Psychopathy causes a great burden for both the patient, his or her caregivers and for the rest of society. Secondary psychopathy seems to be environment-related and secondary psychopaths may...Show morePsychopathy causes a great burden for both the patient, his or her caregivers and for the rest of society. Secondary psychopathy seems to be environment-related and secondary psychopaths may therefore benefit from treatment. An important topic of psychopathy research is to examine what causes the development of secondary psychopathy in children. The prevalence of personality disorders is higher in ethnic minority groups within Western Europe. A possible explanation for the increased risk of personality disorders in ethnic minority groups is lower self-esteem, which can be caused by the experience of being isolated from a group. This study focused on the relationship between implicit and explicit self-esteem and secondary psychopathic traits in adolescents between 12 and 17 years and the effect of ethnicity on this relationship. Questionnaires were used to measure psychopathic traits and explicit self-esteem, respectively by the Youth Psychopathic Traits Inventory and the Rosenberg Self-Esteem Scale. Implicit self-esteem was determined with the aid of a computer task, the Implicit Association Task Self-Esteem, in which the reaction time was measured. As predicted, low self-esteem in Moroccan youth was correlated with higher levels of psychopathic traits and vice versa, which might be explained by the social-defeat model. On the contrary, this relationship wasn’t found for native Dutch adolescents. There seems to be no effect of social defeat for native Dutch adolescents. The ethnic differences in the relationship between self-esteem and psychopathic traits could not be explained by differences in socio-economic background. These results demonstrate that self-esteem is important in predicting secondary psychopathic traits in Moroccan youth. The social-defeat model gives an explanation for this relationship. In the future preventive programs should focus on increasing self-esteem, especially among ethnic minority groups, to reduce the chance of developing secondary psychopathic traits and psychopathy.Show less
In dit onderzoek is gekeken naar verschillen in het niveau van reflectief functioneren (RF) en problemen in de emotieregulatie tussen (aanstaande) moeders van 17 tot en met 25 jaar uit een laag- en...Show moreIn dit onderzoek is gekeken naar verschillen in het niveau van reflectief functioneren (RF) en problemen in de emotieregulatie tussen (aanstaande) moeders van 17 tot en met 25 jaar uit een laag- en een hoog-risicogroep en naar de mate waarin problemen in de ER verklaard kunnen worden door het niveau van RF. Daarnaast is gekeken naar verschillen in de mentale ontwikkeling tussen kinderen van 6 maanden oud uit een laag- en hoog-risicogroep en naar de mate waarin de mentale ontwikkeling voorspeld kan worden op basis van RF en ER bij de moeder. Aan het onderzoek hebben 125 moeders deelgenomen (laag-risicogroep: 72, hoog-risicogroep: 53), waarvan gegevens van 56 moeders en kinderen zijn meegenomen in het onderzoek naar de mentale ontwikkeling (laag-risicogroep: 32, hoog-risicogroep: 24). Gegevens zijn verkregen door middel van het Pregnancy Interview, de Difficulties in Emotion Regulation Scale en door de mentale schaal van de Bayley Scales of Infant Development. Uit dit onderzoek komt naar voren dat moeders uit de hoog-risicogroep een significant lager niveau van RF hebben, F (1, 123) = 39.86, p < .001, en significant meer problemen in de ER hebben, F (1, 123) = 10.24, p = .002, dan moeders uit de laag-risicogroep. Problemen in de ER worden voor een klein deel verklaard door het niveau van RF, F (1, 123) = 4.98, p = .027, maar voor een groter deel door de risicogroep, F (1, 123) = 15.59, p < .001. Kinderen uit de risicogroepen verschillen niet significant van elkaar in hun mentale ontwikkeling. Een significant effect voor de invloed van RF en ER bij de moeder op de mentale ontwikkeling van het kind is niet gevonden. Door de gevonden relatie tussen de risicogroep, RF en ER kunnen interventies in de praktijk effectiever ingezet worden. Meer onderzoek naar het effect op de mentale ontwikkeling van het kind is nodig om meer duidelijkheid over deze relatie te krijgen.Show less
