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psychology</title> <meta name="description" content="Search results for: humanistic psychology"> <meta name="keywords" content="humanistic psychology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="humanistic psychology"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 806</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: humanistic psychology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">806</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">608</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">805</span> Humanistic Psychology Workshop to Increase Psychological Well-Being</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidia%20Thalia%20Alva%20Rangel">Nidia Thalia Alva Rangel</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferran%20Padros%20Blazquez"> Ferran Padros Blazquez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Ines%20Gomez%20Del%20Campo%20Del%20Paso"> Ma. Ines Gomez Del Campo Del Paso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Happiness has been since antiquity a concept of interest around the world. Positive psychology is the science that begins to study happiness in a more precise and controlled way, obtaining wide amount of research which can be applied. One of the central constructs of Positive Psychology is Carol Ryff’s psychological well-being model as eudaimonic happiness, which comprehends six dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Humanistic psychology is a clear precedent of Positive Psychology, which has studied human development topics and it features a great variety of intervention techniques nevertheless has little evidence with controlled research. Therefore, the present research had the aim to evaluate the efficacy of a humanistic intervention program to increase psychological well-being in healthy adults through a mixed methods study. Before and after the intervention, it was applied Carol Ryff’s psychological well-being scale (PWBS) and the Symptom Check List 90 as pretest and posttest. In addition, a questionnaire of five open questions was applied after each session. The intervention program was designed in experiential workshop format, based on the foundational attitudes defined by Carl Rogers: congruence, unconditional positive regard and empathy, integrating humanistic intervention strategies from gestalt, psychodrama, logotherapy and psychological body therapy, with the aim to strengthen skills in the six dimensions of psychological well-being model. The workshop was applied to six volunteer adults in 12 sessions of 2 hours each. Finally, quantitative data were analyzed with Wilcoxon statistic test through the SPSS program, obtaining as results differences statistically significant in pathology symptoms between prettest and postest, also levels of dimensions of psychological well-being were increased, on the other hand for qualitative strand, by open questionnaires it showed how the participants were experiencing the techniques and changing through the sessions. Thus, the humanistic psychology program was effective to increase psychological well-being. Working to promote well-being prompts to be an effective way to reduce pathological symptoms as a secondary gain. Experiential workshops are a useful tool for small groups. There exists the need for research to count with more evidence of humanistic psychology interventions in different contexts and impulse the application of Positive Psychology knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=happiness" title="happiness">happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=workshop" title=" workshop"> workshop</a> </p> <a href="https://publications.waset.org/abstracts/43190/humanistic-psychology-workshop-to-increase-psychological-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">416</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">804</span> The Humanistic Buddhist Ideas of Venerable Master Hsing Yun: A Case Study of the Eighteen Arhats at the Buddha Museum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=You%20Lu%20Shi">You Lu Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sixteen Arhats evolved around the third and fourth centuries based on a discourse expounded by the great Arhat Nandimitra, the text of which was translated into Chinese by Xuanzang in the mid-seventh century. The iconographical form emerged soon after, in the ninth century. Subsequently, two more Arhats were introduced, which gave rise to the Eighteen Arhats. Today, the Eighteen Arhats at the Fo Guang Shan Buddha Museum is not simply a recollection of the traditionally listed Eighteen Arhats; the roster includes three female Arhats as well. This paper aims to study the ideas that Venerable Master Hsing Yun envisioned when referring to these Eighteen Arhats, and what they represent in the modern world, in the context of Humanistic Buddhism. The differences between the traditional Eighteen Arhats and the new line-up erected at the Buddha Museum will be carefully examined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eighteen%20Arhats" title="eighteen Arhats">eighteen Arhats</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20Buddhism" title=" humanistic Buddhism"> humanistic Buddhism</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsing%20Yun" title=" Hsing Yun"> Hsing Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Buddha%20Museum" title=" Buddha Museum"> Buddha Museum</a> </p> <a href="https://publications.waset.org/abstracts/118367/the-humanistic-buddhist-ideas-of-venerable-master-hsing-yun-a-case-study-of-the-eighteen-arhats-at-the-buddha-museum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">803</span> Current Account on Teaching Psychology and Career Psychology in Portuguese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sivia%20Amado%20Cordeiro">Sivia Amado Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruna%20Rodrigues"> Bruna Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Do%20Ceu%20Taveira"> Maria Do Ceu Taveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Catia%20Marques"> Catia Marques</a>, <a href="https://publications.waset.org/abstracts/search?q=Iris%20Oliveira"> Iris Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Daniela%20Silva"> Ana Daniela Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work intends to analyse the teaching of Psychology in Portugal and, particularly, the teaching of Career Psychology, reflecting about the changes that have occurred to date. Were analysed the educational offerings of 31 Portuguese higher education institutions, 12 public and 19 private, who teach the course of Psychology. The three degrees of study were considered, namely, bachelors, masters and doctoral. The analysis of the data focused on the curricular plans of the different degrees of studies in Psychology made available online by higher education institutions. Through them, we identified the curricular units with themes related to the teaching of Career Psychology. The results show the existence of 89 higher psychology courses in Portugal, distributed throughout the three degrees of studies. Concerning to the teaching of Career Psychology there were registered 49 curricular units with themes dedicated to this area of knowledge. There were identified 16 curricular units in the bachelor’s degree, 31 in master’s degree, and two in doctoral degree. It was observed a reduction in the number of degrees in Psychology in the last nine years in Portugal. We discuss the current situation of Psychology teaching, particularly the teaching of Career Psychology. The aim is to stimulate reflection about future perspectives of Psychology teaching, and specifically, specialized training in Psychology of Career, in Portugal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20psychology" title="career psychology">career psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/72737/current-account-on-teaching-psychology-and-career-psychology-in-portuguese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72737.