Pub Date : 2023-06-17DOI: 10.32996/jpbs.2023.3.1.3
Fadoua Kadiri, Khadija Anasse
This research paper explores the linguistic profile of a six-year old autistic boy who acquired the English language without receiving formal instruction. The study tries to shed light on the child’s linguistic abilities in the light of Chomsky’s innateness theory. This paper uses participant observations and informal questioning to collect data covertly in a naturalistic setting which is the school. The findings of the study revealed that school boy has a functional and communicative use of the English language, which exceeds basic knowledge. His early exposure to YouTube videos in English made him fully conversational, even verbose, contrary to his state when he is using the Moroccan dialect, a fact that implies that English might be his L1 language.
{"title":"Do Autistics Need Human Interaction to Acquire Language? A Case Study from Morocco","authors":"Fadoua Kadiri, Khadija Anasse","doi":"10.32996/jpbs.2023.3.1.3","DOIUrl":"https://doi.org/10.32996/jpbs.2023.3.1.3","url":null,"abstract":"This research paper explores the linguistic profile of a six-year old autistic boy who acquired the English language without receiving formal instruction. The study tries to shed light on the child’s linguistic abilities in the light of Chomsky’s innateness theory. This paper uses participant observations and informal questioning to collect data covertly in a naturalistic setting which is the school. The findings of the study revealed that school boy has a functional and communicative use of the English language, which exceeds basic knowledge. His early exposure to YouTube videos in English made him fully conversational, even verbose, contrary to his state when he is using the Moroccan dialect, a fact that implies that English might be his L1 language.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116065640","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}
Many Chinese undergraduate students report feeling anxious in college, particularly in English classes. Parenting styles make a profound impact on students’ learning behaviors and emotions due to many factors. Thus, the current study is about to what extent could parenting styles predict foreign language classroom anxiety (FLCA). The participants were 247 college students whose native language was Chinese. The FLCA levels among Chinese undergraduate students were moderately high, and there was no discernible difference in anxiety levels between males and girls. Parents of participants with varying levels of education did not show preferences for parenting styles. The results of the multiple regression model pointed out that parenting styles were significantly and positively correlated with linguistic anxiety in the classroom. According to the findings, warmth and monitoring, both have a positive and significant correlation to FLCA, and students who experienced rejecting-neglecting parenting were less likely to develop FLCA than children who experienced authoritative, authoritarian, or permissive parenting. Three monitoring measures were the next best predictors of FLCA after the acceptance variable of warmth variables. The Iceberg Metaphor indicates that the students’ yearning for acceptance led to their expectation that they would only be accepted if they were perfect, which in turn exposed the students’ sentiments of anxiety and their emotions in class. Future research should validate these findings and investigate the causes underlying students’ language anxiety.
{"title":"The Analysis of Parenting Styles and Language Anxiety based on the Iceberg Metaphor: Focusing on Chinese EFL learners in Four Guangdong Universities","authors":"Jingyi Li","doi":"10.32996/jpbs.2023.1.2","DOIUrl":"https://doi.org/10.32996/jpbs.2023.1.2","url":null,"abstract":"Many Chinese undergraduate students report feeling anxious in college, particularly in English classes. Parenting styles make a profound impact on students’ learning behaviors and emotions due to many factors. Thus, the current study is about to what extent could parenting styles predict foreign language classroom anxiety (FLCA). The participants were 247 college students whose native language was Chinese. The FLCA levels among Chinese undergraduate students were moderately high, and there was no discernible difference in anxiety levels between males and girls. Parents of participants with varying levels of education did not show preferences for parenting styles. The results of the multiple regression model pointed out that parenting styles were significantly and positively correlated with linguistic anxiety in the classroom. According to the findings, warmth and monitoring, both have a positive and significant correlation to FLCA, and students who experienced rejecting-neglecting parenting were less likely to develop FLCA than children who experienced authoritative, authoritarian, or permissive parenting. Three monitoring measures were the next best predictors of FLCA after the acceptance variable of warmth variables. The Iceberg Metaphor indicates that the students’ yearning for acceptance led to their expectation that they would only be accepted if they were perfect, which in turn exposed the students’ sentiments of anxiety and their emotions in class. Future research should validate these findings and investigate the causes underlying students’ language anxiety.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115434597","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}
Pub Date : 2023-01-01DOI: 10.32996/jpbs.2023.3.1.1
Zhuofeng Li
A young elite golfer, Judith, is about to compete in her second year on the professional circuit. She perceived that her choking situation might be a result of debilitative anxiety, poor focus, low confidence, and a lack of perceived control. To prevent choking and improve her ability to focus during pre-performance, the author orients with the Cognitive-behavioral Approach, and employs the Cognitive-Behavioral Consultation Model throughout her intervention in different phases. The followup evaluation of the mental skills and the intervention effectiveness such as the Reflective Questioning and CSAI-2R questionnaire are also employed. It is implicated that the pre-performance routine intervention program can be generalized to a wilder scope of populations in sport with similar situations. Future research can consider tracking the player’s performance and making relevant refinements for the intervention program.
