Pub Date : 2022-07-05DOI: 10.32996/jpbs.2022.2.2.1
Boxuan Xu
The purpose of this paper is to analyze and study the causes of childhood emotions and the effects of such emotions on the growth process by combing through relevant literature with Satir’s iceberg theory as a guide. Through comparative analysis, the effects of negative and positive behavior on children are discussed and argued separately. The results suggest that education received in childhood that adopts a critical and skeptical approach is positively associated with self-deprecation in the child’s self-awareness and has a negative effect on future development that is difficult to eliminate. The results of the study have practical implications for how emotion management and education in childhood should be approached in schools and at home nowadays.
{"title":"Influence of Childhood Emotions on Self-awareness and Growth Based on Satir’s Iceberg Theory","authors":"Boxuan Xu","doi":"10.32996/jpbs.2022.2.2.1","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.2.1","url":null,"abstract":"The purpose of this paper is to analyze and study the causes of childhood emotions and the effects of such emotions on the growth process by combing through relevant literature with Satir’s iceberg theory as a guide. Through comparative analysis, the effects of negative and positive behavior on children are discussed and argued separately. The results suggest that education received in childhood that adopts a critical and skeptical approach is positively associated with self-deprecation in the child’s self-awareness and has a negative effect on future development that is difficult to eliminate. The results of the study have practical implications for how emotion management and education in childhood should be approached in schools and at home nowadays.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131925587","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 : 2022-04-24DOI: 10.32996/jpbs.2022.2.1.7
Arneliza Anwar, Rudy Sutadi, Chairita Miranda
Lovaas was the first professional to use the principle of behavior modification for autism with a technique he called DTT (Discrete Trial Training), which later to be known as ABA (Applied Behavior Analysis). Through his study, Lovaas found that 47% of subjects had excellent results. While 42% with varying degrees, and the other 11% of subjects very little progress. In DTT, there are 2 possible responses, but the researchers' observations do not seem to be just 2 possibilities. This study's goal is to improve discrete trial training (DTT) procedures to increase the effectiveness of Smart Applied Behavior Analysis therapy for autism spectrum disorder. This study uses quantitative methods with a literature review research design. Research data is obtained through interviews, document studies, and literature reviews (journals and websites). The study focused on the researchers' findings that were adapted to earlier theories. The study was conducted at the researchers' autism clinic. During the implementation of therapy using DTT, the researchers observed that the child's response is not only 2, namely correct and incorrect. Based on the study conducted, it was obtained that there were 5 possible responses: Correct, incorrect, partial-correct, off-task, and no-response. Each of which required different feedback and its subsequent sequences, as well as the possibility of different causative factors which require different interventions. Further research with large and multi-center samples will further increase the effectiveness of DTT applications in Smart ABA for autism. This study was based on the researchers' findings while observing, mentoring, and supervising autism therapists.
{"title":"Development of Discrete Trial Training (DTT) Procedure in Smart Applied Behavior Analysis (Smart ABA) for Autism","authors":"Arneliza Anwar, Rudy Sutadi, Chairita Miranda","doi":"10.32996/jpbs.2022.2.1.7","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.1.7","url":null,"abstract":"Lovaas was the first professional to use the principle of behavior modification for autism with a technique he called DTT (Discrete Trial Training), which later to be known as ABA (Applied Behavior Analysis). Through his study, Lovaas found that 47% of subjects had excellent results. While 42% with varying degrees, and the other 11% of subjects very little progress. In DTT, there are 2 possible responses, but the researchers' observations do not seem to be just 2 possibilities. This study's goal is to improve discrete trial training (DTT) procedures to increase the effectiveness of Smart Applied Behavior Analysis therapy for autism spectrum disorder. This study uses quantitative methods with a literature review research design. Research data is obtained through interviews, document studies, and literature reviews (journals and websites). The study focused on the researchers' findings that were adapted to earlier theories. The study was conducted at the researchers' autism clinic. During the implementation of therapy using DTT, the researchers observed that the child's response is not only 2, namely correct and incorrect. Based on the study conducted, it was obtained that there were 5 possible responses: Correct, incorrect, partial-correct, off-task, and no-response. Each of which required different feedback and its subsequent sequences, as well as the possibility of different causative factors which require different interventions. Further research with large and multi-center samples will further increase the effectiveness of DTT applications in Smart ABA for autism. This study was based on the researchers' findings while observing, mentoring, and supervising autism therapists.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122765557","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 : 2022-04-24DOI: 10.32996/jpbs.2022.2.1.8
