R. Sartori, F. Tommasi, Andrea Ceschi, Giorgia Giusto, Sofia Morandini, Beniamino Caputo, Marija Gostimir
"In the current times of labor market transformations characterized by increasing globalization and digitalization processes, institutions and organizations are aiming at fostering employees’ levels of employability via training interventions at work. Higher levels of employability sustain employees’ competitiveness and job security as well as organizational productivity. Some scholarly authors define employability as a form of proactive adaptability specific to work that allows employees to identify and implement their career plans. It is also defined as the ability to transition effortlessly among the different occupations, allowing the individual to obtain employment. Given this, interventions aimed at fostering proactivity are deemed to be a possible way to foster employability. In recent years, researchers and practitioners have extensively examined employability, identifying different and separate antecedents, i.e., volition, support for career, skill development, job-related skills, willingness to change jobs, self-efficacy, and applicability of training on the job. In this study, we aim to give a contribution to such literature on training interventions to promote employability by proposing critical scrutiny around training interventions by which we will introduce job crafting intervention as a candidate to foster employability by supporting employees’ proactive behaviors. Indeed, job crafting intervention is a specific training aimed at promoting proactive behavior. In particular, it focuses on four main employees’ behavioral strategies, namely, (a) reducing job demands, (b) seeking challenges at work, (c) optimizing and (d) enhancing job resources. By promoting such behavioral strategies, employees can foster the applicability of learning by doing at work which directly affect the overall sense of employees’ employability. For instance, seeking challenges strategies can indirectly lead to learn novel practices at work affecting their sense of competence and organizational belonging. Likewise, reducing job demands and enhancing job resources can be seen as behavioral strategies which can directly foster practical knowledge (i.e., know-how) and its applicability which in turn may lead to higher levels of perceived employability among employees. Hence, in this study, we will firstly outline the benefit of training interventions at the workplace within which job crafting can be seen as a possible training pathway to foster employability. Secondly, we will present the specific training strategies setting a research agenda for further developments. Ultimately, we aim at lecturing about the pragmatic and moral concern of the notion of employability by proposing a theoretical discussion for practical implications."
{"title":"FOSTERING EMPLOYABILITY AT WORK THROUGH JOB CRAFTING","authors":"R. Sartori, F. Tommasi, Andrea Ceschi, Giorgia Giusto, Sofia Morandini, Beniamino Caputo, Marija Gostimir","doi":"10.36315/2022inpact086","DOIUrl":"https://doi.org/10.36315/2022inpact086","url":null,"abstract":"\"In the current times of labor market transformations characterized by increasing globalization and digitalization processes, institutions and organizations are aiming at fostering employees’ levels of employability via training interventions at work. Higher levels of employability sustain employees’ competitiveness and job security as well as organizational productivity. Some scholarly authors define employability as a form of proactive adaptability specific to work that allows employees to identify and implement their career plans. It is also defined as the ability to transition effortlessly among the different occupations, allowing the individual to obtain employment. Given this, interventions aimed at fostering proactivity are deemed to be a possible way to foster employability. In recent years, researchers and practitioners have extensively examined employability, identifying different and separate antecedents, i.e., volition, support for career, skill development, job-related skills, willingness to change jobs, self-efficacy, and applicability of training on the job. In this study, we aim to give a contribution to such literature on training interventions to promote employability by proposing critical scrutiny around training interventions by which we will introduce job crafting intervention as a candidate to foster employability by supporting employees’ proactive behaviors. Indeed, job crafting intervention is a specific training aimed at promoting proactive behavior. In particular, it focuses on four main employees’ behavioral strategies, namely, (a) reducing job demands, (b) seeking challenges at work, (c) optimizing and (d) enhancing job resources. By promoting such behavioral strategies, employees can foster the applicability of learning by doing at work which directly affect the overall sense of employees’ employability. For instance, seeking challenges strategies can indirectly lead to learn novel practices at work affecting their sense of competence and organizational belonging. Likewise, reducing job demands and enhancing job resources can be seen as behavioral strategies which can directly foster practical knowledge (i.e., know-how) and its applicability which in turn may lead to higher levels of perceived employability among employees. Hence, in this study, we will firstly outline the benefit of training interventions at the workplace within which job crafting can be seen as a possible training pathway to foster employability. Secondly, we will present the specific training strategies setting a research agenda for further developments. Ultimately, we aim at lecturing about the pragmatic and moral concern of the notion of employability by proposing a theoretical discussion for practical implications.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122202418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Personality and mood disorders impede everyday functioning, cause serious problems with relationships and work. They interfere with everyday situations generating problems with adaptive ways of coping with stress. The rigid and unhealthy way of thinking and behaving characteristic for personality or mood disorders creates many problems relating to situations and people. It also provokes many difficult reactions in response to stress, such as self-destructive behaviors. As it is stated in the literature, self-destructive behaviors are related to self-esteem, social approval, and anxiety level. In the presented study the analysis of relations between data on self-destruction, self-esteem, social desirability, and anxiety level was conducted. A group of 100 respondents, including 79 women, and 21 men age 18-60 (M=31.91; SD=8.22) were asked to fill in set of questionnaires. Among all subjects there were 43 persons without any diagnosis, 22 people with mood disorder diagnosis, and 35 respondents with personality disorders. All diagnosis were conducted by psychiatrists based on ICD-10 diagnostic criteria. The test battery filled in by each subject consisted of Self-Destruction Questionnaire, Self-Esteem Scale, State Trait Anxiety Inventory, and Social Desirability Questionnaire. It was discovered that there is a positive correlation between self-destructive behaviors and anxiety. Negative relationship was found between self-destructive behaviors, self-esteem, and social desirability. Additional analysis concerning the link between personality disorder, repression and/ or sensitization of emotional stimuli uncovered that people diagnosed with personality disorders are more prone to high anxiety level and sensitization of emotional stimuli than are the people without such diagnosis. On the other hand, many people without any clinical diagnosis recruit themselves from repressors group."