{"title":"A Pre-performance Routine Intervention on Golf Putting Distraction and Loss of Attentional Control","authors":"Zhuofeng Li","doi":"10.32996/jpbs.2023.3.1.1","DOIUrl":"https://doi.org/10.32996/jpbs.2023.3.1.1","url":null,"abstract":"A young elite golfer, Judith, is about to compete in her second year on the professional circuit. She perceived that her choking situation might be a result of debilitative anxiety, poor focus, low confidence, and a lack of perceived control. To prevent choking and improve her ability to focus during pre-performance, the author orients with the Cognitive-behavioral Approach, and employs the Cognitive-Behavioral Consultation Model throughout her intervention in different phases. The followup evaluation of the mental skills and the intervention effectiveness such as the Reflective Questioning and CSAI-2R questionnaire are also employed. It is implicated that the pre-performance routine intervention program can be generalized to a wilder scope of populations in sport with similar situations. Future research can consider tracking the player’s performance and making relevant refinements for the intervention program.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129290634","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}
Ahmed Hassanein Ahmed, Mansour Mohammed Ali Bopaeda, Anwar Imran Al-Sadi
The study aimed to identify the level of happiness among a sample of students from the University of Misurata, as well as to know the differences in happiness according to gender, specialization and stage of study, on a sample of (375) male and female students from the University of Misurata, who were chosen randomly, including (137) males and ( 238) females, and the comparative descriptive approach was used as the appropriate approach for the objectives of the study, and the happiness scale prepared by (Abbott, et al, 2006) was used. Data, and statistical methods included the use of arithmetic means, standard deviations, Pearson correlation coefficient, and a t-test for the significance of differences between averages and analysis of variance.
本研究旨在确定来自米苏拉塔大学的学生样本的幸福水平，以及了解根据性别，专业和学习阶段的差异，从米苏拉塔大学随机选择的(375)名男女学生样本，其中包括(137)名男性和(238)名女性，并采用比较描述性方法作为研究目标的适当方法。采用(Abbott, et al, 2006)编制的幸福量表。数据和统计方法包括使用算术平均值、标准差、Pearson相关系数、t检验平均值之间差异的显著性和方差分析。
{"title":"The Level of Psychological Happiness Among a Sample of Misurata University Students in The Light of Some Demographic Variables","authors":"Ahmed Hassanein Ahmed, Mansour Mohammed Ali Bopaeda, Anwar Imran Al-Sadi","doi":"10.32996/jpbs.2022.2.7","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.7","url":null,"abstract":"The study aimed to identify the level of happiness among a sample of students from the University of Misurata, as well as to know the differences in happiness according to gender, specialization and stage of study, on a sample of (375) male and female students from the University of Misurata, who were chosen randomly, including (137) males and ( 238) females, and the comparative descriptive approach was used as the appropriate approach for the objectives of the study, and the happiness scale prepared by (Abbott, et al, 2006) was used. Data, and statistical methods included the use of arithmetic means, standard deviations, Pearson correlation coefficient, and a t-test for the significance of differences between averages and analysis of variance.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127600344","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 the CoVID-19 pandemic, most educational advisors were forced to work from home. Continuous stress may lay negative impacts on educators’ work performance and psychological state (Hughes et al., 2019). However, there are no studies on stress whilst working virtually for educational advisors during the CoVID-19. Therefore, understanding stress in the lockdown environment is important to support them in coping. A qualitative study using semi-structured interviews was conducted. Following snowball sampling, 12 interviews were conducted (Male=7, Female=5, Mage=31.74) from the UK and China. The six phases of thematic analysis were employed to analyze the data. The interviews identified the sources of educational advisors’ stress from colleagues, clients, families and personal environment that laid negative consequences on their work and life, such as ineffective work, anxiety and low mood, etc. A series of problem-focused and emotion-focused coping strategies, such as boundary management, were raised for them to cope. Underpinned by Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping, the findings highlighted the educational advisors’ stress experiences and raised practical coping strategies at personal, organizational and family levels to defend against their stresses whilst working virtually.