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">802</span> The Need for Educational Psychology in Teacher Education for Sustainable Transformation and Security in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaltume%20Kabir%20Sharrif">Kaltume Kabir Sharrif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education is the bedrock of educational growth and development of any nation. With development in education all human problems can be overcome. Educational Psychology, on the other hand, is in a strategic position for any programme in teacher education to be successful hence other aspects of societal issues. In other words, no teacher education can be of any help in ensuring transformation and security without adequate study in Educational Psychology. Without adequate knowledge and skills in Educational Psychology the teacher may not function effectively in the course of discharging his duty. It is in view of this, that the paper discusses some aspects of Educational Psychology that are of paramount importance in teacher education for sustainable transformation and security of Nigeria. Some recommendations were offered on the role educational psychology play in resolving security challenges facing the country. These include enriching educational psychology with topics from forensic psychology that will provide the teacher the skills of fighting crime in the school, Behavioural Science Unit should be established in each school to monitor the behavior of students, among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation" title="transformation">transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20challenges" title=" security challenges"> security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a> </p> <a href="https://publications.waset.org/abstracts/23923/the-need-for-educational-psychology-in-teacher-education-for-sustainable-transformation-and-security-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">801</span> Examining Criminology via Diverse Philosophical Paradigms: Considering the Nomological-Deductive Model of Science versus the Humanistic Tradition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=William%20R.%20Crawley">William R. Crawley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current paper provides an examination of the primary conceptual and historical foundations leading to contemporary perspectives in criminological theory. This subject area involves the examination of theory that is vast and highly interdisciplinary but must, at its core, consider several postulates. The following areas of consideration will be the focus of this examination: presentation of various definitions of criminology as a discipline and attention to a dialogue which inquires as to whether criminological modes of explanation can be regarded as scientific with respect to focus, methods, and findings – e.g., conceptualization, operationalization, measurement strategies, analytical techniques, etc. Specifically, two opposing philosophical frameworks—naturalistic and anti-naturalistic philosophy—are examined by means of conceptual analysis for their necessary and sufficient conditions. Like all academic disciplines, for practitioners and students of criminology to understand and effectively use insights and discoveries, it is imperative that disciplinary axioms and methodologies are critically scrutinized. This paper provides a primer to this critique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-naturalistic%20philosophy" title="anti-naturalistic philosophy">anti-naturalistic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20tradition" title=" humanistic tradition"> humanistic tradition</a>, <a href="https://publications.waset.org/abstracts/search?q=is%20criminology%20a%20science" title=" is criminology a science"> is criminology a science</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalistic%20philosophy" title=" naturalistic philosophy"> naturalistic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=nomological-deductive%20model" title=" nomological-deductive model"> nomological-deductive model</a> </p> <a href="https://publications.waset.org/abstracts/166386/examining-criminology-via-diverse-philosophical-paradigms-considering-the-nomological-deductive-model-of-science-versus-the-humanistic-tradition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">800</span> Study of Human Position in Architecture with Contextual Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Zarei">E. Zarei</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Bazaei"> M. Bazaei</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20seifi"> A. seifi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Keshavarzi"> A. Keshavarzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contextuallism has been always the main component of urban science. It not only has great direct and indirect impact on behaviors, events and interactions, but also is one of the basic factors of an urban values and identity. Nowadays there might be some deficiencies in the cities. In the theories of environment designing, humanistic orientations with the focus on culture and cultural variables would enable us to transfer information. To communicate with the context in which human lives, he needs some common memories, understandable symbols and daily activities in that context. The configuration of a place can impact on human’s behaviors. The goal of this research is to review 7 projects in different parts of the world with various usages and some factors such as ‘sense of place’, ‘sense of belonging’ and ‘social and cultural relations’ will be discussed in these projects. The method used for research in this project is descriptive- analytic. Library information and Internet are the main sources of gathering information and the method of reasoning used in this project is inductive. The consequence of this research will be some data in the form of tables that has been extracted from mentioned projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextuallism%20with%20humanistic%20approach" title="contextuallism with humanistic approach">contextuallism with humanistic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20place" title=" sense of place"> sense of place</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20belonging" title=" sense of belonging"> sense of belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20cultural%20relations" title=" social and cultural relations"> social and cultural relations</a> </p> <a href="https://publications.waset.org/abstracts/36918/study-of-human-position-in-architecture-with-contextual-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">799</span> Discursive Psychology of Emotions in Mediation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Oberda">Katarzyna Oberda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to conceptual emotions in the process of mediation. Although human emotions have been approached from various disciplines and perspectives, e.g. philosophy, linguistics, psychology and neurology, this complex phenomenon still needs further investigation into its discursive character with the an open mind and heart. To attain this aim, the theoretical and practical considerations are taken into account both to contextualize the discursive psychology of emotions in mediation and show how cognitive and linguistic activity expressed in language may lead to the emotional turn in the process of mediation. The double directions of this research into the discursive psychology of emotions have been partially inspired by the evaluative components of mediation forms. In the conducted research, we apply the methodology of discursive psychology with the discourse analysis as a tool. The practical data come from the recorded mediations online. The major findings of the conducted research result in the reconstruction of the emotional transformation model in mediation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20psychology" title=" discursive psychology"> discursive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation" title=" mediation"> mediation</a> </p> <a href="https://publications.waset.org/abstracts/126740/discursive-psychology-of-emotions-in-mediation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">798</span> Effect of Positive Psychology (PP) Interventions on College Students’ Well-Being, Career Stress and Coronavirus Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erva%20Kaygun">Erva Kaygun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to investigate the effects of positive psychology interventions on college students' positive-negative emotions, coronavirus anxiety, and career stress. 