{"title":"SELF-DESTRUCTIVE BEHAVIORS, SELF-ESTEEM, ANXIETY, AND SOCIAL DESIRABILITY IN PEOPLE WITH PERSONALITY AND MOOD DISORDERS","authors":"Angelika Kleszczewska-Albińska","doi":"10.36315/2022inpact011","DOIUrl":"https://doi.org/10.36315/2022inpact011","url":null,"abstract":"\"Personality and mood disorders impede everyday functioning, cause serious problems with relationships and work. They interfere with everyday situations generating problems with adaptive ways of coping with stress. The rigid and unhealthy way of thinking and behaving characteristic for personality or mood disorders creates many problems relating to situations and people. It also provokes many difficult reactions in response to stress, such as self-destructive behaviors. As it is stated in the literature, self-destructive behaviors are related to self-esteem, social approval, and anxiety level. In the presented study the analysis of relations between data on self-destruction, self-esteem, social desirability, and anxiety level was conducted. A group of 100 respondents, including 79 women, and 21 men age 18-60 (M=31.91; SD=8.22) were asked to fill in set of questionnaires. Among all subjects there were 43 persons without any diagnosis, 22 people with mood disorder diagnosis, and 35 respondents with personality disorders. All diagnosis were conducted by psychiatrists based on ICD-10 diagnostic criteria. The test battery filled in by each subject consisted of Self-Destruction Questionnaire, Self-Esteem Scale, State Trait Anxiety Inventory, and Social Desirability Questionnaire. It was discovered that there is a positive correlation between self-destructive behaviors and anxiety. Negative relationship was found between self-destructive behaviors, self-esteem, and social desirability. Additional analysis concerning the link between personality disorder, repression and/ or sensitization of emotional stimuli uncovered that people diagnosed with personality disorders are more prone to high anxiety level and sensitization of emotional stimuli than are the people without such diagnosis. On the other hand, many people without any clinical diagnosis recruit themselves from repressors group.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115408487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Janine M. Ray, C. Cook, Olivia Mounet, Wallace Wong
"Transgender youth experience societal stigma, rejection, and other psychosocial stressors associated with the crisis of their gender identity. Due to these struggles, the youth can present with suicidality, mood swings, fear of abandonment, identity disturbances – features that are similar to borderline personality disorder (BPD) traits. We interviewed four transgender youths who were labelled as potentially borderline or were diagnosed with the disorder. The data was analyzed using thematic analysis of qualitative interview data where several important themes emerged. One theme across participants was anger at the mislabeling that slowed the investigation into their transgender concerns and affirmation journey. Another theme was that the BPD label can be helpful at times to externalize symptoms for these youth. All participants acknowledged that the symptoms that match with BPD subsided with gender-affirming treatment and social transition. Findings can inform clinicians about the potential symptom overlap and raise awareness about the both the extreme harm and some good that the label of BPD carries for transgender youth."
{"title":"THE GOOD AND THE BAD OF BORDERLINE PERSONALITY PRESENTED SYMPTOMS: OVERLAPS WITH THE TRANSGENDER JOURNEY OF SELF-ACTUALIZATION","authors":"Janine M. Ray, C. Cook, Olivia Mounet, Wallace Wong","doi":"10.36315/2022inpact069","DOIUrl":"https://doi.org/10.36315/2022inpact069","url":null,"abstract":"\"Transgender youth experience societal stigma, rejection, and other psychosocial stressors associated with the crisis of their gender identity. Due to these struggles, the youth can present with suicidality, mood swings, fear of abandonment, identity disturbances – features that are similar to borderline personality disorder (BPD) traits. We interviewed four transgender youths who were labelled as potentially borderline or were diagnosed with the disorder. The data was analyzed using thematic analysis of qualitative interview data where several important themes emerged. One theme across participants was anger at the mislabeling that slowed the investigation into their transgender concerns and affirmation journey. Another theme was that the BPD label can be helpful at times to externalize symptoms for these youth. All participants acknowledged that the symptoms that match with BPD subsided with gender-affirming treatment and social transition. Findings can inform clinicians about the potential symptom overlap and raise awareness about the both the extreme harm and some good that the label of BPD carries for transgender youth.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"32 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123804040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Paulo Freire popularized the Portuguese term conscientização, in his work Pedagogy of the Oppressed (1970). The term represents a growth mindset that is continually developing criticality through consciousness. Freire believed education would benefit from students questioning teachers to develop meaning-making and clarity of rationale. Paulo Freire coined the phrase, Pedagogy of the Oppressed, with his ground-breaking and inspirational view of the education system in 1970. His book noted students as oppressed by an education system by singling out the teacher-student relationship and offered insight into policy changes and approaches to teaching that considered student-centered education and the development of student discourse. Fifty years later, this paper presents a critical investigation of the impact of technology devices used in education among vulnerable and marginalized populations as a highly significant and needed focus, given the rapidly increasing reliance on internet-based technologies across the increasingly diverse communities comprising our public educational system. Current school technology agreements and poorly worded surveillance policies may silence vulnerable and marginalized populations voice or agency for students challenged by past trauma, lived experiences, emotion dysregulation or specifically a Disruptive Mood Dysregulation Disorder (DMDD). Teachers, administrators, technology staff and school board members