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psychology</title> <meta name="description" content="Search results for: social psychology"> <meta name="keywords" content="social psychology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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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="social 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> 9985</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social psychology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9985</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">9984</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">495</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">9983</span> Cultural Influence on Social Cognition in Social and Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mbah%20Fidelix%20Njong">Mbah Fidelix Njong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabi%20Emile%20Forkwa"> Sabi Emile Forkwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social cognition is an aspect of social psychology that focuses on how people process, store and apply information about others and social situations. It lay emphasis on how cognitive processes play in our social interactions. In this article, we try to show how culture can influence our ways of thinking about others, how we feel and interact with the world around us. Social cognitive processes involve perceiving people and how we learn about the people around us. It concerns the mental processes of remembering, thinking and attending to other people with different cultural backgrounds and how we attend to certain information about the world. Especially in an educational setting, students’ learning processes are most often than not influenced by their cultural background. We can also talk of social schemas. That’s people’s mental representation of social patterns and norms. This involves information about the societal role and the expectations of individuals within a group. These cognitive processes can also be influence by culture. There are important cultural differences in social cognition. In any social situation, two individuals may have different interpretations. Each person brings in a unique background of experiences, knowledge, social influence, feelings and cultural variations. Cultural differences can also affect how people interpret social situations. The same social behavior in one cultural setting might have completely different meaning and interpretation if observed or applied in another culture. However, as people interpret behaviors and bring out meaning from the interpretations, they act based on their beliefs about situations they are confronted with. This helps to reinforce and reproduce the cultural norms that influence their social cognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title="social cognition">social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20schema" title=" social schema"> social schema</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20influence" title=" cultural influence"> cultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/172627/cultural-influence-on-social-cognition-in-social-and-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9982</span> Foundations for Global Interactions: The Theoretical Underpinnings of Understanding Others</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Randall%20E.%20Osborne">Randall E. Osborne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a course on International Psychology, 8 theoretical perspectives (Critical Psychology, Liberation Psychology, Post-Modernism, Social Constructivism, Social Identity Theory, Social Reduction Theory, Symbolic Interactionism, and Vygotsky’s Sociocultural Theory) are used as a framework for getting students to understand the concept of and need for Globalization. One of critical psychology's main criticisms of conventional psychology is that it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. Liberation psychology, also known as liberation social psychology or psicología social de la liberación, is an approach to psychological science that aims to understand the psychology of oppressed and impoverished communities by addressing the oppressive sociopolitical structure in which they exist. Postmodernism is largely a reaction to the assumed certainty of scientific, or objective, efforts to explain reality. It stems from a recognition that reality is not simply mirrored in human understanding of it, but rather, is constructed as the mind tries to understand its own particular and personal reality. Lev Vygotsky argued that all cognitive functions originate in, and must therefore be explained as products of social interactions and that learning was not simply the assimilation and accommodation of new knowledge by learners. Social Identity Theory discusses the implications of social identity for human interactions with and assumptions about other people. Social Identification Theory suggests people: (1) categorize—people find it helpful (humans might be perceived as having a need) to place people and objects into categories, (2) identify—people align themselves with groups and gain identity and self-esteem from it, and (3) compare—people compare self to others. Social reductionism argues that all behavior and experiences can be explained simply by the affect of groups on the individual. Symbolic interaction theory focuses attention on the way that people interact through symbols: words, gestures, rules, and roles. Meaning evolves from human their interactions in their environment and with people. Vygotsky’s sociocultural theory of human learning describes learning as a social process and the origination of human intelligence in society or culture. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. This presentation will discuss how these theoretical perspectives are incorporated into a course on International Psychology, a course on the Politics of Hate, and a course on the Psychology of Prejudice, Discrimination and Hate to promote student thinking in a more ‘global’ manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=globalization" title="globalization">globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20psychology" title=" international psychology"> international psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=society%20and%20culture" title=" society and culture"> society and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20interculturally" title=" teaching interculturally"> teaching interculturally</a> </p> <a href="https://publications.waset.org/abstracts/53474/foundations-for-global-interactions-the-theoretical-underpinnings-of-understanding-others" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53474.