Journal articles on the topic '280121 Expanding knowledge in psychology'
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Shirom, Arie. "Burnout and health: expanding our knowledge." Stress and Health 25, no. 4 (September 21, 2009): 281–85. http://dx.doi.org/10.1002/smi.1283.
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Feltz, Deborah L. "Advancing Knowledge in Sport Psychology: Strategies for Expanding Our Conceptual Frameworks." Quest 39, no. 3 (December 1987): 243–54. http://dx.doi.org/10.1080/00336297.1987.10483878.
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Bengoechea, Enrique García. "Integrating Knowledge and Expanding Horizons in Developmental Sport Psychology: A'Bioecological Perspective." Quest 54, no. 1 (February 2002): 1–20. http://dx.doi.org/10.1080/00336297.2002.10491763.
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Higgins, E. Tory. "Expanding the Law of Cognitive Structure Activation: The Role of Knowledge Applicability." Psychological Inquiry 2, no. 2 (April 1991): 192–93. http://dx.doi.org/10.1207/s15327965pli0202_22.
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Cohen, Gene D., Manfred Bergener, Kazuo Hasegawa, and Sanford I. Finkel. "Announcing the International Psychogeriatrics Knowledge Quiz." International Psychogeriatrics 1, no. 2 (September 1989): 117–18. http://dx.doi.org/10.1017/s1041610289000128.
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Driving the growing interest in psychogeriatrics is its growing knowledge base. This knowledge base has been both product and impetus of an ever-expanding number of research studies. Moreover, psychogeriatric knowledge is catalyzing the proliferation of scientific journal articles and professional textbooks, as well as influencing significant changes in curricula and training programs. International Psychogeriatrics is itself a response to rapidly accruing knowledge in this area.
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Bosco, Frank A., James G. Field, Kai R. Larsen, Yingyi Chang, and Krista L. Uggerslev. "Advancing Meta-Analysis With Knowledge-Management Platforms: Using metaBUS in Psychology." Advances in Methods and Practices in Psychological Science 3, no. 1 (November 26, 2019): 124–37. http://dx.doi.org/10.1177/2515245919882693.
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In this article, we provide a review of research-curation and knowledge-management efforts that may be leveraged to advance research and education in psychological science. After reviewing the approaches and content of other efforts, we focus on the metaBUS project’s platform, the most comprehensive effort to date. The metaBUS platform uses standards-based protocols in combination with human judgment to organize and make readily accessible a database of research findings, currently numbering more than 1 million. It allows users to conduct rudimentary, instant meta-analyses, and capacities for visualization and communication of meta-analytic findings have recently been added. We conclude by discussing challenges, opportunities, and recommendations for expanding the project beyond applied psychology.
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Pinto, Rogério M., Ashley Lacombe-Duncan, Emma Sophia Kay, and Kathryn R. Berringer. "Expanding Knowledge About Implementation of Pre-exposure Prophylaxis (PrEP): A Methodological Review." AIDS and Behavior 23, no. 10 (July 10, 2019): 2761–78. http://dx.doi.org/10.1007/s10461-019-02577-7.
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Long, Theodore, Krisda H. Chaiyachati, Ali Khan, Trishul Siddharthan, Emily Meyer, and Rebecca Brienza. "Expanding Health Policy and Advocacy Education for Graduate Trainees." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 547–50. http://dx.doi.org/10.4300/jgme-d-13-00363.1.
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Abstract Background Education in health policy and advocacy is recognized as an important component of health professional training. To date, curricula have only been assessed at the medical school level. Objective We sought to address the gap in these curricula for residents and other health professionals in primary care. Innovation We created a health policy and advocacy curriculum for the VA Connecticut Healthcare System, Center of Excellence in Primary Care Education, an interprofessional, ambulatory-based, training program that includes internal medicine residents, nurse practitioner fellows, health psychology fellows, and pharmacy residents. The policy module focuses on health care finance and delivery, and the advocacy module emphasizes negotiation skills and opinion-based writing. Trainee attitudes were surveyed before and after the course, and using the Wilcoxon signed rank test, relative change was determined. Knowledge acquisition was evaluated with precourse and postcourse examinations using a paired sample t test. Results From July 2011 through June 2013, 16 trainees completed the course. In the postcourse survey, trainees demonstrated improved comfort with understanding health law and the American health care system (Likert mean increased from 2.1 to 3.0, P = .01), as well as with associated advocacy skills (Likert mean increased from 2.0 to 2.9, P = .04). Knowledge-based test scores also showed significant improvement (increasing from 55% to 78% correct, P ≤ .001). Conclusions Our curriculum integrating core health policy knowledge with advocacy skills represents a novel approach in postgraduate health professional education and resulted in sustained improvement in knowledge and comfort with health policy and advocacy.
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Mohammed, Susan, and Brad C. Dumville. "Team mental models in a team knowledge framework: expanding theory and measurement across disciplinary boundaries." Journal of Organizational Behavior 22, no. 2 (March 2001): 89–106. http://dx.doi.org/10.1002/job.86.
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Strength, Janice Morgan. "Expanding Davanloo's Interpretive Triangles to Explicate the Client's Introjected Image of God." Journal of Psychology and Theology 26, no. 2 (June 1998): 179–87. http://dx.doi.org/10.1177/009164719802600204.
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One of the difficulties for a psychotherapist who desires to integrate Christian faith with psychological theory is making the transition from theoretical models to practical applications in the clinical setting. In this article I focus on interpretation techniques that will enable the client to more clearly understand his or her introjected image of God. I briefly summarize the literature on theoretical knowledge regarding the introjected image of God and then review Davanloo's triangles for formulating interpretations of a client's resistance and transference. Taking the literature on the introjected image of God and Davanloo's interpretive triangles into consideration, a model is proposed that aids in incorporating interpretation of transference and resistance that a client has in relationship to God into the therapeutic work.
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Kingery, Julie Newman, Margaret E. Gaskell, Shana R. Toner, Stacey E. Rice, Melissa L. Gray, Jesse A. Milligan, and Maureen H. Milmoe. "Active Learning in a Child Psychology Course: Observing Play Behavior at a Children’s Museum." Psychology Learning & Teaching 17, no. 2 (March 19, 2018): 209–18. http://dx.doi.org/10.1177/1475725718762732.
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The primary goal of this paper is to describe an innovative active learning experience (i.e., class trip to a children’s museum) aimed at expanding child psychology students’ knowledge of the developmental benefits of play. A secondary goal is to present preliminary data about the impact of this experience on students’ learning by examining scores of a pre /post knowledge assessment for students who went to the museum (N = 30; 27 female) and a comparison group who did not (N = 31; 29 female). Students who visited the museum demonstrated significantly greater improvement on the knowledge assessment relative to the comparison group. In response to an open-ended question, trip group students indicated that the museum experience helped them to better understand the role of play in children’s development and ways in which play behavior varies by age. Limitations of the empirical results related to the sample characteristics, scope of the knowledge assessment, and the nature of the museum trip are highlighted, along with a call for more rigorous future research on this topic.
