This document summarizes a study that examined the impact of intelligence on task expectancy in adolescents and explored the factor structure of a feelings scale from the National Longitudinal Study of Adolescent Health. A one-way ANOVA found no practical differences in task expectancy based on perceived intelligence. An exploratory factor analysis of the feelings scale extracted four factors - sadness, reverse coded items, social factors, and fatigue - though not exactly as hypothesized. The four factors were positively correlated, providing partial support for the hypotheses.
A case for positive psychology in pre service teacher educationBrian Devitt
Recent research in the area of positive psychology underlines the interconnected and highly correlated links between a positive emotional style and an individual’s psychological well-being. Cross sectional studies have shown that “happy” people tend to be more socially engaged and function better in their lives (Huppert, 2009). A meta-analysis of longitudinal studies has shown that happiness engenders the behaviours and beliefs that precede success in work and life (Lyubomirsky et al., 2005). Experimental studies using mood induction techniques have found that positive emotion significantly broadens attention (Rowe et al., 2007), enhances cognitive processing capabilities resulting in more creative and flexible problem solving (Isan & Daubman, 1984, Isan et al., 1987), increases taught action repertoires (Fredrickson & Branigan, 2005), improves learning (Bryan et al., 1996), boosts task performance and self-efficacy (Bryan & Bryan, 1991)
The principles and exercises of positive psychology have been taught to teachers in the Geelong Grammar school and to drill Sergeants in the US army resulting in positive outcomes to the well-being of both organisations (Seligman, 2012). Barsade (2002) would suggest this is aided by emotional contagion, the transfer of moods between groups through a process known as the ripple effect. Drawing on these research findings the study outlined here aims to examine the potential benefits of promoting the principles of positive psychology with pre-service secondary school teachers in Ireland.
Previous research suggests that training teachers to teach positive psychology techniques to students significantly reduces and even prevents symptoms of depression, hopelessness and anxiety while increasing optimism, engagement in learning, academic achievement and social skills (Brunwasser et al., 2009, Seligman et al., 2009). Teaching undergraduate pre-service teachers positive psychology may develop their openness to change as research suggests that positive psychological constructs such as optimism, hope, efficacy and resilience are malleable and open to positive change.
A case for positive psychology in pre service teacher educationBrian Devitt
Recent research in the area of positive psychology underlines the interconnected and highly correlated links between a positive emotional style and an individual’s psychological well-being. Cross sectional studies have shown that “happy” people tend to be more socially engaged and function better in their lives (Huppert, 2009). A meta-analysis of longitudinal studies has shown that happiness engenders the behaviours and beliefs that precede success in work and life (Lyubomirsky et al., 2005). Experimental studies using mood induction techniques have found that positive emotion significantly broadens attention (Rowe et al., 2007), enhances cognitive processing capabilities resulting in more creative and flexible problem solving (Isan & Daubman, 1984, Isan et al., 1987), increases taught action repertoires (Fredrickson & Branigan, 2005), improves learning (Bryan et al., 1996), boosts task performance and self-efficacy (Bryan & Bryan, 1991)
The principles and exercises of positive psychology have been taught to teachers in the Geelong Grammar school and to drill Sergeants in the US army resulting in positive outcomes to the well-being of both organisations (Seligman, 2012). Barsade (2002) would suggest this is aided by emotional contagion, the transfer of moods between groups through a process known as the ripple effect. Drawing on these research findings the study outlined here aims to examine the potential benefits of promoting the principles of positive psychology with pre-service secondary school teachers in Ireland.
Previous research suggests that training teachers to teach positive psychology techniques to students significantly reduces and even prevents symptoms of depression, hopelessness and anxiety while increasing optimism, engagement in learning, academic achievement and social skills (Brunwasser et al., 2009, Seligman et al., 2009). Teaching undergraduate pre-service teachers positive psychology may develop their openness to change as research suggests that positive psychological constructs such as optimism, hope, efficacy and resilience are malleable and open to positive change.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
DSM-5 Proposal for Sensory Processing Disorder. Submitted in 2008 for the American Psychiatric Association Manual. Includes second half of the proposal.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Testing for conscientiousness. Programming Personality Factors Jacob Stotler
A research report in investigation into the personality factor conscientiousness and the design of a psychological test utile for assessing for the personality factor conscientiousness (currently present) in individuals.