4 groups of college students are compared in terms of the level of exposure to PP constructs ( Non-Psychology, Psychology, Positive Psychology Course, and Positive Psychology Boot Camp). In this research, Pearson Correlation, independent t-tests, ANOVA, and Post-Hoc tests are conducted. Without being significant, the groups exposed to PP constructs showed higher positive emotions and total PERMA scores, whereas negative emotions, career stress, and coronavirus stress remained similar. It is crucial to indicate that career stress is higher among all psychology students when compared to non-psychology students. The results showed that the highest exposure group (PP Boot Camp) showed no difference in negative emotions, whereas higher PERMA scores and positive emotion scores were on the Positive and Negative Affect Schedule (PANAS) scale. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=well%20being" title=" well being"> well being</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/141064/effect-of-positive-psychology-pp-interventions-on-college-students-well-being-career-stress-and-coronavirus-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">797</span> Re-Thinking Humanism as a Guiding Philosophy of Education: A Critical Reflection on Ethiopian Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sisay%20Tamrat%20Ayalew">Sisay Tamrat Ayalew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the concept of humanism as a guiding philosophy in education, specifically focusing on Ethiopian Higher Education Institutions (EHEIs). It highlights the perceived lack of humanistic elements within the educational system and the resulting intellectual and moral decay among students. The aim of this study is to critically reflect on the essence of humanism and its relevance to Ethiopian higher education. By examining the philosophy and practice of humanism, the paper seeks to evaluate the existing state of EHEIs in relation to this educational approach. The methodology employed in this research is qualitative. The study relies primarily on literature review and analysis of policy documents to gain insights into the subject matter. A hermeneutic approach is utilized to interpret the realities observed in various contexts. The key finding of this paper is that Ethiopian higher education institutions lack humanistic elements in their educational practices. This deficiency contributes to the overall moral and intellectual decay among students. The study accentuates that humanism is not merely an optional extra but an essential tool for creating a clean academic environment and fostering the holistic development of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanism" title="humanism">humanism</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20dignity" title=" human dignity"> human dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20decadence" title=" intellectual decadence"> intellectual decadence</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20sickness" title=" moral sickness"> moral sickness</a> </p> <a href="https://publications.waset.org/abstracts/169835/re-thinking-humanism-as-a-guiding-philosophy-of-education-a-critical-reflection-on-ethiopian-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">796</span> Psychology of Learning English and Motivation in EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohssen%20Amiri">Mohssen Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lack of motivation among students in learning English can be considered as one of the main obstacles faced by parents, teachers and college/school administrators in Gulf countries and Iran. The question is why this problem still exists among EFL students’ despite of various new methodologies that colleges are implementing by native and non-native instructors. In the paper, it has been explained that why many students fail to know the basic knowledge and conversations of English language even after completing academic levels of colleges. In this study, the answers of all questions have been covered by introducing the concept of the psychology of learning and the importance of motivation which are the main discussions of this study. Additionally, the paper has illustrated that how psychology is the key of success in learning English and how it develops motivation and confidence dramatically among students especially on speaking skill. The study shows that psychology is 70% of success and 30% are the methods and materials that we implement to teach in the classroom. Therefore, this is the role of teachers to develop 70% of positive motivation and psychology among students. The approach of study is descriptive, and the focus will be on speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychology" title="psychology">psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/66940/psychology-of-learning-english-and-motivation-in-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">795</span> A Review of Quantitative Psychology in Our Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shubham%20Tandon">Shubham Tandon</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajni%20Goel"> Rajni Goel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prime objective of our review paper is to study the quantitative psychology impact on our daily life. Quantitative techniques have been studied with the aim of discovering solutions in an advanced way. To get the unbiased and correct results, statistics and other useful mathematical aspects have been reviewed. So, many psychologists use quantitative techniques while working in the area of psychology with the aim of discovering solutions in an advanced way. This ensures their accurate outcomes as those will make use of precise criteria in knowing the minds and conditions of any person. Also, proper experimentation and observational tools are taken care of to avoid some possibilities of invalid data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantitative%20psychology" title="quantitative psychology">quantitative psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologists" title=" psychologists"> psychologists</a>, <a href="https://publications.waset.org/abstracts/search?q=statistics" title=" statistics"> statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=person" title=" person"> person</a>, <a href="https://publications.waset.org/abstracts/search?q=results" title=" results"> results</a>, <a href="https://publications.waset.org/abstracts/search?q=minds" title=" minds"> minds</a> </p> <a href="https://publications.waset.org/abstracts/155333/a-review-of-quantitative-psychology-in-our-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">794</span> Assessing Narcissism in Students of Psychology: An Administered Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahiti%20Ganduri">Sahiti Ganduri</a>, <a href="https://publications.waset.org/abstracts/search?q=Kavya%20Sreenivasan"> Kavya Sreenivasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Venya%20Lankala"> Venya Lankala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The narcissistic personality is a condition that causes individuals to have an inflated perception of self, giving themselves higher self-importance. It is necessary and interesting to study narcissistic traits in students of different majors. This can be a crucial environmental or psychosocial marker/indicator of narcissism which can also be of substantial importance in the field of education. This study focuses on identifying narcissism in students of psychology background. The narcissistic personality inventory was administered to 114 psychology students of different universities (public and private) in India. The results of our study provided evidence of the fact that narcissistic traits are higher in male psychology students as compared to female psychology students. Further, this paper has provided evidence that narcissistic traits are higher in leaders as compared to non-leaders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=disorder" title=" disorder"> disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=narcissistic%20personality" title=" narcissistic personality"> narcissistic personality</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=traits" title=" traits"> traits</a> </p> <a href="https://publications.waset.org/abstracts/140372/assessing-narcissism-in-students-of-psychology-an-administered-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">793</span> Comprehensive Literature Review of the Humanistic Burden of Clostridium (Clostridiodes) difficile Infection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Seo">Caroline Seo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Stephens"> Jennifer Stephens</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirstin%20H.