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Panev, Violeta, and Aneta Barakoska. "THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 43–50. http://dx.doi.org/10.23947/2334-8496-2015-3-1-43-50.
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The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge .The competences and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competences in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.In the paper there is a presentation of a short comparison of the teachers’ competences in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competences in the initial education. The results are to be used in the professional improvement of the teaching competences of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competences during their initial education.
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Karlen, Yves, and Miriam Compagnoni. "Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing." Psychology Learning & Teaching 16, no. 1 (December 15, 2016): 47–63. http://dx.doi.org/10.1177/1475725716682887.
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Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N = 51 university students revealed a significant correlation between students’ implicit theories and their MSK. Self-reported quality and diversity of strategy use, assessed by open-ended questions, were not significantly associated with students’ implicit theories. Expanding strategy use measures, study 2 ( N = 133) found significant correlations between a more malleable theory and more frequent use of metacognitive strategies. Confirming the results of the pre-study, the results of study 2 showed that a more malleable theory of writing ability was directly associated with higher MSK. In sum, the results illustrate the importance of linking implicit theories to self-regulated learning.
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Et al., Nurullaeva Shakhlo Uktamovna. "Modeling the Professional Training of Future Teachers." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1411–18. http://dx.doi.org/10.17762/pae.v58i2.2290.
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The pace of modern scientific and technological progress is such that all new types of activity are constantly introduce the everyday and industrial spheres of human life, for mastering which special training is needed. This is reflected in the discovery of new specialties in universities. Meanwhile, in order to receive special education at any level, it is first necessary to obtain a certain range of knowledge and skills of a general nature. The implementation of this function is carried out by a general education school, the main goal of which is through mastering the system of knowledge, skills and abilities laid down in the State Standard of General Secondary Education, to form and develop the personality of the student. Let us emphasize the fact that the means of personal development is the content of education. However, the modern secondary school follows the path of expanding curricula, when the names and programs of new disciplines appear, the amount of information in the old subjects increases, and the time allotted for their study, at best, remains the same, and at worst, decreases.
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Zydziunaite, Vilma, Lina Kaminskiene, and Vaida Jurgile. "Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge." Education Sciences 11, no. 12 (December 1, 2021): 782. http://dx.doi.org/10.3390/educsci11120782.
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Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher–student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher–student learning in the classroom.
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Lockhart, K., S. Guerin, S. Shanahan, and K. Coyle. "Expanding the test of counterfeit deviance: Are sexual knowledge, experience and needs a factor in the sexualised challenging behaviour of adults with intellectual disability?" Research in Developmental Disabilities 31, no. 1 (January 2010): 117–30. http://dx.doi.org/10.1016/j.ridd.2009.08.003.
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Yaroshevskaya, S. V., and T. A. Sysoeva. "Students’ Conceptions of Academic Success: Themes, Guiding Lines and Contradictions." Психологическая наука и образование 26, no. 1 (2021): 92–101. http://dx.doi.org/10.17759/pse.2021260106.
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Academic success is a popular topic of psychological and pedagogical studies, but such studies usually emphasize factors that affect academic success or variables associated with it.What constitutes academic success remains an open question if at all posited.Researchers tend to use simplified operationalizations, mainly the academic performance, and ignore the students’ point of view.The purpose of this study is to clarify students’ perceptions of academic success.A qualitative analysis of in-depth interviews about learning experience was conducted.The study involved 20 students from various Moscow universities who completed their first academic year (aged 17—42).The technique of reflective thematic analysis was applied.Main themes are the following: “Performance” (learning is considered successful if grades are high and there are no academic troubles), “Knowledge” (learning is successful if the curriculum is being assimilated, or professional knowledge increasing, of one’s horizons are expanding), “Sense of self” (learning is considered successful if there is interest in studying, enthusiasm, as well as internal comfort and/or self-development).Themes are arranged in a sequence, moving from external criteria to internal ones.A number of contradictions are found in the informants’ perceptions of success.In the continuum of themes, different understandings of success are attributed to different instances (university, profession, life activities, Self) and allow us to see the diversity and inconsistency of higher education meanings that explain the observed paradoxes.
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Ruzmetov, Botirjon Khayitbayevich. "Protection of Human Rights in the Criminal Procedure Legislation of the Republic Of Uzbekistan and Improved Reforms Taking Into Account Foreign Experience." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1102–15. http://dx.doi.org/10.17762/pae.v58i1.860.
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In this article author had searched the questions devoted the protection of human rights in the criminal procedure legislation of the Republic of Uzbekistan and comparing with the legislation and worldwide experience of the foreign states.The article reveals the ongoing liberalization of the criminal law policy in the Republic of Uzbekistan, which is aimed at expanding human and fair norms, strengthening the protection of the rights, legitimate interests of a person andsociety. Against this background, the significance of investigative actions and the theory of evidence in the country's criminal procedural legislation is being revised.
The development of science and technology leads to the improvement of methods of committing crimes using computer technology, taking into account which the timely disclosure and effective investigation of socially dangerous acts requires extensive use of mathematical tools and computer technologies.In this regard, changes are taking place in the investigative practice aimed at increasing knowledge in the field of computer technologies among law enforcement officials and increasing the responsibility of the personal of the investigative and judicial authorities in the implementation of their activities.The author emphasizes that despite significant restrictions on the rights and legitimate interests of a person in the conduct of investigative actions, all of them are necessary for obtaining sufficient evidence to expose the guilt of the offender, in the manner prescribed by law.Compliance by investigators, prosecutors and judges of all criminal procedural requirements established by the legislation of the country is a key requirement for the recognition of evidence as lawful and sufficient for a fair sentence.It should be noted that the article highlights that, since 1994, the Criminal Procedure Code of Uzbekistan enshrines the right to defense by involving a lawyer in the case from the moment a person is detained on suspicion of committing a crime, as well as the principle of equality of arms in criminal proceedings. An addition to the liberalization of legislation is the fact that now the courts are freed from such unusual functions as the execution of court decisions.In addition, the article expands on the author's proposals for improving the legislation of Uzbekistan, as well as expanding the power of lawyers, especially in the conduct of investigative actions, aimed at expanding the process of liberalization of criminal law in the country and improving the situation with the protection of human rights in the investigation of criminal cases.
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Whiten, Andrew. "The Psychological Reach of Culture in Animals’ Lives." Current Directions in Psychological Science 30, no. 3 (April 27, 2021): 211–17. http://dx.doi.org/10.1177/0963721421993119.