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
A Study of Personality of Secondary School Students in Relation to Frustrationijtsrd
The current study aimed at exploring the relationship between reactions to frustration level and personality of secondary school students in Indore city. Research Design To meet the objectives, ex post facto design used or the data was analysed and proper statistical techniques used. For this purpose a sample of 50 adolescents, randomly selected from four Male and Female secondary schools students Indore city, was taken. As a result significant negative relationship was found between Frustration and personality of Adolescents of Male and Female secondary schools students. Dr. Inderjeet Singh Bhatia "A Study of Personality of Secondary School Students in Relation to Frustration" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50341.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50341/a-study-of-personality-of-secondary-school-students-in-relation-to-frustration/dr-inderjeet-singh-bhatia
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
DSM-5 Proposal for Sensory Processing Disorder. Submitted in 2008 for the American Psychiatric Association Manual. Includes second half of the proposal.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Testing for conscientiousness. Programming Personality Factors Jacob Stotler
A research report in investigation into the personality factor conscientiousness and the design of a psychological test utile for assessing for the personality factor conscientiousness (currently present) in individuals.
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
A Study of Personality of Secondary School Students in Relation to Frustrationijtsrd
The current study aimed at exploring the relationship between reactions to frustration level and personality of secondary school students in Indore city. Research Design To meet the objectives, ex post facto design used or the data was analysed and proper statistical techniques used. For this purpose a sample of 50 adolescents, randomly selected from four Male and Female secondary schools students Indore city, was taken. As a result significant negative relationship was found between Frustration and personality of Adolescents of Male and Female secondary schools students. Dr. Inderjeet Singh Bhatia "A Study of Personality of Secondary School Students in Relation to Frustration" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50341.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50341/a-study-of-personality-of-secondary-school-students-in-relation-to-frustration/dr-inderjeet-singh-bhatia
2/21/2013
Title:Life-span development of self-esteem and its effects on important life outcomes.
Author:
1) Orth, Ulrich, Department of Psychology, University of Basel, Basal, Switzerland,
2)Robins, Richard W., Department of Psychology, University of California-Davis, CA, US
3)Widaman, Keith F., Department of Psychology, University of California-Davis, CA, US
Purpose of the research:
The present research addresses this gap in the literature by examining effects of self-esteem on life-span trajectories of relationship satisfaction, job satisfaction, occupational status, salary, affect, depression, and health, using data from a large longitudinal study of four generations of individuals ages 16 to 97 years. Currently, the field lacks a broad theoretical perspective that could provide a framework for the present research. By examining patterns of findings across developmental contexts (adolescence to old age), we hope to contribute to building a new, overarching theory of the causes and consequences of self-esteem across the life course.
Research method:
The data come from the Longitudinal Study of Generation. In 1971, three-generation families were randomly drawn from a subscriber list of about 840,000 members of a health maintenance organization in Southern California. Since 1991, the study has included a fourth generation (i.e., the great-grandchildren in the same families). The members of the health maintenance organization included primarily White working-class and middle-class families, and very low and very high socioeconomic levels were not represented in the population. However, level of education among family members corresponded to national norms at the time the sample was drawn. Although the sample was originally recruited in Southern California, at recent waves, more than half of the sample lived outside the region in other parts of California, in other states of the United States or abroad, because of residential mobility of participants.
Participants were assessed in 1971, 1985, 1988, 1991, 1994, 1997, and 2000. In 1971 and 1985, the LSG did not include the full self-esteem measure; the present study therefore examines data of the five waves from 1988 to 2000. We excluded any participant whose age was unknown or who did not provide data on self-esteem at any of the five waves.
Participants:
The sample included 1,824 individuals (57% female). Table 1 gives an overview of the demographic characteristics for the full sample and for the four separate generations. The distribution of gender is relatively even across generations. The age range across waves was 14 to 102 years; however, because only one assessment was below age 16 and two assessments were above age 97, we restricted the analyses to the age range from 16 to 97 years. Of the participants, 94% were Caucasian, 3% were Hispanic, 1% were African American, 1% were Native American, and 1% were of other ethnicity. Because of the low frequencies of ethnicities othe.