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">252</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">9981</span> Positive Psychology and the Social Emotional Ability Instrument (SEAI)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20William%20Harris">Victor William Harris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is a validation study of the Social Emotional Ability Inventory (SEAI), a multi-dimensional self-report instrument informed by positive psychology, emotional intelligence, social intelligence, and sociocultural learning theory. Designed for use in tandem with the Social Emotional Development (SEAD) theoretical model, the SEAI provides diagnostic-level guidance for professionals and individuals interested in investigating, identifying, and understanding social, emotional strengths, as well as remediating specific social competency deficiencies. The SEAI was shown to be psychometrically sound, exhibited strong internal reliability, and supported the a priori hypotheses of the SEAD. Additionally, confirmatory factor analysis provided evidence of goodness of fit, convergent and divergent validity, and supported a theoretical model that reflected SEAD expectations. The SEAI and SEAD hold potentially far-reaching and important practical implications for theoretical guidance and diagnostic-level measurement of social, emotional competency across a wide range of domains. Strategies researchers, practitioners, educators, and individuals might use to deploy SEAI in order to improve quality of life outcomes are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20ability" title=" emotional ability"> emotional ability</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology-social%20emotional%20ability" title=" positive psychology-social emotional ability"> positive psychology-social emotional ability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20ability" title=" social emotional ability"> social emotional ability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20ability%20instrument" title=" social emotional ability instrument"> social emotional ability instrument</a> </p> <a href="https://publications.waset.org/abstracts/140622/positive-psychology-and-the-social-emotional-ability-instrument-seai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140622.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">255</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">9980</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">9979</span> A Critical Discourse Analysis of the Impact of the Linguistic Behavior of the Soccer Moroccan Coach in Light of Motivation Theory and Discursive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelaadim%20Bidaoui">Abdelaadim Bidaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As one of the most important linguistic inquiries, the topic of the intertwined relationship between language, the mind, and the world has attracted many scholars. In the fifties, Sapir and Whorf advocated the hypothesis that language shapes our cultural realities as an early attempt to provide answers to this linguistic inquiry. Later, discursive psychology views the linguistic behavior as “a dynamic form of social practice which constructs the social world, individual selves and identity.” (Jorgensen & Phillips 2002, 118). Discursive psychology also considers discourse as a trigger of social action and change. Building on discursive psychology and motivation theory, this paper examines the impact of linguistic behavior of the Moroccan coach Walid Reggragui on the Moroccan team’s exceptional performance in Qatar 2022 Soccer World Cup. The data used in the research is based on interviews conducted by the Moroccan coach prior and during the World Cup. Using a discourse analysis of the linguistic behavior of Reggragui, this paper shows how the linguistic behavior of Reggragui provided support for the three psychological needs: sense of belonging, competence, and autonomy. As any CDA research, this paper uses a triangulated theoretical framework that includes language, cognition and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20theory" title=" motivation theory"> motivation theory</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=linguistic%20behavior" title=" linguistic behavior"> linguistic behavior</a> </p> <a href="https://publications.waset.org/abstracts/163874/a-critical-discourse-analysis-of-the-impact-of-the-linguistic-behavior-of-the-soccer-moroccan-coach-in-light-of-motivation-theory-and-discursive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163874.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">90</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">9978</span> The Relevance of Psychology in South Africa: A Content Analysis of Psychology Masters Theses from 1998 to 2017</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elron%20Fouten">Elron Fouten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, debates surrounding the social relevance of psychology in South Africa have focussed on how the growing neoliberal rationality within academia has again resulted in the discipline catering to the needs of powerful social groupings to protect its own economic interests, rather than producing socially relevant knowledge. Consequently, this study aimed to conduct a content analysis of the recent research output of psychology masters students, to establish whether it has produced research that addresses local and national psychosocial issues and as such deemed socially relevant knowledge. The study sampled clinical, counselling, and research psychology masters theses from 16 South African universities submitted between 1998 and 2017. Overall, 2001 theses were sampled, which were analysed using qualitative content analysis predominantly based on the descriptive categories identified in similar studies using published journal articles. Results indicated that empirical qualitative theses, using systems-oriented theory and post-modern frameworks were most prevalent. Further, traditional topics within psychology had relatively more weighting compared to more social topics. Although a significant number of theses recruited participants from working-class or poor backgrounds, there was an overreliance on participants from urban areas located in some of the country’s wealthiest provinces. Despite a strong adult-centric focus, trends regarding participants’ race and gender roughly resembled current population demographics. Overall, the results indicate that psychology in South Africa, at least at university-level, is to some extent trying to engage with national psychosocial concerns. However, there are still several key areas which need to be addressed to ensure the continued social relevance of the discipline. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult-centric" title="adult-centric">adult-centric</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=relevance" title=" relevance"> relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial" title=" psychosocial"> psychosocial</a> </p> <a href="https://publications.waset.org/abstracts/103127/the-relevance-of-psychology-in-south-africa-a-content-analysis-of-psychology-masters-theses-from-1998-to-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103127.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">140</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">9977</span> Health Status and Psychology Wellbeing of Street Children in Kuala Lumpur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabri%20Sulaiman">Sabri Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Hajar%20Abu%20Bakar%20Ah"> Siti Hajar Abu Bakar Ah</a>, <a href="https://publications.waset.org/abstracts/search?q=Haris%20Abd%20Wahab"> Haris Abd Wahab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Street children is a global phenomenon and declared as a social problem by social researcher and scholars across the world. The insecure street environment exposes street children into various risk factors. One of them is the health and psychological problem. The objective of this study is to assess the health problem and psychological wellbeing of street children in Kuala Lumpur, Malaysia. The cross-sectional study involved 303 street children in Chow Kit, Kuala Lumpur. The study confirmed that the majority (95.7%) of street children who participated in the study have a health problem. The findings also demonstrated that the majority of them have issues related to their psychological wellbeing. The inputs from this study are instrumental for the suggestion of specific intervention to improve the health and psychology wellbeing of street children in Malaysia. Agencies which are responsible for the street children well-being can utilise the inputs to framing and improving the social care programmes for the children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=street%20children" title="street children">street children</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20status" title=" health status"> health status</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology%20wellbeing" title=" psychology wellbeing"> psychology wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=homeless" title=" homeless"> homeless</a> </p> <a href="https://publications.waset.org/abstracts/107193/health-status-and-psychology-wellbeing-of-street-children-in-kuala-lumpur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107193.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">183</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">9976</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">9975</span> Narrative Psychology and Its Role in Illuminating the Experience of Suffering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maureen%20Gibney">Maureen Gibney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The examination of narrative in psychology has a long tradition, starting with psychoanalytic theory and embracing over time cognitive, social, and personality psychology, among others. Narrative use has been richly detailed as well in medicine, nursing, and social service. One aspect of narrative that has ready utility in higher education and in clinical work is the exploration of suffering and its meaning. Because it is such a densely examined topic, suffering provides a window into identity, sense of purpose, and views of humanity and of the divine. Storytelling analysis permits an exploration of a host of specific manifestations of suffering such as pain and illness, moral injury, and the impact of prolonged suffering on love and relationships. This presentation will review the origins and current understandings of narrative theory in general, and will draw from psychology, medicine, ethics, nursing, and social service in exploring the topic of suffering in particular. It is suggested that the use of narrative themes such as meaning making, agency and communion, generativity, and loss and redemption allows for a finely grained analysis of common and more atypical sources of suffering, their resolution, and the acceptance of their continuation when resolution is not possible. Such analysis, used in professional work and in higher education, can enrich one’s empathy and one’s sense of both the fragility and strength of everyday life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaning%20making" title="meaning making">meaning making</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20theory" title=" narrative theory"> narrative theory</a>, <a href="https://publications.waset.org/abstracts/search?q=suffering" title=" suffering"> suffering</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/79749/narrative-psychology-and-its-role-in-illuminating-the-experience-of-suffering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79749.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">265</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">9974</span> A Unified Theory of the Primary Psychological and Social Sciences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20McMillan">George McMillan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces the methodology to create a baseline equation for the philosophical and social sciences in the behavioral-political-economic-demographic sequence. The two major ideological political-economic philosophies (Hume-Smith and Marx-Engels) are systematized into competing integrated three dimensional behavioral-political-economic models. The paper argues that Hume-Smith’s empathy-sympathy behavioral assumptions are a sufficient starting point to create the integrated causal model sought by Tooby and Cosmides. The author then shows that the prerequisite advances in psychology and demographic studies now exist to generate the universal economic theory sought by von Neumann-Morgenstern and the integrated behavioral-economic method of Gintis—a psychological (i.e., behavioral) socio-economic model. By updating Hume-Smith’s work with a modern understanding of psychology, as presented by Fromm and others, a new integrated societal model as postulated by Harsanyi can be created that intertwines the social and psychological sciences. The author argues that this fundamentally psychology-based model also can serve as a baseline equation for all social sciences as desired by Kant and Mach, as well as the ahistorical (psychological) philosophic model noted by Husserl, Heidegger, Tillich, and Strauss. The author concludes with a discussion of the necessary next steps to generating a detailed model that fuses these disciplines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Unified%20Social%20Theory" title="Unified Social Theory">Unified Social Theory</a> </p> <a href="https://publications.waset.org/abstracts/29168/a-unified-theory-of-the-primary-psychological-and-social-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29168.