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Culture—the totality of traditions acquired in a community by social learning from other individuals—has increasingly been found to be pervasive not only in humans’ but in many other animals’ lives. Compared with learning on one’s own initiative, learning from others can be very much safer and more efficient, as the wisdom already accumulated by other individuals is assimilated. This article offers an overview of often surprising recent discoveries charting the reach of culture across an ever-expanding diversity of species, as well as an extensive variety of behavioral domains, and throughout an animal’s life. The psychological reach of culture is reflected in the knowledge and skills an animal thus acquires, via an array of different social learning processes. Social learning is often further guided by a suite of adaptive psychological biases, such as conformity and learning from optimal models. In humans, cumulative cultural change over generations has generated the complex cultural phenomena observed today. Animal cultures have been thought to lack this cumulative power, but recent findings suggest that elementary versions of cumulative culture may be important in animals’ lives.
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Long, Errolyn, and Angelo Fynn. "Postgraduate student experiences of workplace learning for a professional psychology qualification in the South African context." Industry and Higher Education 32, no. 5 (May 13, 2018): 341–50. http://dx.doi.org/10.1177/0950422218774701.
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Expanding access to higher education has taken priority in South Africa. There is a focus on improving entry into learning contexts and subsequent economic and social mobility opportunities by developing attributes in graduates that are in line with employment sector expectations. Work-integrated learning (WIL) processes serve to expose students to the real expectations of the workplace with the intention of bridging the gap between study completion and work readiness. The implementation and coordination of WIL placements are therefore an important component of professional degrees such as psychology masters. This article adopts the theory of connectivism as the central lens and emphasizes that knowledge is gathered through a network of connections between entities (nodes) that may consist of individuals, groups, fields, ideas or communities. The article describes the learning experience from the student’s perspective and provides an example of how the connectivist approach can be used to bridge the complex learning process in professional qualifications.
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Mattan, Bradley D., Jennifer T. Kubota, and Jasmin Cloutier. "How Social Status Shapes Person Perception and Evaluation: A Social Neuroscience Perspective." Perspectives on Psychological Science 12, no. 3 (May 2017): 468–507. http://dx.doi.org/10.1177/1745691616677828.
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Inferring the relative rank (i.e., status) of others is essential to navigating social hierarchies. A survey of the expanding social psychological and neuroscience literatures on status reveals a diversity of focuses (e.g., perceiver vs. agent), operationalizations (e.g., status as dominance vs. wealth), and methodologies (e.g., behavioral, neuroscientific). Accommodating this burgeoning literature on status in person perception, the present review offers a novel social neuroscientific framework that integrates existing work with theoretical clarity. This framework distinguishes between five key concepts: (1) strategic pathways to status acquisition for agents, (2) status antecedents (i.e., perceptual and knowledge-based cues that confer status rank), (3) status dimensions (i.e., domains in which an individual may be ranked, such as wealth), (4) status level (i.e., one’s rank along a given dimension), and (5) the relative importance of a given status dimension, dependent on perceiver and context characteristics. Against the backdrop of this framework, we review multiple dimensions of status in the nonhuman and human primate literatures. We then review the behavioral and neuroscientific literatures on the consequences of perceived status for attention and evaluation. Finally, after proposing a social neuroscience framework, we highlight innovative directions for future social status research in social psychology and neuroscience.
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Masten, Ann S., Cara M. Lucke, Kayla M. Nelson, and Isabella C. Stallworthy. "Resilience in Development and Psychopathology: Multisystem Perspectives." Annual Review of Clinical Psychology 17, no. 1 (May 7, 2021): 521–49. http://dx.doi.org/10.1146/annurev-clinpsy-081219-120307.
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Resilience science in psychology and related fields emerged from clinical research on risk for psychopathology in the 1970s and matured over the ensuing decades with advances in theory, methods, and knowledge. Definitions and models of resilience shifted to reflect the expanding influence of developmental systems theory and the growing need to integrate knowledge about resilience across levels and disciplines to address multisystem threats. Resilience is defined for scalability and integrative purposes as the capacity of a dynamic system to adapt successfully through multisystem processes to challenges that threaten system function, survival, or development. Striking alignment of resilience factors observed in human systems, ranging from individuals to communities, suggests the possibility of networked, multisystem protective factors that work in concert. Evidence suggests that there may be resilience factors that provide transdiagnostic protection against the effects of adverse childhood experiences on risk for psychopathology. Multisystem studies of resilience offer promising directions for future research and its applications to promote mental health and positive development in children and youth at risk for psychopathology.
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Yuttapong Tonpradoo, Jenasama Srihirun, Sawit Pongvat,. "The development of “Chok” local plant in kind of palm to "Jungsui" Creative dance uniform in Thailand." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1369–72. http://dx.doi.org/10.17762/pae.v58i1.914.
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This research aimed to 1) study the history of “Chok” local plant in kind of palm 2) The development of the “Chok” local plant in kind of palm to Jungsui to creative dance uniform. This research was conducted by qualitative methods including data collection were documentary research, observation, in-depth interviews and two focus groups with stakeholders. Content analysis was applied to analyst the research. The finding shown that 1) The “Chok” was a local southern plant with a growth period of about 15 - 20 years 2) Mining miners have created wisdom by bringing “Chok” local plant in kind of palm that it was not invented to “Jungsui” Creative dance uniform because it was resistant to wear to prevent rain. By discovering the steps of the invention of the seven steps. 3) Phang Nga province had a variety of local plants. However, Expanding tourism made the encroachment of natural areas. So., Local ecosystems and plants were destroyed. While, some local plants that were worthless. Beneficial of "Choke" was applied to create an economies at both micro and macro levels and able to maintain the inventive local Thai wisdom knowledge the "Jungsui" when applied to craftsmanship and creative costume.
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Abdusamiyevna, Kholmatova Dilorom. "RESEARCH ON THE FUNCTIONING OF ETHNOGRAPHIC VOCABULARY IN THE SPEECH OF STUDENTS." Psychology and Education Journal 58, no. 1 (January 16, 2021): 3988–4000. http://dx.doi.org/10.17762/pae.v58i1.1441.
