ABSTRACT
Objective: School refusal (SR) in adolescence represents an important risk factor associated with adverse consequences. Although many clinical features of adolescents presenting with SR have been studied, the relationship between SR and personality styles-specifically in the help-seeking population-remains unclear. The present study aimed at investigating differences in personality style, adaptive functioning, and symptomology between Italian help-seeking adolescents who refused (SRa) and did not refuse (non-SRa) to attend school, to provide preliminary evidence of personality patterns in adolescent help-seekers presenting with SR. Method: The study sample was comprised of 103 help-seeking adolescents (54 female, 49 male) aged 14-18 years. Participants were recruited during their first clinical visit and evaluated using the Shedler and Westen Assessment Procedure - Adolescent version (SWAP-A), the Hamilton Rating Scale for Depression (HAM-D), the Hamilton Rating Scale for Anxiety (HAM-A), the Maniac Rating Scale (MRS), the Global Assessment of Functioning (GAF), the Global Functioning Social Scale (GFSS), and the Global Functioning Role Scale (GFRS). Differences in the studied variables between SRa and non-SRa were measured and a multivariable logistic regression analysis was performed to identify possible predictive factors of SR. Results: SRa presented with more anxious and depressive symptomatology and worse social functioning compared to non-SRa. With respect to personality, SRa displayed more schizoid and schizotypal characteristics and fewer adaptive and healthy personality features. Irrespective of any differences between groups, SRa were largely characterized by inhibited-self-constricted and emotionally dysregulated personality styles. Conclusions: The results suggest that personality styles are clinical features that may contribute to broadening our knowledge of SR behavior and aid in the detection of SRa, also in the help-seeking population. The findings have clinical, social, and political implications for prevention, diagnosis, and treatment, in both clinical and non-clinical settings. However, more data are needed on personality features to clarify their contribution to the more complex phenomenon of school absenteeism.
ABSTRACT
Although personality is a widely discussed topic within the academic field, little is still known about its role in affecting psychopathology, specifically schizophrenia, which can involve psychosis. While the existing literature connects these fields, it is necessary to deepen the knowledge about the relationship between these and the role that personality disorders and traits have on such psychopathology. With the implementation of the AMPD in the DSM-5 and the related assessment of impairment in personality functioning and pathological personality traits, moving from traditional models as the FFM Model of Personality, the present systematic review aims to clarify and summarize the state of the art of the studies regarding this topic. According to the Prisma Statement, literature collection was built based on two databases: PubMed and PsycINFO, and the search focused on recent studies in a period from 2011 to 2020 to check for studies consistent with recent updates. The search process started from 866 articles and ended with 10 selected studies from the two databases, covering years from 2011 to 2020. Studies differ in sample size, measures, aim, and outcome making the present literature review diversified in its content. This review gathers evidence and sheds light on the complexity of these topics and their interconnection. Future studies may be required to clarify the clinical implications of these aspects, aiming at incrementing treatments with a more specific focus on assessment that can provide enhanced preventions.
ABSTRACT
OBJECTIVE: To investigate the association between prodromal symptoms of schizophrenia, autonomic activity, and personality functioning. METHOD: 10 adolescents underwent semi-structured interviews assessing prodromal symptoms of schizophrenia and personality functioning. Cardiac activity was recorded at baseline, during the clinical interviews, and at recovery to assess concurrent changes in autonomic functioning. RESULTS: During the assessment of prodromal symptoms of schizophrenia, participants increased sympathetic activation compared to the recovery condition, and reduced vagal activation compared to the assessment of interpersonal functioning. CONCLUSIONS: The findings highlight the importance of integrating the autonomic assessment in clinical psychiatric and psychological practice.
ABSTRACT
OBJECTIVE: Effective treatment of adolescents with psychopathological disorders is essential to reduce later morbidity and disability.To evaluate the clinical value of a new adolescent Cooperative Assessment scheme (COOPAS) as indicated by establishing therapeutic alliance, improving symptoms, and particularly by reducing dropouts. METHOD: Consecutive help-seeking adolescents (N=136) were recruited, evaluated with an 8-week COOPAS protocol and followed for 6 months to document dropouts during treatment. Clinical rating scales [Hamilton Depression and Anxiety scales (HAM-D, HAM-A), Global Functioning Role and Social Scales (GF-RS, GF-SS), Structured Interview for Prodromal Symptoms (SIPS), Clinical Global Impression (CGI), Working Alliance Inventory-Therapist version (WAI-T), Therapist Response Questionnaire (TRQ), Psychotherapy Relationship Questionnaire (PRQ)] were administered at intake, 4 weeks later, and at the end of COOPAS evaluation (8 weeks). RESULTS: Final HAM-A and HAM-D scores improved by 25%; CGI, GF-SS and GF-RS also improved significantly. Similarly, WAI-T showed significant improvements in all three subscales, and patient-clinician relationships (PRQ) showed decreases in Anxious/Preoccupied and Avoidant/Counterdependent dimensions with increases of the Secure/Engaged measure. After 6 months, dropout rate was 8.82%. CONCLUSIONS: COOPAS assessment was followed by reduced depressive and anxiety symptoms, good therapeutic alliance, and low dropout in adolescents.