Pub Date : 2023-10-01DOI: 10.5406/19398298.136.3.06
Rand B. Evans
Abstract Edward B. Titchener is known to have been a chief advocate of controlled laboratory experiments in psychology in the United States in the field's earliest days. His intensive education as an experimental psychologist took place over 2 years under Wilhelm Wundt's supervision in Leipzig. Wundt was the major figure in the “new psychology” of the time, which indeed emphasized controlled laboratory experiments. This article describes Titchener's transition from Oxford to Leipzig in 1890, the general characteristics of Wundt and his Institute for Experimental Psychology, and the specific experiences that shaped Titchener's approach to psychology. In Leipzig, Titchener learned experimental psychology from courses taught by Wundt, Oswald Külpe, and others, as well as by serving as an experimental subject for others and by conducting his own experiments. By the time Titchener received his doctoral degree and left Leipzig in the summer of 1892, he had begun to drift from Wundt's approaches to psychological experiment, but he was prepared to begin to direct and develop his psychology laboratory at Cornell University.
众所周知，爱德华·提钦纳(Edward B. Titchener)是美国心理学领域早期控制性实验室实验的主要倡导者。他在莱比锡的威廉·冯特的指导下接受了两年多的实验心理学家的强化教育。冯特是当时“新心理学”的主要人物，他确实强调受控的实验室实验。这篇文章描述了提钦纳1890年从牛津到莱比锡的转变，冯特和他的实验心理学研究所的一般特征，以及形成提钦纳心理学研究方法的具体经历。在莱比锡，提钦纳从冯特、奥斯瓦尔德·卡尔· lpe等人教授的课程中学习实验心理学，同时作为别人的实验对象和自己进行实验。1892年夏天，当提奇纳获得博士学位并离开莱比锡时，他已经开始偏离冯特的心理学实验方法，但他准备开始指导和发展他在康奈尔大学的心理学实验室。
{"title":"Edward Bradford Titchener: 3. Psychology as Science: With Wundt at Leipzig","authors":"Rand B. Evans","doi":"10.5406/19398298.136.3.06","DOIUrl":"https://doi.org/10.5406/19398298.136.3.06","url":null,"abstract":"Abstract Edward B. Titchener is known to have been a chief advocate of controlled laboratory experiments in psychology in the United States in the field's earliest days. His intensive education as an experimental psychologist took place over 2 years under Wilhelm Wundt's supervision in Leipzig. Wundt was the major figure in the “new psychology” of the time, which indeed emphasized controlled laboratory experiments. This article describes Titchener's transition from Oxford to Leipzig in 1890, the general characteristics of Wundt and his Institute for Experimental Psychology, and the specific experiences that shaped Titchener's approach to psychology. In Leipzig, Titchener learned experimental psychology from courses taught by Wundt, Oswald Külpe, and others, as well as by serving as an experimental subject for others and by conducting his own experiments. By the time Titchener received his doctoral degree and left Leipzig in the summer of 1892, he had begun to drift from Wundt's approaches to psychological experiment, but he was prepared to begin to direct and develop his psychology laboratory at Cornell University.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136199173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.5406/19398298.136.3.04
Jade Abigail Witten, Emma Truss, Rudi Coetzer, Oliver Hugh Turnbull
Anger can be the most socially debilitating of the basic emotions, and effective and simple techniques for managing anger are much needed. Autobiographical recall is a powerful method for emotion elicitation, with obvious clinical utility. However, the content of the material elicited, most notably the variable of relationship type, has not been systematically studied. The present study investigated the effectiveness of the Affective Story Recall task for anger elicitation, using 5 relationship categories (family, partner, friend, stranger, abstract) and the effectiveness of 2 emotion regulation (ER) techniques: reappraisal and distraction. Fifty-two neurologically healthy adults completed a series of anger elicitation and regulation tasks, several measures of cognitive ability, and questionnaires on attachment styles and the use of ER techniques. Most relationship categories selectively elicited anger, with some categories (e.g., stranger) eliciting especially high levels. Both reappraisal and distraction reduced anger intensity across all relationship categories. However, distraction was particularly effective for strangers. Distraction effectiveness was predicted by the regular use of this ER technique, attachment style, and age, but cognitive factors played no significant role. These findings have implications for rehabilitation, allowing clinicians to tailor interventions to patients’ strengths and weaknesses.
