Gotowe bibliografie tematyczne / Social sciences -> psychology -> abnormal psychology

Gotowa bibliografia na temat „Social sciences -> psychology -> abnormal psychology”

Autor: Grafiati

Data publikacji: 25 lipca 2024

Data aktualizacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Social sciences -> psychology -> abnormal psychology"

Fabrega, Jr., Horacio. "Applications to the social and clinical sciences". Behavioral and Brain Sciences 28, nr 2 (kwiecień 2005): 203–4. http://dx.doi.org/10.1017/s0140525x05320048.

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Fully interpreted, Lewis's dynamic systems modeling of emotion encompasses psychological-adaptation thinking and individual and group differences in normal and abnormal behavior. It weakens the categorical perspective in evolutionary psychology and the clinical sciences; and suggests continuity between “normal” or “abnormal” behavior in whatever way this is self and culturally constituted, although culture/linguistic factors and selfhood are neglected. Application of a dynamic systems model could improve formulation of clinical problems.

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Halonen, Jane S. "Abnormal Psychology as Liberating Art and Science". Journal of Social and Clinical Psychology 24, nr 1 (styczeń 2005): 41–50. http://dx.doi.org/10.1521/jscp.24.1.41.59172.

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Akande, Adebowale. "Classic studies in abnormal psychology". Social Science & Medicine 40, nr 4 (luty 1995): 574–76. http://dx.doi.org/10.1016/0277-9536(95)90031-4.

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Bosi, Maria Lúcia Magalhães, Kátia Yumi Uchimura i Ronir Raggio Luiz. "Eating behavior and body image among psychology students". Jornal Brasileiro de Psiquiatria 58, nr 3 (2009): 150–55. http://dx.doi.org/10.1590/s0047-20852009000300002.

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OBJECTIVE: To characterize eating habits and possible risk factors associated with eating disorders among psychology students, a segment at risk for eating disorders. METHOD: This is a cross-sectional study. The questionnaires Bulimic Investigatory Test Edinburgh (BITE), Eating Attitudes Test (EAT-26), Body Shape Questionnaire (BSQ) and a variety that considers related issues were applied. Statistical Package for the Social Sciences (SPSS) 11.0 was utilized in analysis. The study population was composed of 175 female students, with a mean age of 21.2 (DP ± 3.6 years). RESULTS: A positive result was detected on the EAT-26 for 6.9% of the cases (CI95%: 3.6-11.7%). The prevalence of increased symptoms and intense gravity, according to the BITE questionnaire was 5% (CI95%: 2.4-9.5%) and 2.5% (CI95%: 0.7-6.3%), respectively. According to the findings, 26.29% of the students presented abnormal eating behavior. The population with moderate/severe BSQ scores presented dissatisfaction with corporal weight. CONCLUSION: The results indicate that attention must be given to eating behavior risks within this group. A differentiated gaze is justified with respect to these future professionals, whose practice is jeopardized in cases in which they are themselves the bearers of installed symptoms or precursory behavior.

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de Leon, Jose. "Is psychiatry only neurology? Or only abnormal psychology? Déjà vu after 100 years". Acta Neuropsychiatrica 27, nr 2 (13.11.2014): 69–81. http://dx.doi.org/10.1017/neu.2014.34.

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Forgetting history, which frequently repeats itself, is a mistake. In General Psychopathology, Jaspers criticised early 20th century psychiatrists, including those who thought psychiatry was only neurology (Wernicke) or only abnormal psychology (Freud), or who did not see the limitations of the medical model in psychiatry (Kraepelin). Jaspers proposed that some psychiatric disorders follow the medical model (Group I), while others are variations of normality (Group III), or comprise schizophrenia and severe mood disorders (Group II). In the early 21st century, the players’ names have changed but the game remains the same. The US NIMH is reprising both Wernicke’s brain mythology and Kraepelin’s marketing promises. The neo-Kraepelinian revolution started at Washington University, became pre-eminent through the DSM-III developed by Spitzer, but reached a dead end with the DSM-5. McHugh, who described four perspectives in psychiatry, is the leading contemporary representative of the Jaspersian diagnostic approach. Other neo-Jaspersians are: Berrios, Wiggins and Schwartz, Ghaemi, Stanghellini, Parnas and Sass. Can psychiatry learn from its mistakes? The current psychiatric language, organised at its three levels, symptoms, syndromes, and disorders, was developed in the 19th century but is obsolete for the 21st century. Scientific advances in Jaspers’ Group III disorders require collaborating with researchers in the social and psychological sciences. Jaspers’ Group II disorders, redefined by the author as schizophrenia, catatonic syndromes, and severe mood disorders, are the core of psychiatry. Scientific advancement in them is not easy because we are not sure how to delineate between and within them correctly.

