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transpersonal psychology</title> <meta name="description" content="Search results for: transpersonal psychology"> <meta name="keywords" content="transpersonal 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 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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="transpersonal 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> 757</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: transpersonal psychology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">757</span> Narcissism and Kohut's Self-Psychology: Self Practices in Service of Self-Transcendence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noelene%20Rose">Noelene Rose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The DSM has been plagued with conceptual issues since its inception, not least discriminant validity and comorbidity issues. An attempt to remain a-theoretical in the divide between the psycho-dynamicists and the behaviourists contributed to much of this, in particular relating to the Personality Disorders. With the DSM-5, although the criterion have remained unchanged, major conceptual and structural directions have been flagged and proposed in section III. The biggest changes concern the Personality Disorders. While Narcissistic Personality Disorder (NPD) was initially tagged for removal, instead the addition of section III proposes a move away from a categorical approach to a more dimensional approach, with a measure of Global Function of Personality. This global measure is an assessment of impairment of self-other relations; a measure of trait narcissism. In the same way mainstream psychology has struggled in its diagnosis of narcissism, so too in its treatment. Kohut’s self psychology represents the most significant inroad in theory and treatment for the narcissistic disorders. Kohut had moved away from a categorical system, towards disorders of the self. According to this theory, disorders of the self are the result of childhood trauma (impaired attunement) resulting in a developmental arrest. Self-psychological, Psychodynamic treatment of narcissism, however, is expensive, in time and money and outside the awareness or access of most people. There is more than a suggestion that narcissism is on the increase, created in trauma and worsened by a fearful world climate. A dimensional model of narcissism, from mild to severe, requires cut off points for diagnosis. But where do we draw the line? Mainstream psychology is inclined to set it high when there is some degree of impairment in functioning in daily life. Transpersonal Psychology is inclined to set it low, with the concept that we all have some degree of narcissism and that it is the point and the path of our life journey to transcend our focus on our selves. Mainstream psychology stops its focus on trait narcissism with a healthy level of self esteem, but it is at this point that Transpersonal Psychology can complement the discussion. From a Transpersonal point of view, failure to begin the process of self-transcendence will also create emotional symptoms of meaning or purpose, often later in our lives, and is also conceived of as a developmental arrest. The maps for this transcendence are hidden in plain sight; in the chakras of kundalini yoga, in the sacraments of the Catholic Church, in the Kabbalah tree of life of Judaism, in Maslow’s hierarchy of needs, to name a few. This paper outlines some proposed research exploring the use of daily practices that can be incorporated into the therapy room; practices that utilise meditation, visualisation and imagination: that are informed by spiritual technology and guided by the psychodynamic theory of Self Psychology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narcissism" title="narcissism">narcissism</a>, <a href="https://publications.waset.org/abstracts/search?q=self-psychology" title=" self-psychology"> self-psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=self-practice" title=" self-practice"> self-practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-transcendence" title=" self-transcendence"> self-transcendence</a> </p> <a href="https://publications.waset.org/abstracts/104260/narcissism-and-kohuts-self-psychology-self-practices-in-service-of-self-transcendence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104260.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">260</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">756</span> Transpersonal Model of an Individual's Creative Experiencef</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anatoliy%20Kharkhurin">Anatoliy Kharkhurin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modifications that the prefix ‘trans-‘ refers to start within a person. This presentation focuses on the transpersonal that goes beyond the individual (trans-personal) to encompass wider aspects of humanities, specifically peak experience as a culminating stage of the creative act. It proposes a model according to which the peak experience results from a harmonious vibration of four spheres, which transcend an individual’s capacities and bring one to a qualitatively different level of experience. Each sphere represents an aspect of creative activity: superconscious, intellectual, emotive and active. Each sphere corresponds to one of four creative functions: authenticity, novelty, aesthetics, and utility, respectively. The creative act starts in the superconscious sphere: the supreme pleasure of Creation is reflected in creative pleasure, which is realized in creative will. These three instances serve as a source of force axes, which penetrate other spheres, and in place of infiltration establish restrictive, expansive, and integrative principles, respectively; the latter balances the other two and ensures a harmonious vibration within a sphere. This Hegelian-like triad is realized within each sphere in the form of creative capacities. The intellectual sphere nurtures capacities to invent and to elaborate, which are integrated by capacity to conceptualize. The emotive sphere nurtures satiation and restrictive capacities integrated by capacity to balance. The active sphere nurtures goal orientation and stabilization capacities integrated by capacity for self-expression. All four spheres vibrate within each other – the superconscious sphere being in the core of the structure followed by intellectual, emotive, and active spheres, respectively – thereby reflecting the path of creative production. If the spheres vibrate in-phase, their amplitudes amplify the creative energy; if in antiphase – the amplitudes reduce the creative energy. Thus, creative act is perceived as continuum with perfectly harmonious vibration within and between the spheres on one side and perfectly disharmonious vibration on the other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=transpersonal" title=" transpersonal"> transpersonal</a>, <a href="https://publications.waset.org/abstracts/search?q=peak%20experience" title=" peak experience"> peak experience</a> </p> <a href="https://publications.waset.org/abstracts/42946/transpersonal-model-of-an-individuals-creative-experiencef" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42946.