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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Pamela L. Knox</title> <meta name="description" content="Search results for: Pamela L. Knox"> <meta name="keywords" content="Pamela L. Knox"> <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 d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Pamela L. 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Knox"> <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> 6</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Pamela L. Knox</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Role of Direct and Secondary Traumatic Experience on Later Functioning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pamela%20L.%20Knox">Pamela L. Knox</a>, <a href="https://publications.waset.org/search?q=Linda%20R.%20Guthrie"> Linda R. Guthrie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trauma in early life is widely regarded as a cause for adult mental health problems. This study explores the role of secondary trauma on later functioning in a sample of 359 university students enrolled in undergraduate psychology classes in the United States. Participants were initially divided into four groups based on 1) having directly experienced trauma (assaultive violence), 2) having directly experienced trauma and secondary traumatization through the unanticipated death of a close friend or family member or witnessing of an injury or shocking even), 3) having no experience of direct trauma but having experienced indirect trauma (secondary trauma), or 4) reporting no exposure. Participants completed a battery of measures on concepts associated with psychological functioning which included measures of psychological well-being, problem solving, coping and resiliency. Findings discuss differences in psychological functioning and resilience based on participants who experienced secondary traumatization and assaultive violence versus secondary traumatization alone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Psychological%20Functioning" title="Psychological Functioning">Psychological Functioning</a>, <a href="https://publications.waset.org/search?q=Resiliency" title=" Resiliency"> Resiliency</a>, <a href="https://publications.waset.org/search?q=Trauma" title=" Trauma"> Trauma</a>, <a href="https://publications.waset.org/search?q=Abuse" title=" Abuse"> Abuse</a> </p> <a href="https://publications.waset.org/11314/role-of-direct-and-secondary-traumatic-experience-on-later-functioning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11314/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11314/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11314/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11314/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11314/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11314/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11314/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11314/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11314/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11314/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11314.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">2053</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Reliability of Eyewitness Statements in Fire and Explosion Investigations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jeff%20D.%20Colwell">Jeff D. Colwell</a>, <a href="https://publications.waset.org/search?q=Benjamin%20W.%20Knox"> Benjamin W. Knox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>While fire and explosion incidents are often observed by eyewitnesses, the weight that fire investigators should place on those observations in their investigations is a complex issue. There is no doubt that eyewitness statements can be an important component to an investigation, particularly when other evidence is sparse, as is often the case when damage to the scene is severe. However, it is well known that eyewitness statements can be incorrect for a variety of reasons, including deception. In this paper, we reviewed factors that can have an effect on the complex processes associated with the perception, retention, and retrieval of an event. We then review the accuracy of eyewitness statements from unique criminal and civil incidents, including fire and explosion incidents, in which the accuracy of the statements could be independently evaluated. Finally, the motives for deceptive eyewitness statements are described, along with techniques that fire and explosion investigators can employ, to increase the accuracy of the eyewitness statements that they solicit.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Explosion" title="Explosion">Explosion</a>, <a href="https://publications.waset.org/search?q=eyewitness" title=" eyewitness"> eyewitness</a>, <a href="https://publications.waset.org/search?q=fire" title=" fire"> fire</a>, <a href="https://publications.waset.org/search?q=reliability." title=" reliability."> reliability.</a> </p> <a href="https://publications.waset.org/10012685/reliability-of-eyewitness-statements-in-fire-and-explosion-investigations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012685/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012685/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012685/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012685/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012685/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012685/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012685/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012685/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012685/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012685/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012685.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">482</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Using Partnerships to Achieve National Goals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pamela%20L.