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Weitz, Rose, i Karl Bryant. "The portrayal of homosexuality in abnormal psychology and sociology of deviance textbooks". Deviant Behavior 18, nr 1 (styczeń 1997): 27–46. http://dx.doi.org/10.1080/01639625.1997.9968042.

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Stojnov, Dusan. "Normalization and education: Repression of natural harmony or emancipation of perspectives disharmony?" Zbornik Instituta za pedagoska istrazivanja, nr 34 (2002): 30–48. http://dx.doi.org/10.2298/zipi0204030s.

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The issues of normality of people, generally dealt with in the context of 'P' sciences (psychology, psychiatry and psychotherapy), have been coupled with the issue of implementing social norms in education process dealt with in the context of pedagogy. A well-established view that the issue of normality is 'ontologically evident' and rests upon natural behavior is opposed to views of the culturally situated normal-abnormal dimension and those of abnormality as a social structure. It has been shown that the border between the domains of normal and abnormal is vague, that it rests upon the absence of criteria giving privilege to invisible social groups and that those criteria change in time and differ in different cultures. Education that is tending to the harmonization of normality founded on what is natural and common to most humans is opposed to the view of education that is nurturing multiperspectivism - emancipation of as much diversity of perspectives as possible, being frequently disharmonious, and whose harmonization can be achieved only in a long-lasting, enduring and demanding process of tolerating differences.

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SILVEIRA, F. A., A. P. V. OLIVEIRA i R. T. SIMANKE. "A Psicologia em Doença Mental e Psicologia de Michel Foucault". Fractal: Revista de Psicologia 34 (2022): e5996. http://dx.doi.org/10.22409/1984-0292/2022/v34/5996.

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Michel Foucault investigates “the history of the relations that the thought keeps with the truth” and disnaturalizes body, soul and psiqué as historical and discursive inventions, which have meaning only if included into the epistemique arrangements productions of truths, in the case, the emergence of modern thought, specially about human sciences, in general. This research studies the Foucault’s order of the speech on Psychology, in his book “Mental Ilness and Psychology”, with the aim of providing allowances for understanding the history of the speeches of Psychology, about the building of psychological subject and object and its subjectivateurs and contemporaries effects, by questioning the naturalization of conducts considered psychologically abnormal; as well as the application of the same principles of organic pathology to mental pathology, which, together with the postulate of the naturalization of psychological diseases as unitary species, would create the illusion of a real unity between mental and organic pathology, through the complex enunciative imbrication between mind and organism. It was found that for Foucault, the pathology of a certain psychological and individual history should not be reduced to the restricted phenomena of the existence and personalistic perception of the subject, which, inadvertently, could generate a blaming of the subject on the symptoms – organic-mental – inherent to his own conduct, in order to understand the emergence of homo psychologicus as a subject in the cultural and social history of humanity, with special emphasis on the historical production of mental illness figures.

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Norris, Gareth, Helen Murphy, Robert Sanders, Mary Claire Halvorson, Judith Ramsay, Robert Stratford, Marie Reid i in. "Review: Abnormal Psychology, Applying Social Psychology, Behavior Genetics Principles: Perspectives in Development, Personality and Psychopathology, a Complete GCSE Course, Complete Psychology, Educational Psychology (9th Edition), Health Psychology: A Textbook (3rd Edition), Human Judgment: The Eye of the Beholder, Participatory Community Research: Theories and Methods in Action, the Principles of Writing in Psychology, Psychology Builds a Healthy World: Opportunities for Research and Practice, Psychology: Science of Behaviour (2nd European Edition), School-Based Mental Health Services: Creating Comprehensive and Culturally Specific Programs, Social Psychology (3rd Edition), Video Review: Psychology Live Series: Introduction to Designing Experiments". Psychology Learning & Teaching 5, nr 1 (marzec 2006): 70–86. http://dx.doi.org/10.2304/plat.2005.5.1.70.