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">354</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">755</span> Community Based Participatory Research in Opioid Use: Design of an Informatics Solution </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sue%20S.%20Feldman">Sue S. Feldman</a>, <a href="https://publications.waset.org/abstracts/search?q=Bradley%20Tipper"> Bradley Tipper</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Schooley"> Benjamin Schooley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nearly every community in the US has been impacted by opioid related addictions/deaths; it is a national problem that is threatening our social and economic welfare. Most believe that tackling this problem from a prevention perspective advances can be made toward breaking the chain of addiction. One mechanism, community based participatory research, involves the community in the prevention approach. This project combines that approach with a design science approach to develop an integrated solution. Findings suggested accountable care communities, transpersonal psychology, and social exchange theory as product kernel theories. Evaluation was conducted on a prototype. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=substance%20use%20and%20abuse%20recovery" title="substance use and abuse recovery">substance use and abuse recovery</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20resource%20centers" title=" community resource centers"> community resource centers</a>, <a href="https://publications.waset.org/abstracts/search?q=accountable%20care%20communities" title=" accountable care communities"> accountable care communities</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20based%20participatory%20research" title=" community based participatory research"> community based participatory research</a> </p> <a href="https://publications.waset.org/abstracts/120274/community-based-participatory-research-in-opioid-use-design-of-an-informatics-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120274.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">152</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">754</span> Structure of Consciousness According to Deep Systemic Constellations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dmitry%20Ustinov">Dmitry Ustinov</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lobareva"> Olga Lobareva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The method of Deep Systemic Constellations is based on a phenomenological approach. Using the phenomenon of substitutive perception it was established that the human consciousness has a hierarchical structure, where deeper levels govern more superficial ones (reactive level, energy or ancestral level, spiritual level, magical level, and deeper levels of consciousness). Every human possesses a depth of consciousness to the spiritual level, however deeper levels of consciousness are not found for every person. It was found that the spiritual level of consciousness is not homogeneous and has its own internal hierarchy of sublevels (the level of formation of spiritual values, the level of the 'inner observer', the level of the 'path', the level of 'God', etc.). The depth of the spiritual level of a person defines the paradigm of all his internal processes and the main motives of the movement through life. At any level of consciousness disturbances can occur. Disturbances at a deeper level cause disturbances at more superficial levels and are manifested in the daily life of a person in feelings, behavioral patterns, psychosomatics, etc. Without removing the deepest source of a disturbance it is impossible to completely correct its manifestation in the actual moment. Thus a destructive pattern of feeling and behavior in the actual moment can exist because of a disturbance, for example, at the spiritual level of a person (although in most cases the source is at the energy level). Psychological work with superficial levels without removing a source of disturbance cannot fully solve the problem. The method of Deep Systemic Constellations allows one to work effectively with the source of the problem located at any depth. The methodology has confirmed its effectiveness in working with more than a thousand people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constellations" title="constellations">constellations</a>, <a href="https://publications.waset.org/abstracts/search?q=spiritual%20psychology" title=" spiritual psychology"> spiritual psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=structure%20of%20consciousness" title=" structure of consciousness"> structure of consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=transpersonal%20psychology" title=" transpersonal psychology"> transpersonal psychology</a> </p> <a href="https://publications.waset.org/abstracts/82375/structure-of-consciousness-according-to-deep-systemic-constellations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82375.