%20Heinrich"> Kirstin H. Heinrich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Clostridiodes (formerly Clostridium) difficile infection (CDI) is an anaerobic, spore-forming bacterium with manifestations including diarrhea, pseudomembranous colitis and toxic megacolon. Despite general understanding that CDI may be associated with marked burden on patients’ health, there has been limited information available on the humanistic burden of CDI. The objective of this literature review was to summarize the published data on the humanistic burden of CDI globally, in order to better inform future research efforts and increase awareness of the patient perspective in this disease. Methods: A comprehensive literature review of the past 15 years (2002-2017) was conducted using MEDLINE, Embase and Cumulative Index of Nursing and Allied Health Literature. Additional searches were conducted from conference proceedings (2015-2017). Articles selected were studies specifically designed to examine the humanistic burden of illness associated with adult patients with CDI. Results: Of 3,325 articles or abstracts identified, 33 remained after screening and full text review. Sixty percent (60%) were published in 2016 or 2017. Data from the United States or Western Europe were most common. Data from Brazil, Canada, China and Spain also exist. Thirteen (13) studies used validated patient-reported outcomes instruments, mostly EQ-5D utility and SF-36 generic instruments. Three (3) studies used CDI-specific instruments (CDiff32, CDI-DaySyms). The burden of CDI impacts patients in multiple health-related quality of life (HRQOL) domains. SF-36 domains with the largest decrements compared to other GI diarrheal diseases (IBS-D and Crohn’s) were role physical, physical functioning, vitality, social functioning, and role emotional. Reported EQ-5D utilities for CDI ranged from 0.35-0.42 compared to 0.65 in Crohn’s and 0.72 in IBS-D. The majority of papers addressed physical functioning and mental health domains (67% for both). Across various studies patients reported weakness, lack of appetite, sleep disturbance, functional dependence, and decreased activities of daily lives due to the continuous diarrhea. Due to lack of control over this infection, CDI also impacts the psychological and emotional quality of life of the patients. Patients reported feelings of fear, anxiety, frustration, depression, and embarrassment. Additionally, the type of disease (primary vs. recurrent) may impact mental health. One study indicated that there is a decrement in SF-36 mental scores in patients with recurrent CDI, in comparison to patients with primary CDI. Other domains highlighted by these studies include pain (27%), social isolation (27%), vitality and fatigue (24%), self-care (9%), and caregiver burden (0%). Two studies addressed work productivity, with 1 of these studies reporting that CDI patients had the highest work productivity and activity impairment scores among the gastrointestinal diseases. No study specifically included caregiver self-report. However, 3 studies did provide mention of patients’ worry on how their diagnosis of CDI would impact family, caregivers, and/or friends. Conclusions: Despite being a serious public health issue there has been a paucity of research on the HRQOL among those with CDI. While progress is being made, gaps exist in understanding the burden on patients, caregivers, and families. Future research is warranted to aid understanding of the CDI patient perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burden" title="burden">burden</a>, <a href="https://publications.waset.org/abstracts/search?q=Clostridiodes" title=" Clostridiodes"> Clostridiodes</a>, <a href="https://publications.waset.org/abstracts/search?q=difficile" title=" difficile"> difficile</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic" title=" humanistic"> humanistic</a>, <a href="https://publications.waset.org/abstracts/search?q=infection" title=" infection"> infection</a> </p> <a href="https://publications.waset.org/abstracts/99713/comprehensive-literature-review-of-the-humanistic-burden-of-clostridium-clostridiodes-difficile-infection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">792</span> Pastoral Care and Counseling and Psychology as Sciences of Human Caring: Exploring the Interconnectedness of the Two Disciplines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baloyi%20Gift%20Tlharihani">Baloyi Gift Tlharihani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the relationship between pastoral care and counselling and psychology. It will critically review the variety of views and debates regarding this relationship while acknowledging the different sides of the debates on the sameness and difference of these notions, this paper argues for the inevitable interconnectedness of the two. There has always been a close relationship, between pastoral care and counselling and psychology, although these are two totally different notions. Even though pastoral care and counselling are thought of as more spiritually focused and psychology with emotional and mental challenges, the components that connect these two sciences are represented by the care of human being. Therefore, this paper is interested in the interconnectedness of these two science as they both makes a vital contribution to human caring. It indicates that whether we take the dualistic difference between the body and soul, the trichotomous difference between the body, soul and spirit, our essential nature is found in the unity of those constituent elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anthropology" title="anthropology">anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20care" title=" human care"> human care</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20care%20and%20counseling" title=" pastoral care and counseling"> pastoral care and counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/73378/pastoral-care-and-counseling-and-psychology-as-sciences-of-human-caring-exploring-the-interconnectedness-of-the-two-disciplines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">791</span> An Informed Application of Emotionally Focused Therapy with Immigrant Couples</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reihaneh%20Mahdavishahri">Reihaneh Mahdavishahri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides a brief introduction to emotionally focused therapy (EFT) and its culturally sensitive and informed application when working with immigrant couples. EFT's grounding in humanistic psychology prioritizes a non-pathologizing and empathic understanding of individuals' experiences, creating a safe space for couples to explore and create new experiences without imposing judgment or prescribing the couple "the right way of interacting" with one another. EFT's emphasis on attachment, bonding, emotions, and corrective emotional experiences makes it a fitting approach to work with multicultural couples, allowing for the corrective emotional experience to be shaped and informed by the couples' unique cultural background. This paper highlights the challenges faced by immigrant couples and explores how immigration adds a complex layer to each partner’s sense of self, their attachment bond, and their sense of safety and security within their relationships. Navigating a new culture, creating a shared sense of purpose, and re-establishing emotional bonds can be daunting for immigrant couples, often leading to a deep sense of disconnection and vulnerability. Reestablishing and fostering secure attachment between the partners in the safety of the therapeutic space can be a protective factor for these couples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20informed%20care" title=" culturally informed care"> culturally informed care</a>, <a