This study attempted to investigate the influence of frustration tolerance on the coping strategies of boys with disruptive behavior disorders (DBD). The participants were recruited in regular and...Show moreThis study attempted to investigate the influence of frustration tolerance on the coping strategies of boys with disruptive behavior disorders (DBD). The participants were recruited in regular and special primary schools in the Netherlands. Forty-one children with DBD were compared with a control group of thirty-eight children. The frustration tolerance is measured by using the 'Amsterdamse Neuropsychologische Taken; Delay Frustration' (ANT-DF). The coping strategy is measured by using questionnaires. To determine the emotion regulation, the 'Cognitive Emotion Regulation Questionnaire' (CERQ) is used. The coping strategies are analyzed by using the 'Behavioral Anger Response Questionnaire' (BARQ). Results show that boys with DBD do not differ in frustration tolerance compare to the control group. The effect of negative feedback results in more frustration for both groups. There is a difference between the DBD and control group in using the strategies 'avoidance' and 'diffusion'. Boys with DBD use less often these strategies compared with the control group. In addition, they do not avoid the stress situation but seek more often confrontation. Also, they focus on their anger. The DBD group is split into boys with a low frustration tolerance and boys with a high frustration tolerance because there was no difference between the DBD group and the control group. Of all strategies, DBD boys with a low frustration tolerance only use less often an avoidance coping strategy compared with the control group. Based on this study, it can be concluded that boys with DBD use other coping strategies compared with the control group. Specially boys with a low frustration tolerance, avoid stress situations less often and seek confrontation.Show less
Het doel van dit onderzoek is om te onderzoeken of er een verschil is tussen mannen en vrouwen in middelengebruik (tabak, alcohol, softdrugs en harddrugs) en hun motieven. De steekproef betrof n =...Show moreHet doel van dit onderzoek is om te onderzoeken of er een verschil is tussen mannen en vrouwen in middelengebruik (tabak, alcohol, softdrugs en harddrugs) en hun motieven. De steekproef betrof n = 514 respondenten in de leeftijd van 14-30 jaar met een gemiddelde leeftijd van 21.80 jaar, waarbij n = 199 mannen en n = 315 vrouwen. In het onderzoek is gebruik gemaakt van een algemene vragenlijst over middelengebruik, de Vragenlijst Effecten Middelengebruik en de BISBAS. Uit de resultaten van ANOVA’s blijkt dat mannen meer tabak roken (F(1,512) = 1,187, p = 0.01), alcohol drinken (F(1,512) = 0.664, p < 0.001), softdrugs (F(1,512) = 67.40, p < 0.001) en harddrugs (F(1,512) = 29.88, p < 0.001) gebruiken dan vrouwen. Tevens blijkt uit MANOVA’s dat er verschillen zijn in motieven. Mannen gebruiken middelen meer om te ontspannen dan vrouwen (F(2,513) = 12.55, p < 0.001) en mannen zijn meer sensatiezoekend (F(2,513) = 10.83, p < 0.001) en gedreven (F(2,513) = 5.321, p = 0.02). Vrouwen daarentegen zijn strafgevoeliger (F(1,512) = 82.33, p < 0.001). Uit ANCOVA blijkt dat het verschil tussen hoeveel mannen en vrouwen tabak roken verklaard wordt door onderliggende motieven Risk and Agression, Self Perception, BAS Drive, BAS Fun Seeking, BAS Reward Responsiveness en BIS (F(1,505) = 0.43, p = 0.47). Dit betekent dat het verschil in tabak verklaard wordt door onderliggende motieven, maar voor alcohol, softdrugs en harddrugs wordt het verschil niet verklaard door motieven. Deze bevindingen over het verschil in motivatie en middelengebruik door mannen en vrouwen kunnen van belang zijn bij het voorkomen van overmatig middelengebruik en het behandelen ervan.Show less
Objective This study is a pilot study to investigate the relationship between the teacher training programme of Curious Minds and science learning in pupils aged nine to twelve years. By means of a...Show moreObjective This study is a pilot study to investigate the relationship between the teacher training programme of Curious Minds and science learning in pupils aged nine to twelve years. By means of a multiple mediation model it was explored whether social cognition and executive functions mediate the relation of the teacher training programme on science learning. Gain scores in mathematical performance were used to explain science learning. Methods In this quasi-experimental research sixty-nine pupils were assigned to either the teacher training programme condition (n = 29) or the control group condition (n = 40). A t-test for independent samples was used to explore the unmediated effect of the teacher training programme on mathematical performances. For the mediated effect a bootstrap resampling method (n = 5000) as described by Preacher and Hayes (2004) and Hayes (2009) was used. Mediating variables are social cognition and the executive functions inhibition, cognitive flexibility and working memory. These variables were tested in thirty-eight pupils, by means of the Dutch Social Cognitive Abilities Test (SCVT; Sociaal Cognitieve Vaardigheden Test) and a computerized test battery, which is part of the Amsterdam‟s Neuropsychological Tasks (ANT; Amsterdamse Neuropsychologische Taken) respectively. Results The results did not support the expectations. These data supported the view that the teacher training programme by Curious Minds significantly decreased mathematical performances. The teacher training programme had a positive effect on social cognition skills, though, no credible evidence indicated mediation. Discussion The examinations in this study were well able to make a contribution to knowledge in the neurological and educational climate. This study provided more knowledge in contribution of a training to children‟s executive functions and social cognition, and hence in mathematical learning. This knowledge must be reflected in education systems, and training must be re-examined. It is advisable for future research to examine the effect of the teacher training programme on practical and explorative science aspects, where Curious Mind initially aims for.Show less