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">249</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">753</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">752</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">751</span> The Language of Landscape Architecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hosna%20Pourhashemi">Hosna Pourhashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chahar Bagh, the symbol of the world, displayed around the pool of life in the centre, attempts to emulate Eden. It represents a duality concept based on the division of the universe into two perceptional insights, a celestial and an earthly one. Chahar Bagh garden pattern refers to the Garden of Eden, that was watered and framed by main four rivers. This microcosm is combined with a mystical love of flowers, sweet-scented trees, the variety of colors, and the sense of eternal life. This symbol of the integration of spontaneous expressivity of the natural elements and reasoning awareness of man strives for the ideal of divine perfection. Through collecting and analyzing the data, the prevalence and continuous influence of Chahar Bagh concept on selected historical gardens was elaborated and evaluated. After the conquest of Persia by the Arabs in the 7th century, Chahar Bagh was adopted and spread throughout the Islamic expansion, from the Middle East, westward across northern Africa to Morocco and the Iberian Peninsula, and eastward through Iran to Central Asia and India. Furthermore, its continuity to the mid of 16th century Renaissance period is shown. By adapting the semiotic theory of Peirce and Saussure on the Persian garden, Chahar Bagh was defined as the basic pattern language for the garden culture. The hypothesis of the continuous influence of Chahar Bagh pattern language on today’s landscape architecture was examined on selected works of Dieter Kienast, as the important and relevant protagonist of his time (end of twentieth ct.) and up to our time. Chahar Bagh pattern language offers collective cultural sensitive healing wisdom transmitted down through the millennia. Through my reflections in Dieter Kienast’s works, I transformed my personal experience into a transpersonal understanding regarding the Sufi philosophy and the Jung psychology, which brings me to define new design theories and methods to form a spiritual, as I call it” Quaternary Perception Model” for landscape architecture. Based on a cognition process through self-journeying in this holistic model, human consciousness can be developed to access to “higher” levels of being and embrace the unity. The self-purification and mindfulness through transpersonal confrontation in the ”Quaternary Perception Model” generates a form of heart-based treatment. I adapted the seven spiritual levels of Sufi self-development on the perception of landscape, representing the stages of the self, ranging from absolutely self-centered to pure spiritual humanity. I redefine and reread the elements and features of Chahar Bagh pattern language for today’s landscape architecture. The “lost paradise” lies in our heart and can be perceived by all humans in landscapes and cities designed in the spirit of” Quaternary Model”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=persian%20garden" title="persian garden">persian garden</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20language%20of%20Chahar%20Bagh" title=" pattern language of Chahar Bagh"> pattern language of Chahar Bagh</a>, <a href="https://publications.waset.org/abstracts/search?q=wholistic%20Perception" title=" wholistic Perception"> wholistic Perception</a>, <a href="https://publications.waset.org/abstracts/search?q=dieter%20kienast" title=" dieter kienast"> dieter kienast</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%9Cquaternary%20model%E2%80%9D" title=" “quaternary model”"> “quaternary model”</a> </p> <a href="https://publications.waset.org/abstracts/159230/the-language-of-landscape-architecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159230.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">81</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">750</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">749</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">748</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">747</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">746</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">105</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">745</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">744</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">743</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">742</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">741</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">740</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">387</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">739</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">738</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">737</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">736</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">735</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">734</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">329</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">733</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">732</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">731</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">93</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">730</span> Sports Psychology: The View in Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malkin%20Valery">Malkin Valery</a>, <a href="https://publications.waset.org/abstracts/search?q=Rogaleva%20Liudmila"> Rogaleva Liudmila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last 50-60 years the sports psychology has become firmly established in sports. At the same time, the sport practice brings evidence that it is only beginning to solve some of the most important problems in sports. It is untimely to say that the sports psychology has become a compulsory and efficient part of the sportsman’s preparation. It seems that the further development of the sports psychology can be seen, on the one hand, in the re-orientation of the psychologists from the regulation of the sportsman’s mentality to the process of forming the subject of the sport activity able to take the overall responsibility for the result of the sport activity, able to independently set objectives and to overcome the psychological difficulties that arise in the process of attaining these objectives. In its turn, it will require the change in the very approach to the psychologist’s work. The psychologist and the couch will turn from the specialists in correcting the negative manifestations of the sportsman’s mentality to the specialists in forming the subjects of the sport activity. It will require the creation of the technologies that can form the subjects on all the age-specific stages of the sport activity, that can form the most important psychological qualities (psychological stability, mental reliability, etc.). Getting these technologies will enable the couch to change from the consumer of the psychological knowledge to the immediate participant of the psychological process. <p class="card-text"><strong>Keywords:</strong> <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=subject" title=" subject"> subject</a>, <a href="https://publications.waset.org/abstracts/search?q=sportsman%E2%80%99s%20preparation" title=" sportsman’s preparation"> sportsman’s preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20knowledge" title=" psychological knowledge"> psychological knowledge</a> </p> <a href="https://publications.waset.org/abstracts/21611/sports-psychology-the-view-in-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21611.