Differences in Emotional (Affective) Intelligence among Gifted and Ordinary S...inventionjournals
This study aimed at identifying emotional intelligence Levels among gifted and ordinary students as well as finding wether there were differences among these students. The study was conducted on a sample of (100) ordinary and gifted eight graders at thaled bin al-waleed and king Abdullah II excellence schools at Irbid governorate, where (50) students from each school were selected. Data were collected using a researcher based on Goleman (1983) model, developed questionnaire. Results showed that emotional intelligence level among gifted students was high, however, among ordinary students, emotional level was moderate. Results also showed statistically significant differences in emotional intelligence levels between ordinary and gifted students where gifted students outperformed their ordinary partuers in this intelligence. The study also included some suggested recommendation.
Write a two-page double spaced, 12 pt font paper on critical contr.docxnealralix138661
Write a two-page double spaced, 12 pt font paper on critical contractual concerns. That is what are the basics of any contract that should be included to protect, you, your business and the other party.
You will enter into many contracts over the course of your personal and professional life. What are the important concerns that will keep you and your assets safe?
Why are contracts important?
Name three (3) possible contracts that a restaurant company may enter into with another organization. Name two issues important for each contract. (Not the same issues)
Self-Doubt During Emerging Adulthood:
The Conditional Mediating Influence
of Mindfulness
Justin W. Peer
1
and Pamela McAuslan
1
Abstract
Emerging adulthood (EA) is a critical time for identity exploration and making decisions regarding the future. Although most
thrive, some emerging adults struggle with the prominent developmental features of this time. Little is known about factors that
may positively influence development during EA. This study examined the mediating impact of mindfulness on the relationship
between normative emerging adult processes (identity exploration, experimentation/possibilities, negativity/instability, self-focus,
and feeling in-between) and self-doubt, while simultaneously considering the moderating effect of age and gender. Using data from
the EA Measured at Multiple Institutions project, reports from 1,293 participants were utilized. Mindfulness mediated the
relationship between various aspects of development (negativity/instability, self-focus, and feeling in-between) and self-doubt with
age and gender moderating aspects of these relationships. The findings highlight the importance of mindfulness during this
important developmental period.
Keywords
emerging adulthood, self-doubt, mindfulness, mental health, well-being
Emerging adulthood (EA) is a critical time for exploring vari-
ous life directions (Arnett, 2000; Reifman & Grahe, 2015) and
forming a coherent sense of identity (Schwartz et al., 2010).
During this time, the ability to consider life’s possibilities is
greater than it will be at any other point (Arnett, 2000), making
this a unique and important point in life span development. EA
is a time that has been reflected upon by adults ‘‘as the most
impactful and impressionable of their lives’’ (Gottlieb, Still, &
Newby-Clark, 2007, p. 132). Arnett (2007) stresses that EA is
a distinct period of development and not merely a transitional
period in life.
Various features related to the developmental challenges
associated with EA exist (Arnett, 2004). These features, includ-
ing identity exploration and possessing feelings of instability,
distinguish this period of life from others. Although these fea-
tures are prominent during EA, Arnett (2004, 2006) suggests
that they are not necessarily universal due to the heterogeneity
of individuals within this group. However, he believes that
these features are what makes EA a distinct p.
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
The DSM-5 Clinical Cases e-book has provided multiple case-scena.docxkarisariddell
The DSM-5 Clinical Cases e-book has provided multiple case-scenarios relating to various psychological and psychiatric conditions relating to various individuals. The paper analyses the case of Irene Upton, a twenty-nine years old elementary teacher who had gone to the psychiatric for extensive consultations regarding her condition. The latter complaint of being “tired” of loneliness, besides that from her medical history it can be observed that she was hospitalized more than once for suicidal attempts and self-cutting, which represents intense, emotional pain, and frustrations. Coherently, the sister confessed to the past traumatic events that Irene was expected to, notably; at the age of thirteen, the father would sexually exploit Irene a “weird” manner. Irene has failed to recall certain activities she undertook while between the ages of seven and thirteen, which would represent the specific loss of memory due to traumatic experiences. The client laments that she does not consume or abuse alcohol or drugs, ideally, during her late teen, Irene experienced a certain shift in her life when she suddenly became more engaged and proactive for in class and co-curriculum activities. Therefore, leading to a successful life both in high school and college and later getting employed to become of the best teachers in her school.
