusion and to distort research agendas. Following some recent advances in the economics of knowledge, the article also suggests that more research efforts should instead be devoted to exploring how knowledge is actually transmitted, among whom, at what distance, and on the basis of which codebooks. [source] Time to make up your mind: why choosing is difficultBRITISH JOURNAL OF LEARNING DISABILITIES, Issue 1 2003John Harris Summary For many years, the promotion of choice has been a core objective for virtually every service provider working to support people with learning disability. This is confirmed by the 2001 English White Paper Valuing People, A New Strategy for Learning Disability for the 21st Century, which describes choice as one of four key principles at the heart of the UK Government's proposals, and the 2000 review of learning disability services commissioned by the Scottish Executive, People Like Us, which places a similarly high priority on the creation of choice. The present paper gives an overview of our current understanding of the concept of choice. It concludes that our aspirations to promote choice for people with learning disability are undermined by conceptual confusion about the meaning of choice, inappropriate methods for helping people to make choices and an absence of applied research to guide practice in service settings. This review is designed to establish a conceptual framework for examining choice and empowerment for people with learning disability, and to describe the implications for future research and practice. [source] | |||||||||||||