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">377</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">9973</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">9972</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">9971</span> Psychosocial Predictors of Non-Suicidal Self-Injury in Adolescents: Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Grigoryan">K. Grigoryan</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Jurcik"> T. Jurcik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interpersonal and school-related factors, along with individual characteristics, can predict non-suicidal self-injures (NSSI). The objective of this review is to describe psychosocial variables associated with NSSI among adolescents. A better understanding of this phenomenon may facilitate the identification of potentially effective interventions for adolescents. Relevant empirical studies and reviews from clinical, cross-cultural, and social psychology, as well as cognitive psychology literature, were synthesized into two broad topics: social/interpersonal and individual factors. Variables related to the occurrence of NSSI are discussed, including social support, peer modeling, abuse, personality traits, sense of belongingness, self-compassion, and others. Based on these findings, specific clinical recommendations were identified that need to be further evaluated empirically. The systemic interventions recommended in this review may further promote research in circumventing this social and clinical problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-suicidal%20self-injury" title="non-suicidal self-injury">non-suicidal self-injury</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20factors" title=" psychosocial factors"> psychosocial factors</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/127895/psychosocial-predictors-of-non-suicidal-self-injury-in-adolescents-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127895.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">190</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">9970</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">9969</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">9968</span> Investor’s Psychology in Investment Decision Making in Context of Behavioural Finance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jhansi%20Rani%20Boda">Jhansi Rani Boda</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Sunitha"> G. Sunitha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Worldwide, the financial markets are influenced by several factors such as the changes in economic and political processes that occur in the country and the globe, information diffusion and approachability and so on. Yet, the foremost important factor is the investor’s reaction and perception. For an individual investor, decision-making process can be perceived as a continuous process that has significant impact of their psychology while making investment decisions. Behavioral finance relies on research of human and social recognition and emotional tolerance studies to identify and understand the investment decisions. This article aims to report the research of individual investor’s financial behavior in a historical perspective. This article uncovers the investor’s psychology in investment decision making focusing on the investor’s rationality with an explanation of psychological and emotional factors that affect investing. The results of the study are revealed by means of Graphical visualization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20finance" title="behavioral finance">behavioral finance</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=investor%E2%80%99s%20behavior" title=" investor’s behavior"> investor’s behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20and%20emotional%20factors" title=" psychological and emotional factors"> psychological and emotional factors</a> </p> <a href="https://publications.waset.org/abstracts/77142/investors-psychology-in-investment-decision-making-in-context-of-behavioural-finance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77142.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">299</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">9967</span> Turkey in Minds: Cognitive and Social Representation of "East" and "West"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feyzan%20Tuzkaya">Feyzan Tuzkaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Nihan%20S.%20Soylu"> Nihan S. Soylu</a>, <a href="https://publications.waset.org/abstracts/search?q=Caglar%20Solak"> Caglar Solak</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Peker"> Mehmet Peker</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilal%20Peker"> Hilal Peker</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Ozeralp"> Kemal Ozeralp</a>, <a href="https://publications.waset.org/abstracts/search?q=Ceren%20Mete"> Ceren Mete</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezgi%20Mehmetoglu"> Ezgi Mehmetoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Karasu"> Mehmet Karasu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cihan%20Elci"> Cihan Elci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ece%20Akca"> Ece Akca</a>, <a href="https://publications.waset.org/abstracts/search?q=Melek%20Goregenli"> Melek Goregenli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Perception, evaluation and representation of the environment have been the subject of many disciplines including psychology, geography and architecture. In environmental and social psychology literature there are several evidences which suggest that cognitive representations about a place consisted of not only geographic items but also social and cultural. Mental representations of residence area or a country is influenced and determined by social-demographics, the physical and social context. Thus, all mental representations of a given place are also social representations. Cognitive maps are the main and common instruments that are used to identify spatial images and the difference between physical and subjective environments. The aim of the current study is investigating the mental and social representations of Turkey in university students’ minds. Data