TRIOGENESIS OF EXTREME HETERO-AGGRESSIVE BEHAVIOUR IN PSYCHIATRIC FORENSIC EXPERT PRACTICE

An individual's behavior can be defined as a set of complex reactions of the body to internal and external stimuli. Case description: We present a case of a young adult student who, under the circumstances of an anomic environment, causes a female person multiple stab wounds to the cervical region. The patient has an addiction to virtual reality, personal psychiatric history of a depressive disorder, emotional and anxious behavioral disorders, as he was a regular cannabis user. The young man was attending an event where he was consuming alcohol and banned substances (Ecstasy), whose effect combined with antidepressants creates a virtual reality in which the individual has a particular mental state, having the impression that bystanders want to hurt him. Under the impulse of this state, the individual uses a bladed weapon and causes multiple wounds to the victim. The patient is examined in the psychiatric forensic examination commission to determine the discernment at the time of the act of violence and for recommendations regarding safety measures. Conclusion: The approach of hetero-aggression behaviour is based on three categories of causal factors, in a triune concept that implies the consequence of the interaction of the existential environment, with the personality structure of the young individual and with the circumstantial factors that precipitate the act.

Do Correlations Between Mindfulness Components and Rumination in Student Athletes Support Mindfulness Training to Reduce Rumination?

In the present study, we examined the relationship between mindfulness and rumination among student-athletes. Ninety-seven young adult student-athletes (38.1% female, 61.9% male; Mage = 22.52, SD = 3.53) completed both the Mindfulness Inventory for Sport and the Ruminative Thought Style Questionnaire. Among these participants, we observed a significant positive correlation between rumination and the awareness sub-dimension of mindfulness. We also observed significant negative correlations between rumination and two scores from the Mindfulness Inventory for Sport: non-judgment and overall mindfulness. Awareness, non-judgment, and mindfulness were all significant predictors of rumination in a linear regression analysis. While these are correlational data that do not permit causal inferences, these findings raise the possibility, in this population, that awareness triggers ruminative thoughts and overall mindfulness might represent a coping tool for rumination. Further research is needed to test this possibility.

Compete LA

Postsecondary education has never mattered more than it does presently. It is critical for adults, particularly for non-credentialed adults, to complete postsecondary pathways, ensuring they are prepared to compete in the global economy. Despite the well-documented benefits of a postsecondary degree, nearly one-fourth of adults in Louisiana have college experience, but no degree. Adult learners experience barriers to navigating higher education that negatively impact their ability to return and persist to graduation. Recognizing these challenges, the University of Louisiana System and their nine member institutions created Compete LA, a program designed to re-engage adult learners and create equitable academic pathways to obtaining a college degree. This chapter will serve as a case study by focusing on the creation and scaling of the Compete LA initiative. It will explore the characteristics of the team, the structural composition of the program, as well as the efforts to dismantle the systemic barriers that exist in higher education that make adult student re-entry challenging.

The Adult Student/Consumer Model

In past generations, a bachelor's degree or professional training was enough to prove that an individual was qualified for a job. However, in today's workforce, professionals are continually enhancing their skills through alternate credentials. Adult student/consumers seek alternatives to traditional degrees. This chapter explores the history of adult learners and the economic environments that have shaped their purchasing decisions for continuing education and adult learners' appetites for academic micro-credentials.

Creating an Andragogy for Adult Learning Advantage

The goal of this chapter is to provide a framework for creating learning activities for adult learners that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner characteristics involved in successful adult student performance. To achieve this goal, it is important to establish a definition of adult learning that can be used to guide the selection of the important instructional elements that must be addressed in the design of learning activities that provide adult learning advantage. This chapter will provide a framework for the design of an adult andragogy that incorporates teaching and learning principles derived from theory and research in the learning sciences.