A New Neural Framework for Adaptive and Maladaptive Behaviors in Changeable and Demanding Environments

2012 ◽  
Author(s):  
Koryna Lewandowska ◽  
Barbara Wachowicz ◽  
Ewa Beldzik ◽  
Aleksandra Domagalik ◽  
Magdalena Fafrowicz ◽  
...  
Keyword(s):  
Maladaptive Behaviors

“Paint It Black”

2018 ◽  
Vol 39 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Oulmann Zerhouni ◽  
Johan Lepage
Keyword(s):  
Emotion Regulation ◽  
Conditioned Stimulus ◽  
Evaluative Conditioning ◽  
Maladaptive Behaviors ◽  
Future Directions ◽  
Contingency Awareness ◽  
Difficulties In Emotion Regulation

Abstract. The present study is a first attempt to link self-reported difficulties in everyday emotion regulation (ER) with evaluative conditioning (EC). We conducted a within-subject study in which participants (n = 90) filled the Difficulties in Emotion Regulation Scale (DERS) and were exposed to neutral conditioned stimulus (CS) paired with mildly or highly arousing negative unconditioned stimuli (USs) and positive USs. Participants then filled a contingency awareness measure. Results showed (i) that CSs paired with highly arousing negative USs were more negatively evaluated, (ii) that the EC effect with highly and mildly arousing negative USs was stronger among participants with greater self-reported difficulties in everyday ER. Moreover, participants were more likely to be aware of the CS-US contingencies with highly (vs. mildly) arousing negative USs. Implications for the understanding of maladaptive behaviors and for future directions in EC research are discussed.

Effects of classroom environment on preschool children's adaptive and maladaptive behaviors

2010 ◽  
Author(s):  
Stacy R. Grossman ◽  
Carroll E. Izard ◽  
Kristy Finlon ◽  
Elizabeth Woodburn ◽  
Judith K. Morgan ◽  
...  
Keyword(s):  
Classroom Environment ◽  
Maladaptive Behaviors

scholarly journals Relative Deprivation and Hope: Predictors of Risk Behavior

2020 ◽  
Author(s):  
Shahriar Keshavarz ◽  
Kenny R. Coventry ◽  
Piers Fleming
Keyword(s):  
Risk Behavior ◽  
Risk Taking ◽  
Relative Deprivation ◽  
Gambling Behavior ◽  
Maladaptive Behaviors ◽  
Negative Effects ◽  
Potential Applications ◽  
Escape Behaviors ◽  
Excessive Risk Taking ◽  
Excessive Risk

AbstractThe belief that one is in a worse situation than similar others (Relative Deprivation) has been associated with involvement in a range of maladaptive escape behaviors, including excessive risk taking. Yet not everyone scoring high on measures of relative deprivation makes maladaptive choices. We hypothesized that hope may ameliorate the negative effects of relative deprivation. In two laboratory-based experiments using a novel risk-taking task (N = 101) we show that hope reduces risk-taking behavior in relatively deprived participants. A third study (N = 122) extended the moderating effect of hope on relative deprivation to real-world risk behavior; increased hope was associated with decreased likelihood of loss of control of one’s gambling behavior in relatively deprived individuals. Nurturing hope in relatively deprived populations may protect them against maladaptive behaviors with potential applications for harm reduction.

Emotion Regulation Difficulties and Maladaptive Behaviors: Examination of Deliberate Self-harm, Disordered Eating, and Substance Misuse in Two Samples

2014 ◽  
Vol 39 (2) ◽  
pp. 140-152 ◽  
Author(s):  
Kelly E. Buckholdt ◽  
Gilbert R. Parra ◽  
Michael D. Anestis ◽  
Jason M. Lavender ◽  
Lisa E. Jobe-Shields ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Disordered Eating ◽  
Substance Misuse ◽  
Maladaptive Behaviors ◽  
Deliberate Self Harm ◽  
Two Samples ◽  
Self Harm

Assessing Teacher Manageability: A Factor Analytic Approach

1988 ◽  
Vol 13 (4) ◽  
pp. 245-252 ◽  
Author(s):  
Stephen P. Safran ◽  
Joan S. Safran ◽  
Robert S. Barcikowski
Keyword(s):  
Principal Component Analysis ◽  
Statistical Analysis ◽  
Problem Behaviors ◽  
Principal Component ◽  
Analytic Approach ◽  
Future Research ◽  
Maladaptive Behaviors ◽  
Varimax Rotation ◽  
Behaviorally Disordered ◽  
Factor Analytic

An ecologically valid appraisal of students' problem behaviors must include assessment of the teacher's role as perceiver on various levels. This study analyzes the teacher manageability construct, examining educators' beliefs about their ability to manage 39 generally maladaptive behaviors within their own classroom. To address measurement limitations of previous investigations (including nonfactor analytic clustering of behaviors), a principal component analysis followed by a varimax rotation was administered on teacher manageability ratings (N = 182). This statistical analysis yielded nine component subtests (the Teacher Manageability Scale) and demonstrated that by changing the method used to group behaviors, you also modify the structure of a teacher checklist. Lack of Communication was identified as the most difficult behavior to manage. Implications for professionals working with students identified as behaviorally disordered and for future research are discussed.

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