{"title":"Rage at Strangers: Anger Elicitation and Regulation as a Function of Relationship Type","authors":"Jade Abigail Witten, Emma Truss, Rudi Coetzer, Oliver Hugh Turnbull","doi":"10.5406/19398298.136.3.04","DOIUrl":"https://doi.org/10.5406/19398298.136.3.04","url":null,"abstract":"Anger can be the most socially debilitating of the basic emotions, and effective and simple techniques for managing anger are much needed. Autobiographical recall is a powerful method for emotion elicitation, with obvious clinical utility. However, the content of the material elicited, most notably the variable of relationship type, has not been systematically studied. The present study investigated the effectiveness of the Affective Story Recall task for anger elicitation, using 5 relationship categories (family, partner, friend, stranger, abstract) and the effectiveness of 2 emotion regulation (ER) techniques: reappraisal and distraction. Fifty-two neurologically healthy adults completed a series of anger elicitation and regulation tasks, several measures of cognitive ability, and questionnaires on attachment styles and the use of ER techniques. Most relationship categories selectively elicited anger, with some categories (e.g., stranger) eliciting especially high levels. Both reappraisal and distraction reduced anger intensity across all relationship categories. However, distraction was particularly effective for strangers. Distraction effectiveness was predicted by the regular use of this ER technique, attachment style, and age, but cognitive factors played no significant role. These findings have implications for rehabilitation, allowing clinicians to tailor interventions to patients’ strengths and weaknesses.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136199170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.5406/19398298.136.3.05
Scott M. Pickett, Kari I. Lahar, Philippe Gaillard, Andrea T. Kozak
Abstract Over 60% of college students are poor-quality sleepers, and many have inconsistent weekday and weekend sleep patterns. Technology usage (e.g., cellphone, computer, television) may contribute to poor sleep, but there is limited experimental research. In a comparison trial, 60 college students (mean age = 18.76, 86.7% female, 53.3% White) were randomly assigned to a 4-week sleep hygiene and stimulus control (SHSC) intervention or an enhanced intervention including technology stimulus control instructions (SHSC-E). Both groups showed improvements in sleep hygiene practices, perceived barriers to stimulus control, sleep quality, general technology usage, and technology usage before bed. However, the SHSC-E group did not have greater improvements compared to SHSC group as hypothesized, which suggests that the combination of sleep hygiene and stimulus control is a robust enough method for reducing self-reported technology usage. A longer intervention period might be necessary to observe the benefits of technology stimulus control procedures.
{"title":"Comparison Trial of Two Behavioral Sleep Interventions to Improve Sleep-Related Outcomes and Reduce Technology Usage Among College Students","authors":"Scott M. Pickett, Kari I. Lahar, Philippe Gaillard, Andrea T. Kozak","doi":"10.5406/19398298.136.3.05","DOIUrl":"https://doi.org/10.5406/19398298.136.3.05","url":null,"abstract":"Abstract Over 60% of college students are poor-quality sleepers, and many have inconsistent weekday and weekend sleep patterns. Technology usage (e.g., cellphone, computer, television) may contribute to poor sleep, but there is limited experimental research. In a comparison trial, 60 college students (mean age = 18.76, 86.7% female, 53.3% White) were randomly assigned to a 4-week sleep hygiene and stimulus control (SHSC) intervention or an enhanced intervention including technology stimulus control instructions (SHSC-E). Both groups showed improvements in sleep hygiene practices, perceived barriers to stimulus control, sleep quality, general technology usage, and technology usage before bed. However, the SHSC-E group did not have greater improvements compared to SHSC group as hypothesized, which suggests that the combination of sleep hygiene and stimulus control is a robust enough method for reducing self-reported technology usage. A longer intervention period might be necessary to observe the benefits of technology stimulus control procedures.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136199176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Uaiye Enosolease, James Eboh, Abimbola Akinbolade, Gregory Atafo, Ebehireme Udegbe, Chidera Ndubueze, David Ossai David Ossai, Osefanmen Enosolease, A. Obi