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This article reveals topical issues of the study of ethnographic materials at the present stage and ethnographicisms in the speech of student youth, describes the results of the questionnaire survey in the process of ascertaining the level of knowledge of students of ethnographic vocabulary and its functioning and use in the speech activity of students of the direction "Russian as a foreign language" philological faculty. Aim. The aim of this article is focused, first of all, on students' independent acquisition of information not only in the professional field from original foreign-language sources but also knowledge from different areas of life. Various information, including ethnographic format, expanding the horizons of student youth, enriching it with relevant knowledge, in turn, is associated with the problems of the comprehensive development of the individual in general, and professional self-development, in particular. Methods. Descriptive and comparative research methods, survey, observation and interview methods are used, which can be applied in the study of the Russian language and ethnographic terms. Results. The results of questionnaires and observations can serve as an important source for future educational and search, linguistic, scientific, methodological and other research. As a result of the research, it was revealed that students do not know enough ethnographic terminology. The main thing is that any attempt to identify and assimilate students of ethnographic terminology will have a positive impact on such internal personal factors as spiritual and cultural education, national values, mentality and outlook of students. Conclusions. The study of the use of ethnographic materials by students in the study of Russian as a foreign language at the university showed the relevance and topicality of the use of ethnographic materials for the development and improvement of the Russian speech of student youth. It was revealed that the conclusions drawn in the process of questioning and interviewing students will diversify the content of Russian language classes at the university, stimulate students to study the Russian language, as well as the widespread use of ethnographic words by student youth in the Russian speech stream.
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Keller, Christopher, Anna K. Döring, and Elena Makarova. "Factors Influencing the Effectiveness of Serious Gaming in the Field of Vocational Orientation." Education Sciences 13, no. 1 (December 23, 2022): 16. http://dx.doi.org/10.3390/educsci13010016.
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This study investigates the effectiveness of the serious game like2be, which has been developed to support the individual career orientation process of adolescents by broadening their occupational horizon. In this paper, we present results from an intervention study with n = 809 adolescents in Swiss schools at the lower secondary education level. To analyze the extent to which cognitive, affective, and motivational factors are stimulated and what influence they have on expanding knowledge about occupations (measured learning outcome), we applied confirmatory factor analysis, multiple linear regression, and a structural equation model. The results indicate that the stimulation of cognitive processes through serious gaming has a statistically significant impact on learning outcome, although such factors as enjoyment, flow experience, or self-perceived benefits in playing like2be did not significantly impact gain in knowledge about occupations.
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Becker, Genevieve Ellen, Jennifer Cashin, Tuan T. Nguyen, and Paul Zambrano. "Expanding Integrated Competency-Focused Health Worker Curricula for Maternal Infant and Young Child Nutrition." Education Sciences 12, no. 8 (July 29, 2022): 518. http://dx.doi.org/10.3390/educsci12080518.
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Maternal, infant, and young child nutrition (MIYCN) is important for health, survival, productivity, and development. Knowledgeable, skilled health workers are vital to provide quality care, improve health outcomes, and meet global nutrition targets. When nutrition is not adequately addressed in pre-service curricula, health workers may not be equipped with the knowledge, skills and confidence required to deliver nutrition services and accurate information free of commercial influence. Curriculum review, revision, and competency structuring provides an opportunity to benchmark course topics and content to global standards, to increase focus on learner outcomes, and to facilitate mutual recognition of qualifications across countries and regions. This paper discusses a multistage process to map an existing curriculum, analyse expected competencies, and recognize broader factors when developing a competency-focused curriculum in pre-service education that includes MIYCN. Examples of tools are provided which can be used for review and discussion of curricula and competency at local and national level and to integrate skills such as communication and counselling.
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Shi, Jing, Mark van der Maas, Nigel E. Turner, and Marc N. Potenza. "Expanding on the multidisciplinary stakeholder framework to minimize harms for problematic risk-taking involving emerging technologies. •." Journal of Behavioral Addictions 9, no. 4 (January 15, 2021): 886–97. http://dx.doi.org/10.1556/2006.2020.00096.
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AbstractAs new types of problematic behaviors and new forms of online risk-taking emerge, forming collaborative relationships while understanding complexities of motivations may help to promote harm reduction and intervention. While it may be too early to form a stakeholder framework without first conceptually understanding the problematic behaviors involved, we attempt to build upon a proposed multidisciplinary stakeholder framework to minimize harms for problematic risk-taking involving emerging technologies. We propose an expansion of roles for individual stakeholders and an expansion of proposed roles for family stakeholders to include partner/spouses, others living in the household, and/or those with close relationships with individuals who are experiencing problems. Empowering individuals who use emerging technologies through participatory action research and knowledge translation/dissemination may lead to improvements in the quality of research and a greater impact on policy and practice. Also, we discuss benefits of industry self-regulation and collaboration on data-sharing practices. We recommend approaches to promote global collaboration with a larger group of relevant stakeholders (including but not limited to individual consumers of technology, families, communities, treatment and welfare providers, researchers, industries, and governments) to address protection of vulnerable populations and reduce harms for users of rapidly advancing technologies.
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Toth, Ilona, Sanna Heinänen, and Kaisu Puumalainen. "Passionate and engaged? Passion for inventing and work engagement in different knowledge work contexts." International Journal of Entrepreneurial Behavior & Research 27, no. 9 (April 30, 2021): 1–25. http://dx.doi.org/10.1108/ijebr-09-2020-0632.
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PurposeIn response to the increasing interest in entrepreneurs' well-being in both the entrepreneurship and management research fields, this study builds and tests a research model on the role of entrepreneurial passion for inventing in work engagement in the context of modern knowledge work. The research argument is built on the job demands–resources model, the most commonly used frame for measuring employee well-being in work and organization psychology. The research setting in this study compares digital entrepreneurs and freelancers with traditional knowledge workers and part-time platform workers in terms of passion and engagement.Design/methodology/approachUsing a quantitative research design, the authors collected data from 349 highly specialized knowledge workers through anonymous questionnaires. The research hypotheses were tested with linear and logit models.FindingsThe results show that entrepreneurial passion is positively related to increased job demands and work engagement and that job demands can have a positive effect on work engagement in highly complex knowledge work.Originality/valueThe study contributes to the entrepreneurship literature by expanding the analysis of entrepreneurial passion outside the entrepreneurship context and into work engagement theory by adding passion for inventing as an important motivational factor in modern knowledge work. Extant literature on the consequences of work digitalization is still scarce, and this study provides insights into successful working on digital platforms.
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Mori, Yasuhiro, Hiroyoshi Takeuchi, and Yuichiro Tsutsumi. "Current perspectives on the epidemiology and burden of tardive dyskinesia: a focused review of the clinical situation in Japan." Therapeutic Advances in Psychopharmacology 12 (January 2022): 204512532211396. http://dx.doi.org/10.1177/20451253221139608.