was collected from 249 university students from different departments (i.e. psychology, geography, history, tourism departments) of Ege University. Participants were requested to reflect Turkey in their mind onto the paper drawing sketch maps. According to the results, cognitive maps showed geographic aspects of Turkey as well as the context of symbolic, cultural and political reality of Turkey. That is to say, these maps had many symbolic and verbal items related to critics on social and cultural problems, ongoing ethnic and political conflicts, and actual political agenda of Turkey. Additionally, one of main differentiations in these representations appeared in terms of the East and West side of the Turkey, and the representations of the East and West was varied correspondingly participants’ cultural background, their ethnic values, and where they have born. The results of the study were discussed in environmental and social psychological perspective considering cultural and social values of Turkey and current political circumstances of the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20maps" title="cognitive maps">cognitive maps</a>, <a href="https://publications.waset.org/abstracts/search?q=East" title=" East"> East</a>, <a href="https://publications.waset.org/abstracts/search?q=West" title=" West"> West</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20representations" title=" social representations"> social representations</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/25127/turkey-in-minds-cognitive-and-social-representation-of-east-and-west" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25127.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">408</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">9966</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">9965</span> Importance of Positive Education: A Focus on the Importance of Character Strength Building</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hajra%20Hussain">Hajra Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Positive education, the inclusion of social, emotional and intellectual skills across a curriculum, is fundamental to the optimal functioning of young people in any society because it combines the best teaching practices with the principles of positive psychology. While learning institutions foster academic skills, little attention is being paid to the identification and development of character strengths and their integration into teaching. There is an increasing recognition of the important role education plays in equipping today’s youth with 21st century social skills. For youth to succeed in this highly competitive environment, there is a need for positive education that is focused on character strengths such as the growth of social, emotional and intellectual skills that promote the flourishing of well-rounded individuals. Character strength programs and awareness are a necessity if the human capital within a region is to be competitive, productive and happy. The Counselling & Wellbeing Centre at Amity University Dubai has consistently implemented Character Strength awareness workshops and has found that such workshops have increased student life satisfaction due to individual awareness of signature strengths. A positive education/positive psychology framework with its key focus on the development of character strengths can be fundamental to individual's confidence and self-awareness; thus allowing both optimum flourishing and functioning. <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=positive%20education" title=" positive education"> positive education</a>, <a href="https://publications.waset.org/abstracts/search?q=strengths" title=" strengths"> strengths</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=happiness" title=" happiness"> happiness</a> </p> <a href="https://publications.waset.org/abstracts/72123/importance-of-positive-education-a-focus-on-the-importance-of-character-strength-building" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72123.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">272</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">9964</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">9963</span> The Beacon of Collective Hope: Mixed Method Study on the Participation of Indian Youth with Regard to Mass Demonstrations Fueled by Social Activism Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akanksha%20Lohmore">Akanksha Lohmore</a>, <a href="https://publications.waset.org/abstracts/search?q=Devanshu%20Arya"> Devanshu Arya</a>, <a href="https://publications.waset.org/abstracts/search?q=Preeti%20Kapur"> Preeti Kapur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rarely does the human mind look at the positive fallout of highly negative events. Positive psychology attempts to emphasize on the strengths and positives for human well-being. The present study examines the underpinning socio-cognitive factors of the protest movements regarding the gang rape case of December 16th, 2012 through the lens of positive psychology. A gamut of negative emotions came to the forum globally: of anger, shame, hatred, violence, death penalty for the perpetrators, amongst other equally strong. In relation to this incident, a number of questions can be raised. Can such a heinous crime have some positive inputs for contemporary society? What is it that has held people to protests for long even when they see faded lines of success in view? This paper explains the constant feeding of protests and continuation of movements by the robust model of Collective Hope by Snyder, a phenomenon unexplored by social psychologists. In this paper, mixed method approach was undertaken. Results confirmed the interaction of various socio-psychological factors that imitated the Snyders model of collective hope. Emergence of major themes was: Sense of Agency, Sense of Worthiness, Social Sharing and Common Grievances and Hope of Collective Efficacy. Statistical analysis (correlation and regression) showed significant relationship between media usage and occurrence of these themes among participants. Media-communication processes and educational theories for development of citizenship behavior can find implications from these results. Theory development as indicated by theorists working in the area of Social Psychology of Protests can be furthered by the direction of research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agency" title="agency">agency</a>, <a href="https://publications.waset.org/abstracts/search?q=collective" title=" collective"> collective</a>, <a href="https://publications.waset.org/abstracts/search?q=hope" title=" hope"> hope</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=protest" title=" protest"> protest</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/69183/the-beacon-of-collective-hope-mixed-method-study-on-the-participation-of-indian-youth-with-regard-to-mass-demonstrations-fueled-by-social-activism-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69183.