Rudy Sutadi, Arneliza Anwar, Chairita Miranda
Not being able to speak is one of the Autism Spectrum Disorder symptoms, which, if not treated properly, will remain unable to speak. Teaching them to speak and read is beneficial for cognitive development as well as its social and educational purpose. The aim of this study is to teach/train speaking and reading abilities in children with ASD (Autism Spectrum Disorder) who had been declared as non-verbal and should not expect to speak by clinics in the United States and Indonesia, using Smart ABA (Applied Behavior Analysis Rudy Sutadi’s Method). This study used an experimental method with a single-subject research design that focused on behavioral changes as a result of the treatment using Smart Applied Behavior Analysis on the subject. The participants were two nonverbal Autism Spectrum Disorder individuals, N (female, 12 years 6 months) and E (male, 9 years 8 months). This study showed that therapy with the Smart ABA resulted in the verbal abilities of both subjects. Both subjects eventually became verbal, and their verbal and nonverbal abilities continued to improve. The study was only on two children with non-verbal Autism Spectrum Disorder, using Indonesian with the Smart Applied Behavior Analysis method for autism that has been developed from the Applied Behavior Analysis Lovaas Method. It requires multi-center experimental research with large samples of various ages with multiple languages to further increase the validity and reliability. This novel Smart Applied Behavior Analysis method was developed by researchers based on the Lovaas Method's Discrete Trial Training/Applied Behavior Analysis.
{"title":"Effectiveness of Smart Applied Behavior Analysis Intervention in Teaching Non-Verbal Autism to Speak and Read","authors":"Rudy Sutadi, Arneliza Anwar, Chairita Miranda","doi":"10.32996/jpbs.2022.2.1.8","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.1.8","url":null,"abstract":"Not being able to speak is one of the Autism Spectrum Disorder symptoms, which, if not treated properly, will remain unable to speak. Teaching them to speak and read is beneficial for cognitive development as well as its social and educational purpose. The aim of this study is to teach/train speaking and reading abilities in children with ASD (Autism Spectrum Disorder) who had been declared as non-verbal and should not expect to speak by clinics in the United States and Indonesia, using Smart ABA (Applied Behavior Analysis Rudy Sutadi’s Method). This study used an experimental method with a single-subject research design that focused on behavioral changes as a result of the treatment using Smart Applied Behavior Analysis on the subject. The participants were two nonverbal Autism Spectrum Disorder individuals, N (female, 12 years 6 months) and E (male, 9 years 8 months). This study showed that therapy with the Smart ABA resulted in the verbal abilities of both subjects. Both subjects eventually became verbal, and their verbal and nonverbal abilities continued to improve. The study was only on two children with non-verbal Autism Spectrum Disorder, using Indonesian with the Smart Applied Behavior Analysis method for autism that has been developed from the Applied Behavior Analysis Lovaas Method. It requires multi-center experimental research with large samples of various ages with multiple languages to further increase the validity and reliability. This novel Smart Applied Behavior Analysis method was developed by researchers based on the Lovaas Method's Discrete Trial Training/Applied Behavior Analysis.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132307415","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}
Results of surveys with a sample of EFL and translation instructors and students showed that many instructors feel that their role is limited to preparing the teaching material, in-class instruction, writing exams, grading assignments and other paperwork. They declared that students have many academic problems in EFL and translation and interpreting course. They added that they are unaware of positive psychology and how to apply its principles in their courses. Students’ responses and comments on social media showed that they have a negative image of themselves. They feel inadequate and are always afraid of failing their courses. If they fail, they blame it on their bad luck, on the instructor or exams. Some are not willing to try, hate school and studying. They are under stress if they have a writing or translation assignment, a class presentation, or a test. They cram and lose sleep. Based on findings of the surveys, this study proposes a model for applying the principles of positive psychology in EFL and language classrooms to help the students become happy and relaxed learners, overcome stress and anxiety, develop positive attitudes, positive affirmations, emotional resilience, positive thinking and make more achievements and improvements. The model consists of strategies and tips for improving students’ English language and translation skills, providing psychological help (e.g., student-instructor communication, giving moral support, feedback, reading simplified self-help books, watching motivational videos), and developing students’ pragmatic skills (goal setting, time management, study skills, presentation, and note-taking skills). In addition, it provides some strategies for effective teaching.