From the excerpt, the one can be observed properly professional interpretation of Irene’s condition, where the privacy and confidentiality of the patient have been upheld through the exclusion of deeming statements that may be unethically interpreted. For instance, the level of impartiality or conflict of interest has been eliminated since there are no comments or reading that advocate any additional information on behalf of the patients there are no sections or comments that illustrates the certain type of advice or personal opinions. Therefore demonstrating a high level of ethical practice since there are no statements that demonstrate any gross misconduct when conducting a patient assessment; the excerpt provides only the necessary information useful for interpretation while excluding the confidentiality and privacy of the patient.
Evaluation
There are multiple techniques and methods, which can be used to conduct a psychological assessment on a given patient in order to accurately diagnose the individual. The paper will describe a battery of these assessments to understand the subject’s condition fully.
A clinical interview is a treatment technique utilized by psychologist and other physicians to document the accurate diagnosis of mental disorders especially the obsessive-compulsory disorder they include the clinical diagnostic interview and structured clinical interviews. The clinical diagnosis involves narrative conversation between the patient and the doctor where the latter asked a series of questions such as “how was your childhood?” “What was school like when growing?” “How wa ...
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
ENGL 1302Due Friday, November 18McCourtLab Six As.docxgreg1eden90113
ENGL 1302 Due: Friday, November 18
McCourt
Lab Six Assignment – Annotated Bibliography
Using 3 of the sources gathered for your Proposal Argument essay (you could use the research gathered for the Ethical Argument instead, if you’d like), prepare an annotated bibliography.
· Include the proper 4 line heading
· Title should be: Lab 6 – Annotated Bibliography
· Be sure to list the bibliographic citations for the sources in proper alphabetical order and provide the complete bibliographic citation with double spacing throughout and a hanging indent
· Include a concise annotated paragraph under each of the source citations. Remember that an annotation includes summary as well as evaluation
2
Child Day Care and Aftercare Program
Student’s name
Instructor
Course
Date
Introduction
'First generation' research on child day care and aftercare programs mostly looked at the child's impairment in isolation, while’s second generation' research tries to look at the kid's functioning within context (Baker et al., 2019). The family-centered approach emphasizes this setting by recognizing the importance of the home as the first and most influential environment for a child's development of the skills and knowledge valued in their society (Hotz & Wiswall, 2019). An essential tenet of this strengths-based strategy is that family values and customs provide the foundation for effective and long-lasting intervention.
The family-centered criteria have not been met by conventional methods, which have been criticized for not being in line with family objectives and aspirations. Rather of recognizing what families and communities already know and do, a deficit model emphasizes what they do not (Baker et al., 2019). This method results in "professionally prescribed" treatments based mostly on the assumptions of experts without the requisite comprehension of the kid within context. Thus, families are frequently given activities or programs that are not tailored to their specific needs, which might increase their already heavy workload (Hotz & Wiswall, 2019). Families of young children experience events beyond those provided by early intervention programmes that can and do influence child development and family functioning, and this deficit-based approach to intervention has been criticized for not leaving enough time for families to engage in these activities (Baker et al., 2019).
It has been suggested that studying children's activity contexts would help us better comprehend them in that environment (Hotz & Wiswall, 2019). What we call a kid's "activity settings" are the places and situations in which the youngster regularly engages in activities with others and the world around them (Baker et al., 2019). Due to a lack of studies, it is imperative that immediate steps be taken to enhance the indigenous knowledge-base of child day care and afterschool activity settings. Understanding children in their home environments will be aide.
A Study of Emotional Intelligence and Academic Achievement in Medical Studentsinventionjournals
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1. Running head: INTELLIGENCE AND THE FEELINGS SCALE 1
The Impact of Intelligence on Task Expectancy and an Examination of the Feelings Scale
Samuel Dunham
Valdosta State University
2. INTELLIGENCE AND THE FEELINGS SCALE 2
Abstract
There is much interest in attitudes and how they impact our opinions of our abilities. However,
there is not much research that examines how perceived intelligence impacts individual task
expectancy. There are also few depression scales for adolescents and it is important to determine
what factors are contained in the National Longitudinal Study for Adolescent Health feelings
scale. A one-way ANOVA provided evidence that there were no practical differences in
perceived expectancy on the basis of intelligence. An EFA determined that there were four
factors contained in the Add Health scale: Sadness, Unfriendability, Fatigue, and an atheoretical
factor that only included the reverse coded items. People may have a tendency to believe in their
ability to achieve a task through hard work regardless of their intelligence level. The factors
extracted from the EFA should be examined in order to increase the reliability estimates of the
factors with lower reliability levels.