were asked questions related to their understanding of policies related to technology and surveillance of devices such as laptops, cell phones, iPads and school sponsored BYOD programs. The information collected served as an indicator for which to measure the content knowledge and experience of the participants as well as the individual perceived goals or intentions of the participants school in relation to surveillance of staff and students. Data collected during the study indicated surveillance is attributed to five themes: well-being, assessment, policy, security, punitive. Key findings included: an assumption that school technology agreements included the use of personal devices and schools may not uniquely identify inappropriate behaviour. Additionally, assumptions informed the personal use of technology during school hours with administrators and IT staff referencing general larger district acceptable use policies assumed to be accepted as applicable to all technology equipment and general use. Assumptions regarding the enforcement of the technology agreement applications to personally owned cell phones at school, were enforced during tests; and considered generally accepted privacy concerns by students and staff related to the inappropriate recording of others through taking pictures; video; but extending to accessing social media. Finally, IT staff and administration shared parental concerns of the surveillance of students on Google and phones."
{"title":"EMOTIONAL LANGUAGE-PEDAGOGY OF THE OPPRESSED 50 YEARS ON","authors":"Stephanie A. Sadownik","doi":"10.36315/2022inpact059","DOIUrl":"https://doi.org/10.36315/2022inpact059","url":null,"abstract":"\"Paulo Freire popularized the Portuguese term conscientização, in his work Pedagogy of the Oppressed (1970). The term represents a growth mindset that is continually developing criticality through consciousness. Freire believed education would benefit from students questioning teachers to develop meaning-making and clarity of rationale. Paulo Freire coined the phrase, Pedagogy of the Oppressed, with his ground-breaking and inspirational view of the education system in 1970. His book noted students as oppressed by an education system by singling out the teacher-student relationship and offered insight into policy changes and approaches to teaching that considered student-centered education and the development of student discourse. Fifty years later, this paper presents a critical investigation of the impact of technology devices used in education among vulnerable and marginalized populations as a highly significant and needed focus, given the rapidly increasing reliance on internet-based technologies across the increasingly diverse communities comprising our public educational system. Current school technology agreements and poorly worded surveillance policies may silence vulnerable and marginalized populations voice or agency for students challenged by past trauma, lived experiences, emotion dysregulation or specifically a Disruptive Mood Dysregulation Disorder (DMDD). Teachers, administrators, technology staff and school board members were asked questions related to their understanding of policies related to technology and surveillance of devices such as laptops, cell phones, iPads and school sponsored BYOD programs. The information collected served as an indicator for which to measure the content knowledge and experience of the participants as well as the individual perceived goals or intentions of the participants school in relation to surveillance of staff and students. Data collected during the study indicated surveillance is attributed to five themes: well-being, assessment, policy, security, punitive. Key findings included: an assumption that school technology agreements included the use of personal devices and schools may not uniquely identify inappropriate behaviour. Additionally, assumptions informed the personal use of technology during school hours with administrators and IT staff referencing general larger district acceptable use policies assumed to be accepted as applicable to all technology equipment and general use. Assumptions regarding the enforcement of the technology agreement applications to personally owned cell phones at school, were enforced during tests; and considered generally accepted privacy concerns by students and staff related to the inappropriate recording of others through taking pictures; video; but extending to accessing social media. Finally, IT staff and administration shared parental concerns of the surveillance of students on Google and phones.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124145241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Adamczyk, Agata Dębek, Dominika Kaczmarek, Nicola Łazarów, S. Pietrzak
"This paper presents the procedure of the Polish adaptation of the Brief Measure of Relationship Importance (BMRI; Watkins & Beckmeyer, 2020) designed to assess young adults’ beliefs about the values and costs of being in romantic relationships. The adaptation of the BMRI involved the following steps: 1) the translation of the original BMRI into the Polish language by three independent translators and the back-translation by three other independent translators; 2) the assessment of the equivalence of the Polish translation of BMRI in a study involving a sample of 38 bilingual university students and 3) the pilot study performed in a sample of 192 participants (144 women and 48 men aged 18-53 with a mean age of 26.35). The performed analyses provided evidence for the two-factor structure of the Polish BMRI with two factors – relationship desire and relationship dismissal (CFI = .94; TLI = .91, SRMR = .04; RMSEA = .10 [90% CI; .07, .14]), and satisfactory internal consistency of both subscales assessed using McDonald’s omega (.71 for relationship desire and .82 for relationship dismissal). No gender differences were observed in regard to relationship desire, F(1,190) = 0.51, p = .476 and relationship dismissal, F(1,190) = 3.13, p = .079. Furthermore, differences emerged between single and coupled individuals in the domain of relationship desire, F(1,190) = 64.73, p < .001 with single individuals reporting lower relationship desire than coupled individuals; and in the domain of relationship dismissal, F(1,190) = 57.43, p < .001 with single individuals reported higher relationship dismissal. In conclusion, the Polish version of the BMRI is a reliable measure of adult people’s romantic relationship attitudes, which requires further assessment."