{"title":"Positive Psychology in the Foreign Language and Translation Classroom","authors":"Reima Al-Jarf","doi":"10.32996/jpbs.2022.1.6","DOIUrl":"https://doi.org/10.32996/jpbs.2022.1.6","url":null,"abstract":"Results of surveys with a sample of EFL and translation instructors and students showed that many instructors feel that their role is limited to preparing the teaching material, in-class instruction, writing exams, grading assignments and other paperwork. They declared that students have many academic problems in EFL and translation and interpreting course. They added that they are unaware of positive psychology and how to apply its principles in their courses. Students’ responses and comments on social media showed that they have a negative image of themselves. They feel inadequate and are always afraid of failing their courses. If they fail, they blame it on their bad luck, on the instructor or exams. Some are not willing to try, hate school and studying. They are under stress if they have a writing or translation assignment, a class presentation, or a test. They cram and lose sleep. Based on findings of the surveys, this study proposes a model for applying the principles of positive psychology in EFL and language classrooms to help the students become happy and relaxed learners, overcome stress and anxiety, develop positive attitudes, positive affirmations, emotional resilience, positive thinking and make more achievements and improvements. The model consists of strategies and tips for improving students’ English language and translation skills, providing psychological help (e.g., student-instructor communication, giving moral support, feedback, reading simplified self-help books, watching motivational videos), and developing students’ pragmatic skills (goal setting, time management, study skills, presentation, and note-taking skills). In addition, it provides some strategies for effective teaching.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116078400","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 : 2022-02-26DOI: 10.32996/jpbs.2022.2.1.5
Mamta, Sandeep Singh
Teaching is regarded as the most respectable profession in any society. It is believed as the best job in the world. Any institute gives optimum results only when its human resources are utilized effectively. A teacher is the most important factor that not just works as a mentor and trainer for getting an education but inculcates morals and transforms conscience. The current education system is particularly aimed at increasing the student’s attainment, but teacher well-being is ignored or not considered essential to take care of. If a teacher has poor health and experience high levels of stress, he will not perform well at the workplace and do not make the best of their ability. The psychological well-being of a teacher can influence the ability of the teaching methods used by him in his teaching. Therefore, it is important to identify those factors that can enhance the well-being of teachers. This research is undertaken to find the effect of resilience in explaining the relationship of spiritual intelligence and psychological well being among teachers. To achieve this aim, a sample of 200 teachers (100 male teachers and 100 female teachers) within the age range of 25-40 years from different schools of Haryana was selected. The teachers’ well-being was assessed with the Scale developed by Ryff (1989), spiritual intelligence by David king (2008) Resilience Scale by Wagnild and Young (1987). Linear Regression analysis revealed that resilience predicts psychological well-being among teachers in a significant way. This shows that teachers who were resilient reported higher levels of psychological well-being.
在任何社会中，教师都被认为是最受尊敬的职业。它被认为是世界上最好的工作。任何机构只有在其人力资源得到有效利用时才能取得最佳结果。老师是最重要的因素，不仅作为导师和培训师接受教育，而且灌输道德和改变良心。目前的教育制度特别注重提高学生的成就，但教师的福祉被忽视或不被认为是必须照顾的。如果一个老师身体不好，压力大，他就不能在工作中表现得很好，也不能充分发挥自己的能力。教师的心理健康状况会影响他在教学中所使用的教学方法的能力。因此，确定能够提高教师幸福感的因素是很重要的。本研究旨在探讨弹性在教师精神智力与心理健康关系中的作用。为了实现这一目标，从哈里亚纳邦的不同学校选择了年龄在25-40岁之间的200名教师(100名男教师和100名女教师)作为样本。采用Ryff(1989)、David king(2008)编制的精神智力量表和Wagnild and Young(1987)编制的心理弹性量表对教师幸福感进行测评。线性回归分析显示，弹性对教师心理健康有显著的预测作用。这表明有弹性的教师报告了更高水平的心理健康。
{"title":"Mediating Effect of Resilience on Spirituality and Psychological Well-being","authors":"Mamta, Sandeep Singh","doi":"10.32996/jpbs.2022.2.1.5","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.1.5","url":null,"abstract":"Teaching is regarded as the most respectable profession in any society. It is believed as the best job in the world. Any institute gives optimum results only when its human resources are utilized effectively. A teacher is the most important factor that not just works as a mentor and trainer for getting an education but inculcates morals and transforms conscience. The current education system is particularly aimed at increasing the student’s attainment, but teacher well-being is ignored or not considered essential to take care of. If a teacher has poor health and experience high levels of stress, he will not perform well at the workplace and do not make the best of their ability. The psychological well-being of a teacher can influence the ability of the teaching methods used by him in his teaching. Therefore, it is important to identify those factors that can enhance the well-being of teachers. This research is undertaken to find the effect of resilience in explaining the relationship of spiritual intelligence and psychological well being among teachers. To achieve this aim, a sample of 200 teachers (100 male teachers and 100 female teachers) within the age range of 25-40 years from different schools of Haryana was selected. The teachers’ well-being was assessed with the Scale developed by Ryff (1989), spiritual intelligence by David king (2008) Resilience Scale by Wagnild and Young (1987). Linear Regression analysis revealed that resilience predicts psychological well-being among teachers in a significant way. This shows that teachers who were resilient reported higher levels of psychological well-being.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134251219","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}
