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Query: UMLS:C0029713 (immaturity)
 4,335 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

The Behavior Problem Checklist was completed by the teachers of 192 deaf students who attended a special day school for the deaf. Three separate factor analyses were performed. Four factors that correspond to the dimensions found in earlier research and previously labeled conduct disorder, personality problems, immaturity-inadequacy, and socialized delinquency were found. An additional factor labeled passive inferiority was also extracted.
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PMID:Dimensions of problem behavior in deaf children. 46 15

A sample of 34 incarcerated male delinquents aged 16-17 and a matched group of controls were compared on self-report measures of delinquency, on Rest's (1975) Defining Issues Test (DIT) of moral reasoning, and on measures of logical operational ability. The mean levels of self-reported delinquency of the incarcerated group were substantially higher than those of the controls. There was no significant difference between the groups in logical operational ability but the mean P score (index of mature moral reasoning) was significantly higher in the control group. However, no relationship was found between moral reasoning and levels of self-reported delinquency. It was concluded that degree and seriousness of involvement of delinquency is unrelated to immaturity of moral reasoning and that the utility of the cognitive developmental approach to moral socialization may therefore be more restricted than has previously been claimed.
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PMID:Delinquency and the development of moral reasoning. 69 3

The ratings of 458 fourth- and fifth-grade boys were investigated to determine whether or not scores on the Behavior Problem Checklist vary systematically with teacher or student race. Analyses of the data for conduct problems, inadequacy-immaturity, and socialized delinquency indicated that white teachers demonstrate a strong tendency to rate black children as more deviant and white children as less deviant when contrasted with the ratings of black teachers. The ratings of black teachers were found not to vary with student race. No differences among any of the variables were found with regard to personality problems. Possible explanations for the results are discussed, along with implications for the use of the Behavior Problem Checklist in the field.
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PMID:Teacher race, student race, and the Behavior Problem Checklist. 116 32

The behavioral syndrome called hyperactivity is not outgrown in adolescence. Though excess activity becomes less prominent, emotional immaturity and academic underachievement develop into primary complaints. Antisocial behavior emerges as a serious problem in young adolescents. In late adolescence and early adulthood, many of these individuals apparently improve as they adjust to employment. There is some evidence that older adolescents display no more psychiatric disease or serious delinquency than matched controls. Those adolescents with persistent problems continue to respond favorably to stimulant medication, though often they resist pharmacologic treatment. The clinician is urged to advise patience and supportive tolerance in response to the persisting problems of the adolescent.
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PMID:Hyperactivity in adolescence. 635 29

Fifty-eight pairs of parents of cleft lip/palate children, and fifty-eight classroom teachers of the children rated the child's behavior along four dimensions: conduct, personality, inadequacy-immaturity, and socialized delinquency. Results indicated that mothers and fathers rated conduct problems, personality problems, and socialized delinquency problems to change as a function of the child's age. There were no significant differences between mothers' and fathers' ratings of behavior: however, teacher ratings differed significantly from the parents. Implications for these findings are discussed.
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PMID:The behavior of the child with cleft lip and palate as perceived by parents and teachers. 659 63

Determined the utility of the Behavior Problem Checklist with preschool children, a sample of 101 male and 103 female children initially rated on this scale. Ss ranged in age from 42 to 72 months and currently were enrolled in Maine Headstart programs. Sixty-six of these children also were assessed on a preschool rating system developed to assess hyperactivity and withdrawal. Results revealed that the conduct disorder and socialized delinquency dimensions correlated most highly with the hyperactivity scales, while the personality disorder and immaturity dimensions correlated most highly with the withdrawal dimensions. The BPC was found to be sensitive in differentiating clinical from nonclinical groups. These findings suggest that the Behavior Problem Checklist, although not specifically designed to assess preschool age children, may be effective with this population.
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PMID:Utility of the Behavior Problem Checklist with preschool children. 706 69

This study examined the development of behavior problems of white boys and girls in kindergarten through eighth grade (N = 2,991). Data included general information and ratings by teachers on the Behavior Problem Checklist, a 55-item scale that measures five dimensions of psychopathology. Results indicated two patterns of development. One trend was for conduct problems, personality problems, inadequacy-immaturity, and psychotic signs to increase from kindergarten to about the third grade, decline from the third to sixth grade, and to level off from the sixth through eighth grade. The other trend was for socialized delinquency to increase to about the third grade and to remain level through the eighth grade. Boys experienced more behavior problems than girls on four of the five Checklist dimensions, and youngsters from the lower social classes were more maladjusted than their counterparts from the higher socioeconomic groups.
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PMID:Development of children's behavior problems. 728 18

From an analysis of developmental assessments of 50 delinquents, the author found that those who received long adult sentences showed the same disabilities, past trauma, and immaturity as those who remained in the juvenile system. Half of those sent to adult prison had no prior arrests, including three 13-year-olds, a 14-year-old, and two 15-year-olds. A majority of the 50 youth had characteristics of teenagers likely to outgrow delinquency, yet more than half of them were sentenced to adult prison. The author encouraged experts to present specific recommendations for rehabilitative services to address the juveniles' disabilities, recovery from trauma, and development of mature thinking in response to the court's concerns about future reoffending.
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PMID:Fifty delinquents in juvenile and adult court. 1671 40

Nineteenth-century American reformers were concerned about the influence of immaturity and development in juvenile offenses. They responded to their delinquent youths through the creation of juvenile courts. This early American juvenile justice system sought to treat children as different from adults and to rehabilitate wayward youths through the state's assumption of a parental role. Although these rehabilitative goals were never fully realized, the field of American child psychiatry was spawned from these efforts on behalf of delinquent youths. Early child psychiatrists began by caring for juvenile offenders. The function of a child psychiatrist with juvenile delinquents expanded beyond strictly rehabilitation, however, as juvenile courts evolved to resemble criminal adult courts-due to landmark Supreme Court decisions and also juvenile legislation between 1966 and 1975. In response to dramatically increased juvenile violence and delinquency rates in the 1980s, juvenile justice became more retributional, and society was forced to confront issues such as capital punishment for juveniles, their transfer to adult courts, and their competency to stand trial. In the modern juvenile court, child psychiatrists are often asked to participate in the consideration of such issues because of their expertise in development. In that context we review the role of psychiatrists in assisting juvenile courts.
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PMID:Juveniles in court. 2108 Jul 70

Juveniles' competency to participate in delinquency proceedings has received increased attention in recent years. Developmental incompetence, whereby juveniles' incompetency is based upon their immaturity, as opposed to a mental disorder or developmental disability, is an evolving and important aspect of this area of law. The following paper reviews theories used to support the notion of developmental incompetence, as well as the extant empirical research on juveniles' competency-related abilities. Using a LexisNexis search, statutory and case laws pertaining to juvenile competency were identified across the 50 states and the District of Columbia. Only six states clearly allow developmental incompetence, whereas 17 have laws that do not include developmental immaturity as an acceptable basis of incompetence in juvenile courts. Developmental incompetence is likely to affect a relatively small proportion of juvenile cases, but has important implications for juvenile forensic practice. Recommendations are offered for forensic practitioners conducting this type of evaluation.
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PMID:Developmental incompetence to stand trial in juvenile courts. 2238 98


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