3. INTELLIGENCE AND THE FEELINGS SCALE 3
The Impact of Intelligence on Task Expectancy and an Examination of the Feelings Scale
In the field of social psychology, one important topic is how people perceive themselves,
and more specifically, how people perceive themselves in comparison to others. There is some
published research that looks to investigate how people’s perceptions of themselves impact their
expectancy in terms of their ability to successfully complete a given task, but not much.
However, there is a great deal of research on the topic of how individuals tend to make
inaccurate attributions about themselves. For example, Zell & Krizan (2014) found that people
tend to only have a moderate knowledge level of their abilities because they have a tendency to
ignore important contextual factors. Williams, Dunning, & Kruger (2013) found that people have
a tendency to overestimate their abilities on intellectual tasks, regardless of whether they are
completing the task correctly or not.
For the purposes of this study, data from the National Longitudinal Study for Adolescent
Health (Add Health) was examined and analyzed in order to test the proposed hypotheses
presented in this paper (Harris & Udry, 2013). The Add Health study was conducted using a
nationally representative sample of adolescent youths in the United States from the seventh to
twelfth grade. The study began during the 1994-1995 academic year and consisted of four waves,
with the most recent wave being done in 2008. All of the data taken for this paper was only taken
from Wave I. The study examined many different facets of adolescent life and recorded a large
amount of data in the four longitudinal waves (Harris & Udry, 2013).
In the present study, the factors of intelligence and hard work expectancy were examined
in order to see if there was a relationship between the two factors. Intelligence was defined as
“an individual’s perceived level of intelligence in comparison to other individuals.” The factor
was measured by participant answers to the following question, “Compared with other people
your age, how intelligent are you?” (Harris & Udry, 2013). Hard Work Expectancy was
4. INTELLIGENCE AND THE FEELINGS SCALE 4
operationalized as “what an adolescent believes they could achieve through hard work.” This
factor will be measured by participant responses to the following question, “When you get what
you want, it's usually because you worked hard for it” (Harris & Udry, 2013).
What makes these factors interesting is that intelligence is seen as an internal factor that
holds fairly constant throughout an individual’s life, while a person’s belief in what they can
achieve through hard work is also an internal factor, but one that has a tendency to change
throughout a person’s lifespan. Those changes are normally the result of past experiences, new
information, and/or a combination of many other factors.
It is conceivable to believe that people who view themselves as intelligent are more likely
to believe in their expectancy on a task through hard work. However, the inverse is also a
plausible option that should be considered. The logic of the inverse is that a person who views
themselves as intelligent would have a high expectancy in a given task, but the confidence would
be the result of their intelligence, rather than their hard work. While hard work is a factor that is
developed and probably earned, intelligence can be seen as a factor that comes more “naturally”
for the person possessing it since there is evidence to suggest that interventions do not change
intelligence levels. (Redick et al., 2013).
Another area of interest in psychology concerns the emotions/ feelings that people have,
despite the fact that they have a tendency to change. Our emotions drive us in many ways
throughout our lives and they are impactful. Many emotions/ feelings scales have been
developed for a wide variety of purposes. For instance, Beitchman (1996) developed a feelings
scale designed for children, while Diener et al. (2010) developed a scale for the purposes of
distinguishing between positive emotions, negative emotions, and the differentiation between the
two.
5. INTELLIGENCE AND THE FEELINGS SCALE 5
In this study, the feelings scale used in the Add Health study was adapted from the
original Center of Epidemiological Studies Depression scale (CES–DS), and it was examined in
order to determine how many underlying constructs were present in the scale (Radloff, 1977).
With 19 items in the scale and the knowledge that there are a wide variety of emotions, it will be
beneficial to see the number of feelings being represented by the scale. Having too many factors
could make the scale nearly uninterpretable, while having too few factors could prevent those
using the results of the ADD Health study from being able to gain a complete perspective on the
feelings that the participants had experienced.
For the first hypothesis, the expectation is that the more intelligent an adolescent sees
themselves as; the more likely they are to believe in what they can accomplish with hard work.
The logic behind this hypothesis is that people who view themselves as intelligent will believe
that they already have an advantage in completing a given task (Steinmayr & Spinath, 2009; Cho
& Lin, 2011). The hard work that they do will add to that advantage and, in turn, the likelihood
that they can complete the task will increase in a continuum type manner. In other words, the
more hard work an intelligent adolescent engages in, the more likely they are to believe in their
expectancy of a given task and the inverse is hypothesized to also hold true.