Nchia Shella Ndum, J. Puthenkalam, Kwaku Adu, Matsui Kenichi
This research aims to investigate people's perceptions of what is deemed appropriate behaviours toward the environment and investigate the psychological factors and pro-environmental behaviour in daily life in the Buea municipality, Cameroon. The questionnaire was designed taking into consideration of the yes bias tendency that characterized previous research questionnaires on environmental consciousness. Twenty-five (25) statements were made, and respondents were asked to make a choice using a five-point Likert scale. The questionnaire results with both negative and positive prompts showed that the rate of people's consciousness toward the environment was lower compared to other surveys. Five psychological factors were identified and stratified by demographic features: low personal responsibility, high interest in attitude, low awareness in daily life, care about the judgment of others, and insufficient environmental information. Factor A analyses the psychological factors that show low responsibility awareness of oneself. 40% of the sampled population indicated that psychological factors that affect low personal responsibility awareness of oneself are on the increase. With 30.50% of the population scoring a high mark in the factor B shows that approximately one-third of the population have a negative attitude towards the environment. The proportion of people with high C scores is deemed not to care about the environment when purchasing. 36.20% scoring high mark indicates that environmental awareness may still be high, but more than a third's behaviour does not correspond with their level of awareness. A higher D score means that people exhibit PEBs depending on the fact that they may feel good or are being observed by others. Approximately one-third (30.83%) react positively to the environment when they observe that they are being watched by others. Approximately half (48%) of the sampled population scored a higher mark due to a lack of reliable environmental sources of information.
{"title":"Factor Analysis of Psychological Factors Affecting Environmentally Responsible Behaviour: Evidence from Buea Municipality, Cameroon","authors":"Nchia Shella Ndum, J. Puthenkalam, Kwaku Adu, Matsui Kenichi","doi":"10.32996/jpbs.2022.1.4","DOIUrl":"https://doi.org/10.32996/jpbs.2022.1.4","url":null,"abstract":"This research aims to investigate people's perceptions of what is deemed appropriate behaviours toward the environment and investigate the psychological factors and pro-environmental behaviour in daily life in the Buea municipality, Cameroon. The questionnaire was designed taking into consideration of the yes bias tendency that characterized previous research questionnaires on environmental consciousness. Twenty-five (25) statements were made, and respondents were asked to make a choice using a five-point Likert scale. The questionnaire results with both negative and positive prompts showed that the rate of people's consciousness toward the environment was lower compared to other surveys. Five psychological factors were identified and stratified by demographic features: low personal responsibility, high interest in attitude, low awareness in daily life, care about the judgment of others, and insufficient environmental information. Factor A analyses the psychological factors that show low responsibility awareness of oneself. 40% of the sampled population indicated that psychological factors that affect low personal responsibility awareness of oneself are on the increase. With 30.50% of the population scoring a high mark in the factor B shows that approximately one-third of the population have a negative attitude towards the environment. The proportion of people with high C scores is deemed not to care about the environment when purchasing. 36.20% scoring high mark indicates that environmental awareness may still be high, but more than a third's behaviour does not correspond with their level of awareness. A higher D score means that people exhibit PEBs depending on the fact that they may feel good or are being observed by others. Approximately one-third (30.83%) react positively to the environment when they observe that they are being watched by others. Approximately half (48%) of the sampled population scored a higher mark due to a lack of reliable environmental sources of information.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117280490","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 research has an objective to see whether optimistic thinking training has an effect of improving the street children's self-esteem in the Komunitas Peduli Anak (KOPA) Medan. The hypothesis in this research is that optimistic thinking training improved the street children's self-esteem in the Komunitas Peduli Anak (KOPA) Medan. This research was an experimental research type with the design of one group pretest-posttest design. The data was obtained through the normality test of Kolmogorov-Smirnov Test. The analysis technics in this research were qualitative and quantitative. The quantitative analysis used parametric measurement was the statistic analysis technic of Paired Sample Test with SPSS program assistance (Statistical Product and Service Solution) version 23. The qualitative analysis was based on the observation result data and interview. The result from the Paired Samples Test statistic test used in this research obtained the Sig. Value of 0.000. Statistically, if the value is Sig.<0.05 so, the hypothesis is accepted. Therefore, based on the analysis result, the conclusion that can be drawn is optimistic thinking training is affected to improve street children' self-esteem in the Komunitas Peduli Anak (KOPA) Medan.
