Positive Functions of Psychosis

2010 ◽  
Vol 41 (2) ◽  
pp. 216-233 ◽  
Author(s):  
Willem H. J. Martens
Keyword(s):  
Social Emotional ◽  
Therapeutic Implications ◽  
Cognitive Awareness ◽  
And Coping ◽  
Positive Functions

AbstractThe positive functions of psychosis are examined. It is concluded that psychosis might have following positive and compensating functions: satisfaction of urgent needs that otherwise would remain unsatisfied; avoidance of and coping with unbearable reality, harmful influences and stress, and/or trauma; realization of urgent but otherwise unattainable goal settings; and upgrading of social-emotional and cognitive incapacities into more adequate social-emotional and cognitive awareness and functioning. The therapeutic implications of these findings are also discussed.

Cognition, competence, and coping in child and adolescent depression: Research findings, developmental concerns, therapeutic implications

1992 ◽  
Vol 4 (4) ◽  
pp. 627-653 ◽  
Author(s):  
John R. Weisz ◽  
Karen D. Rudolph ◽  
Douglas A. Granger ◽  
Lynne Sweeney
Keyword(s):  
Adolescent Depression ◽  
Coping Behavior ◽  
Psychotherapy Research ◽  
Outcome Data ◽  
Relevant Research ◽  
Therapeutic Implications ◽  
Developmental Factors ◽  
Research Findings ◽  
And Coping ◽  
Depressed Children

AbstractFindings of the few psychotherapy outcome studies with depressed children and adolescents raise questions about whether or not treatments are sufficiently sensitive to developmental factors. Here we review the outcome data, then survey potentially relevant research on the cognitions, competencies, and coping behavior of depressed youngsters. Much of the work in each domain is both procedurally and theoretically adevelopmental, and the psychotherapy research does not appear to be well informed by research in the other domains. To help remedy this situation, for each domain we suggest key developmental questions that need to be answered, and we discuss implications for psychotherapy. We also propose a three-way partnership involving basic developmental research linked with research on relations between depression and various cognitive and behavioral processes, with both lines of inquiry informing the development and refinement of interventions.

scholarly journals Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

2021 ◽  
Vol 11 (11) ◽  
pp. 659
Author(s):  
Inmaculada García-Martínez ◽  
Óscar Gavín-Chocano ◽  
Samuel P. León ◽  
José Luis Ubago-Jiménez
Keyword(s):  
Cross Sectional Study ◽  
Academic Stress ◽  
Self Concept ◽  
Social Emotional ◽  
Cross Sectional ◽  
Emotional Factors ◽  
Stress Symptoms ◽  
Key Factor ◽  
Teaching Learning ◽  
And Coping

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress.

scholarly journals Understanding the Coping Behaviour of Person Suffering From Sexual Deviation and Dysfunctions

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Dr. Rekha Arya
Keyword(s):  
Standardized Test ◽  
Coping Resources ◽  
Spiritual Coping ◽  
Social Emotional ◽  
Coping Resource ◽  
Coping Behaviour ◽  
Sexual Deviation ◽  
Resource Inventory ◽  
The Difference ◽  
And Coping

The aim of the present study to understand the coping behaviour and coping resources used by the person suffering from sexual deviation and dysfunctions. For this purpose patients suffering from sexual deviation and dysfunction were taken as a sample 75 psychosexually deviation and 75 psychosexually dysfunctional patients and 75 psychosexually healthy subjects added for comparison normal group having no psychosexual complaints. All subjects were male. Standardized test coping resource inventory were administered. One way analysis of variance was computed to see the difference among three group. The result indicated sexually dysfunctional group scored high on cognitive social, emotional, physical, spiritual / philosophical. Coping resources all 3 group is significantly different. Result shows normal’s were high on cognitive, social, emotional coping resource as compare to other two groups but on physical coping resource deviation group differ significantly from normal’s and dysfunction group do not differ from normal’s on spiritual coping resource normal had the highest score followed by dysfunction and deviation group.

scholarly journals Prevalence of stress among medical students

2017 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Mohammad Alkot
Keyword(s):  
Medical Students ◽  
Emotional Adjustment ◽  
Learning Ability ◽  
Social Emotional ◽  
Coping Methods ◽  
Social And Emotional ◽  
Physical Problems ◽  
And Coping ◽  
Estimate Prevalence

Background: Stress represents a normal, necessary and unavoidable life phenomenon which can generate temporary discomfort as well as long-term consequences.    Objectives: The study was conducted to estimate prevalence, risk factors and coping methods of stress among medical students. Methodology: A Questionnaire based survey was conducted on medical students of Benha university at May 2013 for   assessment of socioeconomic status, stress kind and level and the adjustment to   college scale. Results: It was found that, the majority of students have stress (87.4%), which varies from mild to moderate (63.8% versus 23.6%). The most common sources of stress were, psychological (32.3%), social (8.5%), financial (4.9%) and medical (3.6%) problems. The academic, social and emotional adjustment levels among students   varies between moderate to high (78.6% versus 21.4%), ( 26.8% versus 73.2%) and (77.8% versus 22.2%) respectively. Conclusion: Medical students face social,    emotional, and physical problems which may affect their learning ability and academic performance. Some find it hard to cope with the stress and lag behind, while others see the pressure as challenge to work harder.

A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes

2014 ◽  
Vol 24 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Cristina Akiko Iizuka ◽  
Paula M. Barrett ◽  
Robyn Gillies ◽  
Clayton R. Cook ◽  
Welber Marinovic
Keyword(s):  
Economic Status ◽  
Childhood Anxiety ◽  
Preliminary Evaluation ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Teachers And Students ◽  
And Coping ◽  
Combined Intervention

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.