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Tardive dyskinesia (TD) is a movement disorder that can develop with the use of dopamine receptor-blocking agents and is most commonly caused by antipsychotics. The use of antipsychotics is expanding, which may lead to an increased number of patients experiencing TD. To summarise the current knowledge of the epidemiology and risk factors for TD in Japan, we reviewed articles related to the current state of knowledge around TD identified through a PubMed search, and held a roundtable discussion of experts in Japan on 9 September 2021 to form the basis of the opinion presented within this review. The true prevalence of TD among patients treated with antipsychotics is not well characterised; it is reported to be between 15% and 50% globally and between 6.5% and 7.7% in Japan. Potential barriers to timely treatment of TD include the stigma surrounding mental health issues and the lack of data regarding TD in Asian patients. This review summarises the current knowledge of the epidemiology, challenges to TD diagnosis and risk factors for TD in Japan. Recent strategies for symptom monitoring and early diagnosis, as well as consensus recommendations are included. Achieving a high level of awareness of TD among physicians who treat patients with psychiatric disorders is of great importance and physicians should ensure that patients with psychiatric disorders receiving antipsychotics are proactively monitored for signs of TD. Plain Language Summary Plain Language Summary ( In Japanese ) Visual Summary Visual Summary ( In Japanese )
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Martin, Clare, Paul T. Sowden, and Frances Warren. "Connected Creativity." European Psychologist 27, no. 3 (July 2022): 227–36. http://dx.doi.org/10.1027/1016-9040/a000472.
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Abstract. With more than 60% of the world’s population online, how does our rapidly evolving digital world impact creative processes and outcomes? On the one hand, there is the promise of the shared knowledge and ideas of humanity, readily available at our fingertips, providing numerous starting points from which to develop new ideas. On the other hand, we may be overwhelmed by the volume of information, struggle to find and identify quality information to form the basis of a creative thinking process, and instead fall back on common, accepted ideas. Throughout this article, we place creators and creating in the ubiquitous situated context of searching the World Wide Web (i.e., the Web) and consider the implications for a range of everyday creative thinking processes. Research in this area is surprisingly limited, and a number of suggestions are made to take this area forward as the Web becomes an ever-expanding part of our cognitive ecology.
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Grill, Markus, and Anke Haberkamp. "Out of control: The role of spider movement and intolerance of uncertainty in spider fear." Journal of Experimental Psychopathology 14, no. 1 (January 2023): 204380872311515. http://dx.doi.org/10.1177/20438087231151502.
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When asking spider-phobic individuals what they find most frightening about spiders, many report spiders’ unique movement characteristics. Here, we experimentally tested whether spider-specific movements are indeed a major cue in triggering spider fear. One-hundred-and-twenty participants (55 spider-fearful) viewed realistic 3D-animated videos of spiders and ladybugs moving on different paths and with different speeds. We found that spider-fearful individuals perceived spiders as more uncontrollable and unpredictable than ladybugs and non-fearful individuals. This held true to a certain degree even when spiders moved on predictable movement paths. Spiders also elicited more fear and disgust in spider-fearful individuals, which was amplified by curvy movement paths. Finally, spider-fearful individuals reported higher intolerance of uncertainty (IU), which may potentially increase distress in subjectively uncontrollable and unpredictable spider encounters. As far as we are aware, our study provides first experimental evidence of the effects of spider movement on cognition and emotion in spider fear, expanding the current knowledge about fear-related triggers.
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Ibrahim, Ferose Azeez, Erika Pahuja, Damodharan Dinakaran, Narayana Manjunatha, Channaveerachari Naveen Kumar, and Suresh Bada Math. "The Future of Telepsychiatry in India." Indian Journal of Psychological Medicine 42, no. 5_suppl (October 2020): 112S—117S. http://dx.doi.org/10.1177/0253717620959255.
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Technology is bringing about a revolution in every field and mental health care is no exception. The ongoing COVID-19 pandemic has provided us with both a need and an opportunity to use technology as means to improve access to mental health care. Hence, it is imperative to expand and harness the tremendous potential of telepsychiatry by expanding the scope of its applications and the future possibilities. In this article, we explore the different avenues in digital innovation that is revolutionizing the practice in psychiatry like mental health applications, artificial intelligence, e-portals, and technology leveraging for building capacity. Also, we have also visualized what the future has in store for our practice of psychiatry, considering how rapid technological advances can occur and how these advances will impact us. There will be challenges on the road ahead, especially for a country like India for instance; the digital divide, lack of knowledge to utilize the available technology and the need for a quality control and regulation. However, it is safe to presume that telepsychiatry will evolve and progress beyond these roadblocks and will fulfill its role in transforming health care. Telepsychiatry will improve the health care capacity to interact with patients and family. The blurring of national and international borders will also open international opportunities to psychiatrist in India, heralding a new wave of virtual health tourism.
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Kamimura, Akiko, Vikas Ganta, Kyl Myers, and Tomi Thomas. "Intimate Partner Violence, Childhood Abuse, and In-Law Abuse Among Women Utilizing Community Health Services in Gujarat, India." Journal of Interpersonal Violence 32, no. 24 (September 7, 2015): 3778–96. http://dx.doi.org/10.1177/0886260515603973.
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Previous studies in India suggest high prevalence of intimate partner violence (IPV), childhood abuse, and abuse from in-laws. Yet few studies examined IPV, childhood abuse, and abuse from in-laws together. The purpose of this study is to examine the association between IPV, childhood abuse, and abuse from in-laws, and types of abuse (physical, sexual, and emotional abuse) among women utilizing community health services for the economically disadvantaged in India. This study contributes to expanding the literature on abuse experience and providing knowledge for developing intervention programs and research projects to improve health and safety of economically disadvantaged women. The data were collected from women aged 18 years old or older at 18 community health centers that are primarily for the economically disadvantaged in Gujarat, India, in October and November 2013. Of the 219 women who completed a self-administered survey, 167 participants, who had ever been married and indicated whether they had been abused by their spouse or not, were included in analysis. More than 60% of the participants experienced IPV, childhood abuse, and/or abuse from in-laws, often with multiple types of abuse. Physical abuse is a major issue for IPV, childhood abuse, and in-law abuse. Emotional abuse potentially happens along with physical and/or sexual abuse. Abuse from in-laws requires greater attention because all types of abuse from in-laws were associated with IPV. Community health centers should provide abuse prevention and intervention programs that have involvement of family members as well as women who are at risk of being abused.
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Grebosz-Haring, Katarzyna, and Martin Weichbold. "Contemporary art music and its audiences: Age, gender, and social class profile." Musicae Scientiae 24, no. 1 (May 14, 2018): 60–77. http://dx.doi.org/10.1177/1029864918774082.
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Contemporary art music (CAM) has experienced significant aesthetic changes in recent decades and has acted as a seismograph for socio-cultural movements. New music festivals have had a significant influence on the development and perception of this music by promoting aesthetic pluralism, introducing new concert formats, and expanding to unusual venues. These movements induce changes in the social patterns of CAM consumers and have an impact on the traditional high culture audience profile. This article relies on audience surveys at three European CAM festivals and draws on Bourdieu’s (1984) and Schulze’s (1992) class and lifestyle concepts in order to explore demographic characteristics and social class in CAM audiences. As the results show, consumption of CAM is still a distinctive practice sustained by an exclusive community having considerable education and “musical capital”. Nevertheless, the festivals show heterogeneity in the age structure and motivational structure of attendees as well as in specific patterns regarding knowledge, experience and active involvement with CAM. The analysis shows that aesthetic pluralism can lead to greater social openness regarding social class affiliation.