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Nie, Juan, i Jianghong Mo. "Application of Informational Big Data in Case Study and Collection of Basic Educational Psychology". Mobile Information Systems 2022 (4.10.2022): 1–8. http://dx.doi.org/10.1155/2022/5964054.

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In the new situation of modernization, there is an influx of diverse social thinking. At the same time, coupled with the influence of COVID-19, which has swept the world, the ideological and psychological space of college students has been greatly impacted. In this context, the ideological and psychological health of college students is an important value for the education of college students. To be specific, as an important place for cultivating college students, colleges and universities should pay attention to students’ thoughts and ideas from their hearts. In addition, colleges and universities should give full play to the role of educational psychology in colleges and universities and actively promote the synergistic development of all educational sectors in schools, so as to promote the realization of the goal of education in the new era. In recent years, a series of mental health problems such as anxiety, depression, low self-esteem, and interpersonal sensitivity have become frequent among college students, and some have even developed suicidal ideation. This has a very serious negative impact on individuals, families, and society. Therefore, if the mental health problems of college students can be detected early, the relevant school departments and counselors can provide timely and targeted help to such students. At the same time, these at-risk students can receive early treatment, thus reducing the harm. As a result, it is quite valuable to find an effective method to identify students with mental health problems. Traditionally, researchers have used questionnaires to survey students about their mental health. However, this approach has the disadvantage of being easily concealed and inefficient. In recent years, researchers have begun to use weblogs to identify students with mental health problems, but this approach still has shortcomings. First of all, they still use questionnaires to obtain labels. In addition, students’ psychological activities may not only be reflected in their online behavior but also in their other daily behaviors. Big data in higher education plays a crucial role in analyzing and identifying students with psychological abnormalities. As a result, this research mainly extracts the behavioral characteristics of students by cleaning and transforming a large amount of disorganized student school data based on the educational data collected from school cards, academic affairs systems, access control systems, and related business systems. What is more, this study further analyzes the differences in behavioral characteristics between normal and abnormal students through hypothesis testing and finally establishes a model to identify abnormal students and evaluate the results.

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Rozprawy doktorskie na temat "Social sciences -> psychology -> abnormal psychology"

Kamber, Jussila Linda, i Gabrielle Fermby. "Implicita attityder till frivilligt barnfria : En kvantitativ studie om hur olika grupptillhörigheter påverkar individens attityd till frivilligt barnfria". Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62585.

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Det finns en skillnad mellan att vara barnlös och barnfri, nämligen att inte kunna få och att välja bort barn. Enligt tidigare forskning beskrivs frivilligt barnfria ofta som avvikande och stigmatiseras av samhället. Att detta även är fallet i Sverige kan ses som förvånande då landets befolkning överlag har starkt individualistiska attityder som står i kontrast till traditionella värderingar, till exempel barnfamiljens starka ställning. Denna kvantitativa studie avser att mäta implicita attityder till frivilligt barnfria individer och individer med barn med hjälp av ett implicita associationstest. Åttio respondenter med olika ålder, kön, utbildningsnivå, civilstatus och boendesituation genomförde testet. Vi undersöker deras implicita attityder till barnlöshet generellt, samt huruvida dessa attityder varierar mellan olika grupper bland respondenterna. Vi undersöker också om det finns någon korrelation mellan implicita och explicita attityder till barnfrihet. Studien är sociologisk och resultaten analyseras genom en sociologisk socialpsykologisk ansats. Detta är ett relativt nytt sätt att hantera data från ett implicit associationstest.
There is a difference between childlessness and being childfree, namely to not be able and to voluntarily choose not to have children. According to previous research, childfree individuals are often described as deviant and are stigmatised in society. It may be surprising however to find that this is the case also in Sweden, a country where population generally has strong individualistic attitudes, in contrast to holding traditional values such as the value of the nuclear family. This quantitative study measures implicit attitudes to voluntarily childfree individuals and individuals with children respectively, using an implicit association test. Eighty respondents with different genders, ages, levels of education, civil status and living conditions, took the test. We investigate their implicit attitudes to being childfree, as well as whether those attitudes vary between different groups of respondents. We also investigate if there are any correlations between implicit and explicit attitudes to being childfree. The study is sociological and the results are analysed using a sociological social psychological approach. This is a relatively new way to process data from an implicit association test.