本研究旨在了解乐观思维训练是否对棉兰社区街头儿童的自尊有改善作用。本研究的假设是乐观思维训练提高了棉兰社区街头儿童的自尊。本研究为一组前测后测设计的实验研究类型。数据通过Kolmogorov-Smirnov检验的正态性检验获得。本研究采用定性和定量两种分析方法。定量分析采用参数测量，采用SPSS程序辅助(Statistical Product and Service Solution)第23版配对样本检验的统计分析技术。定性分析基于观察结果数据和访谈。本研究使用的配对样本检验统计检验结果的Sig值为0.000。在统计学上，如果Sig.<0.05，则接受假设。因此，根据分析结果，可以得出乐观思维训练对棉兰Komunitas Peduli Anak (KOPA)街头儿童自尊的提高有影响的结论。
{"title":"Optimistic Thinking Training on Enhancement of Self-esteem in Street Children in the Komunitas Peduli Anak (KOPA) Medan","authors":"Rianda Elvinawanty, Christie Martin, Livya Varelie Kumala, Rickson Endy Khe, Angella Patricia","doi":"10.32996/jpbs.2022.2.1.3","DOIUrl":"https://doi.org/10.32996/jpbs.2022.2.1.3","url":null,"abstract":"This research has an objective to see whether optimistic thinking training has an effect of improving the street children's self-esteem in the Komunitas Peduli Anak (KOPA) Medan. The hypothesis in this research is that optimistic thinking training improved the street children's self-esteem in the Komunitas Peduli Anak (KOPA) Medan. This research was an experimental research type with the design of one group pretest-posttest design. The data was obtained through the normality test of Kolmogorov-Smirnov Test. The analysis technics in this research were qualitative and quantitative. The quantitative analysis used parametric measurement was the statistic analysis technic of Paired Sample Test with SPSS program assistance (Statistical Product and Service Solution) version 23. The qualitative analysis was based on the observation result data and interview. The result from the Paired Samples Test statistic test used in this research obtained the Sig. Value of 0.000. Statistically, if the value is Sig.<0.05 so, the hypothesis is accepted. Therefore, based on the analysis result, the conclusion that can be drawn is optimistic thinking training is affected to improve street children' self-esteem in the Komunitas Peduli Anak (KOPA) Medan.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122351385","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 present study has been conducted on the youth (N=200) of age group 18-24 years to find the role of the character strengths of gratitude and hope in their psychological well-being. Gratitude and hope have been assessed using the Value in Action Inventory of Strengths (Peterson and Seligman, 2004), and psychological well-being has been assessed using the Psychological Well-Being Scale by Carol Ryff (1989). The data has been analyzed by using Pearson correlation and linear regression. The findings depict a significant positive correlation of gratitude and hope with the psychological well-being of youth. Also, the regression analysis establishes the significant and positive role of gratitude and hope in predicting the psychological well-being of youth.