在2019冠状病毒病大流行期间，大多数教育顾问被迫在家工作。持续的压力会对教育者的工作绩效和心理状态产生负面影响(Hughes et al.， 2019)。然而，在新冠肺炎期间为教育顾问虚拟工作期间，没有关于压力的研究。因此，了解封锁环境中的压力对于支持他们应对非常重要。采用半结构化访谈进行定性研究。在滚雪球抽样之后，我们在英国和中国进行了12次访谈(男性=7，女性=5，男性=31.74)。采用专题分析的六个阶段对数据进行分析。访谈确定了教育顾问压力的来源，包括同事、客户、家庭和个人环境，这些压力对他们的工作和生活产生了负面影响，如工作效率低下、焦虑和情绪低落等。提出了一系列以问题为中心和以情绪为中心的应对策略，如边界管理等。在Lazarus和Folkman(1984)的压力和应对的交易模型的基础上，研究结果强调了教育顾问的压力经历，并提出了个人、组织和家庭层面的实用应对策略，以抵御他们在虚拟工作中的压力。
{"title":"Education Advisors’ Experiences of Stress and Coping in the Virtual Working Environment","authors":"Zhuo Li","doi":"10.32996/jpbs.2022.2.6","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.6","url":null,"abstract":"During the CoVID-19 pandemic, most educational advisors were forced to work from home. Continuous stress may lay negative impacts on educators’ work performance and psychological state (Hughes et al., 2019). However, there are no studies on stress whilst working virtually for educational advisors during the CoVID-19. Therefore, understanding stress in the lockdown environment is important to support them in coping. A qualitative study using semi-structured interviews was conducted. Following snowball sampling, 12 interviews were conducted (Male=7, Female=5, Mage=31.74) from the UK and China. The six phases of thematic analysis were employed to analyze the data. The interviews identified the sources of educational advisors’ stress from colleagues, clients, families and personal environment that laid negative consequences on their work and life, such as ineffective work, anxiety and low mood, etc. A series of problem-focused and emotion-focused coping strategies, such as boundary management, were raised for them to cope. Underpinned by Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping, the findings highlighted the educational advisors’ stress experiences and raised practical coping strategies at personal, organizational and family levels to defend against their stresses whilst working virtually.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133695162","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}
Pub Date : 2022-10-13DOI: 10.32996/jpbs.2022.2.2.6
Mansour Mohammed Ali Bopaeda, Ahmed Hassanein Ahmed, Anwar Amran Al Sadik
The research aims to evaluate the effectiveness of cognitive-behavioral therapy in improving psychological symptoms (anxiety and depression) in a sample of rheumatoid arthritis patients, when compared to a control group (traditional medical care group). The final number of patients who completed the program (30), (13) In the experimental group, (17) in the control group, the cognitive-behavioral therapy group received a treatment program consisting of eight treatment sessions, and two preparatory sessions at two sessions per week, for a period of (6) weeks, and to evaluate the program, two subscales from the list of pathological symptoms were used, namely: Anxiety scale and depression scale, and the assessment was conducted before and after the program and after a month and a half of follow-up. the results of the research indicated that there were statistically significant differences between the two groups in the post-measurement, and the measurement in the follow-up period in the scale of psychological symptoms (anxiety and depression), and these differences were in the direction of Improvement of psychological symptoms for the CBT group in addition to medical treatment. These results indicate the effectiveness of CBT when it is added to conventional medical treatment in improving mental health Psychological symptoms.
