An international sample of 130 working artists was divided into two domains: generators (writers, designers, choreographers, one composer) and interpreters (directors, actors, opera singers, dancers). The correlations between dissociation, trauma experiences, fantasy proneness, and affective states were examined, followed by a regression analysis to predict elevated levels of dissociation. Artists, regardless of creative domain, scored in the moderate range for dissociation and fantasy proneness. Both groups endorsed lower levels of affective variability than a normed group. Interpreters scored significantly higher than generators on total dissociation, absorption/imagination, absorption/changeability, and depersonalization/derealization. Additive factors of younger age, affective states of anger, sadness and spirituality, and higher scores on fantasy proneness and traumatic experiences predicted elevated levels of dissociation, with only sadness predicting pathological dissociative levels on the taxometric Dissociative Experiences Scale-II (DES-II) subscale. Given these findings, greater awareness about dissociation and the need for an elaborated model of affect regulation is recommended.

An international sample of 130 working artists was divided into two domains: generators (writers, designers, choreographers, one composer) and interpreters (directors, actors, opera singers, dancers). The correlations between dissociation, trauma experiences, fantasy proneness, and affective states were examined, followed by a regression analysis to predict elevated levels of dissociation. Artists, regardless of creative domain, scored in the moderate range for dissociation and fantasy proneness. Both groups endorsed lower levels of affective variability than a normed group. Interpreters scored significantly higher than generators on total dissociation, absorption/imagination, absorption/changeability, and depersonalization/derealization. Additive factors of younger age, affective states of anger, sadness and spirituality, and higher scores on fantasy proneness and traumatic experiences predicted elevated levels of dissociation, with only sadness predicting pathological dissociative levels on the taxometric Dissociative Experiences Scale-II (DES-II) subscale. Given these findings, greater awareness about dissociation and the need for an elaborated model of affect regulation is recommended.

This study presents an attempt to widen the study of emotional and behavioral disorders (EBD) to include children not formally identified by the school as having EBD through examining the case of extreme school aggressors and their victims. The research describes the validation of the School Violence Inventory (SVI) and its use to map participant roles in six types of school aggression and victimization. Middle and high school students in Israel (N = 10,383) completed the SVI and were designated as uninvolved, pure aggressors, pure victims, and mixed aggressor-victims for direct physical, relational, and sexual aggression and victimization. Results showed a main effect for grade level for all types of aggression. Multiple hierarchical regressions showed different trajectories for each of the four participant roles. Implications for future research delineating the psychological markers of each of the different roles and implications for the future study of EBD are discussed.

We present an analysis of the current state of practice in the diagnosis and treatment of learning disabilities (LD) in Israel. Through an examination of the cultural, historical, and demographic background of the country ("deep structures"), we show how a fragmented society has developed; it segregates different ethnicities and social groups and has led to an educational system ("surface structures") that perpetuates that separation. Special education law also reflects and perpetuates that social reality. However, since 2002, the Israeli Ministry of Education, through legislation and ministerial guidelines, has embarked on a mission to include children with LD fully in the general education curriculum. This change is meaningful, because it is foreign to the Israeli educational perspective. The development of a response-to-intervention model that includes a specialist (called a Matal) charged with providing diagnostic and prescriptive case management is still in its experimental phase and its efficacy has yet to be evaluated. However, adoption of this model has already had an effect on the testing and diagnosis of LD. Future trajectories of Israeli LD are also discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved) (journal abstract)

Comparative studies of special education policy typically compare the provision of special education services in different countries, based primarily on comparative variables such as legal mandates, rules and regulations, and budgetary allocations. Aside from the analysis of these surface structures, it is imperative also to take into account the deep structures (i.e., sociohistorical background) of the culture that created those policies. In this study, different aspects of Israeli and Palestinian Authority special educational policies were compared on both surface and deep levels. The surface analysis revealed that both systems are currently undergoing major revisions and restructuring. On the one hand, the Israeli system is redefining how it will educate children with special educational needs in more inclusive settings (in stark contrast to previous segregationist policy). On the other hand, special education in the Palestinian Authority is an emerging field, currently experimenting with different models of inclusionary practices. Despite their differences, both systems are similar in that teachers are being asked to implement these changes. On a deep-structure level distinctions were noted between Palestinian and Israeli teacher views related to equity issues. (PsycINFO Database Record (c) 2003 APA, all rights reserved)

We evaluated 32 nonmedicated male adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) in childhood, 35 male adolescents similarly diagnosed who were receiving methylphenidate (MPH), and 777 control buys. Both ADHD groups completed self-report questionnaires assessing sleep disturbances; weekday and holiday sleep duration; and symptoms of ADHD, anxiety, and depression. Parents and teachers rated the severity of the participants' ADHD. The control group completed self-report questionnaires assessing sleep disturbances. We found that nonmedicated participants and controls did not differ in the severity of sleep disturbance. In contrast, the medicated participants demonstrated a significantly greater severity of sleep disturbance compared with the nonmedicated participants and reported elevated levels of symptoms of ADHID, anxiety, and depression. Specific analyses showed that depressive symptoms contributed significantly to the degree of sleep disturbance when controlling for ADHD diagnosis and MPH treatment. These findings suggest that among adolescents with ADHD symptoms, the severity of symptoms of depression may contribute to the degree of sleep disturbance in addition to the effect of their primary disorder and MPH treatment.

We evaluated 32 nonmedicated male adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) in childhood, 35 male adolescents similarly diagnosed who were receiving methylphenidate (MPH), and 777 control buys. Both ADHD groups completed self-report questionnaires assessing sleep disturbances; weekday and holiday sleep duration; and symptoms of ADHD, anxiety, and depression. Parents and teachers rated the severity of the participants' ADHD. The control group completed self-report questionnaires assessing sleep disturbances. We found that nonmedicated participants and controls did not differ in the severity of sleep disturbance. In contrast, the medicated participants demonstrated a significantly greater severity of sleep disturbance compared with the nonmedicated participants and reported elevated levels of symptoms of ADHID, anxiety, and depression. Specific analyses showed that depressive symptoms contributed significantly to the degree of sleep disturbance when controlling for ADHD diagnosis and MPH treatment. These findings suggest that among adolescents with ADHD symptoms, the severity of symptoms of depression may contribute to the degree of sleep disturbance in addition to the effect of their primary disorder and MPH treatment.

Two multiple baseline designs were used to evaluate a two-stage model for training four young adults with visual and cognitive impairments to shop for groceries. General case methods of choosing training exemplars and canvassing the skill performance of individuals without disabilities were the bases of a task-analytical flow chart of the behavioral skills involved in grocery shopping. The four young adults improved both the number of skills steps completed and the number of correct items purchased and maintained their skills at the 3-, 9-, and 12-week follow-ups.