本文介绍了关系重要性简要测量法(BMRI;Watkins & Beckmeyer, 2020)，旨在评估年轻人对恋爱关系的价值和成本的看法。BMRI的改编包括以下几个步骤:1)由三名独立翻译人员将原BMRI翻译成波兰语，并由另外三名独立翻译人员进行反译;2)在38名双语大学生样本中评估BMRI波兰语翻译的等效性;3)在192名参与者样本中进行的试点研究(144名女性和48名男性，年龄18-53岁，平均年龄26.35岁)。所做的分析为波兰BMRI的两因素结构提供了证据，两因素-关系渴望和关系解雇(CFI = .94;Tli = .91, SRMR = .04;Rmsea = .10 [90% ci;.07， .14])，并且使用麦当劳的omega(。关系渴望为71分，关系解除为0.82分)。在关系渴望(F(1190) = 0.51, p = .476)和关系拒绝(F(1190) = 3.13, p = .079)方面没有性别差异。此外，单身个体与已婚个体在关系欲望方面存在差异，F(1190) = 64.73, p < 0.001，单身个体的关系欲望低于已婚个体;在关系解雇方面，F(1190) = 57.43, p < 0.001，单身个体的关系解雇率更高。总之，波兰版的BMRI是衡量成年人恋爱态度的可靠方法，这需要进一步的评估。”
{"title":"THE POLISH ADAPTATION OF THE BRIEF MEASURE OF RELATIONSHIP IMPORTANCE","authors":"K. Adamczyk, Agata Dębek, Dominika Kaczmarek, Nicola Łazarów, S. Pietrzak","doi":"10.36315/2022inpact052","DOIUrl":"https://doi.org/10.36315/2022inpact052","url":null,"abstract":"\"This paper presents the procedure of the Polish adaptation of the Brief Measure of Relationship Importance (BMRI; Watkins & Beckmeyer, 2020) designed to assess young adults’ beliefs about the values and costs of being in romantic relationships. The adaptation of the BMRI involved the following steps: 1) the translation of the original BMRI into the Polish language by three independent translators and the back-translation by three other independent translators; 2) the assessment of the equivalence of the Polish translation of BMRI in a study involving a sample of 38 bilingual university students and 3) the pilot study performed in a sample of 192 participants (144 women and 48 men aged 18-53 with a mean age of 26.35). The performed analyses provided evidence for the two-factor structure of the Polish BMRI with two factors – relationship desire and relationship dismissal (CFI = .94; TLI = .91, SRMR = .04; RMSEA = .10 [90% CI; .07, .14]), and satisfactory internal consistency of both subscales assessed using McDonald’s omega (.71 for relationship desire and .82 for relationship dismissal). No gender differences were observed in regard to relationship desire, F(1,190) = 0.51, p = .476 and relationship dismissal, F(1,190) = 3.13, p = .079. Furthermore, differences emerged between single and coupled individuals in the domain of relationship desire, F(1,190) = 64.73, p < .001 with single individuals reporting lower relationship desire than coupled individuals; and in the domain of relationship dismissal, F(1,190) = 57.43, p < .001 with single individuals reported higher relationship dismissal. In conclusion, the Polish version of the BMRI is a reliable measure of adult people’s romantic relationship attitudes, which requires further assessment.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124553697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The goal of this work was to study the changes in the psychological, psychophysiological, and physiological state of the subjects - medical students of junior and senior courses before and after participating in a perceptual experiment. We have developed a comprehensive methodological approach that allows us to evaluate the interaction of medical students with children with atypical development (AD). The approach includes an assessment of the psychophysiological and psychological state of the study participants, conducting a perceptual study, recording and analyzing the mimic expression and speech of the subjects. During the perceptual experiment, students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome; autism spectrum disorders) and a video test containing behavioral patterns of AD children. During the perceptual experiment, a parallel video recording of the behavior of the auditors is carried out, which makes it possible to verify their answers using the specialized software FaceReader, which determines the true emotional state of a person by his facial expression. After the perceptual experiment, the auditors answer questions regarding their relationship to the listened speech signals. The psychoemotional status of students is determined before and after the experiment using a battery of psychological tests. The change in the state of the subjects was determined by instrumental spectrographic analysis of their speech recorded before and after participating in the experiment. The speech material was analyzed using the Cool Edit Pro audio editor. The study participants were 40 students of the St. Petersburg State Pediatric Medical University - adult native speakers of the Russian language. The subjects were divided into 2 groups. The first group consisted of students of the first and second courses; the second group - students of the fifth and sixth courses. In the course of the work, original data were obtained on the acoustic characteristics of speech, reflecting the state of medical students before and after participating in a perceptual experiment aimed at recognizing the type of child development. According to the results of psychological testing, it was found that the students of the second group experienced less emotional tension before the start of the study, compared with the subjects of the first group. Relationships between the psychological parameters of the subjects and the success of the tasks of the perceptual experiment were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057)."