{"title":"Effectiveness of Cognitive-Behavioral Therapy in Improving Psychological Symptoms in a Sample of Rheumatoid Arthritis Patients","authors":"Mansour Mohammed Ali Bopaeda, Ahmed Hassanein Ahmed, Anwar Amran Al Sadik","doi":"10.32996/jpbs.2022.2.2.6","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.2.6","url":null,"abstract":"The research aims to evaluate the effectiveness of cognitive-behavioral therapy in improving psychological symptoms (anxiety and depression) in a sample of rheumatoid arthritis patients, when compared to a control group (traditional medical care group). The final number of patients who completed the program (30), (13) In the experimental group, (17) in the control group, the cognitive-behavioral therapy group received a treatment program consisting of eight treatment sessions, and two preparatory sessions at two sessions per week, for a period of (6) weeks, and to evaluate the program, two subscales from the list of pathological symptoms were used, namely: Anxiety scale and depression scale, and the assessment was conducted before and after the program and after a month and a half of follow-up. the results of the research indicated that there were statistically significant differences between the two groups in the post-measurement, and the measurement in the follow-up period in the scale of psychological symptoms (anxiety and depression), and these differences were in the direction of Improvement of psychological symptoms for the CBT group in addition to medical treatment. These results indicate the effectiveness of CBT when it is added to conventional medical treatment in improving mental health Psychological symptoms.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127744540","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}
Pub Date : 2022-09-16DOI: 10.32996/jpbs.2022.2.2.5
Xue Zhang, B. Liu, Ziyue Chen, Yike Xu
The study aimed to analyze the psychological intrinsic mechanisms of learning-weariness among Chinese adolescents from the perspective of Satir's iceberg theory. Desktop research and literature review are adopted to investigate Chinese adolescents. Learning-weariness phenomenon among Chinese adolescents can be explained in three main aspects in conjunction with the iceberg theory: Resistance to Authority, labeling trap, and emotional Appetite, so that relevant suggestions can be made to focus on the positive qualities or capability of the service targets themselves, deconstruct the internal iceberg, use positive resources to change the state of self, and realize self-empowerment.
{"title":"An Analysis of the Factors Affecting Chinese Teenagers’ Psychology of Study-Weary from the Perspective of Satir’S Iceberg Theory","authors":"Xue Zhang, B. Liu, Ziyue Chen, Yike Xu","doi":"10.32996/jpbs.2022.2.2.5","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.2.5","url":null,"abstract":"The study aimed to analyze the psychological intrinsic mechanisms of learning-weariness among Chinese adolescents from the perspective of Satir's iceberg theory. Desktop research and literature review are adopted to investigate Chinese adolescents. Learning-weariness phenomenon among Chinese adolescents can be explained in three main aspects in conjunction with the iceberg theory: Resistance to Authority, labeling trap, and emotional Appetite, so that relevant suggestions can be made to focus on the positive qualities or capability of the service targets themselves, deconstruct the internal iceberg, use positive resources to change the state of self, and realize self-empowerment.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130688303","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}
In Saudi Arabia, English is taught starting from kindergarten at National Public and Private Schools. At International schools, English is the medium of instruction. This study aims to explore how parents promote children’s language development, their evaluation of their children’s proficiency level, which language the children use in communicating with family members and on WhatsApp. Surveys with parents revealed that English is stronger and preferred by children in International Schools and many children in Private Schools. More parents worry about their children’s proficiency level in English than Arabic and promote English more than Arabic. Watching English cartoons and movies, using English educational and entertainment apps/programs, playing English games, and enrolling the children in English courses during holidays are common home-based activities. To promote Arabic, some parents hire a tutor. Others encourage their children to read Arabic stories and watch Arabic cartoons. Results and recommendations are given in detail.