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Quiñones, Gloria, Avis Ridgway, and Liang Li. "Collaborative drawing: A creative tool for examination of infant–toddler pedagogical practices." Australasian Journal of Early Childhood 44, no. 3 (June 27, 2019): 230–43. http://dx.doi.org/10.1177/1836939119855219.
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Evidence was gathered from an Australian long day care project ‘Educators of babies and toddlers; developing a culture of critical reflection’. A cultural–historical theoretical approach was sensitively interwoven with visual methodology. The innovative combination of visual methodology and cultural–historical theory involved the creation of three Collaborative Forums. The Collaborative Forums aimed for participants to collectively unravel their pedagogical knowledge. The visual methodology involved research tools such as video observations, images, collaborative drawings and group interview transcripts. The research tools of mapping promises and collaborative drawing provided opportunity to imagine and map educators’ pedagogical practices. The act of collaborative drawing was an improvised and imagined activity that strengthened understanding of the multiplicity of educators’ promises. The collaborative drawing elicited discussion that created an expansive collective agenda. Collaborative drawing offered an innovative research tool with ongoing capacity to generate expertise for imagining ideal practices for infant–toddler research. The findings suggest that collaborative drawing with educators is a creative and imaginative tool for expanding the infant–toddler research agenda.
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Shooshtari, Zohre G., Anahita Bordbar, and Reza Banari. "Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks." Theory and Practice in Language Studies 7, no. 8 (August 1, 2017): 701. http://dx.doi.org/10.17507/tpls.0708.14.
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Textbooks play a crucial role in language teaching particularly in English as a foreign language (EFL) classrooms since they are considered as an important and primary source of linguistic input. EFL textbooks are expected to develop EFL students’ knowledge, no difference in linguistic or pragmatic competences (Gholami & Mahboobrezaei, 2011). As some scholars believed pragmatics is the fifth skill in language learning, then, it is essential to incorporate it like an integral component of EFL textbooks. However, there exists little knowledge on how well pragmatic perspectives of language are taken into consideration in expanding EFL textbooks generally and Iranian English for specific purposes (ESP) textbooks particularly. In fact, ESP textbooks are written by non-native authors and are considered as unauthentic textbooks. This study, therefore, attempted to explore pragmatic knowledge incorporation into ESP textbooks that have been published for computer engineers by SAMT publication as university textbooks. This study was also an attempt to investigate the frequency and rate of ‘politeness principle’ and ‘irony principle’ from the subcategories of inter-personal rhetoric as the umbrella term in two textbooks in the field of psychology. Book A was an authentic book written by natives for native speakers; however, book B was written by Iranians writers for Iranian university students (SAMT book). This paper then presented some results abstracted from the whole research project. EFL teachers and researchers whose professional and academic interests lie in syllabus design and ESP field may benefit from the findings of the study.
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Strong, Katie A., and Jenna Randolph. "How Do You Do Talk Therapy With Someone Who Can't Talk? Perspectives From Mental Health Providers on Delivering Services to Individuals With Aphasia." American Journal of Speech-Language Pathology 30, no. 6 (November 4, 2021): 2681–92. http://dx.doi.org/10.1044/2021_ajslp-21-00040.
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Purpose Aphasia is correlated with depression and anxiety, and it has a negative impact on quality of life. Aphasia is also frequently misunderstood among mental health care providers. The aim of this study was to explore the experiences of mental health providers who provide services to people living with aphasia. Method Interpretative phenomenological analysis was used to analyze interviews of six mental health providers who had some experience in providing services to people with aphasia. Results Three main themes among mental health care providers' experiences providing services to people with aphasia were identified: barriers, interprofessional collaboration, and therapy looks different. Subthemes associated with barriers included insufficient training and knowledge of aphasia, the stigma of receiving mental health services, and accessibility to services. Subthemes related to interdisciplinary collaboration included referrals, knowledge and awareness, and strategies and tools. Subthemes supporting therapy looks different included a new approach to therapy and challenges. Conclusions Mental health providers' experiences reveal the need for an action-oriented approach to overcome barriers, a nontraditional approach to talk therapy for people with aphasia, and increased collaboration with speech-language pathologists (SLPs). Future research should explore expanding the collaboration between SLPs and mental health providers to increase shared knowledge and skills in issues related to reducing depression and anxiety to support the well-being of people with aphasia.
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Pinelli, Michele, and Mara Einstein. "Religion, science and secularization: a consumer-centric analysis of religion’s functional obsolescence." Journal of Consumer Marketing 36, no. 5 (August 12, 2019): 582–91. http://dx.doi.org/10.1108/jcm-11-2017-2451.
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Purpose This paper aims to offer a marketing perspective to the multidisciplinary debate on whether religion is expanding, declining or resurging in contemporary and allegedly secular society. Specifically, it examines the “secularization hypothesis”, which predicts that religion tends to lose its central role in people’s lives as secular reasoning spreads and scientific knowledge accumulates. Design/methodology/approach Borrowing from psychology literature, the authors identify the psychological and social needs satisfied by religion and in doing so uncover its functions. They then discussed whether religion can be claimed to be functionally obsolete. Findings The authors identified four functions of religion: explanatory, relieving, membership and moral. The content of religious doctrines offers consumers of religion unambiguous knowledge, absolute morality and promises of immortality, immanent justice and centrality in the universe. Religion also provides a social identity, through which people can build meaningful connections with others in the community and with their own history. Originality/value A change in the role of religion would be highly relevant for consumer research because religious ideologies shape consumption practices, social relations, products and brands. The authors observe that the content of religious answers is so well-crafted around human psychology that the explaining, relieving and moral functions of religion have not lost reliability. However, cultural change has weakened religion’s ability to gratify human psychology through social identity and meaningful socialization, which led to the marketization of religion, the rise of spirituality and the intensification of socialization around consumption.
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Takahashi, Rita, Susan Sung, and Michael Reisch. "The Institute for Multicultural Research and Social Work Practice." Research on Social Work Practice 7, no. 2 (April 1997): 263–77. http://dx.doi.org/10.1177/104973159700700208.
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This article addresses the significant role multicultural social work institutes can play in the development of social work practice. Such an institute can be a powerful source for researching, evaluating, and expanding social work knowledge and practice, educating and training human service professionals, analyzing and disseminating information critical to policy and professional development, and initiating and participating in change processes that reflect heightened awareness of and appreciation for diversity. The case of San Francisco State University's Institute for Multicultural Research and Social Work Practice is used to illustrate how each of the above-mentioned points were achieved. This article traces the three major phases the institute went through during its first 7 years of history: initiation and establishment, development, and maintenance and growth. It reveals that to be successful, institutes must engage in strategic planning and continuously evolve and change to meet new challenges and developments.