Purpose: sexual abuse is a broad term used to describe all forms of unwanted sexual advances typically made by an individual in a place of higher authority. It is an important social construct for study particularly in the University environment as students especially females can be viewed in the light of being vulnerable and hence likely to experience sexual harassment and its attendant consequences which can be far reaching and adversely affecting the victims’ overall potentials. The objectives of this study were to assess the prevalence, forms and patterns of sexual abuse among undergraduates in University of Benin. Methodology: A total of 460 students were recruited in this study using a multistage sampling technique. A cross-sectional descriptive design was utilized and a validated questionnaire was used to collect data which was analysed using SPSS version 22 software and results presented in tables and charts. The significance level was set at 0.05. Findings: The study revealed that of the 460 respondents, 205 (44.6%) had a lifetime prevalence of sexual abuse with the most common form being exhibitionism (33.3%) and the least was rape (17.1%). 41 (8.9%) had experienced the trauma in the University and 8 (1.7%) had been abused in the preceding 6 months. 144 (45.4%) and 61 (42.7%) of the victims were females and males respectively. Out of the 110 victims that further participated in the patterns, 76.4% knew their perpetrator, 45.5% were assaulted vaginally and 12.7% had attempted suicide following the event. Recommendations: There is higher prevalence of sexual abuse than was previously perceived particularly among the males who are often misconstrued as being incapable of suffering from this trauma. The perpetrators of the act more often than not, are in close acquaintance with the victim. A significant number of the victims of sexual abuse are in need of psychological help. Therefore, it is recommended that medical practitioners especially psychiatrists and clinical psychologists pay special attention to these victims, including creating a supportive environment that would further encourage them to seek the help they are in dire need of. Furthermore, there is need for policy reform, cultural change, awareness campaigns, and support mechanisms with the bid to foster safer learning environments for students.
{"title":"Prevalence and Patterns of Sexual Abuse among Undergraduate Students: A Cross-Sectional Study in a University in Southern Nigeria","authors":"Uaiye Enosolease, James Eboh, Abimbola Akinbolade, Gregory Atafo, Ebehireme Udegbe, Chidera Ndubueze, David Ossai David Ossai, Osefanmen Enosolease, A. Obi","doi":"10.47672/ajp.1573","DOIUrl":"https://doi.org/10.47672/ajp.1573","url":null,"abstract":"Purpose: sexual abuse is a broad term used to describe all forms of unwanted sexual advances typically made by an individual in a place of higher authority. It is an important social construct for study particularly in the University environment as students especially females can be viewed in the light of being vulnerable and hence likely to experience sexual harassment and its attendant consequences which can be far reaching and adversely affecting the victims’ overall potentials. The objectives of this study were to assess the prevalence, forms and patterns of sexual abuse among undergraduates in University of Benin. \u0000Methodology: A total of 460 students were recruited in this study using a multistage sampling technique. A cross-sectional descriptive design was utilized and a validated questionnaire was used to collect data which was analysed using SPSS version 22 software and results presented in tables and charts. The significance level was set at 0.05. \u0000Findings: The study revealed that of the 460 respondents, 205 (44.6%) had a lifetime prevalence of sexual abuse with the most common form being exhibitionism (33.3%) and the least was rape (17.1%). 41 (8.9%) had experienced the trauma in the University and 8 (1.7%) had been abused in the preceding 6 months. 144 (45.4%) and 61 (42.7%) of the victims were females and males respectively. Out of the 110 victims that further participated in the patterns, 76.4% knew their perpetrator, 45.5% were assaulted vaginally and 12.7% had attempted suicide following the event. \u0000Recommendations: There is higher prevalence of sexual abuse than was previously perceived particularly among the males who are often misconstrued as being incapable of suffering from this trauma. The perpetrators of the act more often than not, are in close acquaintance with the victim. A significant number of the victims of sexual abuse are in need of psychological help. Therefore, it is recommended that medical practitioners especially psychiatrists and clinical psychologists pay special attention to these victims, including creating a supportive environment that would further encourage them to seek the help they are in dire need of. Furthermore, there is need for policy reform, cultural change, awareness campaigns, and support mechanisms with the bid to foster safer learning environments for students.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45537509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.5406/19398298.136.2.01
Robert W. Proctor