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">359</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">9962</span> A Review of Quantitative Psychology in Our Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shubham%20Tandon">Shubham Tandon</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajni%20Goel"> Rajni Goel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prime objective of our review paper is to study the quantitative psychology impact on our daily life. Quantitative techniques have been studied with the aim of discovering solutions in an advanced way. To get the unbiased and correct results, statistics and other useful mathematical aspects have been reviewed. So, many psychologists use quantitative techniques while working in the area of psychology with the aim of discovering solutions in an advanced way. This ensures their accurate outcomes as those will make use of precise criteria in knowing the minds and conditions of any person. Also, proper experimentation and observational tools are taken care of to avoid some possibilities of invalid data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantitative%20psychology" title="quantitative psychology">quantitative psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologists" title=" psychologists"> psychologists</a>, <a href="https://publications.waset.org/abstracts/search?q=statistics" title=" statistics"> statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=person" title=" person"> person</a>, <a href="https://publications.waset.org/abstracts/search?q=results" title=" results"> results</a>, <a href="https://publications.waset.org/abstracts/search?q=minds" title=" minds"> minds</a> </p> <a href="https://publications.waset.org/abstracts/155333/a-review-of-quantitative-psychology-in-our-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9961</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">9960</span> Teaching English to Engineers: Between English Language Teaching and Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irina-Ana%20Drobot">Irina-Ana Drobot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English to Engineers is part of English for Specific Purposes, a domain which is under the attention of English students especially under the current conditions of finding jobs and establishing partnerships outside Romania. The paper will analyse the existing textbooks together with the teaching strategies they adopt. Teaching English to Engineering students can intersect with domains such as psychology and cultural studies in order to teach them efficiently. Textbooks for students of ESP, ranging from those at the Faculty of Economics to those at the Faculty of Engineers, have shifted away from using specialized vocabulary, drills for grammar and reading comprehension questions and toward communicative methods and the practical use of language. At present, in Romania, grammar is neglected in favour of communicative methods. The current interest in translation studies may indicate a return to this type of method, since only translation specialists can distinguish among specialized terms and determine which are most suitable in a translation. Engineers are currently encouraged to learn English in order to do their own translations in their own field. This paper will analyse the issue of the extent to which it is useful to teach Engineering students to do translations in their field using cognitive psychology applied to language teaching, including issues such as motivation and social psychology. Teaching general English to engineering students can result in lack of interest, but they can be motivated by practical aspects which will help them in their field. This is why this paper needs to take into account an interdisciplinary approach to teaching English to Engineers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition" title="cognition">cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/52676/teaching-english-to-engineers-between-english-language-teaching-and-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52676.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">263</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">9959</span> E-Government Continuance Intention of Media Psychology: Some Insights from Psychographic Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azlina%20Binti%20Abu%20Bakar">Azlina Binti Abu Bakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahmi%20Zaidi%20Bin%20Abdul%20Razak"> Fahmi Zaidi Bin Abdul Razak</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Salihin%20Wong%20Abdullah"> Wan Salihin Wong Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psychographic is a psychological study of values, attitudes, interests and it is used mostly in prediction, opinion research and social research. This study predicts the influence of performance expectancy, effort expectancy, social influence and facilitating condition on e-government acceptance among Malaysian citizens. The survey responses of 543 e-government users have been validated and analyzed by means of covariance-based Structural Equation Modeling. The ﬁndings indicate that e-government acceptance among Malaysian citizens are mainly inﬂuenced by performance expectancy (β = 0.66, t = 11.53, p < 0.01) and social influence (β = 0.20, t = 4.23, p < 0.01). Surprisingly, there is no signiﬁcant effect of facilitating condition and effort expectancy on e-government continuance intention (β = 0.01, t = 0.27, p > 0.05; β = -0.01, t = -0.40, p > 0.05). This study offers government and vendors a frame of reference to analyze citizen’s situation before initiating new innovations. In case of Malaysian e-government technology, adoption strategies should be built around fostering level of citizens’ technological expectation and social influence on e-government usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuance%20intention" title="continuance intention">continuance intention</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20citizen" title=" Malaysian citizen"> Malaysian citizen</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20psychology" title=" media psychology"> media psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling"> structural equation modeling</a> </p> <a href="https://publications.waset.org/abstracts/53896/e-government-continuance-intention-of-media-psychology-some-insights-from-psychographic-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53896.