{"title":"CHANGES IN THE STATE OF MEDICAL STUDENTS DURING PARTICIPATION IN A PERCEPTUAL EXPERIMENT","authors":"A. Grigorev, E. Lyakso","doi":"10.36315/2022inpact106","DOIUrl":"https://doi.org/10.36315/2022inpact106","url":null,"abstract":"\"The goal of this work was to study the changes in the psychological, psychophysiological, and physiological state of the subjects - medical students of junior and senior courses before and after participating in a perceptual experiment. We have developed a comprehensive methodological approach that allows us to evaluate the interaction of medical students with children with atypical development (AD). The approach includes an assessment of the psychophysiological and psychological state of the study participants, conducting a perceptual study, recording and analyzing the mimic expression and speech of the subjects. During the perceptual experiment, students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome; autism spectrum disorders) and a video test containing behavioral patterns of AD children. During the perceptual experiment, a parallel video recording of the behavior of the auditors is carried out, which makes it possible to verify their answers using the specialized software FaceReader, which determines the true emotional state of a person by his facial expression. After the perceptual experiment, the auditors answer questions regarding their relationship to the listened speech signals. The psychoemotional status of students is determined before and after the experiment using a battery of psychological tests. The change in the state of the subjects was determined by instrumental spectrographic analysis of their speech recorded before and after participating in the experiment. The speech material was analyzed using the Cool Edit Pro audio editor. The study participants were 40 students of the St. Petersburg State Pediatric Medical University - adult native speakers of the Russian language. The subjects were divided into 2 groups. The first group consisted of students of the first and second courses; the second group - students of the fifth and sixth courses. In the course of the work, original data were obtained on the acoustic characteristics of speech, reflecting the state of medical students before and after participating in a perceptual experiment aimed at recognizing the type of child development. According to the results of psychological testing, it was found that the students of the second group experienced less emotional tension before the start of the study, compared with the subjects of the first group. Relationships between the psychological parameters of the subjects and the success of the tasks of the perceptual experiment were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057).\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123422905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Culturally significant norms and acceptance play a role in what is considered ‘normal’ activities compared to pathology. Recent reports of domestic slavery have occurred in West Vancouver elite homes in British Columbia paralleling earlier accounts in Hong Kong where documented cases of international domestic servants have been mistreated. Confusing messages are portrayed to children with conflicting movies and stereotypes regarding sexual health and healthy work relationships. Agiliga (2013) contemplated if Black women could use BDSM as a way to regain sexual agency; while literature records poly relationships as evident in First People’s culture (TallBear, 2020) and Maori Indigenous story telling (Hutchings & Aspin, 2007). Religion is also a consideration for the acceptance of polygamy (Foster, 2010) and marital discipline (Deshotels et al. 2019); despite a 2014 court ruling in Britain, that “singled out spanking as an unacceptable BDSM activity” (Khan, 2020, p. 367) for unwedded couples. Khan (2020) notes that Family Law is a “sticky area”. In one comparison, Khan (2020) notes “The judge justified the branding of his (the husband’s) initials into his wife’s buttocks ‘because the participants were a wedded couple and the incident took place in the sanctified space of the ‘marital home’ (p. 366). This qualitative study asked stakeholders in the field of education to respond to questions regarding surveillance in schools on personal devices while at school and while using school electronic resources. Participants were asked questions related to their understanding of bring your own device (BYOD) policies at school and away from school as well as their understanding of inappropriate behaviour as it is defined by their school and school board. Various stakeholders responded to the questions from an accountability and personal responsibility perspective, noting a typology of “reporter” for each stakeholder group, noting students seldom reported on each other. Participants were further asked to reflect on their personal knowledge of privacy and personal devices through a background survey that asked stakeholders to select one or more options from a provided list (brand new, don’t know anything, still learning, feel comfortable using it in education settings, have questions, know a little, have more to learn, am an expect, help other people, other). Data collected during the study indicated surveillance is attributed to five themes: well-being, assessment, policy, security, punitive, with the majority of responses attributed to policy, security and punitive and one participant relating the use of surveillance for monitoring well-being and useful for student assessment."