H1: Adolescents who perceive themselves to be more intelligent will more strongly agree with
the notion that they can accomplish tasks through hard work than their peers who perceive
themselves as less intelligent.
For the second hypothesis, there is the belief that the feelings scale will consist of four
factors that should be revealed in the analyses. Most of the literature has found a four factor
model in the CES–DS, but this particular study looks to examine the factor structure because the
four factor structure did not hold for all groups (Kim, DeCoster, Huang, & Chiriboga, 2011). The
four sub-factors hypothesized are: sadness, worthlessness, irritability, and fatigue. These factors
were determined by reading and analyzing the content of each of the 19 items in the scale and
6. INTELLIGENCE AND THE FEELINGS SCALE 6
then grouping them together on similar themes. After analyzing the questions, the four themes
mentioned earlier were found throughout the questions. More specifically, the expectation is that
Items 2, 3, 6, 8, 10, 11, 13, 15, and 16 will load on the Sadness factor. Items 4, 9, 17, and 19 will
load on Worthlessness. Items 1 and 14 will load on Irritability, and items 5, 7, 12, 18 will load on
the Fatigue factor (for item listing, see Appendix A).
H2a: Four factors will be extracted from the feelings scale and the four factors will be Sadness,
Worthlessness, Irritability, and Fatigue.
It is also hypothesized that the four factors extracted from the model will have a moderate
positive correlation with each of the other factors. The idea is that each of the four factors may
be a sub-factor to a main hierarchical factor, but this possibility can only be determined by
examining the results a Confirmatory Factor Analysis (CFA). As a result, there should be some
similarities in the factors that would allow them to correlate in the way they are hypothesized to
correlate. The major implication is that if this does not hold true, then the logic associated with
the four factor hypothesis would be negatively affected.
H2b: The four factors will all have a moderate and positive correlation with each other.
The two hypotheses presented should serve the purpose of not only guiding future
research, but also help to interpret what has actually been measured through the Add Health
survey.
Method
Participants
The Add Health study participants were a nationally representative group of adolescents
who were between grades 7-12 in the United States during the 1994-1995 academic school year.
There were 6,504 participants included in the study. Overall, 48.4 percent of the respondents
were male, while 51.6 percent were female. Sixty-six percent of the respondents were White,
7. INTELLIGENCE AND THE FEELINGS SCALE 7
24.9 percent African-American, 3.6 percent American Indian, 4.2 percent Asian, and 6.5 percent
identified themselves as other. Ninety-three percent of respondents came from homes where
English was the primary language spoken. Additionally, 30.4 percent of the respondents were
middle school students while the other 69.6 percent were high school students at the time Wave
I.
Measures
The primary measure used for the present study was the Add Health study questionnaire,
which was used for the interview. The questionnaire consisted of multiple sub-scales that
examined the following topics: respondents' social, economic, psychological and physical well-
being with contextual data on the family, neighborhood, community, school, friendships, peer
groups, and romantic relationships. For the analyses used in this particular study, only the
feelings scale, one that asked participants about their perceived level of intelligence in relation to
other individuals (measuring Intelligence), while the other asked about how strongly they felt
that they could accomplish a task if they worked hard (measuring Hard Work Expectancy). No
reliability statistics were reported.
Procedures
For Wave I, a stratified, random sample of all high schools in the United States was
taken. To be eligible for the study, a school had to have 11th grade students and have a minimum
student enrollment of 30. Feeder schools, which are schools that send graduates to high school
and include a 7th grade, were also recruited for inclusion in the study. Once the schools were
selected, students from each school were selected to participate in the study. Each student was
interviewed individually by an interviewer, who asked the participant to answer the questions in
8. INTELLIGENCE AND THE FEELINGS SCALE 8
the questionnaire. The student would then respond to the questions and was allowed to leave the
interview upon completion.