I wish to announce two changes in editors for AJP. Richard A. Carlson, of Penn State University, who has served as associate editor since 2015, is stepping down from that position at the end of June 2023. I thank Rich for his dedication to AJP and his commitment to psychological science more generally. I appreciate the insightful advice and assistance he has provided to me during his time as associate editor. The AJP has benefited greatly from his guidance to authors. Additionally, Cathy Faye, of the University of Akron, served as History of Psychology editor from 2019 to 2022. History is a major component of AJP, because of its lengthy history, and I am grateful to Cathy for providing a strong presence in the history of psychology during her time as the history editor.I want to welcome the new editors. Jeanette Altarriba is assuming the role of associate editor and will begin her term on July 1, 2023. Jeanette is a professor of psychology and dean of the College of Arts and Sciences at the University at Albany, State University of New York. Her MA and PhD degrees are in cognitive psychology from Vanderbilt University. She publishes in the fields of psycholinguistics, second language acquisition, bilingualism, knowledge representation, eye movements and reading, adaptive memory, and cognition and emotion. Jeanette currently serves as an associate editor for the journal Language and Speech and is on the Governing Board as a Fellow of the Psychonomic Society. Moreover, she has been a staunch supporter of AJP: She has published multiple articles, served as a consulting editor since 2014, and has been someone whom I could rely on to provide thorough reviews in her areas of expertise. AJP is in the unique position of having been founded by the first person to receive a PhD in psychology in the United States and published continuously ever since. Jeanette is committed, as I am, to continuing AJP's emphasis on psychological science into the future.David K. Robinson, a professor emeritus of European history, Truman State University (Missouri), assumed the History of Psychology editorial position in the latter half of 2022. Since the 1980s, David has been an active member of the European Society for the History of the Human Sciences and Cheiron: The International Society for the History of Behavioral and Social Sciences, which he led as executive officer for 6 years. David's publications include works on Wundt and Vygotsky, but he has broad interests in the history of science. David's knowledge of the history of psychology is a good fit for AJP.
我想宣布AJP编辑器的两个变化。宾夕法尼亚州立大学(Penn State University)的理查德·a·卡尔森(Richard A. Carlson)自2015年以来一直担任副主编，他将于2023年6月底卸任。我感谢Rich对AJP的贡献以及他对心理科学的贡献。我感谢他在担任副主编期间给我提供的富有洞察力的建议和帮助。AJP从他对作者的指导中受益匪浅。此外，阿克伦大学的凯茜·费伊(Cathy Faye)在2019年至2022年期间担任心理学史编辑。由于历史悠久，历史是AJP的主要组成部分，我很感谢Cathy在担任历史编辑期间为心理学历史提供了强有力的存在。我想欢迎新来的编辑。Jeanette Altarriba将担任副主编，并将于2023年7月1日开始她的任期。珍妮特是纽约州立大学奥尔巴尼分校的心理学教授和艺术与科学学院院长。她在范德比尔特大学获得认知心理学硕士和博士学位。她在心理语言学、第二语言习得、双语、知识表征、眼动与阅读、适应性记忆、认知与情感等领域发表著作。Jeanette目前担任《语言与演讲》杂志的副主编，并担任心理学会理事。此外，她一直是AJP的坚定支持者:她发表了多篇文章，自2014年以来一直担任咨询编辑，并且一直是我可以信赖的人，可以在她的专业领域提供全面的评论。《AJP》的独特之处在于它是由美国第一个获得心理学博士学位的人创立的，并且从那时起就一直在出版。珍妮特和我一样，致力于在未来继续AJP对心理科学的重视。杜鲁门州立大学(密苏里州)欧洲史名誉教授大卫·k·罗宾逊于2022年下半年担任《心理学史》编辑。自20世纪80年代以来，David一直是欧洲人文科学史学会和Cheiron:国际行为和社会科学史学会的活跃成员，他担任了6年的执行官。大卫的出版物包括冯特和维果茨基的著作，但他对科学史有着广泛的兴趣。大卫对心理学历史的了解很适合AJP。
{"title":"Editor's Note","authors":"Robert W. Proctor","doi":"10.5406/19398298.136.2.01","DOIUrl":"https://doi.org/10.5406/19398298.136.2.01","url":null,"abstract":"I wish to announce two changes in editors for AJP. Richard A. Carlson, of Penn State University, who has served as associate editor since 2015, is stepping down from that position at the end of June 2023. I thank Rich for his dedication to AJP and his commitment to psychological science more generally. I appreciate the insightful advice and assistance he has provided to me during his time as associate editor. The AJP has benefited greatly from his guidance to authors. Additionally, Cathy Faye, of the University of Akron, served as History of Psychology editor from 2019 to 2022. History is a major component of AJP, because of its lengthy history, and I am grateful to Cathy for providing a strong presence in the history of psychology during her time as the history editor.I want to welcome the new editors. Jeanette Altarriba is assuming the role of associate editor and will begin her term on July 1, 2023. Jeanette is a professor of psychology and dean of the College of Arts and Sciences at the University at Albany, State University of New York. Her MA and PhD degrees are in cognitive psychology from Vanderbilt University. She publishes in the fields of psycholinguistics, second language acquisition, bilingualism, knowledge representation, eye movements and reading, adaptive memory, and cognition and emotion. Jeanette currently serves as an associate editor for the journal Language and Speech and is on the Governing Board as a Fellow of the Psychonomic Society. Moreover, she has been a staunch supporter of AJP: She has published multiple articles, served as a consulting editor since 2014, and has been someone whom I could rely on to provide thorough reviews in her areas of expertise. AJP is in the unique position of having been founded by the first person to receive a PhD in psychology in the United States and published continuously ever since. Jeanette is committed, as I am, to continuing AJP's emphasis on psychological science into the future.David K. Robinson, a professor emeritus of European history, Truman State University (Missouri), assumed the History of Psychology editorial position in the latter half of 2022. Since the 1980s, David has been an active member of the European Society for the History of the Human Sciences and Cheiron: The International Society for the History of Behavioral and Social Sciences, which he led as executive officer for 6 years. David's publications include works on Wundt and Vygotsky, but he has broad interests in the history of science. David's knowledge of the history of psychology is a good fit for AJP.