This thesis focused on investigating the relationship between perceived social support by students and hidden school drop-out. The main research question was whether perceived social support by...Show moreThis thesis focused on investigating the relationship between perceived social support by students and hidden school drop-out. The main research question was whether perceived social support by students predicts hidden drop-out and if the relationship between perceived social support by students and hidden drop-out is moderated by students’ ethnicity. Differences in the perceptions of Dutch and immigrant students about the availability of social support (instructional or emotional) from various agents (teacher/classmate/parent) were also investigated using the SPASSQ questionnaire. Participants were 356 Dutch and 68 immigrant students of which 58% were male and 42% female aged between 14 and 16 years old (M = 14.21, SD = 0.88) from junior vocational high schools in the Netherland. Perceived emotional support from parents was a predictor of hidden drop-out for Dutch students, however for immigrant students perceived emotional support from teachers was a predictor of hidden drop-out. Students’ ethnicity is a moderator when predicting hidden drop-out with perceived emotional support from teachers and perceived instructional support from parents. No significant differences were found between the perceptions of Dutch and immigrant students about perceived social support from all agents, however different types of perceived social support are predictors of hidden drop-out for Dutch and for immigrant students.Show less
Baby’s worden al blootgesteld aan stress. Het stresssysteem van een kind, dat zich voor de geboorte en tijdens de eerste levensjaren ontwikkeld, kan door een teveel aan stress zich niet adequaat...Show moreBaby’s worden al blootgesteld aan stress. Het stresssysteem van een kind, dat zich voor de geboorte en tijdens de eerste levensjaren ontwikkeld, kan door een teveel aan stress zich niet adequaat ontwikkelen. Dit kan schadelijke gevolgen hebben op zowel psychisch als lichamelijk gebied. Dit onderzoek is uitgevoerd om de invloed en de combinatie van risicovolle omstandigheden en de mate van sensitiviteit van moeder op de ontwikkeling van het stresssysteem van het kind vast te stellen. Het onderzoek is uitgevoerd onder 152 baby’s van circa zes maanden oud. De fysiologische reactiviteit van deze kinderen, waaronder de PEP, hartslag, RSA en huidgeleiding, is gemeten gedurende de Still Face Procedure. Er is onderscheid gemaakt in de stressrespons en de stressregulatie van het kind. De mate van sensitiviteit van moeder werd ook gemeten tijdens deze procedure. Met een vragenlijst zijn de risicovolle omstandigheden van het gezin in kaart gebracht. De resultaten tonen aan dat moeders met risicovolle omstandigheden minder sensitief zijn dan moeders zonder risicovolle omstandigheden. Tevens kwam naar voren dat kinderen waarbij sprake is van risicovolle omstandigheden meer baat hebben bij een sensitieve moeder dan kinderen zonder risicovolle omstandigheden. Deze kinderen weten namelijk beter hun PEP reactiviteit na een stressvolle situatie te reguleren dan kinderen met minder sensitieve moeders. Dit verschil werd niet gezien bij kinderen zonder risicovolle omstandigheden. Kortom het is van belang dat ouders waarbij sprake is van risicovolle omstandigheden zo vroeg mogelijk ondersteuning krijgen bij het opvoeden van hun kind, zodat ze sensitiever kunnen reageren. Behalve bij de PEP zijn er verder geen significante resultaten gevonden. Dit kan er op duiden dat het stresssysteem van een kind van een half jaar oud nog niet volledig is ontwikkeld, waardoor het nog niet adequaat met stress kan omgaan. Meer onderzoek is nodig om duidelijk vast te stellen hoe de ontwikkeling van het stresssysteem verloopt en welke invloeden daarbij een rol spelen.Show less
Abstract A world-wide problem has been found with children in the fourth grade learning from expository text. Little is known about the effects of different text types and individual differences on...Show moreAbstract A world-wide problem has been found with children in the fourth grade learning from expository text. Little is known about the effects of different text types and individual differences on reading process and reading comprehension. In this study the effects of vocabulary and working memory capacity on expository and narrative texts is measured and the differences in reading processes and reading comprehension between groups of readers at the age of 7 is investigated. The results show that expository text are more difficult for young readers than narrative texts, while there are longer fixations