href="https://publications.waset.org/abstracts/search?q=emotionally%20focused%20therapy" title=" emotionally focused therapy"> emotionally focused therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration" title=" immigration"> immigration</a> </p> <a href="https://publications.waset.org/abstracts/163969/an-informed-application-of-emotionally-focused-therapy-with-immigrant-couples" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">790</span> The Postcognitivist Era in Cognitive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Jameke">C. Jameke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the cognitivist era in cognitive psychology, a theory of internal rules and symbolic representations was posited as an account of human cognition. This type of cognitive architecture had its heyday during the 1970s and 80s, but it has now been largely abandoned in favour of subsymbolic architectures (e.g. connectionism), non-representational frameworks (e.g. dynamical systems theory), and statistical approaches such as Bayesian theory. In this presentation I describe this changing landscape of research, and comment on the increasing influence of neuroscience on cognitive psychology. I then briefly review a few recent developments in connectionism, and neurocomputation relevant to cognitive psychology, and critically discuss the assumption made by some researchers in these frameworks that higher-level aspects of human cognition are simply emergent properties of massively large distributed neural networks <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectionism" title="connectionism">connectionism</a>, <a href="https://publications.waset.org/abstracts/search?q=emergentism" title=" emergentism"> emergentism</a>, <a href="https://publications.waset.org/abstracts/search?q=postocgnitivist" title=" postocgnitivist"> postocgnitivist</a>, <a href="https://publications.waset.org/abstracts/search?q=representations" title=" representations"> representations</a>, <a href="https://publications.waset.org/abstracts/search?q=subsymbolic%20archiitecture" title=" subsymbolic archiitecture "> subsymbolic archiitecture </a> </p> <a href="https://publications.waset.org/abstracts/27103/the-postcognitivist-era-in-cognitive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">578</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">789</span> Reasons to Live - Positive Psychology and Self Determination Theory in the Prevention of Depression and Suicidal Ideation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luiz%20Carlos%20Dias%20Lima%20De%20Oliveira">Luiz Carlos Dias Lima De Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psychology does not have the task of being confined only to the knowledge of losses, weaknesses or diseases, because it is necessary to give analogous dedication to the investigation of human virtues, efforts and aptitudes. The reasons for living with greater constancy and expressiveness act as a protective condition for risk behaviors, but with less constancy and expressiveness they can be a viable parameter of suicidal ideation or potential suicidal initiatives. In other words, Positive Psychology scientifically studies human strengths and virtues. In the same way, we refer to the basic psychological needs of the human being, according to the Theory of Self-Determination: the need for belonging, competence and autonomy to live the best possible life or the ability to make positive decisions in life. In this sense, following the assumptions of Positive Psychology, we raise the question of what are the reasons for living, seeking a way to draw attention to positive aspects of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychology" title="psychology">psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=positive" title=" positive"> positive</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide." title=" suicide."> suicide.</a> </p> <a href="https://publications.waset.org/abstracts/174010/reasons-to-live-positive-psychology-and-self-determination-theory-in-the-prevention-of-depression-and-suicidal-ideation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">788</span> The Need For Higher Education Stem Integrated into the Social Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20Fernando%20Calvo%20Prieto">Luis Fernando Calvo Prieto</a>, <a href="https://publications.waset.org/abstracts/search?q=Raul%20Herrero%20Mart%C3%ADnez"> Raul Herrero Martínez</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C3%B3nica%20Santamarta%20Llorente"> Mónica Santamarta Llorente</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergio%20Paniagua%20Bermejo"> Sergio Paniagua Bermejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project that is presented starts from the questioning about the compartmentalization of knowledge that occurs in university higher education. There are several authors who describe the problems associated with this reality (Rodamillans, M) indicating a lack of integration of the knowledge acquired by students throughout the subjects taken in their university degree. Furthermore, this disintegration is accentuated by the enrollment system of some Faculties and/or Schools of Engineering, which allows the student to take subjects outside the recommended curricular path. This problem is accentuated in an ostentatious way when trying to find an integration between humanistic subjects and the world of experimental sciences or engineering. This abrupt separation between humanities and sciences can be observed in any study plan of Spanish degrees. Except for subjects such as economics or English, in the Faculties of Sciences and the Schools of Engineering, the absence of any humanistic content is striking. At some point it was decided that the only value to take into account when designing their study plans was “usefulness”, considering the humanities systematically useless for their training, and therefore banishing them from the study plans. forgetting the role they have on the capacity of both Leadership and Civic Humanism in our professionals of tomorrow. The teaching guides for the different subjects in the branch of science or engineering do not include any competency, not even transversal, related to leadership capacity or the need, in today's world, for social, civic and humanitarian knowledge part of the people who will offer medical, pharmaceutical, environmental, biotechnological or engineering solutions to a society that is generated thanks to more or less complex relationships based on human relationships and historical events that have occurred so far. If we want professionals who know how to deal effectively and rationally with their leadership tasks and who, in addition, find and develop an ethically civic sense and a humanistic profile in their functions and scientific tasks, we must not leave aside the importance that it has, for the themselves, know the causes, facts and consequences of key events in the history of humanity. The words of the humanist Paul Preston are well known: “he who does not know his history is condemned to repeat the mistakes of the past.” The idea, therefore, that today there can be men of science in the way that the scientists of the Renaissance were, becomes, at the very least, difficult to conceive. To think that a Leonardo da Vinci can be repeated in current times is a more than crazy idea; and although at first it may seem that the specialization of a professional is inevitable but beneficial, there are authors who consider (Sánchez Inarejos) that it has an extremely serious negative side effect: the entrenchment behind the different postulates of each area of knowledge, disdaining everything. what is foreign to it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM" title="STEM">STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a> </p> <a href="https://publications.waset.org/abstracts/174076/the-need-for-higher-education-stem-integrated-into-the-social-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">787</span> Determining the Effectiveness of Positive Psychology Education on Social Welfare of High School Girls with Premenstrual Syndrome (PMS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Monzavi%20Chaleshtari">Alireza Monzavi Chaleshtari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Aliakbari%20Dehkordi"> Mahnaz Aliakbari