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Parasite Versus Host: Pathology and Disease
Published in Eric S. Loker, Bruce V. Hofkin, Parasitology, 2023
Eric S. Loker, Bruce V. Hofkin
Why, in a chapter focused on parasite-induced disease, are we considering host behavior? The answer is simple. Pathology does not necessarily refer only to host tissue or cellular damage. Rather, it must account for all of the negative consequences of parasitic infection. Maladaptive behavior is one such consequence. Alterations in behavior can realistically be viewed as pathology of the central nervous system, which may have serious ramifications for the host.
Psychological and Behavioral Management Approaches to Chronic Pain
Published in Michael S. Margoles, Richard Weiner, Chronic PAIN, 2019
People often pick up painful pain scripts in childhood as a result of experience with pain personally or with a family member. For example, a patient may have been sick as a child from either trauma or disease. In coping with sickness, the parents may have been oversolicitous. Because of this, the child may have started to use pain or disability for attention. This type of situation is most likely to develop in a family where one or both of the parents have problems with personal inadequacy and guilt. In such a situation, parents may try to make up for their inadequacy or guilt by doing too much for the child and making him or her too dependent. Gradually the child learns that he or she can get his or her needs met not by functioning in a normal assertive active way, but by functioning in an abnormal passive and dependent way. Such learning may also take place vicariously when a parent is chronically ill. In such a situation, where the parent may tend to be overconcerned about his or her own health status or where the parent is operating at a regressed dependent level, this serves as a model for the child, which is learned and quickly internalized. Of course, adults can also learn maladaptive behavior from chronic illness and their treatment by those around them. As Pawlicki so vividly points out in his chapter on pain and the family, sometimes family members reinforce maladaptive pain behavior on the part of their members. Usually this is done with the best of intentions.
The Eating Disordered Couple
Published in Len Sperry, Katherine Helm, Jon Carlson, The Disordered Couple, 2019
As anxiety decreased between Ann and Jeff, work began on restructuring the cycle (phase 2). Treatment then focused on helping Ann and Jeff address specific AN-related challenges together as they discussed how to approach meal time, avoiding comments about Ann’s physical weight and caloric intake. The couple also addressed issues related to Ann’s negative body image, the struggles the couple had with their physical relationship and sexual intimacy. Processing their needs in sessions decreased the maladaptive behavior patterns outside of therapy. Jeff reduced comments about Ann’s eating or her “thinness,” and in turn Ann used positive coping skill to regulate her emotions decreasing the need to engage in ED behavior. As their ability to express their fears openly increased their level of understanding, their ability to provide support to one another also increased. They were able to conceptualize their relationship more positively as a source of security. This outcome reflects Linville and colleagues’ (2016) suggested theoretical model, described earlier, indicating that as participants felt more stable in their relationship, both their Eating Disorder symptoms and the impact of the Eating Disorder on the relationship decreased.
A Content Analysis of Posts to an Online Support Forum for “Girl Lovers”
Published in Journal of Child Sexual Abuse, 2022
Nicole Cantor, Ebru Yucel, Damon Mitchell, DJ Angelone
While we found justifications, we did not find excuses (which are different from justifications, in that excuses involve an admission that an act is wrong while simultaneously denying complete responsibility for the act) in any of the posts selected for this study. While this may be a difference that occurs because of gender preferences, O’Halloran and Quayle (2010) found only one of the posts in their analyses to include an excuse. Similarly, we did not find admittance of harm in any of the coded posts. Due to the rareness of excuses or admittance of harm appearing in these posts, it is difficult to form any conclusion about whether these themes occur on the website utilized in this study. This information may be relevant in the treatment of individuals sexually attracted to children. In order to address a maladaptive behavior in treatment, that behavior must be recognized as negative or causing harm. The treatment of individuals sexually attracted to children may benefit from including psychoeducation on the harm inflicted on children through romantic adult and child relationships.
Evaluation and Maintenance of Behavioral Interventions for 22q11.2 Deletion Syndrome
Published in Developmental Neurorehabilitation, 2022
Louis Busch, Valdeep Saini, Sidrah Karim, Roland Jones
A well-established behavioral intervention for severe behavior disorders consists of withholding the maintaining (or reinforcing) consequences for the maladaptive response while simultaneously providing those putative consequences contingent upon a specific, alternative behavior (termed differential reinforcement of alternative behavior [DRA].38) This procedure may be the ideal treatment for individuals with 22q11DS who display severe behavior problems because it rarely produces negative side effects and it provides an appropriate option for individuals to obtain reinforcement once they are no longer provided for maladaptive behavior. Furthermore, DRA is considered a well-established empirically valid treatment for destructive behavior according to criteria established by The American Psychological Association’s Division 12 Task Force on Promotion and Dissemination of Psychological Procedures. Importantly, DRA is a skill-based approach to treating destructive behavior and one positive side-effect of this intervention is that individuals who receive DRA for behavior problems also show increased independence, which may improve the individual’s quality of life.38
Training Teachers to Implement Classroom Pivotal Response Teaching during Small-group Instruction: A Pilot Study
Published in Developmental Neurorehabilitation, 2021
Rianne Verschuur, Bibi Huskens, Robert Didden
Maladaptive behavior as experienced by teachers was measured using PLACHECKs, a variation of momentary time sampling.54 Teachers were instructed to record twice a week from circle time till recess time at the end of each 15-minute interval whether the target student was engaged in the activity or lesson by scoring a plus (+) or displayed maladaptive behavior by scoring a minus (-). Academic engagement was defined as the student listening to teacher’s instructions, following teacher’s instructions, answering teacher’s questions and/or working on academic tasks, while looking or oriented toward the teacher or teaching materials.58 Maladaptive behavior was defined as behavior that was disruptive or interfered with participation of the student or peers in activities or lessons, for example disruptive behavior (e.g. making noises during quiet time), noncompliance (e.g. failure to follow instructions within five seconds), verbal aggression (e.g. cursing), physical aggression (e.g. hitting), self-injurious behavior (e.g. skin picking), and self-stimulatory behavior58,59,60 (e.g. hand flapping). A percentage of maladaptive behavior was calculated by diving the number of intervals with maladaptive behavior by the total number of intervals, multiplied by 100.