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Vasquez, Cristian A., Karen Niven, and Hector P. Madrid. "Leader Interpersonal Emotion Regulation and Follower Performance." Journal of Personnel Psychology 19, no. 2 (April 2020): 97–101. http://dx.doi.org/10.1027/1866-5888/a000249.
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Abstract. Interpersonal emotion regulation (IER) refers to the actions of influencing other people’s feelings. We apply this construct to the context of leadership to determine whether leader IER may explain followers’ performance. Drawing on emotions-as-social-information theory, we argue that leader strategies to improve or worsen followers’ feelings would be related to followers’ affect and thereby to their performance. We tested these proposals using a multisource field study involving 31 leaders and 157 followers. Results from multilevel modeling supported a mediation model in which leaders’ attempts to improve their followers’ feelings enhance followers’ task performance via the followers’ experience of positive affect. In contrast, leaders’ use of affect-worsening actions was associated with the experience of followers’ negative affect, but not related to task performance. These findings contribute by expanding knowledge on the affective underpinnings of the leader–follower relationship and informing the development of leadership interventions aimed to foster employee performance.
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Lynd-Balta, Eileen. "Using Literature and Innovative Assessments to Ignite Interest and Cultivate Critical Thinking Skills in an Undergraduate Neuroscience Course." CBE—Life Sciences Education 5, no. 2 (June 2006): 167–74. http://dx.doi.org/10.1187/cbe.05-08-0108.
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Science education reform initiatives emphasize 1) the value of concepts over facts; 2) the benefits of open-ended, inquiry-based problem-solving rather than protocols leading to a single correct answer; and 3) the importance of a multidisciplinary approach to teaching that is not confined by departmental boundaries. Neuroscientists should be at the forefront of this movement by the very nature of the discipline we study. Neuroscience is a relatively new field that integrates diverse subjects (anatomy, physiology, pharmacology, molecular biology, computer science, and psychology) and experimental advances are constantly changing and expanding our understanding of brain function. How can we convey this excitement in the classroom? The project described in this article uses nonscientific literature to introduce a scientific topic of study. In addition, the multitask assignment requires the acquisition of content knowledge and the development of critical thinking skills. As students explore the topic from multiple perspectives, they recognize the interconnectedness of science and society and confront ethical and moral issues related to science. A comparison of exam scores, essay responses, engagement level, as well as students' own reflections, demonstrates that inclusion of the project does not sacrifice content knowledge, rather it enhances the overall learning process.
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Goodman, Lisa A., Deborah Epstein, and Cris M. Sullivan. "Beyond the RCT." American Journal of Evaluation 39, no. 1 (August 29, 2017): 58–70. http://dx.doi.org/10.1177/1098214017721008.
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Programs for domestic violence (DV) victims and their families have grown exponentially over the last four decades. The evidence demonstrating the extent of their effectiveness, however, often has been criticized as stemming from studies lacking scientific rigor. A core reason for this critique is the widespread belief that credible evidence can derive only from research grounded in randomized control trials (RCTs). Although the RCT method has its strengths, we argue that it is rarely an optimal—or even a possible—approach for evaluating multifaceted DV programs. This article reviews the reasons that RCT is a poor fit for such programs and argues that a more inclusive conceptualization of credible evidence is critical to expanding our knowledge base about how DV programs affect survivors’ safety and well-being.
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Shobana, H., and L. Salini. "Kurunthogai Leader and Sigmund Freud’s Theory." Shanlax International Journal of Tamil Research 5, no. 4 (April 1, 2021): 38–42. http://dx.doi.org/10.34293/tamil.v5i4.3869.
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All the ancient Tamil poets of the ancient time were intrigued by the nature of the world without compromising on it. They were amazed at the beauty of the world. Instead of distorting the nature of the world in a way that suited their mental state, they enjoyed expanding and explaining their memory to suit their knowledge through the beauty of the worldly nature. Thus it is the Sangam literatures that add pride to Tamil literature. One of those descriptions is that the hero of Kurunthogai and it explains his feelings. The mental unity of the lovers is the lifeblood of the Agathinai. If the stolen norm of stolen lovers is marriage, it is called morality. (C. Maheswari, Society in Paripathal, pp. 4, 5). Thus, this review article reveals how songs that highlight the leader’s psychology have been incorporated and explored into the psychological theory of psychologist Sigmund Freud.
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Nenov, Mihail, Sevil Ivanova, Greta Stoyanova, and Tanya Srebreva. "Application of the PERMA Model in an Innovative STEM Subject – Space Research." Vocational Education 24, no. 3 (June 24, 2021): 276–84. http://dx.doi.org/10.53656/voc22-362pril.
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The article traces the application of the PERMA model in the innovative STEM subject Space Research. The design of educational solutions takes into account modern trends in the development of “soft skills” and an integrated set of knowledge aimed at identifying and solving problems in the micro- (individual) and macro- (global) context of the individual and the community in a period of dynamic digitalization and robotization of personal and social parameters and their consolidation into business intelligent systems (BIS). The content design for the STEM subject Space Research is based on the PERMA model in positive psychology and presents the ways in which it is realized through: an integrated learning approach, combined with a set of hardware and software solutions that ensure the realization of goals, expanding the parameters of personal development of students and setting new challenges for learning and mental (cognitive and emotional) growth.
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Nenov, Mihail, Sevil Ivanova, Greta Stoyanova, and Tanya Srebreva. "APPLICATION OF THE PERMA MODEL IN AN INNOVATIVE STEM SUBJECT – SPACE RESEARCH." Education and Technologies Journal 12, no. 1 (August 1, 2021): 128–32. http://dx.doi.org/10.26883/2010.211.3112.
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The article traces the application of the PER MA model in the innovative STE M subject Space Research. The design of educational solutions takes into account modern trends in the development of „soft skills“ and an integrated set of knowledge aimed at identifying and solving problems in the micro- (individual) and macro (global) context of the individual and the community in a period of dynamic digitalization and robotization of personal and social parameters and their consolidation into business intelligent systems (BIS ). The content design for the STE M subject Space Research is based on the PER MA model in positive psychology and presents the ways in which it is realized through: an integrated learning approach, combined with a set of hardware and software solutions that ensure the realization of goals, expanding the parameters of personal development of students and setting new challenges for learning and mental (cognitive and emotional) growth.
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Bourguignon, Nicolas J., Aparna Nadig, and Daniel Valois. "The Biolinguistics of Autism: Emergent Perspectives." Biolinguistics 6, no. 2 (June 19, 2012): 124–65. http://dx.doi.org/10.5964/bioling.8897.