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Pelletier, Marc 1973. "Abnormal brain connectivity in schizophrenia : investigations into episodic memory networks". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98766.

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Abnormal connectivity between the prefrontal cortex (PFC) and other brain regions has been demonstrated in subjects with schizophrenia. We tested if abnormal connectivity, particularly between PFC and the medial temporal lobes (MTL), underlies the reduced brain activity and level of accuracy observed in schizophrenia subjects during episodic memory tests. We used fMRI to examine activation in fifteen chronic, medicated schizophrenia subjects and eighteen control subjects in two different recognition memory tests. The item recognition memory test required subjects to make old/new judgments, and the associative recognition memory test required them to make intact/rearranged judgments. We examined brain connectivity separately, with a structural equation modeling, based on anatomical links found in the literature. During associative recognition memory, subjects with schizophrenia failed to demonstrate the significant connectivity bilaterally between different areas of PFC and posterior MTL/fusiform regions that was observed in control subjects. However, during recognition memory of individual items, subjects with schizophrenia demonstrated significant connectivity between the anterior part of the MTL and medial PFC similar to control subjects. These findings provide evidence of a lack of proper integration between PFC and fusiform/MTL areas underlying episodic memory deficits of visual objects in schizophrenia, particularly during associative recognition memory.

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Davis, Melinda Fritchoff. "Method variance in the social sciences". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289721.

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A preliminary taxonomy has been developed that differentiates between trait characteristics, the situation, manifest and subtle methods and interaction effects. The proposed taxonomy divides method into manifest and subtle categories. The obvious, surface characteristics of method are considered manifest, while the deeper structures of method that are not usually seen are considered subtle. Seven manifest method categories are described: stimulus format, response format, response categories, raters, whether the measure is direct or summative, rating the stimulus or the response, and opaque or transparent measures. Numerous subtle method categories can also be seen within the method rather than on its surface. These include semantic or verbal characteristics, direction of wording, measures of amount, ability, latency of response, possessions, situational context, associations, and behavior. Other method categories include report of others reactions, body symptoms, and time frame. Seven item level methods were tested in this study in the context of measurement of Introversion-Extraversion (IE). They included direct questions, direction of wording, situational context, time frame, report of others reactions, preference (semantic or verbal structure), and behavior. Three of these methods (preference, behavior, and direction of wording) introduced substantial method variance in the measurement of IE, and there were also several sizable trait*method interactions: direction of wording, time frame, and preference. Generalizability theory analysis (GT) proved to be quite useful in estimating method effects and interactions. By comparing the findings from GT analysis to confirmatory factor analysis (CFA) results, it became clear that there were problems with the CFA results that could not be ignored. Although generalizability analysis is limited in its ability to provide estimates of the trait and method contributions for individual measures, unfortunately, it informs us that the estimates provided by CFA are probably erroneous.

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Mischkowski, Dominik. "The Social Side Effects of Acetaminophen". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1438081282.

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Formati, Mary Jean. "Grief resolution in the elderly". Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2775.

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Efforts to predict successful grief resolution in adults have suggested that older adults may experience grief differently than younger adults. In addition, age, coping style, perceived control, and a social support system have also been identified as possible mediating factors in grief resolution. This study explored the effect of age, coping style, and perceived control on grief resolution in 48 independent living residents (aged 65-86) of a Northern California community who had experienced the loss of a spouse. All were members of a widowed person's support organization. It was hypothesized that successful grief resolution would be positively related to perceived external control and to an avoidance coping style. Grief resolution was measured by the Grief Resolution Index (Remondet & Hansson, 1987) and the Beck Depression Inventory (Beck, 1978). Coping style was measured by the Coping Responses Inventory (Moos, 1993). Perceived control was measured by Rotter Locus of Control Scale (Rotter, 1966). The degree of grief resolution was analyzed using 2 x 2 x 2 (Age x Locus of Control x Coping Style) ANOVA on each measure of grief resolution. The hypotheses were not supported.

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Meyers, Kelly Stephen. "Video games, aggression, and the new ESRB ratings system". Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2631.