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This study aimed at investigating the role metacognitive strategies on students’ learning. In this regard the researcher sought to provide answers to two important research questions namely: 1) How does planning influence students’ learning? 2) How does self-monitoring influence students’ learning? The theoretical underpinnings of the study were provided by Tchombe’s Mediated Mutual Reciprocity Theory, Vygotsky’s Theory of Sociocultural Development, Piaget’s Cognitive Theory of Development Bruner’s Spiral Curriculum. Methodology: A descriptive survey design was considered necessary whereby self-constructed close ended questionnaires in a four-point Likert scale format were given to 60 students randomly selected from the Department of Educational Psychology of The University of Bamenda. Data were analyzed by using simple frequencies and percentages. Findings: Findings of the study revealed that when students engage in planning and self-monitoring, they are better equipped to solve problems and to be better learners who learn in meaningful ways and are able to construct knowledge. Recommendations: Recommendations were made to educational authorities, teachers and students. For educational authorities, it was recommended that they should closely monitor the teaching and learning process to ensure that learners are not passive observers in the classrooms but are actively engaged in the teaching and learning process. As for teachers, they should help learners to become lifelong learners by teaching the learners metacognitive strategies. Learners should also understand that learning should be about setting goals, planning and self-monitoring and learning must be meaningful.
{"title":"An Appraisal of Students’ Metacognitive Strategies and Learning: The Case of Undergraduate Educational Psychology Students of the University of Bamenda","authors":"Dr. Angu Roland Nji","doi":"10.47672/ajp.1456","DOIUrl":"https://doi.org/10.47672/ajp.1456","url":null,"abstract":"Purpose: This study aimed at investigating the role metacognitive strategies on students’ learning. In this regard the researcher sought to provide answers to two important research questions namely: 1) How does planning influence students’ learning? 2) How does self-monitoring influence students’ learning? The theoretical underpinnings of the study were provided by Tchombe’s Mediated Mutual Reciprocity Theory, Vygotsky’s Theory of Sociocultural Development, Piaget’s Cognitive Theory of Development Bruner’s Spiral Curriculum. \u0000Methodology: A descriptive survey design was considered necessary whereby self-constructed close ended questionnaires in a four-point Likert scale format were given to 60 students randomly selected from the Department of Educational Psychology of The University of Bamenda. Data were analyzed by using simple frequencies and percentages. \u0000Findings: Findings of the study revealed that when students engage in planning and self-monitoring, they are better equipped to solve problems and to be better learners who learn in meaningful ways and are able to construct knowledge. \u0000Recommendations: Recommendations were made to educational authorities, teachers and students. For educational authorities, it was recommended that they should closely monitor the teaching and learning process to ensure that learners are not passive observers in the classrooms but are actively engaged in the teaching and learning process. As for teachers, they should help learners to become lifelong learners by teaching the learners metacognitive strategies. Learners should also understand that learning should be about setting goals, planning and self-monitoring and learning must be meaningful. \u0000 ","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47349926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Kidnapping has become a huge problem in parts of Nigeria such that residents of Kaduna metropolis who have become victims with their significant others are left to suffer varying levels of mental trauma. The study assessed kidnapping experiences and the Post-Traumatic experiences on the victims and their significant others in Kaduna Metropolis, Kaduna, Nigeria. Methodology: A survey research design with snowball sampling method was utilized. A total of 10 male and female residents were participants in this study. Post-traumatic distress scale was used and interviews were conducted to collect quantitative and qualitative data respectively. The quantitative data was analyzed testing the hypothesis by way of independent T-test. The Qualitative data was analyzed using thematic narration .The hypothesis tested for the association between kidnap experience