Results
A between-subjects one-way analysis of variance (ANOVA) was conducted with
Intelligence (moderately below average, slightly below average, about average, slightly above
average, moderately above average, and extremely above average) serving as the independent
variable and Hard Work Expectancy as the dependent variable. There was a significant effect of
intelligence on task expectancy, F (5, 6460) = 15.11, p 2 = .01. For the descriptive
statistics of the ANOVA, see Appendix B. Tukey’s HSD post-hoc analyses revealed that there
were statistical differences between certain groups. The group differences found is as follows:
“Extremely above average” (M = 1.90) was significantly different from every other group except
for “moderately above average” (M = 2.02). “Moderately above average” was statistically
different from “about average” (M = 2.16) and “slightly below average” (M = 2.32). “Slightly
above average” was different from “about average” and “slightly below average,” as well as
“extremely above average.”
An Exploratory Factor Analysis (EFA) was also conducted for the present study.
Maximum Likelihood was the extraction method that was chosen for use and Promax was the
factor rotation method selected. The EFA extracted four factors initially based on the Kaiser
criterion. The total amount of variance explained by those four factors was 51.32 percent. Factor
1 had an eigenvalue of 5.98 and accounted for 31.36 percent of the variance. Factor 2 had an
eigenvalue of 1.58 and accounted for 8.32 percent of the variance. Factor 3 had an eigenvalue of
1.17 and accounted for 6.13 percent of the variance. Finally, Factor 4 had an eigenvalue of 1.05
and accounted for 5.51 percent of the variance. To see the factor loadings for each factor, see
9. INTELLIGENCE AND THE FEELINGS SCALE 9
Appendix C. All of the items loaded strongly on only one factor except for item 12, which did
not strongly load on any of the four factors. The goodness of fit test results suggest that there is a
significant statistical difference between the theorized model and the actual model of the data, χ2
(101) = 1206.96, p < .01. The interpretation of this result is that the analyzed data may not match
the proposed model well.
EFA factor extractions of three, five, and six factors were also examined. The three factor
model, χ2 (117) = 1907.91, p < .01, had a worse model fit value than the four factor model. The
Chi-Square values were smaller for the five factored model, χ2 (86) = 660.05, p < .01, and six
factored model, χ2 (72) = 486.61, p < .01, than for the commonly theorized four factored model,
which signifies a better model fit for the five and six factor models.
Only including the 18 items that are recommended to be kept through the EFA (excluding
Item 12), the reliability estimates were taken for each of the factors. Factor 1 had good internal
consistency, α = .84 and Factor 2 had an acceptable reliability estimate, α = .72. Factor 3 has
near acceptable internal reliability, α = .69. Factor 4 has an internal consistency estimate, α = .60.
As shown in Appendix D, all four of the factors were at least moderately and positively
correlated with one another. This provides support for Hypothesis 2b and also indirectly suggests
that the factors may possibly be measuring some overall construct that uses the similarities in the
four factors.
Discussion
The results of the ANOVA provided statistical evidence for hypothesis 1. However, the
results are not practically significant despite the fact that they are statistically significance. The
statistical significance is the result of the high level of power that comes from having 6466
participants to compare for the analysis. With a sample of that size, virtually any differences in
10. INTELLIGENCE AND THE FEELINGS SCALE 10
the data set likely would have been found to be statistically significant. For the ANOVA, η2 =
.01, which is an effect size so small that it is virtually non-existent. There may truly be an effect
on perceived ability to accomplish a task through hard work by perceived intelligence, but a
much smaller sample should be used to re-examine this research topic. However, this study may
provide evidence to the notion that adolescents tend to believe that they can accomplish nearly
anything with hard work, regardless of their perceived intelligence level.
The results of the EFA support the idea of the four factors that the feelings scale was
hypothesized to contain. However, the four factors did not fit the hypothesized factors. In the
hypothesis, it was predicted that the four factors extracted from the model would be Sadness,
Worthlessness, Irritability, and Fatigue. In the actual analyses, the four factors were different,
with one of the factors having no relevant theoretical commonality in the item content.
Factor 1 appears to be measuring Sadness as predicted, while Factor 2 appears to be
measuring nothing more than the items being reverse coded. Other than the reverse coding, the
items do not share any content commonality. Factor 3 appears to be measuring “social factors”
(that could impact depression) and Factor 4 does appear to measure Fatigue as hypothesized.
Factor 1 items seemed to touch on the key aspects of hopelessness and sorrow. These aspects
were in line with the idea of sadness, which is why the factor was named accordingly.
