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The relation between premorbid social competence and outcome was examined in 448 (228 male and 220 female) first-admission, nonschizophrenic, state-hospital patients. For both sexes, higher social competence was related to more favorable outcome as reflected in shorter initial hospitalizations and shorter rehospitalizations. Consistent with a developmental formulation, these results provide further evidence that the relation between premorbid competence and outcome is not unique to schizophrenia but can be found for patients of both sexes across a range of diagnoses. © 1986 American Psychological Association.
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Students from the 5th, 8th, and 11th grades (55 male and 53 female) were asked to describe their ideal self-image. Analyses revealed a number of gender and developmental differences not found with other self-image measures. A greater proportion of females than males mentioned two of the categories related to family life: marriage and improving relations with their family of origin. Mentions of categories surrounding athletics were more prevalent among males. Grade level differences in the content of the ideal self-image reflected cognitive-developmental shifts away from concrete descriptors, changes in physical maturity and the heightened importance of peer relationships around adolescence, and the approach of developmental milestones. Fewer students mentioned physical appearance at higher grade levels. Mentions of athletic abilities and social acceptance peaked at the 8th grade, while mentions of college, marriage, and having children rose at higher grade levels. Differences in the content areas mentioned by average versus advanced track students appeared to reflect differences in both cognitive-developmental level and socialization experiences. © 1990 Plenum Publishing Corporation.
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The relation between premorbid social competence and outcome was examined with 381 male state hospital patients in four diagnostic categories: schizophrenia, affective reaction, psychoneurotic disorder, and personality disorder. Outcome was assessed using the measures of length of initial hospitaliz
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Although schools have begun to employ multiple programs to reach educational goals, little attention has been paid to the efficacy of combining separate programs. The present study investigates the combination of a school reform model, the School of the 21st Century (21C), and the Arkansas Better Chance (ABC) program, where preschools apply for state funds to provide high quality services to children at risk. To determine if 21C adds anything to the ABC program, the present study compared results from a developmental assessment. The authors compared school-based preschools that had both ABC and 21C services to those programs that offered only ABC services. Results indicated that, at baseline, children within the 21C/ABC programs scored the same or poorer than their ABC-only counterparts. However, at the end of the year, participants at 21C/ABC preschools were significantly ahead of ABC-only programs on all developmental indicators. There were also differences favorable to 21C/ABC preschools between the programs' quality ratings as measured by the Early Childhood Environmental Rating Scale. Copyright © 2013 American Orthopsychiatric Association.
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The study compared 71 patients diagnosed as schizophrenic or within the schizophrenia spectrum according to the second edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-II) with 66 patients who received similar diagnoses according to the third edition of the same manual (DSM-III). On measures of premorbid competence and role orientation, DSM-II and DSM-III schizophrenic patients obtained comparable scores. The DSM-III patients with schizophrenic versus schizophrenia spectrum diagnoses also obtained comparable scores on these measures. The gender differences in premorbid competence and role orientation that have consistently characterized DSM-II schizophrenics continued to characterize DSM-III schizophrenic and schizophrenia spectrum patients. The results suggest that findings previously obtained with DSM-II schizophrenics concerning premorbid competence and role orientation can be generalized to DSM-III schizophrenics. © 1987 American Psychological Association.
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Why the United States has failed to establish a comprehensive high-quality child care program is the question at the center of this book. Edward Zigler has been intimately involved in this issue since the 1970s, and here he presents a firsthand history of the policy making and politics surrounding this important debate. Good-quality child care supports cognitive, social, and emotional development, school readiness, and academic achievement. This book examines the history of child care policy since 1969, including the inside story of America's one great attempt to create a comprehensive system of child care, its failure, and the lack of subsequent progress. Identifying specific issues that persist today, Zigler and his coauthors conclude with an agenda designed to lead us successfully toward quality care for America's children. © 2009 by Yale University. All rights reserved.
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