and PTSD of victims and their significant others in Kaduna metropolis, Kaduna State. Findings: The study found that victims and their significant others suffered varying symptoms of PTSD stemming from the kidnap experiences in Kaduna metropolis, having PTSD scores ranging from (1.5– 3.7) on the PTSD scale as a result of kidnap experiences. Since all the p-values are greater than 5% level of significance, we therefore accept the hypothesis that there is no significant difference in the PTSD of kidnapped victims and significant others in Kaduna metropolis by way of the PTSD scale. Qualitative analysis revealed that the victims went through much traumatic experiences which had left them with trust issues and phobias, having changed their perspective on life as they once knew it. Recommendation: The victims of kidnap and their significant others are in dire need of counseling therapy, psychological and or psychiatric intervention to limit disability as rehabilitation is vital. There is much needed social and financial support for victims, economic recovery schemes by federal and state governments are needed to minimize security issues.
{"title":"Assessing the Extent of Post-traumatic-stress Disorder from Kidnapping Experience of 5 Victims and their Significant others in Kaduna Metropolis, Kaduna State, Nigeria","authors":"Aloku O Chinonye","doi":"10.47672/ajp.1388","DOIUrl":"https://doi.org/10.47672/ajp.1388","url":null,"abstract":"Purpose: Kidnapping has become a huge problem in parts of Nigeria such that residents of Kaduna metropolis who have become victims with their significant others are left to suffer varying levels of mental trauma. The study assessed kidnapping experiences and the Post-Traumatic experiences on the victims and their significant others in Kaduna Metropolis, Kaduna, Nigeria. \u0000Methodology: A survey research design with snowball sampling method was utilized. A total of 10 male and female residents were participants in this study. Post-traumatic distress scale was used and interviews were conducted to collect quantitative and qualitative data respectively. The quantitative data was analyzed testing the hypothesis by way of independent T-test. The Qualitative data was analyzed using thematic narration .The hypothesis tested for the association between kidnap experience and PTSD of victims and their significant others in Kaduna metropolis, Kaduna State. \u0000Findings: The study found that victims and their significant others suffered varying symptoms of PTSD stemming from the kidnap experiences in Kaduna metropolis, having PTSD scores ranging from (1.5– 3.7) on the PTSD scale as a result of kidnap experiences. Since all the p-values are greater than 5% level of significance, we therefore accept the hypothesis that there is no significant difference in the PTSD of kidnapped victims and significant others in Kaduna metropolis by way of the PTSD scale. Qualitative analysis revealed that the victims went through much traumatic experiences which had left them with trust issues and phobias, having changed their perspective on life as they once knew it. \u0000Recommendation: The victims of kidnap and their significant others are in dire need of counseling therapy, psychological and or psychiatric intervention to limit disability as rehabilitation is vital. There is much needed social and financial support for victims, economic recovery schemes by federal and state governments are needed to minimize security issues.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Globally, parents' engagement in their children's education has been found to result in improved academic success. This study investigated the prediction effect of parental engagement on students’ academic performance in government grant-aided secondary schools in Sheema District, South Western Uganda. Methodology: The study used quantitative approach employing cross-sectional survey design. Participants included senior four students, parents of senior four students, and teachers teaching in senior four class. The participants were selected using simple random sampling technique. Data on parental engagement and learners’ academic performance were collected using a 5-point Likert scale questionnaire. Findings: Study results indicated a statistically significant effect of parental engagement in provision of basic needs (t = 5.242, p< .05), academic communication (t = 6.116, p< .05), decision making (t = 5.834, p< .05), infrastructural development and maintenance at school (t = 5.525, p< .05), provision of conducive learning environment (t = 6.819, p< .05), provision of adequate learning resources (t = 6.167, p< .05) on learners’ academic performance. However, the combined effects of parental engagement aspects did not significantly predict learners’ academic performance. The results imply that parental engagement in learners’ educational pursuit should be encouraged so as to enhance learners’ academic performance. Recommendation: It is therefore recommended that school programmes that can compel parents to participate in educational activities should be deliberately instituted so as to enhance academic performance among learners.
