Question

What are the reflections shown in EXPERIMENTAL? Please I need atleast 6 paragraphs

Answer 1

The Reflections in Experimental:

• Psychopharmacological research is clearly experimental, and the story of stimulant drug treatment is core to the history of child psychiatry. Building on earlier observation of the quieting effects of Benzedrine in restless children having diagnostic pneumoencephalograms(Bradely, 1950). The 64 pediatric subjects were a diverse group with predominantly externalizing behaviors, a wide range in cognitive level, and all living in a residential facility. The design was not a cross-over, but a parallel methylphenidate or placebo 10-day trial. The difference in improvement from baseline to day 10 for methylphenidate compared to placebo was highly significant. One lesson to be learned is that when a treatment with a large effect is discovered, methods need not be refined! The immediate and dramatic benefit of stimulants has gratified two subsequent generations of researchers in numerous experimental refinements of Conners’ initial observations.
• The success of stimulant drug treatment had a dramatic effect on child psychiatry comparable to that seen with antipsychotics in the previous decades in adult psychiatry. At the time, it led to a pseudo-diagnostic use of stimulant drug response because of an unfortunate statement in Bradley’s initial report referring to the ‘paradoxical’ calming effects of Benzedrine. Practitioners began to explain to parents that their children truly had ‘brain dysfunction’ because they were calmed on stimulants. This fact confers to laboratory experiments the value of a tool aimed at a better understanding of the biological mechanisms which underlie corresponding alterations of human conduct, with special reference to pathological aggression and violence. In this line, some specific nutrient defects and/or malabsorption conditions can be important in the facilitation or elicitation of mental illness including human aggression. In addition, the efficacy and neurochemical action of those substances capable to partially or completely block or prevent experimental aggression, will likely assume equal relevance in the management or prevention of human violent behavior.Behavioral inhibition mental disease muricidal aggression pathological aggression serotonergic inhibitory control.
• This diagnostic practice contradicted my clinical experience in an inner city child psychiatric clinic where families shared bathrooms and medications were therefore not easily stored. On two occasions I had seen healthy siblings of attention deficit hyperactivity disorder (ADHD) clinic patients become even calmer than usual after accidentally taking a stimulant. The idea for a placebo-controlled trial followed, and my own study which documented the similar motor and cognitive responses to stimulant drugs for healthy and hyperactive children would be viewed as an experimental sequel to informal ‘clinical’ observations. These experimental studies were particularly satisfying because the contrast groups and contrast treatments were informative beyond the issue of immediate therapeutic benefit.
• On the basis of the already proposed distinction between “normal” and “pathological” aggression in laboratory animals, it is essayed an integration of the experimental findings derived from a specific animal model of aggression with the available clinical information on human violent behavior. The too disregarded importance of the role played by the inhibitory control of brain functions, appears instead reportedly essential in the regulation of emotions and behavior, and is of great relevance in explaining the behavioral changes that follow induced or spontaneous impairment of the serotonergic system of the brain. As a matter of fact, the numerous evidences indicate that genetic predisposition and induced or acquired defects of serotonergic inhibitory control greatly concur to precipitate anomalous strong aggression. Interestingly, the cluster of symptoms presented by laboratory rats in consequence of the serotonergic discontrol, has many unexpected similarities with several pathological conditions of man.
• The continuum identifies three key categories of experimentation: Generating hypotheses. Shaping direction by generating multiple hypotheses for change.Establishing a hypothesis. Developing and establishing particular hypotheses to test their potential value-creation. Validating a hypothesis. Validating the fit and function of a particular hypothesis to be turned into interventions. In between exploring options and validating a hypothesis, there is a category of experiments that build on both the imaginative and analytical mindset. We have called this a ‘trial-and-error’ approach. This is to highlight that in this part of the experimental process, successful outputs are identifying, testing and/or challenging existing assumptions and learning about the fit and function of the potential solution: what might work (well enough) and what doesn't.
• Focusing on ‘culture’ entails zooming in on what actually enables and creates useful behaviour change and encourages new ways of articulating professional judgment. This, at least, requires a change in: Mindset – the fundamental set of assumptions and perspectives that frame the understanding of one’s own role, practice and potential. Attitude – the emotional state that creates a propensity to perceive and solve problems in a particular way. Habits – the fundamental actions and activities that one views as essential and valuable in exercising one’s professional role. Functions – the core operational tasks of government (i.e. how to approach policy development, procurement, etc.) that often go unquestioned.Environment – the factors and elements that shape how decisions are made and how development processes are enabled and authorised. These elements are obviously not something that shift overnight, but take ongoing in-practice learning and unlearning over longer periods of time. As usual when it comes to government innovation, a bias towards action is essential to foster cultural change. To help guide such efforts, we are developing some (re)design principles that may provide useful support in the process of making mindsets, attitudes, habits, functions and environments more accommodating to experimentation.