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This contribution attempts to import the study of autism into the biolinguistics program by reviewing the current state of knowledge on its neurobiology, physiology and verbal phenotypes from a comparative vantage point. A closer look at alternative approaches to the primacy of social cognition impairments in autism spectrum disorders suggests fundamental differences in every aspect of language comprehension and production, suggesting productive directions of research in auditory and visual speech processing as well as executive control. Strong emphasis is put on the great heterogeneity of autism phenotypes, raising important caveats towards an all-or-nothing classification of autism. The study of autism brings interesting clues about the nature and evolution of language, in particular its ontological connections with musical and visual perception as well as executive functions and generativity. Success in this endeavor hinges upon expanding beyond the received wisdom of autism as a purely social disorder and favoring a “cognitive style” approach increasingly called for both inside and outside the autistic community.
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Selnes, Ola A. "Cognitive Systems and Systemic Disease: Internal Medicine for the Neuropsychologist: Medical Neuropsychology, 2nd ed. Ralph E. Tarter, M. Butters, and Sue R. Beers (Eds.). 2001. Hingham, MA: Kluwer Academic/Plenum Publishers. 346 pp., $75.00 (HB)." Journal of the International Neuropsychological Society 9, no. 3 (February 25, 2003): 496–97. http://dx.doi.org/10.1017/s1355617703223158.
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This is the second edition of a book originally published in 1988 as part of the series Critical Issues in Neuropsychology. The editors describe it as expanding the content and updating the rapidly growing literature on the relationship between cognition and systemic (nonneurological) disease. Although most of the chapter titles remain the same, some of the authors are new. Some of the chapters from the first edition, including those on childhood nutritional disorders and on cancer, have been dropped. New additions include chapters titled “Autoimmune Disorders,” “Sleep Disorders,” and “Neurobehavioral Complications of HIV Infection.” While the contents of the book remain clearly focused on the effects of systemic illness on cognition, some chapters, such as the one devoted to neurobehavioral complications of HIV infection, discuss cognitive impairment secondary to presumed primary central nervous system diseases. However, with evolving knowledge of the pathophysiology of HIV-related cognitive impairment, systemic factors are also increasingly being recognized.
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Viana, Andres G., and Janet A. Welsh. "Correlates and predictors of parenting stress among internationally adopting mothers: A longitudinal investigation." International Journal of Behavioral Development 34, no. 4 (April 15, 2010): 363–73. http://dx.doi.org/10.1177/0165025409339403.
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This study examined correlates and predictors of parenting stress among internationally adopting (IA) mothers with the goal of expanding the knowledge base on the experiences of adoptive parents. One hundred and forty-three IA mothers completed pre-adoption (Time 0) and six months post-adoption (Time 1) surveys with questions regarding child-, parent-, and family-related characteristics. Mother reports of higher depression symptoms, higher expectations of child developmental and behavioral/emotional problems, and a greater number of children in the family at pre-adoption were significantly related to higher parenting stress six months post-adoption. In contrast, mother reports of higher expectations for child acceptance and higher perceived social support at pre-adoption were significantly related to lower parenting stress six months post-adoption. Higher maternal depression symptoms, higher expectations of child behavior/emotional problems, and a greater number of children in the family at pre-adoption together accounted for 22% of the variance in parenting stress six months post-adoption. Concurrent higher maternal depression symptoms and higher reports of child behavioral/emotional problems predicted higher parenting stress six months post-adoption over and above pre-adoption predictors, and accounted for an additional 33% of the variance. Results and directions for future research are discussed from a transactional perspective, with particular emphasis on the importance of pre-adoptive information for adoption research and practice.
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Esposito, Michelle Marie, and Anna King. "New York City: COVID-19 quarantine and crime." Journal of Criminal Psychology 11, no. 3 (May 18, 2021): 203–21. http://dx.doi.org/10.1108/jcp-10-2020-0046.
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Purpose In early 2020, the world faced a rapid life-changing pandemic in the form of the Coronavirus Disease of 2019 (COVID-19) crisis. Citywide lockdowns with stay-at-home orders and mass closings quickly became the “new normal.” With these new mandates, routine activity, mental health and financial securities all began to experience major deviations, and it became clear that this could prove to be rather valuable in providing the opportunity for large-scale criminology experiments. This study aims to explore New York City's (NYC) crime patterns during this unique social situation. Specifically, has crime as a whole increased or decreased, and have particular crimes increased or decreased during these stressful fluid times? Design/methodology/approach The authors briefly review previous crises and worldwide trends but focus on NYC crime as collected by the New York Police Department's statistics unit, “CompStat.” An analysis of 13 crime types from March 30 to July 5 was completed, including percent differences and individual weekly incidence rates in citywide crimes compared to the same time in 2019. Findings The analysis demonstrated that all crimes analyzed, except for murder and burglary, exhibited a statistically significant difference during COVID-19 conditions compared to the same time the previous year. Grand larceny auto and gun violence crimes significantly increased during COVID-19 weeks, whereas rape, other sex crimes, robbery, felony assault, grand larceny, transit, housing, misdemeanor assault and petit larceny all significantly decreased. Originality/value Due to the ongoing nature of the pandemic, this is amongst the first studies to examine trends in NYC crime during pandemic mandates. Expanding our knowledge in these situations can inform natural disaster responses, as well as criminal justice policy and practice to better protect the public in future crises.
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Federici, Annalisa. "Beastly Modernisms: The Question of Animal Speech and Psychology in James Joyce and Virginia Woolf." Altre Modernità, no. 26 (November 29, 2021): 99–113. http://dx.doi.org/10.54103/2035-7680/16799.
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This essay analyses the ways in which James Joyce and Virginia Woolf addressed from a very early stage key issues related to contemporary posthumanist theories such as the question of animal speech and psychology. Both Joyce’s description of human-animal encounters in Ulysses and Woolf’s depiction of a sentient animal subject in Flush: A Biography at first present, and then subvert, the idea of the use of language as evidence of a human surpassing of the animal. By challenging preconceived notions of species distinctions, these authors ultimately decenter the human to focus instead on the centrality of animal subjectivity and sensory experience. While the question of a sharp divide between human and nonhuman animals along the axis of speech can be traceable to the anthropocentric tradition of western humanism and not least to such a possible source as Cervantes (whose novella “The Dialogue of the Dogs” is listed as part of both Joyce’s Trieste library and the library of Leonard and Virginia Woolf), the idea of expanding the typically modernist focus on inner life by also including other forms of subjectivity may have derived from the coeval, burgeoning fields of zoology, ethology and comparative psychology. Drawing from these sources and popular areas of knowledge which formed part of the cultural climate of the time, both Joyce and Woolf explore cross-species intersubjectivity in ways that shift the terms of representation away from anthropocentric views in order to affirm, blur and deny the boundaries between the human and the non-human.