{"title":"Parental Engagement as a Predictor of Academic Performance among Secondary School Learners in Sheema District, Uganda","authors":"D. Mugumya, Emmanuel Karooro, A. Mwesigye","doi":"10.47672/ajp.1377","DOIUrl":"https://doi.org/10.47672/ajp.1377","url":null,"abstract":"Purpose: Globally, parents' engagement in their children's education has been found to result in improved academic success. This study investigated the prediction effect of parental engagement on students’ academic performance in government grant-aided secondary schools in Sheema District, South Western Uganda. \u0000Methodology: The study used quantitative approach employing cross-sectional survey design. Participants included senior four students, parents of senior four students, and teachers teaching in senior four class. The participants were selected using simple random sampling technique. Data on parental engagement and learners’ academic performance were collected using a 5-point Likert scale questionnaire. \u0000Findings: Study results indicated a statistically significant effect of parental engagement in provision of basic needs (t = 5.242, p< .05), academic communication (t = 6.116, p< .05), decision making (t = 5.834, p< .05), infrastructural development and maintenance at school (t = 5.525, p< .05), provision of conducive learning environment (t = 6.819, p< .05), provision of adequate learning resources (t = 6.167, p< .05) on learners’ academic performance. However, the combined effects of parental engagement aspects did not significantly predict learners’ academic performance. The results imply that parental engagement in learners’ educational pursuit should be encouraged so as to enhance learners’ academic performance. \u0000Recommendation: It is therefore recommended that school programmes that can compel parents to participate in educational activities should be deliberately instituted so as to enhance academic performance among learners. \u0000 ","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43933365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: School violence is a major concern in Cameroon and the world at large. As an estimated 246 million children and adolescents experience violence in and around the school yearly. In spite of measures put in place by International Organizations and Government of Cameroon, the prevalence of school violence is still on a raise and the consequences devastating on the victims. This study aimed to investigate a transformative approach to curb school violence provoked by narcissism and other factors among secondary schools in Fako Division, South West Region of Cameroon.Methodology: In an effort to eradicate this ill, a mix research method, with a sequential explanatory design was used. The sample constituted of 381 students, 10 counselors, 10 school administrators, 10 community leaders and 10 parents. Questionnaires, interview and focus group discussion guides were used at different stages for data collection. Thematic analysis was used to analyses qualitative data and Microsoft Excel 2016, Epidata V.4.1 and R programming V.4.1.2 was used to analysis quantitative data.Findings: The study found that the school has as priority to put learners on the path to a promising future, but some dishonest persons hide behind the school to victimize others. It further revealed that a combined 54% of the respondents manifested narcissism at different levels and 44% rarely or never. However, narcissism explained only a portion of the cause of different forms of violence, with variations ranged from 2.2% to 10%. Other causes of school violence includes; drugs & alcohol abuse, embarrassment from some teachers and friends, bullying, corporal punishment, age, past traumatic experiences, peer influence, poverty, negative family dynamics and intoxicated community, impulsive personality, lack of self-control, poor of class management skills, arrogance and misconduct from students. Recommendations: This study recommends a school-home-community partnership in order to manage narcissism and other violent behaviour. Parents should avoid the display of violence at home. They should create a home-school and community partnership and help children know that, they are not exemptions to the rules and regulations.