in expository texts and readers find it difficult to answer questions of the these texts. Readers with a low vocabulary show longer fixations the readers with a high vocabulary and the have more difficulties in giving the right answers on the inference questions. No effect is found of working memory capacity on reading process, but there is an effect of working memory capacity on inference questions. Readers with a low working memory capacity find it harder to answer the inference questions than readers with a high working memory capacity. Readers with a low working memory capacity have little “room” in their heads to remember information of the texts. A second comparison has been made between weak and strong comprehenders. Weak comprehenders made more errors on the inference questions than strong comprehenders. With a regression analysis the effects of vocabulary seems to partly explain the differences between weak and strong comprehenders.Show less
Het huidige onderzoek richt zich op de betrouwbaarheid en validiteit van de Nederlandse vertaling van de HOME-MC. Aan het onderzoek hebben 167 Nederlandse gezinnen deelgenomen, met kinderen in de...Show moreHet huidige onderzoek richt zich op de betrouwbaarheid en validiteit van de Nederlandse vertaling van de HOME-MC. Aan het onderzoek hebben 167 Nederlandse gezinnen deelgenomen, met kinderen in de leeftijd van 5 tot 11 jaar (M= 7.89 jaar, SD = 1.28). Binnen dit cross-sectionele onderzoek zijn twee wetenschappers bij hen op huisbezoek gegaan. Tijdens het huisbezoek werden de FAS, NOSI(K), PPVT, CBCL en naar het Nederlands vertaalde HOME-MC afgenomen. Bovendien zijn demografische variabelen verzameld. Vervolgens is door middel van Cronbach’s Alpha de interne consistentie onderzocht van de Nederlandse vertaling van de HOME-MC. Deze varieerde van α = .10 tot α = .60. Analyse van de onderzoeksresultaten duidt significante correlaties aan tussen de HOME-MC en (a) de mate van intelligentie van een kind (𝑟!(141) = .20, p = .017), (b) de mate van totale gedragskenmerken (𝑟!(107) = .22, p = .023) en (c) de externe gedragskenmerken die kinderen ontwikkelen (𝑟!(129) = .21, p = .019). Bovendien is een voldoende convergente validiteit vastgesteld, waarbij een vergelijking is gemaakt met de ouderlijke stressindex en de sociaal economische status van het gezin. Daarentegen is sprake van een onvoldoende factorstructuur en matige interne consistentie. Naar aanleiding van het onderzoek is te stellen dat de HOME-MC een adequate voorspeller is voor kinduitkomsten, die op eenvoudige wijze in de praktijk te implementeren is. Het dient wel aan te bevelen om items te modificeren naar Nederlandse maatschaven, huidige empirische kennis en technologische ontwikkelingen om de betrouwbaarheid van de HOME-MC te vergroten.Show less
The aim of this study was to examine the relationship of intrapersonal and environmental factors with emotional problems of Moroccan-Dutch, Turkish-Dutch and native Dutch youth. The research sample...Show moreThe aim of this study was to examine the relationship of intrapersonal and environmental factors with emotional problems of Moroccan-Dutch, Turkish-Dutch and native Dutch youth. The research sample consisted of 181 Moroccan-Dutch students, 149 Turkish-Dutch students and 211 native Dutch students in the age of 12 to 18 years. The Strengths and Difficulties Questionnaire (SDQ) was used to assess whether the students had emotional problems. The Rosenberg Self-Esteem Scale was used to measure self-esteem and the Family Affluence Scale to measure the socio-economic status. The results show that emotional problems are most frequently reported by girls, except for Moroccan-Dutch students in which no difference is found between boys and girls. There was no difference in emotional problem between the younger group (12 to 14 year) and the older group (15 to 18 year). In general, students with low self-esteem seem to experience more emotional problems. Furthermore the results show that there are ethnic differences in the correlation between the socio- economic status and emotional problems. For Turkish-Dutch and native Dutch students the results show that a high socio-economic status correlates with less emotional problems. On the other side the results for Moroccan-Dutch students show that a high socio-economic status correlates with more emotional problems. For follow-up research it’s interesting to examine multiple intrapersonal and environmental factors in relation to emotional problems. This insight will help professionals in adjusting their methods more specifically to risk factors for emotional problems in Moroccan-Dutch, Turkish-Dutch and native Dutch youth.Show less