Hope and Coping in Individuals with Specific Learning Disorder

2017 ◽  
Author(s):  
Michal Al-Yagon ◽  
Malka Margalit
Keyword(s):  
Age Groups ◽  
Empirical Literature ◽  
Future Research ◽  
Learning Disorder ◽  
Social Emotional ◽  
Social Challenges ◽  
Personal Resource ◽  
Specific Learning Disorder ◽  
And Coping ◽  
Specific Learning

This chapter reviews and integrates empirical findings regarding hope as a major personal resource among individuals with specific learning disorder (SLD). First, it describes the Diagnostic and Statistical Manual of Mental Disorders (fifth edition; DSM-5) diagnostic criteria for SLD and briefly illustrates the major difficulties that individuals with SLD may experience in the academic, social, emotional, and behavioral domains. Next, it presents an overview of the empirical literature regarding hope as reported by children and adolescents with SLD in different age groups and its relations with additional personal resources such as the sense of coherence and coping with age-appropriate academic and social challenges. Possible factors that may contribute to the lower resources found in SLD and their implications are explored, as well as future research directions and interventional implications.

The Importance of Focus on Mental Health During a Pandemic

2021 ◽  
pp. 204-222
Author(s):  
Penelope Debs Keough
Keyword(s):  
Mental Health ◽  
Coping Mechanisms ◽  
Social Emotional ◽  
Global Crisis ◽  
Major Aspect ◽  
Optimal Health ◽  
The Media ◽  
Positive Outlook ◽  
And Coping

A focus on mental health is paramount in importance during the COVID-19 pandemic! This chapter is devoted to how parents, teachers, children, and other professionals can maintain a modicum of sanity while the media touts the devasting effects of this global crisis. Various tools and coping mechanisms will be explored such as a positive outlook to combat the influence of the hyperbole espoused by the media and how to maintain one's focus for optimal health amidst the suffering caused by the pandemic. How fears can be assuaged in light of the risks associated with COVID-19 will be explored while simultaneously exploring one's passion to keep motivation to do what enhances life while the disease ravages the globe. An emphasis on cultivating social emotional principles will be a major aspect of the chapter as well as developing clarity through maintaining disciplined principles of organization for body and mind.

What resources matter to young people: The relationship between resources and coping style

2004 ◽  
Vol 19 (2) ◽  
pp. 78-96 ◽  
Author(s):  
Vicki McKenzie ◽  
Erica Frydenberg ◽  
Charles Poole
Keyword(s):  
Young People ◽  
Secondary Students ◽  
Coping Styles ◽  
Conservation Of Resources ◽  
Therapeutic Implications ◽  
Coping Scale ◽  
Resources Evaluation ◽  
And Coping ◽  
The Relationship ◽  
Specific Concern

AbstractA modified version of the conservation of Resources Evaluation (CORE) developed to measure adult resources to cope with stress was applied to young people. In this exploration of the relationship between the resources identified by young people and their coping styles, a sample of 172 secondary students completed the modified version of the Conservation of Resources Evaluation (CORE) and the long version of the Adolescent Coping Scale, focussed on a specific concern (ACS). The modified instrument was validated in the study, and a relationship was found between the degree to which students held the resources under consideration and the coping styles they used. Young people high in resources tended to use productive ACS strategies, while those young people with fewer resources report using fewer and more nonproductive ACS strategies. A resources approach to young people's adaptation to their circumstances has educational and therapeutic implications.

Using Children's Literature to Support Social-Emotional Growth in the Classroom

2016 ◽  
pp. 877-902
Author(s):  
Kimberly Maich ◽  
Christina Belcher ◽  
Steve Sider ◽  
Naomi Johnson
Keyword(s):  
Chronic Illness ◽  
Classroom Environment ◽  
Age Groups ◽  
Past Research ◽  
Future Research ◽  
Social Emotional ◽  
School Settings ◽  
School Based ◽  
Making Friends ◽  
And Coping

Within this chapter, bibliotherapy is presented as a tool to provide social-emotional support to children in school settings, including those who are experiencing chronic diseases. The history and process of bibliotherapy are both examined, as well as current and past research on the effectiveness of bibliotherapy. It also incorporates practical, everyday resources, such as examples of literature that is appropriate for varied age groups, and/or challenges that individuals may face, including suggested steps to using school-based bibliotherapy effectively in a classroom environment. The chapter concludes with considerations for future research in the field. By the end of this chapter, an understanding of bibliotherapy will be developed as well as the practical “how-to” of a bibliotherapeutic approach to discussing and coping with both everyday (e.g., making friends) and more serious issues (e.g., chronic illness) in the classroom environment.

Using Children's Literature to Support Social-Emotional Growth in the Classroom

2016 ◽  
pp. 297-322 ◽  
Author(s):  
Kimberly Maich ◽  
Christina Belcher ◽  
Steve Sider ◽  
Naomi Johnson
Keyword(s):  
Chronic Illness ◽  
Classroom Environment ◽  
Age Groups ◽  
Past Research ◽  
Future Research ◽  
Social Emotional ◽  
School Settings ◽  
School Based ◽  
Making Friends ◽  
And Coping

Within this chapter, bibliotherapy is presented as a tool to provide social-emotional support to children in school settings, including those who are experiencing chronic diseases. The history and process of bibliotherapy are both examined, as well as current and past research on the effectiveness of bibliotherapy. It also incorporates practical, everyday resources, such as examples of literature that is appropriate for varied age groups, and/or challenges that individuals may face, including suggested steps to using school-based bibliotherapy effectively in a classroom environment. The chapter concludes with considerations for future research in the field. By the end of this chapter, an understanding of bibliotherapy will be developed as well as the practical “how-to” of a bibliotherapeutic approach to discussing and coping with both everyday (e.g., making friends) and more serious issues (e.g., chronic illness) in the classroom environment.

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