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The current study sought to accomplish three goals: (a) examine the short term effects of the current hi-tech aggressive video games on children who play them; (b) improve upon the methodology of previous studies by using a combination of self-report, physiological (heart rate), and behavioral observations (Bobo doll aggression) together in one study; and (c) examine how the new Entertainment Software Rating Board's (ESRB) ratings system relates to aggression in children who have played aggressive and non-aggressive video games. It was hypothesized that (a) playing video games which depict interpersonal aggression would lead to increased aggression in children, and that (b) the ESRB rating system is useful but incomplete as it relates to post-video game aggression differences. Specifically, games which involve very high levels of interpersonal aggression as their main theme are sometimes given the same classification (rating) as a game containing no or very little aggression. The current study expected to find that the game content rather than game classification predicts post-game aggression on the part of the player. (Abstract shortened by UMI.)

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Fishfader, Vicki Lynn. "Evidential and extralegal factors in jury verdicts: Presentation mode, retention, and level of emotionality". Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2774.

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It is becoming commonplace for video technology of various forms to be utilized in modern courtrooms. However, little research exists on how the use of videos in the courtroom influences jury decision making. Studies on this topic could lead to greater understanding of the mechanisms by which jurors arrive at their decisions. For example, jurors are instructed not to let emotional factors impact their decisions, yet attorneys often appeal to a juror's conscience rather than his or her intellect in trying to win a case. In order to examine these issues, the present study attempted to answer two main questions. First, does video footage influence jurors more than traditional oral testimony? Second, if video evidence does have a strong impact on juror decisions, what are the mechanisms by which this occurs? Participants examined actual materials from a civil case presented in one of three formats: print (transcripts), traditional oral testimony, or traditional testimony plus audiovisual recreation. They were given the Profile of Mood States (POMS) as a pre-and post-test measure of emotional state. Furthermore, they were tested on retention of factual material and asked to designate damage awards as well as responsibility levels of both the plaintiff and defendant in the case. Results indicated that a number of changes in mood state occurred following stimulus presentation, regardless of the stimulus presentation mode or gender of the subject. The five POMS scales on which this pattern appeared were the Depression-Dejection scale, the Fatigue-Inertia scale, the Anger-Hostility scale, the Vigor-Activity scale, and the Total Mood Disturbance scale.

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O'Carroll, Valerie Jane. "The provision of social support to injured high school football players: The role of the head coach". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2954.

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Coaches of high school athletes are one potentially important source of athletes' social support. This leads to the possibility that at least some coaches provide little social support to their players and thus could contribute to players' injury rates. I examined the social support high school football coaches provide their players in a specific circumstance where coach social support might be considered forthcoming, the circumstance of injured players. I sent a 21-item, 9-point Likert scale questionnaire to 2,000 California, Texas, Ohio, and Florida high school football coaches, asking about the amount of social support they provided to their injured players. A total of 668 questionnaires were returned. The social support items were reasonably homogeneous (coefficient alpha .84). Mean levels of self-reported coach social support ranged from 3.1 (almost no social support provided) to 9.0 (strong social support, provided consistently), with a mean of 6.9 (median=7.0) and a S.D. of 1.0. I then examined the relationship between the social support reported to be provided and coach-reported numbers of minor and major player injuries in a typical season. Both relationships were low and negative, but significant (r = -.14 in both cases,p is less than .0005), indicating a weak tendency for the players of low social support coaches to experience more injuries than those of high social support coaches. The results overall suggest that (a) coach social support of athletes is indeed quite low in some cases, and (b) coach social support may be an important element in determining the injury rates of high school athletes.

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Cook, Jonathan E. "Social stigma and subjective power in naturalistic social interaction /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400960581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-107). Also available for download via the World Wide Web; free to University of Oregon users.

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Frey, Cathy. "The Effect of Sex, Gender Identity, & Sex of Story Characters on the Assessment of Moral Development". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2364.

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The present study investigated the three areas associated with sex bias in Kohlberg's theory of moral development --sex, gender identification, and sex of story characters. The Defining Issues Test (DIT: Rest,1986a), a measure of moral development derived from Kohlberg's theory, was used in its original form and two revised forms (Male and Female versions) to determine the effects of sex and sex of story characters on the assessment of moral development. The Bem Sex -Role Inventory (Bem, 1981) was used to classify subjects as either sex -typed or androgynous to determine whether sex -role identification affects the assessment moral development. No significant main effects were found relative to the proposed hypotheses. Masculine males and feminine females did not score significantly different on the original DIT. There were also no significant differences in the DIT P scores of the androgynous persons and sex -typed persons. Results also indicated that it made no difference in DIT scores whether masculine males were given dilemmas with female story characters or males story characters. Unexpectedly, there were overall sex differences. Hales scored significantly higher than females at Stage 4 while females scored significantly higher than males at Stage 5A. Furthermore, female raw P scores were significantly higher than males' indicating that females demonstrated a higher level of moral development.

