Self-Awareness, Self-Understanding and Self-Concept

1985 ◽  
Vol 21 (2) ◽  
pp. 199-204 ◽  
Author(s):  
Patricia S. Tomlan
Keyword(s):  
Learning Disabled ◽  
Self Concept ◽  
Self Awareness

The awareness and understanding of one's self as learning disabled may be a key component to increasing self-concept among LD adolescents.

Features of self-awareness of adolescents with socialized behavior disorder

2020 ◽  
pp. 50-55
Author(s):  
Anna Afonina ◽  
Aleksandr Kazyulin ◽  
Boris Volodin ◽  
Dmitry Petrov
Keyword(s):  
Behavior Disorder ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Self Awareness ◽  
Affective Component

This study presents the results of studying the features of self-consciousness of adolescents with socialized behavior disorder, such as self-attitude (affective component of the image of the Self), self-concept, self-esteem and the level of claims.

Incremental Art Curriculum Model for the Mentally Retarded

1972 ◽  
Vol 39 (3) ◽  
pp. 193-199 ◽  
Author(s):  
Jessie Lovano-Kerr ◽  
Steven Savage
Keyword(s):  
Visual Analysis ◽  
Mentally Retarded ◽  
Research Literature ◽  
Self Concept ◽  
Self Awareness ◽  
Perceptual Discrimination ◽  
Art Curriculum ◽  
Curriculum Model ◽  
Art Program ◽  
Illustrative Material

This article reviews the relative position of art in special education curriculums, summarizes existent research literature related to art and the mentally retarded, and presents the beginnings of a structured, sequential, behaviorally based art program for educable retarded children. The curriculum model proposed includes a method of assessing the individual's increment of learning in the areas of visual analysis, perceptual discrimination, self awareness, and self concept. Brief descriptions of three introductory lesson plans and an abbreviated synopsis of activities from the unit on self awareness and self concept are included as illustrative material.

Effects of Talents Unlimited Counseling on Gifted/Learning Disabled Students

2009 ◽  
Vol 25 (2) ◽  
pp. 144-164 ◽  
Author(s):  
F. Richard Olenchak
Keyword(s):  
Qualitative Data ◽  
Positive Impact ◽  
Learning Disabled ◽  
Self Concept ◽  
Attitudes Toward School ◽  
Personal Strengths ◽  
Creative Productivity ◽  
Instructional Environments ◽  
Counseling Interventions ◽  
Quantitative Results

Students who have learning disabilities concurrently with giftedness continue to trouble educators regarding the nature of programming best suited to their needs. While numerous extant studies have concentrated on the disabilities of such students, this analysis, patterned after a similar study (Olenchak, 1995), has focused on their personal strengths. This inquiry was structured to ascertain the effects of counseling aimed at enhancing their success in instructional environments. The counseling interventions were based predominately on Talents Unlimited (Schlichter & Palmer, 1993) and the study probed their effects on the attitudes, self-concepts, and creative productivity of gifted/LD youngsters enrolled in the sixth through eighth grades. Quantitative results indicated that year-long participation in such counseling had significant positive impact on attitudes toward school and self-concept. Furthermore, qualitative data consisting of interviews, journal analyses, and classroom observations reinforced the quantitative findings.

The Theory of Self-Identification and Categorical Research Method

2019 ◽  
Vol 8 (1) ◽  
pp. 17-25
Author(s):  
С. Попей-олл ◽  
S. Popey-oll
Keyword(s):  
Semantic Category ◽  
Self Concept ◽  
Self Organization ◽  
Self Awareness ◽  
Semantic Categories ◽  
Complex Processes ◽  
The Social ◽  
Categorical Method ◽  
Rapid Transformation ◽  
Social Level

This article presents a categorical method for analyzing the complex processes of personal identity. Human experiences are a result of conscious generalizations that dominate culture and are fixed in semantic categories. The rapid transformation of society fragments a life into many identifying parameters. Therefore, «a self-concept» and a semantic category of being may not be consistent with each other. The harmonious level of self-organization is manifested in the sensory coherence of people: an intention and an expectation. And fragmentation is a chaos of self-awareness and loss of an emotional stability. In a complicating society, the identity of a person becomes multiple and ambiguous. These studies will determine not only the social level of human self-organization, but begin the search for a method to maintain them. The article attempts to consider a categorical method for analyzing the self-identification properties of a people.

The Effects of Social Support and School Placement on the Self—Concept of LD Students

1988 ◽  
Vol 11 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ellice Ann Forman
Keyword(s):  
Social Support ◽  
Learning Disabled ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Future Research ◽  
Athletic Competence ◽  
School Placement ◽  
Self Worth ◽  
Resource Rooms

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

Differences in Self-Concept of Normal and Learning Disabled Children

1973 ◽  
Vol 37 (2) ◽  
pp. 510-510 ◽  
Author(s):  
Stephen C. Larsen ◽  
Randall Parker ◽  
Susan Jorjorian
Keyword(s):  
Learning Disabled ◽  
Self Concept ◽  
Disabled Children
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