Background: Both social cognitive skills and achievement motivation are important for a successful (school)career and a successful social life. Little is known about the exact role of parents in...Show moreBackground: Both social cognitive skills and achievement motivation are important for a successful (school)career and a successful social life. Little is known about the exact role of parents in the development of social cognitive skills and achievement motivation. However, as part of the social learning environment, parents can potentially exert great influence on such skills. Aim: To stimulate the development of social cognitive skills and achievement motivation of children by a parental education program. Method: 62 children (age 9 to 11 years), enrolled in Freinet elementary school, were tested on social cognition with the short version of Social Cognitive Skills Test and achievement motivation with the questionnaire Achievement Motivation Test for Children. Both test were assessed at the beginning (September/October 2012) and end (June/July 2013) of the school year. The parental education program, focused on information about brain development, was implemented around mid-term and required the 27 enrolled parents to do homework assignments with their children. The parents were randomly assigned to the education program (N = 27) or the control group (N = 35). The development of social cognition and achievement motivation was analyzed with a Repeated Measures ANOVA. Results: The social cognitive skills increased significantly in both groups. The training group showed significantly more growth than the control group. There was no difference between the achievement motivation at the pretest and the posttest for both groups. Conclusion: Children can benefit from the parental education program. Parental participation was associated with significant more growth in social cognitive skills. However, for achievement motivation, the parental education program did not sufficiently influence the children during the school year.Show less
Ouders die zelf als kind mishandeld werden zouden op latere leeftijd eerder hun eigen kinderen gaan mishandelen, dan ouders waarbij dit niet het geval is. Dit wordt de intergenerationele overdracht...Show moreOuders die zelf als kind mishandeld werden zouden op latere leeftijd eerder hun eigen kinderen gaan mishandelen, dan ouders waarbij dit niet het geval is. Dit wordt de intergenerationele overdracht van kindermishandeling genoemd. In deze bachelorscriptie wordt het doorbreken en in stand houden van de transmissie van kindermishandeling besproken. Bij een empirische studie werd een groep van 60 moeders willekeurig geselecteerd om het verband tussen meegemaakte en huidige mishandeling te toetsen. Meegemaakte kindermishandeling werd gemeten door middel van de ‘Jeugd Trauma Vragenlijst’ (JTV) en huidige kindermishandeling met de ‘Conflict Tactics Scale’. Meegemaakte emotionele verwaarlozing was gerelateerd aan huidige psychische agressie. Er werd geen significant verband gevonden tussen meegemaakte mishandeling en huidige mishandeling. Er werden verder ook geen significante verbanden gevonden tussen de overige subtypen van meegemaakte en huidige mishandeling. Door literatuuronderzoek werd vanuit de gehechtheidstheorie en de sociale leertheorie bekeken hoe de intergenerationele overdracht van kindermishandeling in stand gehouden wordt en hoe de transmissie doorbroken kan worden. Uit de resultaten bleek dat de kans op transmissie van kindermishandeling minder groot is bij moeders die een coherente gehechtheidsrepresentatie en een beter zelfbeeld hebben, dit is in overeenstemming met de gehechtheidstheorie. Een slechte kwaliteit van de gehechtheidsrelatie zorgt voor een groter risico op de intergenerationele overdracht van kindermishandeling. Een ondersteunende opvoeder in de kindertijd, therapie en een ondersteunende partnerrelatie in de volwassenheid zijn beschermende factoren die kunnen bijdragen aan het doorbreken van de intergenerationele overdracht van kindermishandeling. In consistentie met de sociale leertheorie is gebleken dat agressief gedrag richting het kind door de ouder een risicofactor kan zijn voor agressief gedrag door het kind zelf in de volwassenheid. Lichamelijke straffen door de ouder zijn van invloed op agressief gedrag bij het kind. Delinquenten schijnen het negatieve gedrag uit hun kindertijd tevens te imiteren. Het onderzoek dat tot nu toe gedaan is naar kindermishandeling is veelal retrospectief. Er zou meer prospectief onderzoek gedaan moeten worden naar de intergenerationele overdracht van kindermishandeling, waarbij gekeken wordt in hoeverre preventie en interventies kunnen bijdragen aan de doorbraak van de intergenerationele overdracht van kindermishandeling.Show less