Psychometrically, reverse coded items have a tendency to form their own factor regardless of the
specific content in each item, so this development in Factor 2 is not surprising. These four items
may need to be examined and revised at a later time. Factor 3 items appeared to key in on the
unfriendly actions of other people. That is why it was labeled Unfriendability. All of the items on
Factor 4 deal with fatigue-like issues, which is why it was labeled Fatigue.
11. INTELLIGENCE AND THE FEELINGS SCALE 11
The acceptability of the reliability estimates varies for each factor. Factor 1 appeared to
have good internal consistency and Factor 2 appeared to have an acceptable level of internal
consistency. However, the reliability estimate for Factor 2 may not say much since this factor
only consists of the reverse coded items. Factor 3 has an internal reliability that is near
acceptability, which can be attributed to the small number of items grouped to the factor (n = 2).
Factor 4 has an internal consistency estimate that is lower than what would be considered
acceptable. However, this likely can be attributed to only having three items for the factor.
EFA factor extractions of three, four, five, and six factors were examined. The three
factor model still grouped all of the reverse coded items into their own group just like the four
factor model did, so it was decided that the three factor model was not appropriate. Though the
Chi-Square values were smaller for the five factored and six factored models than for the four
factored model, which signifies a better model fit, the decision was made to only extract four
factors because that is the most common number of factors extracted from the CES-DS version
of the scale (Radloff, 1977). Additionally, there was not any theoretical evidence to suggest
using a five or six factor model would be appropriate.
Looking at Appendix D, the results are in line with the expected relationships. All of the
factors on the feelings scale were hypothesized to at least have a moderate positive correlation
with one another and they appear to have those relationships. One major limitation to this study
is that an EFA cannot directly test hierarchical factor structures. The high inter-factor
correlations between the factors provide evidence of the possibility of a main hierarchical factor,
but that can only be determined through a CFA.
Overall, the results of the ANOVA do not support hypothesis 1, despite being statistically
significant because of the marginal effect size. The results of the EFA suggest that the scale may
12. INTELLIGENCE AND THE FEELINGS SCALE 12
be touching on many different aspects of depression despite only containing 19 questions.
However, it is suggested that more items be added to the Unfriendability and Fatigue factors that
were extracted from the EFA. The reliability estimates suggest that the scale is a fairly reliable
estimate of the amount of depressive feelings that adolescents have experienced, but that
improvements could be made to make the scale even more informative and, in turn, valid.
13. INTELLIGENCE AND THE FEELINGS SCALE 13
References
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website: https://www.icpsr.umich.edu/icpsrweb/DSDR/studies/21600.
Kim, G., DeCoster, J., Huang, C., & Chiriboga, D. A. (2011). Race/ Etnicity and the factor
structure of the Center for Epidemiologic Studies Depression Scale: A meta-analysis.
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Steinmayr, R., & Spinath, B. (2009). What explains boys’ stronger confidence in their
intelligence?. Sex Roles, 61, 736-749. doi:10.1007/s11199-009-9675-8
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15. INTELLIGENCE AND THE FEELINGS SCALE 15
Appendix A
National Longitudinal Study for Adolescent Health (Add Health) Section 10: Feelings Scale
How often was each of the following true during the last week?
1. You were bothered by things that usually don’t bother you.
2. You didn’t feel like eating, your appetite was poor.
3. You felt that you could not shake off the blues, even with help from your family and your
friends.
4. You felt that you were just as good as other people. (Reverse Coded)
5. You had trouble keeping your mind on what you were doing.
6. You felt depressed.
7. You felt that you were too tired to do things.
8. You felt hopeful about the future. (Reverse Coded)
9. You thought your life had been a failure
10. You felt fearful
11. You were happy (Reverse Coded)
12. You talked less than usual.
13. You felt lonely.
14. People were unfriendly to you.
15. You enjoyed life. (Reverse Coded)
16. You felt sad.
17. You felt that people disliked you.
18. It was hard to get started doing things.
19. You felt life was not worth living.
*A 4-point Likert Scale was used for responses with the options to select “refuse to answer” or
“I don’t know” to answer the question
16. INTELLIGENCE AND THE FEELINGS SCALE 16
Appendix B
Table 1
ANOVA Descriptive Statistics
N Mean Std. Deviation
Moderately below average 76 2.29 1.043
Slightly below average 321 2.32 .985
About average 2500 2.16 .868
Slightly above average 1419 2.08 .842
Moderately above average 1735 2.02 .857
Extremely above average 415 1.90 .960
Total 6466 2.10 .879