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Książki na temat "Social sciences -> psychology -> abnormal psychology"

Graham, Davey, red. Clinical psychology: Topics in applied psychology. London: Hodder Education, 2008.

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Sarason, Irwin G. Abnormal psychology. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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Holmes, David S. Abnormal psychology. Wyd. 3. New York: Longman, 1997.

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Abnormal psychology. Wyd. 2. New York: HarperCollins, 1994.

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Holmes, David S. Abnormal psychology. New York, NY: HarperCollins, 1991.

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Holmes, David S. Abnormal psychology. Wyd. 2. NewYork: HarperCollins, 1994.

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Mash, Eric J. Abnormal child psychology. Wyd. 3. Belmont, CA: Thomson Wadsworth, 2005.

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Mash, Eric J. Abnormal child psychology. Wyd. 2. Belmont, Calif: Wadsworth/Thomson Learning, 2002.

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Mash, Eric J. Abnormal child psychology. Belmont, Calif: Brooks/Cole-Wadsworth, 1999.

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Bizyuk, Aleksandr. Fundamentals of abnormal psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/974663.

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The textbook is a Supplement to the course of lectures given at the faculties of psychology, where one of the sections of this discipline is clinical psychology. This publication has been updated to reflect the 11th International classification of diseases, changes in which also affect the classification aspects of mental disorders. In order to implement the principle of consistency in mastering knowledge of pathopsychology, the material is given in the context of General and clinical psychology, which facilitates the holistic assimilation of the specifics of this science and understanding its place among other related Sciences. In accordance with the requirements of didactics, the structuring of the material is based on the principle "from simple to complex"; at the end of each paragraph, test questions are offered, finding answers to which in the text of the book forms the core knowledge of the reader. The Chapter devoted to disorders of specific mental functions, in addition to General theoretical data, provides brief descriptions of psychodiagnostic techniques designed to assess the qualitative and quantitative parameters of recorded changes. When writing the book, we used a rich domestic and foreign material published in numerous sources. Meets the requirements of Federal state educational standards of higher education of the latest generation. It is intended for students of psychological, pedagogical and medical universities, primarily clinical psychologists, as well as for a wide range of specialists working in the information field of problems of the ratio of normal and altered psyche.

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Części książek na temat "Social sciences -> psychology -> abnormal psychology"

Koegel, Lynn Kern, Marta C. Valdez-Menchaca i Robert L. Koegel. "Autism: Social Communication Difficulties and Related Behaviors". W Advanced Abnormal Psychology, 165–87. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-0345-0_8.

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Uldall, Brian R. "Social Psychology". W Encyclopedia of Sciences and Religions, 2171–79. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1047.

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Lang, Eric L., i Tamara Kuhn. "4. Psychology". W Information Sources in the Social Sciences, redaktorzy David Fisher, Sandra Price i Terry Hanstock, 130–64. Berlin, Boston: De Gruyter, 2002. http://dx.doi.org/10.1515/9783110949322-007.

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Huneman, Philippe. "Psychology and social sciences". W Sex, Gender, Ethics and the Darwinian Evolution of Mankind, 230–51. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003405313-15.

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Gergen, Kenneth J. "Social Construction in Psychology". W Encyclopedia of Sciences and Religions, 2158–64. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1046.

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Sofo, Francesco, Cinzia Colapinto, Michelle Sofo i Salvatore Ammirato. "Decision Making in the Social Sciences". W SpringerBriefs in Psychology, 1–34. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6708-3_1.

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Yang, Lee-Xieng. "Applications of Internet Methods in Psychology". W Computational Social Sciences, 249–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95465-3_13.

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Adler, Susan. "Social Sciences, Teaching". W Encyclopedia of Cross-Cultural School Psychology, 898–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.