The prevalence of people with a disorder in the autism spectrum (ASD) is estimated on 60 to 100 on 10.000 people. A deficit in executive functions is a possible explanation of the behavior shown in...Show moreThe prevalence of people with a disorder in the autism spectrum (ASD) is estimated on 60 to 100 on 10.000 people. A deficit in executive functions is a possible explanation of the behavior shown in ASD. Mothers of children with ASD experience stress in the daily intercourse with their child. The deficit in executive functions might be a predictor for this maternal stress, because the effort-reward proportion is out of balance. The aim of this study was to investigate whether there is a relation between executive functions of children and maternal stress and which of the executive functions contributes the most to maternal stress. This study included 29 mothers with their child (Mage= 4,47, SDage= 1.10). The participants were recruited at schools, libary’s, social assistance organisations and throughsocial networks. The NOSI was used to mearsure maternal stress, the SRS was used to measure signs of autism, the BRIEF-p was used to measure executive functions of the child. Significant correlations were found between all EF and maternal stress: inhibition r=.75 (p<.01), cognitive flexibility r=.72 (p<.01), working memory r=.73 (p<.01), planning and organizing r=.78, (p<.01). The correlations between signs of autism and maternal stress was r=.86 (p<.01). Multiple regression analysis showed that Autism symptoms, β=.62, t(23)=4.59, p<.01, and planning and organization, β=.34, t(23)=2.49, p=.02, contributed to maternal stress and explained 80% of the stress. Signs of autism contributed the most. Results and suggestions for future research are discussed.Show less
Autism Spectrum Disorders (ASD) are characterized by limitations of social communication, limitations of social interaction and rigid patterns of activities and interests. Various studies have...Show moreAutism Spectrum Disorders (ASD) are characterized by limitations of social communication, limitations of social interaction and rigid patterns of activities and interests. Various studies have shown that children with ASD have a lower extrinsic motivation. They are less motivated to take action when someone is requesting to perform a task. Due to the lower extrinsic motivation, children with ASD are more dependent on the intrinsic motivation to accomplish a task successfully. The main question of this study: does a relationship between intrinsic motivation and the degree of ASD characteristics exist? The study was conducted on a sample of 32 children, six of them are diagnosed with ASD. Correlation analysis showed a significant relation between intrinsic motivation and the degree of ASD characteristics. In addition a significant relation between affective intrinsic motivation and degree of ASD characteristics were found. There was no significant relation found between instrumental intrinsic motivation and degree of ASD characteristics. The results of the present study are consistent with previous studies which suggested an association between intrinsic motivation and ASD characteristics. Further research about the development of intrinsic motivation for children with ASD is necessary, so that interventions can be aligned.Show less
An Autism Spectrum Disorder (ASD) is a pervasive neurodevelopmental disorder that is characterized by impairments in social interaction and communication. Lacks of Theory of Mind, empathy and...Show moreAn Autism Spectrum Disorder (ASD) is a pervasive neurodevelopmental disorder that is characterized by impairments in social interaction and communication. Lacks of Theory of Mind, empathy and emotion recognition have been invoked as an explanatory mechanism for the impairments in the social cognition in an ASD. There is a need for a better understanding of the underlying mechanisms for a better diagnosis and treatment of women with an ASD, because they are good in hiding the characteristics of an ASD. The current study compares different aspects of social cognition between women with a high functioning ASD and typical developed (TD) women through a comparison between women with and without an ASD. This comparison is based on their performance of social cognition tasks and through a comparison between women with an ASD mutually based on their reflectivity. A total of 31 women with an ASD and 30 TD women participated in this study. The prosody task of the ANT was used for recognition of basic emotions. For the visual emotion recognition the Facial Expression Recognition task was used. The informant list of the Interpersonal Reactivity Index was used to get the various aspects of empathy in daily life. The Dewey Social Story test was used for an impression of perspective taking and understanding of usual and unusual social situations. Results show that women with an ASD have more difficulty with perspective taking and in understanding of other people’s mental states. Although women with an ASD perform similar to TD women in recognizing the basic emotions, women with an ASD perform worse when these emotions are showed with low intensity. Women with an ASD are also slower in recognizing all basic emotions. The results of the comparison within the ASD-group based on their reflectivity shows that women with a good reflectivity are better in recognizing basic emotions when emotions are showed with high intensity. Furthermore, there are no noticeable differences in the comparison between women with good and poor reflectivity within the ASD-group. The two components, in which women with an ASD perform worse compared to women without ASD, can possibly play an important role in the social interactions, which are often based on high speed unconscious activities. More research is needed for a better understanding of the relationship between the Theory of Mind and the reflectivity and of the relationship between the different explanatory models of the impairments in social interaction and communication.Show less