{"title":"How Parents Promote English and Arabic Language Proficiency in Elementary School Children in Saudi Arabia","authors":"Reima Al-Jarf","doi":"10.32996/jpbs.2022.2.4","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.4","url":null,"abstract":"In Saudi Arabia, English is taught starting from kindergarten at National Public and Private Schools. At International schools, English is the medium of instruction. This study aims to explore how parents promote children’s language development, their evaluation of their children’s proficiency level, which language the children use in communicating with family members and on WhatsApp. Surveys with parents revealed that English is stronger and preferred by children in International Schools and many children in Private Schools. More parents worry about their children’s proficiency level in English than Arabic and promote English more than Arabic. Watching English cartoons and movies, using English educational and entertainment apps/programs, playing English games, and enrolling the children in English courses during holidays are common home-based activities. To promote Arabic, some parents hire a tutor. Others encourage their children to read Arabic stories and watch Arabic cartoons. Results and recommendations are given in detail.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115016274","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}
Pub Date : 2022-08-14DOI: 10.32996/jpbs.2022.2.2.3
Victor Chiruta
Psychological and physical disabilities or impairments create barriers to aspects of healthy eating, thus nutritional needs. A Formulated Meal Replacement (FMR) can reduce those barriers and often can be seen as a necessity in optimising nutritional needs. Healthy eating is interdependent on psychological, social, and environmental factors. In recent years FMRs have become a popular nutrition method to help individuals reach their healthy eating goals. FMRs do solve several problems which may impact healthy eating, such as different social determinants of health, adherence, and permitting some unhealthy behaviours in relation to nutrition, such as more calories available for alcohol or other discretionary nutrition choices. However, FMRs do have a drawback when considering the product serving for different ages, genders, and activity levels. APOC is a nutrition-based company that has developed an FMR. APOC FMR allows easy adherence to self-administration of an appropriate serving for an individual’s age and gender at its simplest form, weight, and activity level at its more complex form. This paper provides two phases. Firstly, discussing the scientific rationale for APOC FMR’s nutrition, including addressing psychological, social, and environmental factors contributing to healthy eating. Secondly, the importance of the FMR for the case study of an individual with a disability. The APOC FMR significantly assisted the individual in healthy eating. It is important to note that the actual reasons that APOC FMR contributes to healthy eating in individuals who have a disability or impairment can be replicated to abled or only slightly limited individuals.
{"title":"A Scientific Critique and Eight-week Case Study Addressing Psychological, Social and Environmental Factors for Healthy Eating by Twice Daily Consumption of a Meal Replacement by APOC","authors":"Victor Chiruta","doi":"10.32996/jpbs.2022.2.2.3","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.2.3","url":null,"abstract":"Psychological and physical disabilities or impairments create barriers to aspects of healthy eating, thus nutritional needs. A Formulated Meal Replacement (FMR) can reduce those barriers and often can be seen as a necessity in optimising nutritional needs. Healthy eating is interdependent on psychological, social, and environmental factors. In recent years FMRs have become a popular nutrition method to help individuals reach their healthy eating goals. FMRs do solve several problems which may impact healthy eating, such as different social determinants of health, adherence, and permitting some unhealthy behaviours in relation to nutrition, such as more calories available for alcohol or other discretionary nutrition choices. However, FMRs do have a drawback when considering the product serving for different ages, genders, and activity levels. APOC is a nutrition-based company that has developed an FMR. APOC FMR allows easy adherence to self-administration of an appropriate serving for an individual’s age and gender at its simplest form, weight, and activity level at its more complex form. This paper provides two phases. Firstly, discussing the scientific rationale for APOC FMR’s nutrition, including addressing psychological, social, and environmental factors contributing to healthy eating. Secondly, the importance of the FMR for the case study of an individual with a disability. The APOC FMR significantly assisted the individual in healthy eating. It is important to note that the actual reasons that APOC FMR contributes to healthy eating in individuals who have a disability or impairment can be replicated to abled or only slightly limited individuals.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117273375","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}
This review paper traces the evolution of autism since its simultaneous discovery back in the forties, by Leo Kanner and Hans Asperger, until the present day. Many disciplines, ranging from psychoanalysis to behaviorism, struggled to understand autism and provide a map to navigate it but ended up with only fragments of this multifaceted disorder. Even the Diagnostic and Statistical Manual of Mental Disorders (DSM) kept changing autism’s categorization from infantile psychosis to behavioral disorder and, recently, to neuro-developmental disorder. Today, autism’s rapid strides toward the realm of neuroscience are blurring all the frontiers between the aforementioned disciplines, transcending the black-white dichotomy and establishing a new grey area.
{"title":"Autism Spectrum Disorder: The State of Play","authors":"Fadoua Kadiri","doi":"10.32996/jpbs.2022.2.2","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.2","url":null,"abstract":"This review paper traces the evolution of autism since its simultaneous discovery back in the forties, by Leo Kanner and Hans Asperger, until the present day. Many disciplines, ranging from psychoanalysis to behaviorism, struggled to understand autism and provide a map to navigate it but ended up with only fragments of this multifaceted disorder. Even the Diagnostic and Statistical Manual of Mental Disorders (DSM) kept changing autism’s categorization from infantile psychosis to behavioral disorder and, recently, to neuro-developmental disorder. Today, autism’s rapid strides toward the realm of neuroscience are blurring all the frontiers between the aforementioned disciplines, transcending the black-white dichotomy and establishing a new grey area.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123974108","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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