“与病理相比，具有文化意义的规范和接受在被认为是‘正常’的活动中发挥着作用。最近有报道称，在不列颠哥伦比亚省西温哥华的精英家庭中发生了家庭奴役，这与早先在香港记录在案的国际家庭佣人受到虐待的案件相类似。在性健康和健康的工作关系方面，相互矛盾的电影和刻板印象向儿童传达了令人困惑的信息。Agiliga(2013)考虑黑人女性是否可以使用BDSM作为重新获得性代理的一种方式;而文学则记录了第一民族文化(TallBear, 2020)和毛利土著故事讲述(Hutchings & Aspin, 2007)中明显的多重关系。宗教也是接受一夫多妻制(Foster, 2010)和婚姻纪律(Deshotels et al. 2019)的一个考虑因素;尽管2014年英国法院做出了一项裁决，对未婚夫妇来说，“打屁股是一种不可接受的BDSM活动”(Khan, 2020, p. 367)。Khan(2020)指出，家庭法是一个“棘手的领域”。在一个比较中，Khan(2020)指出，“法官将他(丈夫)的首字母刻在妻子屁股上的做法是合理的”，因为参与者是一对已婚夫妇，而且事件发生在“婚姻之家”的神圣空间(第366页)。这项定性研究要求教育领域的利益相关者回答有关在学校和使用学校电子资源时使用个人设备在学校进行监控的问题。参与者被问及他们对自带设备(BYOD)在校和校外政策的理解，以及他们对学校和学校董事会定义的不当行为的理解。各种利益相关者从问责制和个人责任的角度回答了这些问题，指出每个利益相关者群体都有“记者”的类型，并指出学生很少相互报告。参与者还被要求通过一项背景调查来反思他们对隐私和个人设备的个人知识，该调查要求利益相关者从提供的列表中选择一个或多个选项(全新的，什么都不知道，仍在学习，在教育环境中使用它感觉很舒服，有问题，知道一点，还有更多要学习，我期待，帮助他人，其他)。在研究期间收集的数据表明，监测可归因于五个主题:福祉，评估，政策，安全，惩罚，大多数回复归因于政策，安全和惩罚，一位参与者涉及使用监测来监测福祉和对学生评估有用。”
{"title":"POLYAMOROUS TRIOS IN FAMILY LAW AND CANADIAN SCHOOLS WHAT IS NORMAL FOR STUDENTS IN TODAY’S CLASSROOM?","authors":"Stephanie A. Sadownik","doi":"10.36315/2022inpact103","DOIUrl":"https://doi.org/10.36315/2022inpact103","url":null,"abstract":"\"Culturally significant norms and acceptance play a role in what is considered ‘normal’ activities compared to pathology. Recent reports of domestic slavery have occurred in West Vancouver elite homes in British Columbia paralleling earlier accounts in Hong Kong where documented cases of international domestic servants have been mistreated. Confusing messages are portrayed to children with conflicting movies and stereotypes regarding sexual health and healthy work relationships. Agiliga (2013) contemplated if Black women could use BDSM as a way to regain sexual agency; while literature records poly relationships as evident in First People’s culture (TallBear, 2020) and Maori Indigenous story telling (Hutchings & Aspin, 2007). Religion is also a consideration for the acceptance of polygamy (Foster, 2010) and marital discipline (Deshotels et al. 2019); despite a 2014 court ruling in Britain, that “singled out spanking as an unacceptable BDSM activity” (Khan, 2020, p. 367) for unwedded couples. Khan (2020) notes that Family Law is a “sticky area”. In one comparison, Khan (2020) notes “The judge justified the branding of his (the husband’s) initials into his wife’s buttocks ‘because the participants were a wedded couple and the incident took place in the sanctified space of the ‘marital home’ (p. 366). This qualitative study asked stakeholders in the field of education to respond to questions regarding surveillance in schools on personal devices while at school and while using school electronic resources. Participants were asked questions related to their understanding of bring your own device (BYOD) policies at school and away from school as well as their understanding of inappropriate behaviour as it is defined by their school and school board. Various stakeholders responded to the questions from an accountability and personal responsibility perspective, noting a typology of “reporter” for each stakeholder group, noting students seldom reported on each other. Participants were further asked to reflect on their personal knowledge of privacy and personal devices through a background survey that asked stakeholders to select one or more options from a provided list (brand new, don’t know anything, still learning, feel comfortable using it in education settings, have questions, know a little, have more to learn, am an expect, help other people, other). Data collected during the study indicated surveillance is attributed to five themes: well-being, assessment, policy, security, punitive, with the majority of responses attributed to policy, security and punitive and one participant relating the use of surveillance for monitoring well-being and useful for student assessment.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"334 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115967113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The main purpose of the article is to discuss how children with Attention Deficit and Hyperactivity Disorder (ADHD) develop reading literacy in a foreign language. Usually, foreign language methodologies and instruction in foreign language education are specifically designed for the majority of learners who have the capacities and abilities to comprehend a foreign language and learn it. The majority also masters competencies necessary for reading comprehension enhancement. However, there are learners with neurodiversity who need special attention when acquiring a foreign language. In the real school settings, very little attention is devoted to such learners. This study stands on the presumption that individual differences are a natural part of foreign language education and every single individual has specific desires and needs when foreign language learning is concerned. ADHD foreign language learners are defined as having low levels of attention, low communication skills, low literacy, and difficulties to concentrate (Hawkins, Gathercole, Astle, 2016). The research was designed as a case study of an 11 years-old English language learner diagnosed with ADHD. The article presents selected data gained from a research project that took two years of examination. Specifically, it emphasises the ability of the selected ADHD learner to devote his attention to reading in a foreign language at the English language lessons after the intervention was introduced. The first part of the article defines characteristics of ADHD learners from a neurological and psychological points of view. Then the approach we selected for the intervention was a specifically designed set of strategies grounded in the strategies of drama games, multisensory approach to teaching foreign language and Total Physical Response (TPR), all characterised as non-traditional approaches to foreign language instruction. The second part of the article presents selected research data. The case study research was conducted in an average size public school in the south of Slovakia. Based on the results we tend to have strong conviction that non-traditional classroom management together with the selected intervention approach introduced in the research study stimulated higher interest of the selected learner to read and respond to the text interactively. The tools of Grammar Test, Observation and Semi-structured interview also served to investigate the selected variables. The object of research was carefully selected and all the research data were kept fully confidential."