%20Eddy">Pamela L. Eddy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ireland developed a National Strategy 2030 that argued for the creation of a new form of higher education institution, a Technological University. The research reported here reviews the first stage of this partnership development. The study found that national policy can create system capacity and change, but that individual partners may have more to gain or lose in collaborating. When presented as a zero-sum activity, fear among partners is high. The level of knowledge and networking within the higher education system possessed by each partner contributed to decisions to participate or not in a joint proposal for collaboration. Greater success resulted when there were gains for all partners. This research concludes that policy mandates can provide motivation to collaborate, but that the partnership needs to be built more on shared values versus coercion by mandates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Leadership" title="Leadership">Leadership</a>, <a href="https://publications.waset.org/search?q=Partnerships" title=" Partnerships"> Partnerships</a>, <a href="https://publications.waset.org/search?q=Policy" title=" Policy"> Policy</a>, <a href="https://publications.waset.org/search?q=Strategic%20Planning." title=" Strategic Planning."> Strategic Planning.</a> </p> <a href="https://publications.waset.org/8648/using-partnerships-to-achieve-national-goals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8648/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8648/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8648/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8648/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8648/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8648/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8648/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8648/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8648/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8648/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8648.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">1548</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Policies that Enhance Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shannon%20M.%20Chance">Shannon M. Chance</a>, <a href="https://publications.waset.org/search?q=Pamela%20L.%20Eddy"> Pamela L. Eddy</a>, <a href="https://publications.waset.org/search?q=Gavin%20Duffy"> Gavin Duffy</a>, <a href="https://publications.waset.org/search?q=Brian%20Bowe"> Brian Bowe</a>, <a href="https://publications.waset.org/search?q=Jen%20Harvey"> Jen Harvey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching" or successfully complete one within the first two years of employment. The intention is to build teachers- knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated programs that support it), positive outcomes are readily apparent. Individual teachers who have completed the programs have implemented significant change at the course and program levels. This paper introduces the policy, identifies outcomes in relation to existing theory, describes research underway, and pinpoints areas where organizational learning has occurred. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Faculty%20Development" title="Faculty Development">Faculty Development</a>, <a href="https://publications.waset.org/search?q=Institutional%20Policy" title=" Institutional Policy"> Institutional Policy</a>, <a href="https://publications.waset.org/search?q=Learning%20and%20Teaching" title=" Learning and Teaching"> Learning and Teaching</a>, <a href="https://publications.waset.org/search?q=Postgraduate%20Qualification" title=" Postgraduate Qualification"> Postgraduate Qualification</a>, <a href="https://publications.waset.org/search?q=Professional%20Development." title=" Professional Development."> Professional Development.</a> </p> <a href="https://publications.waset.org/3404/policies-that-enhance-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3404/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3404/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3404/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3404/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3404/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3404/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3404/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3404/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3404/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3404/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3404.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">1759</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Causes of Slum Emergence from Decently Built Government's Affordable Housing Projects in Enugu, Nigeria: The Experts’ Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anthony%20Ikechukwu%20Agboeze">Anthony Ikechukwu Agboeze</a>, <a href="https://publications.waset.org/search?q=Walter%20Timo%20de%20Vries"> Walter Timo de Vries</a>, <a href="https://publications.waset.org/search?q=Pamela%20Dur%C3%A1n-D%C3%ADaz"> Pamela Durán-Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Since attaining urban status, the population of Enugu, Nigeria, has continued to grow rapidly, leading to growing demands for housing by the teeming population which is predominantly low income. Several government dispensations have developed various affordable housing projects to help deliver decent housing to the Enugu populace. However, over a long period of usage, some of those housing projects in Enugu are unabatedly deteriorating into slums alongside rising housing deficits which has remained problematic for most Nigerian urban centers to address. Emerging from a literature review, this research posits that the link between slum and affordable housing is that both the seekers of affordable housing and slum housing are the low-income earners. This research further investigated the possible causalities of slum emergence from decently built affordable housing projects in Enugu, Nigeria. To do so, we first analyzed the Nigerian housing policy to examine how the policy addresses slum prevention. We further conducted semi-structured expert interviews (qualitative) to sample the views of private housing developers on the degeneration of government housing projects into slums in Enugu, Nigeria. Findings from the housing policy analysis suggest that the housing policy itself is not legally binding on anybody to implement. Sequel to this non-compulsory nature of the housing policy is the poor/non-implementation of the Nigerian housing policy, leading to a constant tendency by the government developers (contractors) to deliver potential slums. The expert respondents corroborated this viewpoint by suggesting that poor planning (including designs of the housing units and the master plan) and poor management (including non-maintenance, poor documentation, and inaccurate housing inventory) are germane to the emergence of slums from affordable housings. This research recommends periodic auditing of delivered housing projects to evaluate the developers’ adherence to the housing policy guidelines – it proposes incentives to policy adherents since the housing policy is not legally binding. We also recommend a participatory management to engage the occupants in the monitoring and reporting of breakdowns in the housing properties – to help improve the quality of management and maintenance to have slum-free settlements. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Affordable%20housing" title="Affordable housing">Affordable housing</a>, <a href="https://publications.waset.org/search?q=Enugu" title=" Enugu"> Enugu</a>, <a href="https://publications.waset.org/search?q=low%20income" title=" low income"> low income</a>, <a href="https://publications.waset.org/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/search?q=slum." title=" slum."> slum.</a> </p> <a href="https://publications.waset.org/10013063/causes-of-slum-emergence-from-decently-built-governments-affordable-housing-projects-in-enugu-nigeria-the-experts-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013063/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013063/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013063/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013063/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013063/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013063/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013063/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013063/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013063/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013063/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013063.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">353</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Discrepant Views of Social Competence and Links with Social Phobia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pamela-Zoe%20Topalli">Pamela-Zoe Topalli</a>, <a href="https://publications.waset.org/search?q=Niina%20Junttila"> Niina Junttila</a>, <a href="https://publications.waset.org/search?q=P%C3%A4ivi%20M.%20Niemi"> Päivi M. Niemi</a>, <a href="https://publications.waset.org/search?q=Klaus%20Ranta"> Klaus Ranta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Adolescents’ biased perceptions about their social competence (SC), whether negatively or positively, serve to influence their socioemotional adjustment such as early feelings of social phobia (nowadays referred to as Social Anxiety Disorder-SAD). Despite the importance of biased self-perceptions in adolescents’ psychosocial adjustment, the extent to which discrepancies between self- and others’ evaluations of one’s SC are linked to social phobic symptoms remains unclear in the literature. This study examined the perceptual discrepancy profiles between self- and peers’ as well as between self- and teachers’ evaluations of adolescents’ SC and the interrelations of these profiles with self-reported social phobic symptoms. The participants were 390 3<sup>rd</sup> graders (15 years old) of Finnish lower secondary school (50.8% boys, 49.2% girls). In contrast with variable-centered approaches that have mainly been used by previous studies when focusing on this subject, this study used latent profile analysis (LPA), a person-centered approach which can provide information regarding risk profiles by capturing the heterogeneity within a population and classifying individuals into groups. LPA revealed the following five classes of discrepancy profiles: i) extremely negatively biased perceptions of SC, ii) negatively biased perceptions of SC, iii) quite realistic perceptions of SC, iv) positively biased perceptions of SC, and v) extremely positively biased perceptions of SC. Adolescents with extremely negatively biased perceptions and negatively biased perceptions of their own SC reported the highest number of social phobic symptoms. Adolescents with quite realistic, positively biased and extremely positively biased perceptions reported the lowest number of socio-phobic symptoms. The results point out the negatively and the extremely negatively biased perceptions as possible contributors to social phobic symptoms. Moreover, the association of quite realistic perceptions with low number of social phobic symptoms indicates its potential protective power against social phobia. Finally, positively and extremely positively biased perceptions of SC are negatively associated with social phobic symptoms in this study. However, the profile of extremely positively biased perceptions might be linked as well with the existence of externalizing problems such as antisocial behavior (e.g. disruptive impulsivity). The current findings highlight the importance of considering discrepancies between self- and others’ perceptions of one’s SC in clinical and research efforts. Interventions designed to prevent or moderate social phobic symptoms need to take into account individual needs rather than aiming for uniform treatment. Implications and future directions are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescence" title="Adolescence">Adolescence</a>, <a href="https://publications.waset.org/search?q=latent%20profile%20analysis" title=" latent profile analysis"> latent profile analysis</a>, <a href="https://publications.waset.org/search?q=perceptual%20discrepancies" title=" perceptual discrepancies"> perceptual discrepancies</a>, <a href="https://publications.waset.org/search?q=social%20competence" title=" social competence"> social competence</a>, <a href="https://publications.waset.org/search?q=social%20phobia." title=" social phobia."> social phobia.</a> </p> <a href="https://publications.waset.org/10008803/discrepant-views-of-social-competence-and-links-with-social-phobia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008803/apa" target="_blank" rel="nofollow" class="btn btn-primary 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