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Toomela, Aaro. "Doubts, Assumptions, and Social Sciences and Psychology Today". W SpringerBriefs in Psychology, 33–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31449-1_3.

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"ABNORMAL PSYCHOLOGY AND SOCIAL PSYCHOLOGY". W Problems of Personality, 27–40. Routledge, 2013. http://dx.doi.org/10.4324/9781315010151-6.

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Streszczenia konferencji na temat "Social sciences -> psychology -> abnormal psychology"

Lackova, Lucia. "THE POSITIVE PSYCHOLOGY OF AGEING". W 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.049.

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Cao, Xiaoyan. "Taboo and Cultural Psychology in Cantonese". W 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.176.

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Seibt, Tatjana, i Michael Hager. "Behavioral Patterns among the Business Psychology Students". W The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.246.

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"Development History and Prospect of TCM Psychology". W 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.108.

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Henter, Ramona. "STRATEGIES FOR PROMOTING PSYCHOLOGY STUDENTS?? WELL-BEING". W 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.09.

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Becoming a psychologist requires more than just acquiring the necessary competences.The emotional labour undergone when preparing for this job may be higher than in anyother specialty as it mainly requires one to solve their own personal issues beforehelping others deal with their own so as to dispute the counter-transfer. Allpsychotherapy schools start with at least one year of personal development. Knowing allthese, there is a large number of students enrolled in Psychology study programmes whostart their university studies thinking that this may be a way to avoid going to their ownpsychotherapist as they will learn all about it in their school years. However, they mayadmit this in one-on-one talks, but hesitate to state it in public. Focus groups were heldin order to identify psychology students� reasons for choosing this specialty andperceptions on their own emotional and mental health as well as identifying thestrategies they use to promote their own well-being as students and future professionalsalike. The reasons for choosing this study programme guide the choice of well-beingstrategies. Also, the literature review revealed several techniques for promoting wellbeing,used in psychological research destined to improve students� lives, and acomparison was made with the students� answers.

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Li, Junjie. "Strategy Research on Cadets' Psychology Intervention". W 2018 International Conference on Advances in Social Sciences and Sustainable Development (ASSSD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/asssd-18.2018.16.

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Fan, Rong, i Yi-heng Zhang. "Implications of Resilience for Sports Psychology". W Proceedings of The First International Symposium on Management and Social Sciences (ISMSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismss-19.2019.69.

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Tsenkov, Nikolay A. "Psychology of masses in Sigmund Freud’s interpretation". W 4th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.04.21237t.

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Jufri, Muhammad, i Nur Aeni. "The Contribution of Educational Psychology in Teaching Millenial Students". W International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0211.

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Panov, Victor. "From Environmental Psychology to Subject-Environment Interactions". W 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.265.

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Raporty organizacyjne na temat "Social sciences -> psychology -> abnormal psychology"

Hernández-López, Luis Pablo, Miriam Romero-López i Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

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Daniellou, François, Marcel Simard i Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, styczeń 2011. http://dx.doi.org/10.57071/429dze.

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This document provides a state of the art of knowledge concerning the human and organizational factors of industrial safety. It shows that integrating human factors in safety policy and practice requires that new knowledge from the social sciences (in particular ergonomics, psychology and sociology) be taken on board and linked to operational concerns.

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Rheinberger, Christoph, i Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, czerwiec 2016. http://dx.doi.org/10.57071/882rpq.

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In light of climate change and other existential threats, policy commentators sometimes suggest that society should be more concerned about catastrophes. This document reflects on what is, or should be, society’s attitude toward such low-probability, high-impact events. The question underlying this analysis is how society considers (1) a major accident that leads to a large number of deaths; (2) a large number of small accidents that each kill one person, where the two situations lead to the same total number of deaths. We first explain how catastrophic risk can be conceived of as a spread in the distribution of losses, or a “more risky” distribution of risks. We then review studies from decision sciences, psychology, and behavioral economics that elicit people’s attitudes toward various social risks. This literature review finds more evidence against than in favor of catastrophe aversion. We address a number of possible behavioral explanations for these observations, then turn to social choice theory to examine how various social welfare functions handle catastrophic risk. We explain why catastrophe aversion may be in conflict with equity concerns and other-regarding preferences. Finally, we discuss current approaches to evaluate and regulate catastrophic risk, with a discussion of how it could be integrated into a benefit-cost analysis framework.

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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