SummaryIn the past, birthplace has frequently been omitted in completing the Sheet, but in 1976, over 91 per cent of all first admissions to psychiatric hospitals in South-East England were analysed by birthplace, sex, age-group and marital status. First admissions for schizophrenia were five times the expected number for immigrants from New Commonwealth America (the West Indies), four times the expected number for immigrants from New Commonwealth Africa (mostly ethnic Asians) and three times the expected number from India. Immigrants from Pakistan and the remaining New Commonwealth Asian countries did not show a significantly higher than expected number of admissions for schizophrenia, and their first admissions for alcoholic psychosis and alcoholism, psychoneuroses and personality and behaviour disorders were significantly fewer than expected. First admissions for schizophrenia were also significantly more than expected among immigrants from Ireland, Germany and Poland, but not from Italy.
Undergraduate students ( n = 64) enrolled in an educational psychology course were randomly assigned to groups (computer simulation, extended-instruction, problem solving, and control) to practice behavior management principles related to classroom problems. On the main dependent measure, applied problem-solving, the computer simulation group was the only group to show significantly higher level of performance on the total measure over the control group. For the targeted subskills within the applied measure, the simulation group scored significantly higher than all groups; the extended-instruction group scored significantly higher than the other two groups on the same measure. Measures of knowledge of psychological principles and of self-efficacy beliefs related to behavior management showed no differences among groups.
Familiarity with DSM‐III ‐R is an important element in maintaining professional expertise for counselors. This article discusses the new revisions contained in the DSM‐III‐R.
High school seniors from 13 schools in a suburban Southern community responded to a questionnaire concerning reasons that they stayed in school, rather than dropping out. Results suggest that school personnel demonstrated specific behaviors that were condusive to keeping potential dropouts in school.
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