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3 results

  • Chapter 2 - Psychopathy

  • Jim Baxter, University of Leeds
  • Book:
    Moral Responsibility and the Psychopath
    Published online:
    27 August 2021
    Print publication:
    16 September 2021, pp 36-55

  • Summary

    In this chapter, working with scientific evidence, I build up a picture of the psychopathic personality which can be applied to my preferred account of moral responsibility. After sketching an introduction to the history of psychopathy as a clinical construct, I consider some disputes and controversies surrounding its diagnosis. I distinguish psychopathy from Antisocial Personality Disorder (APD), a rival construct commonly used in clinical settings. I also sketch the implications of evidence for a distinction between ‘successful’ and ‘unsuccessful’ psychopaths for the overall construct. I conclude that the Hare Psychopathy Checklist is the most robust measure available, a measure which describes psychopathy as a condition characterised primarily by emotional deficiencies. I then review neuroscientific evidence for structural and functional correlates and causes of psychopathy. I also review evidence for the treatability of the condition, concluding based on the current psychological and psychiatric evidence that psychopathy appears to be highly recalcitrant to the treatment methods that have been tried so far, and that some of these methods may even be counter-productive.

  • Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

  • Karen Charlton, Teagan Comerford, Natika Deavin, Karen Walton
  • Journal:
    Public Health Nutrition / Volume 24 / Issue 14 / October 2021
    Published online by Cambridge University Press:
    14 October 2020, pp. 4642-4662
    • Article
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  • Objective:

    Diet and nutrition in childhood has been associated with the risk of chronic disease later in life. The aim of this review was to identify key characteristics of successful experiential nutrition interventions aimed to change nutrition-related cognitive and behavioural outcomes in primary schoolchildren.

    Design:

    A systematic literature review was undertaken using search terms (‘food security’, ‘school’, ‘nutrition’ and ‘program’) applied to five scientific databases (CINAHL, Scopus, Web of Science, Medline and Academic Search complete), with outcomes defined as nutrition-related knowledge, attitudes and/or dietary behaviours.

    Participants:

    Primary school-aged children exposed to interventions conducted, at least partially, on school grounds.

    Results:

    A total of 3800 articles were identified from the initial search and manual searching, of which sixty-seven articles were eligible for inclusion. Forty-two articles met the criteria of being successful, defined as achieving significant differences in outcomes of interest, accompanied by a demonstrated reach. Interventions included school gardens (n 9), food provision (n 5), taste testing (n 8), cooking classes (n 10) and multicomponent programmes (n 10). Nutrition education (when combined with taste testing), cooking-related activities and gardening interventions increased children’s willingness to taste unfamiliar foods including new fruits and vegetables, improved their cooking and food preparation skills and increased nutritional knowledge.

    Conclusions:

    This review provides evidence that nutrition education programmes in primary schoolchildren that are experiential in nature are most likely to be successful if they include multiple strategies, have parental involvement and focus specifically on vegetable intake.