{"title":"DEVELOPMENT OF READING LITERACY IN FOREIGN LANGUAGE AND ATTENTION DEFICIT AND HYPERACTIVITY DISORDER CHILDREN","authors":"S. Hvozdíková, Eva Stranovská","doi":"10.36315/2022inpact043","DOIUrl":"https://doi.org/10.36315/2022inpact043","url":null,"abstract":"\"The main purpose of the article is to discuss how children with Attention Deficit and Hyperactivity Disorder (ADHD) develop reading literacy in a foreign language. Usually, foreign language methodologies and instruction in foreign language education are specifically designed for the majority of learners who have the capacities and abilities to comprehend a foreign language and learn it. The majority also masters competencies necessary for reading comprehension enhancement. However, there are learners with neurodiversity who need special attention when acquiring a foreign language. In the real school settings, very little attention is devoted to such learners. This study stands on the presumption that individual differences are a natural part of foreign language education and every single individual has specific desires and needs when foreign language learning is concerned. ADHD foreign language learners are defined as having low levels of attention, low communication skills, low literacy, and difficulties to concentrate (Hawkins, Gathercole, Astle, 2016). The research was designed as a case study of an 11 years-old English language learner diagnosed with ADHD. The article presents selected data gained from a research project that took two years of examination. Specifically, it emphasises the ability of the selected ADHD learner to devote his attention to reading in a foreign language at the English language lessons after the intervention was introduced. The first part of the article defines characteristics of ADHD learners from a neurological and psychological points of view. Then the approach we selected for the intervention was a specifically designed set of strategies grounded in the strategies of drama games, multisensory approach to teaching foreign language and Total Physical Response (TPR), all characterised as non-traditional approaches to foreign language instruction. The second part of the article presents selected research data. The case study research was conducted in an average size public school in the south of Slovakia. Based on the results we tend to have strong conviction that non-traditional classroom management together with the selected intervention approach introduced in the research study stimulated higher interest of the selected learner to read and respond to the text interactively. The tools of Grammar Test, Observation and Semi-structured interview also served to investigate the selected variables. The object of research was carefully selected and all the research data were kept fully confidential.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125035649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"During online classes, teachers face the challenges of keeping the students focused and motivated in the online environment. The results of the research showed that students who get bored during online classes are less motivated and achieve poorer academic results. The initial assumption that this paper makes is that in relation to the level of boredom that students experience during online lessons, it is possible to predict which strategies of attention regulation and direction students will use. The research sample consists of 198 students, between 18 and 39 years of age (AM = 21.03; SD = 2.43), 84.9% of which are female. The sample included survey participants who stated that class attendance was mandatory during online classes due to the Coronavirus pandemic. The instruments used were the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, dimension of Boredom from the Achievement Emotions Questionnaire - Short version (AEQ-S). The results of simple regression analysis showed that boredom during online lessons is a predictor for four statistically significant strategies of attention regulation and direction: Perceived attention discontinuity (R2=.21; F(1,196)=53,442; p=.000 ??=.463; p=.000), Lingering thought (R2=.16; F(1,196)=39,350; p=.000 ??=.409; p=.000) and Social media notification (R2=.17; F(1,196)=40,975; p=.000 ??=.416; p=.000) Behavioral strategies (R2=.05; F(1,196)=12,574; p=.000 ??=-.246; p=.000). The results indicate that when boredom happens, students reach for various digital distractors to which they direct their attention to. We can see that the highest percentage of variance is explained by strategies aimed at drawing attention to stimuli from the environment. Moreover, it should be kept in mind that the research was conducted under specific circumstances, at the beginning of the Coronavirus pandemic, although the results obtained were in line with the findings of other researchers according to whom attention deficit is caused by the presence of negative emotions during lessons. Given the tendency to continue with online education, these results can be useful for understanding the needs of students who attend classes on online platforms."