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">327</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">9958</span> Helping Older Users Staying Connected</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Q.%20Raza">Q. Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Getting old is inevitable, tasks which were once simple are now a daily struggle. This paper is a study of how older users interact with web application based upon a series of experiments. The experiments conducted involved 12 participants and the experiments were split into two parts. The first set gives the users a feel of current social networks and the second set take into considerations from the participants and the results of the two are compared. This paper goes in detail on the psychological aspects such as social exclusion, Metacognition memory and Therapeutic memories and how this relates to users becoming isolated from society, social networking can be the roof on a foundation of successful computer interaction. The purpose of this paper is to carry out a study and to propose new ideas to help users to be able to use social networking sites easily and efficiently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title="cognitive psychology">cognitive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20memory" title=" special memory"> special memory</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20and%20human%20computer%20interaction" title=" social networking and human computer interaction"> social networking and human computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/18096/helping-older-users-staying-connected" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18096.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">445</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">9957</span> Promoting Resilience in Adolescents: Integrating Adolescent Medicine and Child Psychology Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xu%20Qian">Xu Qian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This abstract examines the concept of resilience in adolescents from both adolescent medicine and child psychology perspectives. It discusses the role of healthcare providers in fostering resilience among adolescents, encompassing physical, psychological, and social aspects. The paper highlights evidence-based interventions and practical strategies for promoting resilience in this population. Introduction: Resilience plays a crucial role in the healthy development of adolescents, enabling them to navigate through the challenges of this transitional period. This abstract explores the concept of resilience from the perspectives of adolescent medicine and child psychology, shedding light on the collective efforts of healthcare providers in fostering resilience. By integrating the principles and practices of these two disciplines, this abstract emphasizes the multidimensional nature of resilience and its significance in the overall well-being of adolescents. Methods: A comprehensive literature review was conducted, encompassing research articles, empirical studies, and expert opinions from both adolescent medicine and child psychology fields. The search included databases such as PubMed, PsycINFO, and Google Scholar, focusing on publications from the past decade. The review aimed to identify evidence-based interventions and practical strategies employed by healthcare providers to promote resilience among adolescents. Results: The review revealed several key findings regarding the promotion of resilience in adolescents. Firstly, resilience is a dynamic process influenced by individual characteristics, environmental factors, and the interaction between the two. Secondly, healthcare providers play a critical role in fostering resilience by addressing the physical, psychological, and social needs of adolescents. This entails comprehensive healthcare services that integrate medical care, mental health support, and social interventions. Thirdly, evidence-based interventions such as cognitive-behavioral therapy, social skills training, and positive youth development programs have shown promising outcomes in enhancing resilience. Discussion: The integration of adolescent medicine and child psychology perspectives provides a comprehensive framework for promoting resilience in adolescents. By acknowledging the interplay between physical health, psychological well-being, and social functioning, healthcare providers can tailor interventions to address the specific needs and challenges faced by adolescents. Collaborative efforts between medical professionals, psychologists, educators, and families are vital in creating a supportive environment that fosters resilience. Additionally, the findings highlight the importance of early identification and intervention, emphasizing the need for routine screening and assessment to identify adolescents at risk and provide timely support. Conclusion: Promoting resilience in adolescents requires a holistic approach that integrates adolescent medicine and child psychology perspectives. By recognizing the multifaceted nature of resilience, healthcare providers can implement evidence-based interventions and practical strategies to enhance the well-being of adolescents. The collaboration between healthcare professionals from different disciplines, alongside the involvement of families and communities, is crucial for creating a resilient support system. By investing in the promotion of resilience during adolescence, we can empower young individuals to overcome adversity and thrive in their journey toward adulthood. <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=clinical%20psychology" title=" clinical psychology"> clinical psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20psychology" title=" child psychology"> child psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent%20psychology" title=" adolescent psychology"> adolescent psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a> </p> <a href="https://publications.waset.org/abstracts/168090/promoting-resilience-in-adolescents-integrating-adolescent-medicine-and-child-psychology-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168090.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9956</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> <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=social%20psychology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20psychology&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20psychology&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20psychology&page=5">5</a></li> <li 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