In this thesis the ways in which power is shaped in the Arctic among the ‘Arctic five’ states are analyzed. It is argued that the Arctic is a multipolar region, in which Russia is the most dominant...Show moreIn this thesis the ways in which power is shaped in the Arctic among the ‘Arctic five’ states are analyzed. It is argued that the Arctic is a multipolar region, in which Russia is the most dominant and other actors adopt strategies towards Russia such as soft balancing, bandwagoning, and appeasement. The thesis shows that traditional conceptions of power do not apply unequivocally to the Arctic region, because it is hard to control effectively due to its unique geographical composition. Power in the Arctic is based on the recognition of sovereign rights over an area, which will give states economic opportunities (control over waterways and resources) in the future due to melting ice. The ideal of permanence underlying modern sovereignty is absent in the changing Arctic, and sovereign rights for exploitation of an area do not give states actual sovereignty. Sovereignty disputes are therefore often unclear and create interesting power dynamics. They are resolved through institutional procedures based on international law and political geography, yet states have opportunities for negotiation and can adopt their own viewpoints on sovereignty based on what suits the national interest. Thus the Arctic provides a unique example of ‘structural power’ and the interaction between structure and agency. Due to the ever-changing nature of the Arctic, states’ interests are more future-oriented than elsewhere. The thesis concludes that while security and sovereignty have become more important in the Arctic in recent years, there is no ‘security dilemma’ because capacity building does not directly threaten other states, and military conflict does not lead to gains and is highly unlikely. Security issues are rather more specific and less concerned with warfare, and more with the environment and emergencies. The difficulty of operating in the Arctic environment compels states to cooperate through international institutions, but the ‘Arctic five’ do this to further their national interests. The interdependence of the Arctic with the system-level is traced, and it is found that states are limited in their options in the Arctic due to mutual commitments on a global scale and possible precedent effects of agreements in the Arctic.Show less
Background: Previous studies showed that frontal lobes are affected with children having a Disruptive Behavior Disorder (DBD). The frontal lobes are related to the development of executive...Show moreBackground: Previous studies showed that frontal lobes are affected with children having a Disruptive Behavior Disorder (DBD). The frontal lobes are related to the development of executive functions (EF) and aggressive behavior. Goal: The main goal of this study is to obtain a better insight in the behavior of children with DBD by looking at the underlying mechanism of EF. A distinction has been made between reactive and proactive aggression. Method: This study has been taken amongst 70 boys between 8 and 12 years old. The boys were subdivided in a DBD group (N=41) and a control group (N=29). Aggression was measured by means of the IRPA parent-questionnaire. The EF have been measured by means of several ANT tasks and the BRIEF parent-questionnaire. Results: Boys with DBD scored worse on their EF compared to the control group. A positive correlation was found between BRIEF inhibition and reactive aggression for the DBD group. A positive correlation was also found for BRIEF cognitive flexibility and proactive aggression for the control group. Conclusion: This study shows that boys with DBD between 8 and 12 years old, have more deficits in EF than the control group. A positive correlation between reactive aggression and inhibition was found for the DBD group as well as a positive correlation between proactive aggression and cognitive flexibility for the control group.Show less
Goede ondersteuning van de cliënt is van belang voor een goede kwaliteit van leven/bestaan. Maar hoe weet je welke variabelen in de ondersteuningscontext ervoor zorgen dat de kwaliteit van leven...Show moreGoede ondersteuning van de cliënt is van belang voor een goede kwaliteit van leven/bestaan. Maar hoe weet je welke variabelen in de ondersteuningscontext ervoor zorgen dat de kwaliteit van leven van de cliënt verbeterd? In deze scriptie wordt getracht te komen tot variabelen die van belang zijn in de ondersteuningscontext van cliënten met een VG ZZP 6 of VG ZZP 7 die verblijven binnen Ipse de Bruggen. De Delphi methode is gebruikt om tot belangrijke contextvariabelen te komen met behulp van de meningen van twee panels. Een panel met experts voornamelijk op basis van kennis van de ondersteuning van