{"title":"BOREDOM AND ONLINE LEARNING MOTIVATED ATTENTION AND REGULATION STRATEGIES DURING COVID-19","authors":"Kristina M. Ranđelović, Jelena Kostić","doi":"10.36315/2022inpact072","DOIUrl":"https://doi.org/10.36315/2022inpact072","url":null,"abstract":"\"During online classes, teachers face the challenges of keeping the students focused and motivated in the online environment. The results of the research showed that students who get bored during online classes are less motivated and achieve poorer academic results. The initial assumption that this paper makes is that in relation to the level of boredom that students experience during online lessons, it is possible to predict which strategies of attention regulation and direction students will use. The research sample consists of 198 students, between 18 and 39 years of age (AM = 21.03; SD = 2.43), 84.9% of which are female. The sample included survey participants who stated that class attendance was mandatory during online classes due to the Coronavirus pandemic. The instruments used were the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, dimension of Boredom from the Achievement Emotions Questionnaire - Short version (AEQ-S). The results of simple regression analysis showed that boredom during online lessons is a predictor for four statistically significant strategies of attention regulation and direction: Perceived attention discontinuity (R2=.21; F(1,196)=53,442; p=.000 ??=.463; p=.000), Lingering thought (R2=.16; F(1,196)=39,350; p=.000 ??=.409; p=.000) and Social media notification (R2=.17; F(1,196)=40,975; p=.000 ??=.416; p=.000) Behavioral strategies (R2=.05; F(1,196)=12,574; p=.000 ??=-.246; p=.000). The results indicate that when boredom happens, students reach for various digital distractors to which they direct their attention to. We can see that the highest percentage of variance is explained by strategies aimed at drawing attention to stimuli from the environment. Moreover, it should be kept in mind that the research was conducted under specific circumstances, at the beginning of the Coronavirus pandemic, although the results obtained were in line with the findings of other researchers according to whom attention deficit is caused by the presence of negative emotions during lessons. Given the tendency to continue with online education, these results can be useful for understanding the needs of students who attend classes on online platforms.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130928313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Usmanova, M. Iakovleva, O. Shchelkova, M. Berezantseva
"In theoretical terms, the concept of health-related quality of life (HRQoL, QoL) and the concept of adaptation are based on the biopsychosocial paradigm. In this regard, there is a need for a combined study of the patients’ QoL indicators in the situation of illness and the psychological mechanisms of adaptation to it. A specific cohort is represented by patients who underwent amputation due to tumor lesions of the bones and soft tissues of the lower extremity. They have not been sufficiently studied in terms of psychology. The foregoing determined the purpose of this research: to study the clinical and psychological status, strategies and personal resources for coping with stress, and QoL of patients who underwent lower limb amputation due to cancer in comparison with patients who underwent amputation due to non-cancer diseases. An empirical study is carried out using clinical and psychodiagnostic methods, including the QLQ-C30, WCQ, Big V questionnaires. Two groups of patients were studied: those who underwent amputation due to an oncological disease (group 1, n=24), and those who underwent amputation due to other –non-oncological– diseases (group 2, n=15). The results obtained indicate patients’ rather high adherence to postoperative treatment and rehabilitation in a hospital setting, and a pronounced decrease in the QoL of patients. Patients of both groups rated their physical and role activity as low, as well as their financial situation. Among the symptoms limiting vital functioning, all emphasize fatigue; the differences between the groups were determined according to three symptomatic scales: fatigue (p=0,071) and pain (p=0,093) are more troubling for patients with oncological pathology, shortness of breath (p=0,047) for patients with other chronic somatic diseases. When studying the mechanisms of psychological adaptation to the disease, it was found that among patients of group 1, the coping strategies “Distancing” (p=0,056) and “Escape–avoidance” (p=0,098) prevail, as well as the strategy “Positive reappraisal” (p=0,025), the indicators of which, however, are lower than the average normative values. The studied cohort of patients are in a situation of chronic stress associated with the loss of a limb and with cancer; they require psychological support at all stages of treatments taking into account the specifics of their reactions to the disease stress and the potential coping resources that are available to them."
{"title":"QUALITY OF LIFE AND COPING WITH DISEASE-RELATED STRESS IN PATIENTS AFTER AMPUTATION OF A LOWER LIMB","authors":"E. Usmanova, M. Iakovleva, O. Shchelkova, M. Berezantseva","doi":"10.36315/2022inpact064","DOIUrl":"https://doi.org/10.36315/2022inpact064","url":null,"abstract":"\"In theoretical terms, the concept of health-related quality of life (HRQoL, QoL) and the concept of adaptation are based on the biopsychosocial paradigm. In this regard, there is a need for a combined study of the patients’ QoL indicators in the situation of illness and the psychological mechanisms of adaptation to it. A specific cohort is represented by patients who underwent amputation due to tumor lesions of the bones and soft tissues of the lower extremity. They have not been sufficiently studied in terms of psychology. The foregoing determined the purpose of this research: to study the clinical and psychological status, strategies and personal resources for coping with stress, and QoL of patients who underwent lower limb amputation due to cancer in comparison with patients who underwent amputation due to non-cancer diseases. An empirical study is carried out using clinical and psychodiagnostic methods, including the QLQ-C30, WCQ, Big V questionnaires. Two groups of patients were studied: those who underwent amputation due to an oncological disease (group 1, n=24), and those who underwent amputation due to other –non-oncological– diseases (group 2, n=15). The results obtained indicate patients’ rather high adherence to postoperative treatment and rehabilitation in a hospital setting, and a pronounced decrease in the QoL of patients. Patients of both groups rated their physical and role activity as low, as well as their financial situation. Among the symptoms limiting vital functioning, all emphasize fatigue; the differences between the groups were determined according to three symptomatic scales: fatigue (p=0,071) and pain (p=0,093) are more troubling for patients with oncological pathology, shortness of breath (p=0,047) for patients with other chronic somatic diseases. When studying the mechanisms of psychological adaptation to the disease, it was found that among patients of group 1, the coping strategies “Distancing” (p=0,056) and “Escape–avoidance” (p=0,098) prevail, as well as the strategy “Positive reappraisal” (p=0,025), the indicators of which, however, are lower than the average normative values. The studied cohort of patients are in a situation of chronic stress associated with the loss of a limb and with cancer; they require psychological support at all stages of treatments taking into account the specifics of their reactions to the disease stress and the potential coping resources that are available to them.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130191290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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