Dehkordi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Gholampour"> Mina Gholampour</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Saffarinia"> Majid Saffarinia</a>, <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Mohtashami"> Tayebeh Mohtashami</a>, <a href="https://publications.waset.org/abstracts/search?q=Amin%20Asadi%20Hieh"> Amin Asadi Hieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to assess the impact of positive psychology education on the social well-being of high school girls experiencing premenstrual syndrome (PMS). The statistical population comprised high school girls with PMS, with 30 randomly selected participants divided into two groups: 15 in the experimental group and 15 in the control group. The research employed a pre-test and post-test design using a standard questionnaire to evaluate premenstrual syndrome symptoms over a 7-day period before menstruation to a maximum of 2 days after menstruation, along with the Social Keys welfare questionnaire. During the study, the experimental group underwent an 8-session positive psychology group program. Data analysis was conducted using analysis of covariance. The results indicated a significant positive effect of positive psychology training on enhancing the social well-being of girls (p < 0.05). In conclusion, the findings suggest that positive psychology interventions can effectively increase social well-being among high school girls experiencing premenstrual syndrome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=premenstrual%20syndrome" title=" premenstrual syndrome"> premenstrual syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20welfare" title=" social welfare"> social welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a> </p> <a href="https://publications.waset.org/abstracts/179189/determining-the-effectiveness-of-positive-psychology-education-on-social-welfare-of-high-school-girls-with-premenstrual-syndrome-pms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">786</span> Integrating Concepts in Positive Psychology with Suicide Prevention in Children and Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Wietrzychowski">S. Wietrzychowski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This systematic review incorporates concepts used in the field of positive psychology in order to integrate important elements into suicide prevention programs for children and adolescents. The goal of this review is to help students and professionals gain insight to available prevention programs for suicide and to incorporate aspects of positive psychology into these programs. Evidence-based interventions such as Positive Youth Development will be discussed in detail in its relation to prevention and positive psychology. Concepts such as hope, optimism, coping, and resilience will be related to these interventions in order to improve these interventions. The review will also explain how these programs can help prevent suicidal thoughts and/or behaviors. Research on mentorship programs and early intervention programs will be included and related to the aforementioned positive psychology concepts. Since children and adolescents are such a vulnerable population, the review will highlight specific considerations for working with children in order to prevent risk factors for suicide and to build protective factors. This review will discuss the effectiveness of school-based programs that are integrated with positive psychology. Elements of these programs that have been shown to be most effective in preventing suicide in schools will also be identified. As a result of this presentation, participants will be able to 1) List at least 2 evidence-based suicide prevention programs, 2) Understand the connection between specific positive psychology concepts and suicide prevention, 3) Identify at least 3 factors which protect against suicide, 4) Describe at least 3 risk factors for suicide, and 5) Think critically about the positive elements of suicide prevention programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=suicide" title=" suicide"> suicide</a>, <a href="https://publications.waset.org/abstracts/search?q=positive" title=" positive"> positive</a> </p> <a href="https://publications.waset.org/abstracts/50115/integrating-concepts-in-positive-psychology-with-suicide-prevention-in-children-and-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">785</span> Artificial Neural Networks in Environmental Psychology: Application in Architectural Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diego%20De%20Almeida%20Pereira">Diego De Almeida Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Borchenko"> Diana Borchenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial neural networks are used for many applications as they are able to learn complex nonlinear relationships between input and output data. As the number of neurons and layers in a neural network increases, it is possible to represent more complex behaviors. The present study proposes that artificial neural networks are a valuable tool for architecture and engineering professionals concerned with understanding how buildings influence human and social well-being based on theories of environmental psychology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20psychology" title="environmental psychology">environmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture" title=" architecture"> architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20networks" title=" neural networks"> neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20and%20social%20well-being" title=" human and social well-being"> human and social well-being</a> </p> <a href="https://publications.waset.org/abstracts/147521/artificial-neural-networks-in-environmental-psychology-application-in-architectural-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">784</span> Soul-Body Relationship in Medieval Islamic Thought – Analysis of Avicenna’s Psychology and Medicine with Implication to Mental Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yula%20Milshteyn">Yula Milshteyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focuses on the science of the “Soul” in Islamic Medieval Psychology.The main objective of the current essay is to analyze the concept of the “soul” in relation to “mental” disorders, in the philosophical psychology and medicinal treatise of Ibn Sina, a Muslim Persian physician-philosopher (known as Avicenna in the Western world) (981-1037 CE). The examination will concentrate on the nature of the soul, and the relationship of the soul to the body, as well as the manifestation of health and sickness in soul and body, The analysis draws on Avicenna’s Psychology (Kitab al-Najat or The Book of Salvation), Remarks and Admonitions (Al-isharat wa al-tanbihat), and the medical treatise – The Canon of Medicine (al-Qānūn fī al-Ṭibb). Avicenna’s psychology of the soul is primarily based on Aristotelian and Neo-platonic paradigms. For Avicenna, soul is a metaphysical, independent substance, which in modern terms implies independence of human consciousness from the material body. The soul however, is linked to the body and controls all its’ faculties or functions. It is suggested that in the specific case study of schizophrenia, it is a disorder pertained to both, soul and body and can be characterized as a multi-faceted neurobiological, physiological, psychological and metaphysical spiritual phenomenon. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avicenna" title="Avicenna">Avicenna</a>, <a href="https://publications.waset.org/abstracts/search?q=canon%20of%20the%20medicine" title=" canon of the medicine"> canon of the medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20disorders" title=" mental disorders"> mental disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=soul-body" title=" soul-body"> soul-body</a> </p> <a href="https://publications.waset.org/abstracts/183510/soul-body-relationship-in-medieval-islamic-thought-analysis-of-avicennas-psychology-and-medicine-with-implication-to-mental-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">783</span> The Impact of Built Environment Design on Users’ Psychology to Foster Pro-Environmental Behavior in University Open Spaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rehab%20Mahmoud%20El%20Sayed">Rehab Mahmoud El Sayed</a>, <a href="https://publications.waset.org/abstracts/search?q=Toka%20Fahmy%20Nasr"> Toka Fahmy Nasr</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalia%20M.