A Skill Deficit Approach to Loneliness

1982 ◽  
pp. 101-115
Author(s):  
Richard R. Bootzin
Keyword(s):  
Skill Deficit

scholarly journals Shifting Society in Response to the Tourism Industry: A Case Study of New Challenges in Lombok Utara

2021 ◽  
Vol 4 (2) ◽  
pp. 183
Author(s):  
Hasan Basri ◽  
Mohamad Tamrin ◽  
Dani Alfatwari
Keyword(s):  
Ecological Impact ◽  
Economic Incentive ◽  
Tourism Industry ◽  
Future Generations ◽  
Minor Effect ◽  
Skill Deficit ◽  
The Government ◽  
A Minor ◽  
Depth Interviews

This paper examines shifts in society in response to tourism development in Lombok Utara. This research scientifically demonstrates the emergence of new problems due to the economic and ecological impact of tourism and the breakdown of tradition. Fishbone analysis was used to map a variety of issues from trusted sources through direct observation and in-depth interviews. Findings show that a gap exists between expected and actual economic advantages as farmers and fishermen transition to tourism. The skill deficit and competitiveness brought about only a minor effect on the prosperity of host communities, even if a large economic incentive was generated by the government from taxes. The ecological damage resulting from human activity (abrasion, rubbish, energy consumption, coral reef destruction) will be detrimental for future generations. Traditions of the host communities are also threatened.

Group Work in Speech Therapy for Approving Writing Skills in Students with Writing Disabilities from Early School Age

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Mariyana Stoyanova
Keyword(s):  
Group Work ◽  
Speech Therapy ◽  
School Age ◽  
Early Evaluation ◽  
Skill Deficit ◽  
School Subjects ◽  
Early School ◽  
Writing Disabilities ◽  
Early School Age ◽  
Primary School Age

The problem of writing disability of students in primary school age has been one of the most common recently. Writing disabilities are referred to as dysgraphia and considered crucial in attaining school subjects. The number of such students has increased during the last decade. Improvements in mastering the written speech/abilities/are due to both the professional interference of teachers and the early evaluation of students’ skill deficit in writing. Thus, the risk for school and social failure of such students could be avoided. The system of correctional and therapeutic methods and group-based work with students with writing disabilities benefit their writing.

scholarly journals Transfer component skill deficit rates among Veterans who use wheelchairs

2016 ◽  
Vol 53 (2) ◽  
pp. 279-294 ◽  
Author(s):  
Alicia M. Koontz ◽  
Chung-Ying Tsai ◽  
Nathan S. Hogaboom ◽  
Michael L. Boninger
Keyword(s):  
Skill Deficit ◽  
Component Skill

scholarly journals The Chivalrous Bystander: The Role of Gender-Based Beliefs and Empathy on Bystander Behavior and Perceived Barriers to Intervention

2020 ◽  
pp. 088626052091627
Author(s):  
Kristen Yule ◽  
Jill C. Hoxmeier ◽  
Kevin Petranu ◽  
John Grych
Keyword(s):  
Benevolent Sexism ◽  
Rape Myth Acceptance ◽  
Perceived Barriers ◽  
Hostile Sexism ◽  
Rape Myth ◽  
Bystander Behavior ◽  
Behavior Understanding ◽  
Skill Deficit ◽  
Gender Based ◽  
Myth Acceptance

Despite substantial evidence demonstrating a relation between gender-based beliefs and violence against women, there has been little research examining whether sexist attitudes are related to prosocial bystander behavior. Understanding psychosocial influences on bystanders’ behavior could inform bystander training programs on college campuses, and so the current study examined the unique and joint effects of three gender-based attitudes (rape myth acceptance, hostile sexism, and benevolent sexism) and empathy in predicting bystander behavior and perceived barriers to intervention in situations that undergraduates ( N = 500; 70% female; Mage = 18.86 years) had experienced in the prior year. Benevolent sexism was the only gender-based attitude consistently associated with bystander behavior and perceived barriers. After accounting for participant empathy, benevolent sexism uniquely predicted less intervention in post-assault situations, greater perceived barriers in pre- and post-assault situations, and greater Failure to Perceive Responsibility and Skill Deficit barriers across situations. Associations between gender-based attitudes and bystander behavior also differed for men and women, with rape myth acceptance predicting greater Failure to Perceive Responsibility barriers and benevolent sexism predicting greater Skill Deficit barriers for women but not men. These results suggest that existing bystander education programs can be improved by explicitly addressing benevolent sexist beliefs and promoting empathy for victims of assault.

