ABSTRACT
Most psychologists and educators assume that intelligence is a linear construct, meaning that smart people simply have more intelligence than their less gifted peers. Likewise, individuals with mental retardation are thought to have less intelligence. In contrast to this widely accepted belief, the authors posed an alternative hypothesis--that intelligence is qualitatively different in various populations. Using factor analysis of a standardization sample of the Woodcock-Johnson Test of Cognitive Ability (R. W. Woodcock & M. B. Johnson, 1989), the authors examined the nature of intellect across ability. Results indicated that the amount of variance attributable to Spearman's g declined as measured intellectual ability increased.
Subject(s)
Intelligence , Adolescent , Adult , Aged , Aged, 80 and over , Child , Child, Preschool , Humans , Intelligence Tests/statistics & numerical data , Middle Aged , Models, Psychological , Statistical Distributions , United StatesABSTRACT
International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development. Nine issues that will help shape the future of international school psychology are also identified. The importance of psychology, including school psychology, in promoting children's needs and rights is underscored.
Subject(s)
International Cooperation , Mental Health Services/organization & administration , Psychology, Clinical/trends , School Health Services/organization & administration , Adolescent , Adolescent Health Services/organization & administration , Child , Child Health Services/organization & administration , Global Health , Humans , Mental Health Services/standards , School Health Services/standardsABSTRACT
Attention-deficit/hyperactivity disorder (ADHD) affects approximately 2 to 3 million children in the United States. Stimulant medication is one of the most common treatments for ADHD; however, adverse reactions from its use cause many parents to seek complementary or alternative treatments. Many individuals use complementary and alternative medicine (CAM) because they are attracted to CAM philosophies and health beliefs, dissatisfied with the process or results of their conventional care, or concerned about adverse effects of stimulants. The success of CAM in treating children with ADHD varies, and parents typically use a trial-and-error method when evaluating CAM. Alternative treatments often include neurofeedback, homeopathy, herbal medicines, iron supplements, and dietary modifications or supplements. Although anecdotal and empirical evidence is surfacing to support the efficacy of these alternatives, further research is needed before they can be regarded as effective, reliable treatments for ADHD. Therefore, the use of more conventional treatments should be considered if alternative interventions prove unsuccessful.