%20Rasmi"> Dalia M. Rasmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental psychology studies the interaction between the user and the environment. This field is crucial in understanding how the built environment affects human behaviour, moods and feelings. Studying and understanding the aspects and influences of environmental psychology is a crucial key to investigating how the design can influence human behaviour to be environmentally friendly. This is known as pro-environmental behaviour where human actions are sustainable and impacts the environment positively. Accordingly, this paper aims to explore the impact of built environment design on environmental psychology to foster pro-environmental behaviour in university campus open spaces. In order to achieve this, an exploratory research method was conducted where a detailed study of the influences of environmental psychology was done and clarified its elements. Moreover, investigating the impact of design elements on human psychology took place. Besides, an empirical study of the outdoor spaces of the British University in Egypt occurred and a survey for students and staff was distributed. The research concluded that the four main psychological aspects are mostly influenced by the following design elements colours, lighting and thermal comfort respectively. Additionally, focusing on these design elements in the design process will create a sustainable environment. As a consequence, the pro-environmental behaviour of the user will be fostered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20psychology" title="environmental psychology">environmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=pro-environmental%20behavior" title=" pro-environmental behavior"> pro-environmental behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20environment" title=" sustainable environment"> sustainable environment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20influences" title=" psychological influences"> psychological influences</a> </p> <a href="https://publications.waset.org/abstracts/166632/the-impact-of-built-environment-design-on-users-psychology-to-foster-pro-environmental-behavior-in-university-open-spaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">782</span> Exploring RQ-EQ Relatons among Psychology Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20T.%20Mamba">Maria T. Mamba</a>, <a href="https://publications.waset.org/abstracts/search?q=Febe%20Marl%20G.%20Paat"> Febe Marl G. Paat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The illustrious estimation that psychology majors, psychologists and allied psychology practitioners as expert behavior analysts, if not, “life enthusiasts” spurred two essentially linked endeavors. First, the reconsideration of the time-honored ingenuity and expectations from psychologists such as the ability to perceive ways to undertake a range of difficulties, the ability to apply psychology in order to self-regulate and to display personal integrity, and among others. Second, is to ascertain solid support to uphold aforesaid expectations. This study achieved its goals by having explored how two burgeoning constructs- RQ and EQ play parts in the lives of psychology people. Having involved the total population of psychology majors in Cagayan State University along with the use of Emotional Quotient Test and Resilience Assessment Questionnaire, the study provides a précis of how perceived “champions” of psychological well-being respond emotionally to different situations and deal effectively with and even thrive on the demands of frequently changing environmental circumstances. Significant findings about how the major variables correlated with the population’s demographic profile (e.g. age, sex, and year level) were also accounted. To realize a more academic concept with the present study, significant connections between RQ (self-assurance, personal vision, flexible and adaptable, organized, problem solver, interpersonal competence, socially connected, and active) and EQ (e.g. emotional maturity, emotional sensitivity, and emotional competency) dimensions were uncovered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient" title="emotional quotient">emotional quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience%20quotient" title=" resilience quotient"> resilience quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology%20majors" title=" psychology majors"> psychology majors</a>, <a href="https://publications.waset.org/abstracts/search?q=exploring" title=" exploring"> exploring</a> </p> <a href="https://publications.waset.org/abstracts/30868/exploring-rq-eq-relatons-among-psychology-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30868.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">781</span> Analyze Needs for Training on Academic Procrastination Behavior on Students in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Dwi%20Almunandar">Iman Dwi Almunandar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nellawaty%20A.%20Tewu"> Nellawaty A. Tewu</a>, <a href="https://publications.waset.org/abstracts/search?q=Anshari%20Al%20Ghaniyy"> Anshari Al Ghaniyy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of academic procrastination behavior among students in Indonesian, especially the students of Faculty of Psychology at YARSI University becomes a habit to be underestimated, so often interfere with the effectiveness of learning process. The lecturers at the Faculty of Psychology YARSI University have very often warned students to be able to do and collect assignments accordance to predetermined deadline. However, they are still violated it. According to researchers, this problem needs to do a proper training for the solution to minimize academic procrastination behavior on students. In this study, researchers conducted analyze needs for deciding whether need the training or not. Number of sample is 30 respondents which being choose with a simple random sampling. Measurement of academic procrastination behavior is using the theory by McCloskey (2011), there are six dimensions: Psychological Belief about Abilities, Distractions, Social Factor of Procrastination, Time Management, Personal Initiative, Laziness. Methods of analyze needs are using Questioner, Interview, Observations, Focus Group Discussion (FGD), Intelligence Tests. The result of analyze needs shows that psychology students generation of 2015 at the Faculty of Psychology YARSI University need for training on Time Management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=procrastination" title="procrastination">procrastination</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=analyze%20needs" title=" analyze needs"> analyze needs</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a> </p> <a href="https://publications.waset.org/abstracts/67624/analyze-needs-for-training-on-academic-procrastination-behavior-on-students-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">780</span> Effect of a Traffic Psychology Workshop on Enhancing Positive Attitudes towards Road Safety Awareness among Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Ah%20Gang%20Getrude">C. Ah Gang Getrude</a>, <a href="https://publications.waset.org/abstracts/search?q=Iqbal%20Hashmi%20Shazia"> Iqbal Hashmi Shazia</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Nawi%20Nurul%20Hudani"> Mohd Nawi Nurul Hudani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effectiveness of a Traffic Psychology Workshop in enhancing positive attitudes towards road safety awareness among youths. We predicted that youths’ attitudes towards road safety would be more positive after they participated in the one-day workshop. We examined their attitudes towards road safety awareness before and after they attended a one-day workshop. There were 21 participants who completed the pre and post-studies (9 males & 12 females, mean age 22.86, SD=2.03). A Wilcoxon signed-ranks test showed that the mean for post-test ranks for students’ attitudes towards road safety awareness was higher than the mean pre-test ranks, z =-3.16, p = .00. The study showed that the Traffic Psychology Module which focuses on the three elements: i) personality & emotion; Sensation, perception and visual; and mental workload could have positive effects on youths’ attitudes towards road safety awareness. We believe that the Traffic Psychology Module could be used as a guide by relevant authorities, such as the Sabah Road Safety Department, in implementing road safety awareness workshops and programs for the public, particularly road-users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20safety" title=" road safety"> road safety</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20psychology" title=" traffic psychology"> traffic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/71967/effect-of-a-traffic-psychology-workshop-on-enhancing-positive-attitudes-towards-road-safety-awareness-among-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">779</span> Development of a Consult Liaison Psychology Service: A Systematic Review </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ben%20J.