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">523</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">729</span> The Role of Psychology in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elahesadat%20Emrani">Elahesadat Emrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of psychology in language teaching has gained significant recognition and importance in recent years. This article explores the intersection of psychology and language teaching and highlights the profound impact that psychological principles and theories have on language learning and instruction. It discusses how an understanding of learners' cognitive processes, motivations, and affective factors can inform instructional strategies, curriculum design, and assessment practices. Additionally, the article sheds light on the importance of considering individual differences and diverse learning styles within the psychological framework of language teaching. This article emphasizes the significance of incorporating psychological insights into language classrooms to create a supportive and effective learning environment. Furthermore, it acknowledges the role of psychology in fostering learner autonomy, enhancing learner motivation, promoting effective communication, and facilitating language acquisition. Overall, this article underscores the necessity of integrating psychology into language teaching practices to optimize learning outcomes and nurture learners' linguistic and socio-emotional development. So far, no complete research has been done in this regard, and this article deals with this important issue for the first time. The research method is based on qualitative method and case studies, and the role of psychological principles in strengthening the learner's independence, increasing motivation, and facilitating language learning. Also, the optimization of learning results and fostering language and social development are among the findings of the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a> </p> <a href="https://publications.waset.org/abstracts/168608/the-role-of-psychology-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168608.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">67</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">728</span> Mobile Application Interventions in Positive Psychology: Current Status and Recommendations for Effective App Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gus%20Salazar">Gus Salazar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeremy%20Bekker"> Jeremy Bekker</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Linford"> Lauren Linford</a>, <a href="https://publications.waset.org/abstracts/search?q=Jared%20Warren"> Jared Warren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Positive psychology practices allow for its principles to be applied to all people, regardless of their current level of functioning. To increase the dissemination of these practices, interventions are being adapted for use with digital technology, such as mobile apps. However, the research regarding positive psychology mobile app interventions is still in its infancy. In an effort to facilitate progress in this important area, we 1) conducted a qualitative review to summarize the current state of the positive psychology mobile app literature and 2) developed research-supported recommendations for positive psychology app development to maximize behavior change. In our literature review, we found that while positive psychology apps varied widely in content and purpose, there was a near-complete lack of research supporting their effectiveness. Most apps provided no rationale for the behavioral change techniques (BCTs) they employed in their app, and most did not develop their app with specific theoretical frameworks or design models in mind. Given this problem, we recommended four steps for effective positive psychology app design. First, developers must establish their app in a research-supported theory of change. Second, researchers must select appropriate behavioral change techniques which are consistent with their app’s goals. Third, researchers must leverage effective design principles. These steps will help mobile applications use data-driven methods for encouraging behavior change in their users. Lastly, we discuss directions for future research. In particular, researchers must investigate the effectiveness of various BCTs in positive psychology interventions. Although there is some research on this point, we do not yet clearly understand the mechanisms within the apps that lead to behavior change. Additionally, app developers must also provide data on the effectiveness of their mobile apps. As developers follow these steps for effective app development and as researchers continue to investigate what makes these apps most effective, we will provide millions of people in need with access to research-based mental health resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20change%20techniques" title="behavioral change techniques">behavioral change techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20app" title=" mobile app"> mobile app</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20intervention" title=" mobile intervention"> mobile intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a> </p> <a href="https://publications.waset.org/abstracts/139080/mobile-application-interventions-in-positive-psychology-current-status-and-recommendations-for-effective-app-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139080.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">224</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=transpersonal%20psychology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=transpersonal%20psychology&page=3">3</a></li> <li class="page-item"><a class="page-link" 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