本研究以18-24岁的青年(N=200)为研究对象，探讨感恩和希望的性格优势在其心理健康中的作用。感恩和希望的评估采用了优势行动价值量表(Peterson and Seligman, 2004)，心理健康的评估采用了卡罗尔·里夫(Carol Ryff, 1989)的心理健康量表。采用Pearson相关和线性回归对数据进行分析。研究结果表明，感恩和希望与青少年的心理健康存在显著的正相关关系。此外，回归分析也证实感恩与希望对青少年心理健康有显著的正向预测作用。
{"title":"Psychological Well-Being of Youth: The Role of Gratitude and Hope","authors":"Taruna, Sandeep Singh, Shikha","doi":"10.32996/jpbs.2022.1.1","DOIUrl":"https://doi.org/10.32996/jpbs.2022.1.1","url":null,"abstract":"The present study has been conducted on the youth (N=200) of age group 18-24 years to find the role of the character strengths of gratitude and hope in their psychological well-being. Gratitude and hope have been assessed using the Value in Action Inventory of Strengths (Peterson and Seligman, 2004), and psychological well-being has been assessed using the Psychological Well-Being Scale by Carol Ryff (1989). The data has been analyzed by using Pearson correlation and linear regression. The findings depict a significant positive correlation of gratitude and hope with the psychological well-being of youth. Also, the regression analysis establishes the significant and positive role of gratitude and hope in predicting the psychological well-being of youth.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123470898","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 : 2021-12-31DOI: 10.32996/jpbs.2021.1.1.7
Zora Arvina Sukabdi
The long history of conflict in Poso, Indonesia, causes the trauma of people living in the area, including children. This study aims to examine the risks and needs of children raised amongst terrorist organizations in Poso. 33 children whose parents were involved in terrorist groups were assessed in this study and analyzed using quantitative and qualitative methods. The findings show that the average risk is 1.35, which is at low risk. Moreover, they need to be addressed to prevent them from joining terrorist groups. The findings could help educational and counterterrorism practitioners to plan an intervention for children raised within the terrorism movement in Poso.
{"title":"Terrorism Risk Assessment to Children: A Study in Poso","authors":"Zora Arvina Sukabdi","doi":"10.32996/jpbs.2021.1.1.7","DOIUrl":"https://doi.org/10.32996/jpbs.2021.1.1.7","url":null,"abstract":"The long history of conflict in Poso, Indonesia, causes the trauma of people living in the area, including children. This study aims to examine the risks and needs of children raised amongst terrorist organizations in Poso. 33 children whose parents were involved in terrorist groups were assessed in this study and analyzed using quantitative and qualitative methods. The findings show that the average risk is 1.35, which is at low risk. Moreover, they need to be addressed to prevent them from joining terrorist groups. The findings could help educational and counterterrorism practitioners to plan an intervention for children raised within the terrorism movement in Poso.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127653032","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 : 2021-12-08DOI: 10.32996/jpbs.2021.1.1.6
Vijeta Singh, T. Gera, Rakesh Kumar Behmani
Adolescence is a developmental phase marked with a heightened risk of inception of mental health disorders. The neglect in addressing mental health issues during childhood and adolescence could lead to the development of mental health problems in later life. The perspective with which children perceive their parent's parenting influences the children's mental health. Furthermore, the gender of the parent has its impacts on the shaping of a child's personality under the patriarchal society. The present research attempted to investigate the impact of different parenting styles (paternal) on adolescents' mental health. The study sample comprised 150 adolescents of 14-17 years in age from different schools located in the state of Haryana, India. Parenting Authority Questionnaire and General Health Questionnaire (GHQ-28) were used to assess parenting styles and mental health. The present study's findings suggest that adolescents with a permissive parenting style have poor mental health compared with authoritative and authoritarian parenting styles. The study recommends incorporating healthy practices in parenting styles to prevent mental health issues among adolescents.
{"title":"Parenting Styles and Mental Health of Adolescents","authors":"Vijeta Singh, T. Gera, Rakesh Kumar Behmani","doi":"10.32996/jpbs.2021.1.1.6","DOIUrl":"https://doi.org/10.32996/jpbs.2021.1.1.6","url":null,"abstract":"Adolescence is a developmental phase marked with a heightened risk of inception of mental health disorders. The neglect in addressing mental health issues during childhood and adolescence could lead to the development of mental health problems in later life. The perspective with which children perceive their parent's parenting influences the children's mental health. Furthermore, the gender of the parent has its impacts on the shaping of a child's personality under the patriarchal society. The present research attempted to investigate the impact of different parenting styles (paternal) on adolescents' mental health. The study sample comprised 150 adolescents of 14-17 years in age from different schools located in the state of Haryana, India. Parenting Authority Questionnaire and General Health Questionnaire (GHQ-28) were used to assess parenting styles and mental health. The present study's findings suggest that adolescents with a permissive parenting style have poor mental health compared with authoritative and authoritarian parenting styles. The study recommends incorporating healthy practices in parenting styles to prevent mental health issues among adolescents.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132474445","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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