%20Lippe">Ben J. Lippe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Consult Liaison Psychology services are overgrowing, given the robust empirical support of the utility of this service in hospital settings. These psychological services, including clinical assessment, applied psychotherapy, and consultation with other healthcare providers, have been shown to improve health outcomes for patients and bolster important areas of administrative interest such as decreased length of patient admission. However, there is little descriptive literature outlining the process and mechanisms of building or developing a Consult Liaison Psychology service. The main findings of this current conceptual work are intended to be clear in nature to elucidate the essential methods involved in developing consult liaison psychology programs, including thorough reviews of relevant behavioral health literature and inclusion of experiential outcomes. The diverse range of hospital settings and healthcare systems makes a “blueprint” method of program development challenging to define, yet important structural frameworks presented here based on the relevant literature and applied practice can help lay critical groundwork for program development in this growing area of psychological service. This conceptual approach addresses the prominent processes, as well as common programmatic and clinical pitfalls, involved in the event of a Consult Liaison Psychology service. This paper, including a systematic review of relevant literature, is intended to serve as a key program development reference for the development of Consult Liaison Psychology services, other related behavioral health programs, and to help inform further research efforts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20health" title="behavioral health">behavioral health</a>, <a href="https://publications.waset.org/abstracts/search?q=consult%20liaison" title=" consult liaison"> consult liaison</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20psychology" title=" health psychology"> health psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology%20program%20development" title=" psychology program development"> psychology program development</a> </p> <a href="https://publications.waset.org/abstracts/109673/development-of-a-consult-liaison-psychology-service-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">778</span> Positive Psychology Intervention for Dyslexia: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chathurika%20Sewwandi%20Kannangara">Chathurika Sewwandi Kannangara</a>, <a href="https://publications.waset.org/abstracts/search?q=Jerome%20Carson"> Jerome Carson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to identify strengths among the individuals with dyslexia and design a positive psychology intervention to support such individuals. Dyslexia is a combination of abilities and difficulties that affect the learning process in areas as such reading, spelling and writing. It is a persistent condition. The research aims to adapt positive psychology techniques to support individuals with dyslexia. Population of the research will be undergraduate and college level students with dyslexia. First phase of the study will be conducted on a sample of undergraduate and college level students with dyslexia in Bolton, UK. The concept of treatment in positive psychology is not only to fix the component just what is wrong, instead it is also to develop and construct on what is right in the individual. The first phase of the research aims to identify the signature strengths among the individuals with dyslexia using Interviews, Descriptions on personal experiences on ‘My life with Dyslexia’, and Values in Action (VIA) strength survey. In order to conduct the survey for individuals with dyslexia, the VIA survey has been hosted in a website which is solely developed in the form of dyslexia friendly context. Dyslexia friendly website for surveys had designed and developed following the British Dyslexia Association guidelines. The findings of the first phase would be utilized for the second phase of the research to develop the positive psychology intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=signature%20strengths" title=" signature strengths"> signature strengths</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/10416/positive-psychology-intervention-for-dyslexia-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">777</span> Cultural Psychology in Sports: How Understanding Culture May Help Sports Psychologists Augment Athletic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Upasana%20Ranjib">Upasana Ranjib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sports psychology, as a niche area, has, since the last two decades, found for itself a space within the outer peripheries of the discipline of traditional psychology. It has aimed to understand the many variables that push athletes to enhance their performances. While sociological aspects have been duly represented in academia, little has been written about the role of culture in shaping the psyche of athletes. The impact that cultures of different communities and societies have towards specifics like gender, castes, religion and race and how that helps evolve an individual has not been fully addressed. In the case of Sport, culture has made itself felt in the form of stereotypes, traditional outlooks towards sects and its implication on the engagement with sports. Culture is an environment that an individual imbibes. It is what shapes him, physically as well as mentally. Their nurture and nature both stem from it and depend on it. To realize the linkages between their nurture, nature and sports efficiency, cultural studies must collaborate in scholarship with psychology and practical sports. Cultural sports psychology would allow sports psychologists, coaches and even athletes themselves to understand the behavioural variations that affect their performance. The variations in the performance of athletes from different cultures and countries could be attributed to their socio-political, economic and environmental differences. These cultural influences shape and impact the athlete's behaviour and might lead as a gateway to understanding their skill sets and internal motivational factors. With that knowledge in mind, this paper aims to understand and reflect on how, in the present times of heavy sporting competition, shifting cultural equations and changing world dynamics, it is mandatory to infuse Cultural Studies with Sports Psychology to understand how Sports Psychologists can help and augment the performances of athletes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sporting%20performance" title="sporting performance">sporting performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Asian%20sports" title=" Asian sports"> Asian sports</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20psychology" title=" cultural psychology"> cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a> </p> <a href="https://publications.waset.org/abstracts/168476/cultural-psychology-in-sports-how-understanding-culture-may-help-sports-psychologists-augment-athletic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology&page=3">3</a></li> <li class="page-item"><a class="page-link" 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