{"title":"Eradicating Violence Provoked by Narcissism and others Factors in Secondary Schools: Case Study of Fako Division South West Region of Cameroon","authors":"Afor Betek Mary Orok","doi":"10.47672/ajp.1348","DOIUrl":"https://doi.org/10.47672/ajp.1348","url":null,"abstract":"Purpose: School violence is a major concern in Cameroon and the world at large. As an estimated 246 million children and adolescents experience violence in and around the school yearly. In spite of measures put in place by International Organizations and Government of Cameroon, the prevalence of school violence is still on a raise and the consequences devastating on the victims. This study aimed to investigate a transformative approach to curb school violence provoked by narcissism and other factors among secondary schools in Fako Division, South West Region of Cameroon.Methodology: In an effort to eradicate this ill, a mix research method, with a sequential explanatory design was used. The sample constituted of 381 students, 10 counselors, 10 school administrators, 10 community leaders and 10 parents. Questionnaires, interview and focus group discussion guides were used at different stages for data collection. Thematic analysis was used to analyses qualitative data and Microsoft Excel 2016, Epidata V.4.1 and R programming V.4.1.2 was used to analysis quantitative data.Findings: The study found that the school has as priority to put learners on the path to a promising future, but some dishonest persons hide behind the school to victimize others. It further revealed that a combined 54% of the respondents manifested narcissism at different levels and 44% rarely or never. However, narcissism explained only a portion of the cause of different forms of violence, with variations ranged from 2.2% to 10%. Other causes of school violence includes; drugs & alcohol abuse, embarrassment from some teachers and friends, bullying, corporal punishment, age, past traumatic experiences, peer influence, poverty, negative family dynamics and intoxicated community, impulsive personality, lack of self-control, poor of class management skills, arrogance and misconduct from students. Recommendations: This study recommends a school-home-community partnership in order to manage narcissism and other violent behaviour. Parents should avoid the display of violence at home. They should create a home-school and community partnership and help children know that, they are not exemptions to the rules and regulations.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42973630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The study aimed at assessing barriers in accessing Community-Based Trauma- Focused Cognitive Behavioral Therapy (TF-CBT) for Posttraumatic Stress Disorder (PTSD) management in post-conflict Acholi sub-region with interest in providing solutions to those barriers. Methodology: The study adopted a survey approach which was qualitative. This was done through interviews. This was supplemented by the pragmatic paradigm that concerned assessing effectiveness of community-based TF-CBT. The research design used to assess barriers and facilitators of TF-CBT was cross sectional. The use of cross-sectional survey design involved the elements of comparative, exploratory and descriptive approaches. Sample selection of participants involved organizational staff comprising of, social workers, clinical psychologists, Village Health Team (VHTs). Beneficiaries who included 120 men and 299 women. The 419 beneficiaries were interrogated using a questionnaire, 36 participants for Focused Group Discussions (FGDs), four social workers and, one clinical psychologist and 25 in-depth interviews with beneficiaries. Findings: Results indicated; limited mobilization, stigmatization, lack of enough human resource, alcoholism, lack of commitment and economic crisis amongst others as barriers to accessing TF-CBT for PTSD management. The study suggests that these can be handled through sensitization, radio talk shows, visiting clients in their homes and increasing number of staff. The study suggests community sensitization, recruiting more staff to handle TF-CBT, visitations by staff to clients, family support from spouses & caregivers and increased infrastructure as the recommended measure to handle this problem.
{"title":"Barriers to Accessing Community Based Trauma-focused Cognitive Behavioral Therapy (TF-CBT) for Posttraumatic Stress Disorder (PTSD) Management in Post Conflict Acholi Sub-region","authors":"Elizabeth Amongi, P. Baguma, Florence Nansubuga","doi":"10.47672/ajp.1276","DOIUrl":"https://doi.org/10.47672/ajp.1276","url":null,"abstract":"Purpose: The study aimed at assessing barriers in accessing Community-Based Trauma- Focused Cognitive Behavioral Therapy (TF-CBT) for Posttraumatic Stress Disorder (PTSD) management in post-conflict Acholi sub-region with interest in providing solutions to those barriers. \u0000Methodology: The study adopted a survey approach which was qualitative. This was done through interviews. This was supplemented by the pragmatic paradigm that concerned assessing effectiveness of community-based TF-CBT. The research design used to assess barriers and facilitators of TF-CBT was cross sectional. The use of cross-sectional survey design involved the elements of comparative, exploratory and descriptive approaches. Sample selection of participants involved organizational staff comprising of, social workers, clinical psychologists, Village Health Team (VHTs). Beneficiaries who included 120 men and 299 women. The 419 beneficiaries were interrogated using a questionnaire, 36 participants for Focused Group Discussions (FGDs), four social workers and, one clinical psychologist and 25 in-depth interviews with beneficiaries. \u0000Findings: Results indicated; limited mobilization, stigmatization, lack of enough human resource, alcoholism, lack of commitment and economic crisis amongst others as barriers to accessing TF-CBT for PTSD management. The study suggests that these can be handled through sensitization, radio talk shows, visiting clients in their homes and increasing number of staff. The study suggests community sensitization, recruiting more staff to handle TF-CBT, visitations by staff to clients, family support from spouses & caregivers and increased infrastructure as the recommended measure to handle this problem.","PeriodicalId":48063,"journal":{"name":"American Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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