cliënten met een VG ZZP 6 of 7 zoals managers, gedragskundigen, arts en paramedici. En een panel met experts voornamelijk op basis van praktijkervaring met het ondersteunen van cliënten met een VG ZZP 6 of 7, bestaande uit persoonlijk begeleiders, wettelijk vertegenwoordigers/familieleden en cliënten zelf. De Delhi bestond uit twee ronden gevolgd door een clustering van de items in de projectgroep van het overkoepelende onderzoek. De in ronde 1 door de 19 participanten genoemde belangrijke variabelen zijn samengevoegd per panel tot een 89 en 66 items tellende vragenlijst voor ronde 2. Geen van de items in de vragenlijst werd als gemiddeld onbelangrijk voor de ondersteuning gescoord. De 155 items zijn geclusterd onder negen onderwerpen. Relatie cliënt-begeleider, veiligheid team, visie, volwaardig burgerschap, medisch, faciliteiten, huisvesting, management en organisatie zorgproces en kennis en vaardigheden/competenties begeleiders. Bij deze clustering zijn de dubbele items samengevoegd, zodat er uiteindelijk 103 items onder de 9 factoren over zijn gebleven. Deze negen onderwerpen dienen volgens de panelleden aanwezig te zijn om goede ondersteuning te kunnen bieden. Met deze Delphi is de eerste stap gemaakt om te komen tot variabelen waarmee de kwaliteit van ondersteuning in kaart gebracht kan worden. De volgende stap is het operationaliseren van de variabelen om te komen tot concrete indicatoren voor het meten van de kwaliteit van de ondersteuningscontext.Show less
Psychopathy is described as a severe form of a personality disorder, which manifests itself in an antisocial, impulsive lifestyle and manipulative and egocentric interaction with the environment....Show morePsychopathy is described as a severe form of a personality disorder, which manifests itself in an antisocial, impulsive lifestyle and manipulative and egocentric interaction with the environment. Recent research has shown that psychopathy is associated with many risk factors. Important associated risk factors are ethnic background and having police contacts. According to several studies, ethnic background is an important risk factor for developing psychopathy, whereas psychopathy is a risk factor for police contacts. The role of psychopathic traits as a mediator between ethnic background and police contacts is researched. In the research, 390 twelve to eighteen year-olds with a Dutch or Moroccan ethnic background cooperated, of which 210 had a Dutch background and 180 a Moroccan background. Eight prevocational education schools (“vmbo”) and one secondary vocational education (“mbo”) school (1st grade) cooperated in the research. The participants filled out questionnaires. To measure the interaction between ethnic background, psychopathic traits and contact with the police, logistic regression is applied. There is a significant relation between psychopathic traits and police contacts. Participants with more psychopathic traits are more likely to have police contacts. The relations between ethnic background and police contacts, ethnic background and psychopathic traits could not be confirmed in this study. There is no significant difference between participants with a Dutch or Maroccan ethnic background in relation to psychopathic traits, nor in relation to police contacts. No mediation model was found, as the relation between ethnic background and contact with the police, controlled for psychopathic traits, is not significant. It can thus be concluded that psychopathic traits is an important factor, however it cannot explain the relationship between ethnic background and contact with the police.Show less
The goal of this research was to gain more insight in the relation between intelligence and proactive aggression of children with high-risk factors for proactive aggression. Previous studies have...Show moreThe goal of this research was to gain more insight in the relation between intelligence and proactive aggression of children with high-risk factors for proactive aggression. Previous studies have indicated a relation between intelligence and proactive aggression. However it was not clear whether it is a direct or an indirect relation. This is the reason why this research has focused on the type of relation, direct or indirect, between intelligence and proactive aggression. Moral development was the mediating factor in this research. The target group consisted of 74 children between the age of 6 and 17 (M = 11.06, SD = 2.83), 72% were boys (N = 53) and 28% were girls (N = 21). The ‘Wechsler Intelligence Scale-III’ (WISC-III) was applied to measure the intelligence. By using the Turiel Questionnaire the moral development was measured. The ‘Instrument for Reactive and Proactive Aggression’ (IRPA) was applied to measure proactive aggression. The results have indicated a significant connection between intelligence and moral development (β = 0.26, t = 2.10, p = .039, R2 = .06). However, the results have indicated no significant direct nor indirect relation between intelligence and proactive aggression. Moral development turned out not to be a mediating factor.Show less