scholarly journals Fluoxetine increases brain MeCP2 immuno-positive cells in a female Mecp2 heterozygous mouse model of Rett syndrome through endogenous serotonin

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Claudia Villani ◽  
Mirjana Carli ◽  
Anna Maria Castaldo ◽  
Giuseppina Sacchetti ◽  
Roberto William Invernizzi
Keyword(s):  
Prefrontal Cortex ◽  
Rett Syndrome ◽  
Motor Coordination ◽  
Antidepressant Drug ◽  
Brain Regions ◽  
Loss Of Function ◽  
Heterozygous Mouse ◽  
Skill Deficit ◽  
Second Year ◽  
The Brain

AbstractMotor skill deficit is a common and invalidating symptom of Rett syndrome (RTT), a rare disease almost exclusively affecting girls during the first/second year of life. Loss-of-function mutations of the methyl-CpG-binding protein2 (MECP2; Mecp2 in rodents) gene is the cause in most patients. We recently found that fluoxetine, a selective serotonin (5-HT) reuptake inhibitor and antidepressant drug, fully rescued motor coordination deficits in Mecp2 heterozygous (Mecp2 HET) mice acting through brain 5-HT. Here, we asked whether fluoxetine could increase MeCP2 expression in the brain of Mecp2 HET mice, under the same schedule of treatment improving motor coordination. Fluoxetine increased the number of MeCP2 immuno-positive (MeCP2+) cells in the prefrontal cortex, M1 and M2 motor cortices, and in dorsal, ventral and lateral striatum. Fluoxetine had no effect in the CA3 region of the hippocampus or in any of the brain regions of WT mice. Inhibition of 5-HT synthesis abolished the fluoxetine-induced rise of MeCP2+ cells. These findings suggest that boosting 5-HT transmission is sufficient to enhance the expression of MeCP2 in several brain regions of Mecp2 HET mice. Fluoxetine-induced rise of MeCP2 could potentially rescue motor coordination and other deficits of RTT.

Nonassertiveness: Skill deficit or selective self-evaluation?

1981 ◽  
Vol 12 (1) ◽  
pp. 107-114 ◽  
Author(s):  
Lynn Alden ◽  
Robin Cappe
Keyword(s):  
Self Evaluation ◽  
Skill Deficit

An Investigation of Spatial-Geometrical Understanding in Students with Learning Disabilities

2000 ◽  
Vol 23 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Betsey Grobecker ◽  
Richard De Lisi
Keyword(s):  
Learning Disabilities ◽  
Students With Learning Disabilities ◽  
Cognitive Mechanism ◽  
Skill Deficit ◽  
Age Related ◽  
Students With Ld ◽  
Piagetian Theory ◽  
Developmental Test ◽  
Specific Skill ◽  
Drawing Tasks

Five- to 13-year-old children of average intelligence who had been identified as having learning disabilities (LD, n = 85) and not identified as having learning disabilities (NLD, n = 94) were individually tested for their ability to mentally anticipate and execute pegboard transformations of square and diamond figures, complete free-hand drawings of these figures, and draw figures on the Developmental Test of Visual Motor Integration. For students with LD and NLD alike: (a) age-related improvements in transformational strategies and in drawing were evident; (b) diamond figures were easier than square figures to transform but more difficult to draw; and (c) significant intra- and intertask correlations were obtained on pegboard and free-hand drawing tasks. These findings are consistent with predictions derived from Piagetian theory and suggest that a general spatial-cognitive mechanism determined performance on the tasks administered. On most tasks, students with LD did not perform as well as same-aged students with NLD even though the effects of IQ were reduced via matching and statistically controlled. The LD-NLD group differences are interpreted as reflecting delayed development in this general spatial-cognitive mechanism in students with LD rather than a specific skill deficit in visual-perceptual processing. Diagnostic and remedial implications of the findings and interpretation are discussed.

Sign in / Sign up

Export Citation Format

Share Document