DAILY JOURNAL OF GRATITUDE AS THE IMPLEMENTATION OF POSITIVE PSYCHOLOGY IN STUDENT PERSONALITY DEVELOPMENT GUIDANCE AND COUNSELING PROGRAM

2019 ◽  
Vol 1 (1) ◽  
pp. 7-11
Author(s):  
Dian Yudhawati
Keyword(s):  
Problem Solving ◽  
Positive Psychology ◽  
Human Life ◽  
Personality Development ◽  
Guidance And Counseling ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Positive Side ◽  
Interpersonal Problem Solving ◽  
The Individual

Abstract—The theory of positive psychology pioneered by Martin Seligman focuses on efforts to explore and developcharacters as the human strengths. By exploring and developing the positive side of the individual will lead someone tohave true happiness. Human life will be meaningful if the positive side of humans can be maximally developed. Byapplying positive psychology, it is expected that lecturers can carry out guidance and counseling for the development ofstudent personalities. Personality developments needed are intrapersonal, interpersonal, problem solving, learning andprofessional skills. The Daily Journal of Gratitude is an activity that can be applied to motivate the growth of gratefulhabit which is an aspect of positive psychology. Gratitude as a cognitive construction is shown by acknowledging mercyand kindness for the blessings that have been received by a person and focusing on the positive things. The connectionwith personality development is the ability of students to develop intrapersonal skills. As an emotional construction,gratitude is characterized by the ability to change the emotional response to a thing happened so that it becomes moremeaningful. This is related to the development of students when facing other people or the ability to developinterpersonal skills. Gratitude emotions involve feelings of amazement, gratitude, appreciation and happiness for theblessings and the life to be lived. Gratitude as a construction of behavior is kind of respond in return to others for thebenefits and gifts received . Personality development in the construction of behavior is related to learning skills,problem solving skills and professional skills. By applying the Daily Journal of Gratitude it is hoped that students canbe guided and counseled to become individuals who are able to develop optimally in their lives on campus up to thegraduation day, so that they can have the skills to interact in a complex and diverse multigeneration environment.

IPT and IPT-A

2018 ◽  
pp. 23-42
Author(s):  
Laura J. Dietz ◽  
Rebecca J. Weinberg ◽  
Laura Mufson
Keyword(s):  
Problem Solving ◽  
Interpersonal Psychotherapy ◽  
Basic Principles ◽  
Problem Solving Skills ◽  
Role Transitions ◽  
Interpersonal Problem ◽  
Empirically Supported ◽  
Interpersonal Problem Solving ◽  
Family Based ◽  
Educational Component

Chapter 2 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the basic principles of interpersonal psychotherapy (IPT) and of interpersonal psychotherapy for depressed adolescents (IPT-A), empirically supported interventions for depression in adults and adolescents. IPT is a structured, time-limited treatment for depression that identifies one of four interpersonal problem areas (i.e., grief, role transitions, role disputes, and interpersonal deficits) that may be related to an individual’s onset of symptoms. IPT seeks to reduce depression by helping patients improve their relationships with others through effective communication and interpersonal problem-solving. IPT-A is a developmental adaptation that is designed to treat adolescents, ages 12 to 18 years, with depression. Both models include three phases of treatment (initial, middle, and termination), as well as a large psych educational component and a focus on helping depressed patients acquire better communication and problem-solving skills.

COMT Val158Met polymorphism is related with interpersonal problem solving in schizophrenia

2010 ◽  
Vol 25 (6) ◽  
pp. 320-322 ◽  
Author(s):  
A. Üçok ◽  
M. Öztürk ◽  
Z. Duman ◽  
G. Saruhan-Direskeneli
Keyword(s):  
Problem Solving ◽  
Performance Test ◽  
Rating Scale ◽  
Poor Performance ◽  
Continuous Performance Test ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Problem Solving Skills ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

AbstractObjectiveThe aim of this study was to investigate associations between COMT Val158Met polymorphism, and interpersonal problem solving capacity and cognitive functions in schizophrenia.MethodsCOMT Val158Met polymorphism was studied with ARMS-PCR method in 99 outpatients with schizophrenia. Brief Psychiatric Rating Scale was used to assess symptom severity. The Assessment of Interpersonal Problem Solving Skills (AIPSS) was used to evaluate problem solving capacity. Continuous Performance Test (CPT) and Wisconsin Card Sorting Test (WCST), were used to measure cognition.ResultsPatients with Met/Met genotype had higher AIPSS subscores for detecting the problem, than those with Val/Val at baseline (p = 0.02). Met allele was also found to be related with higher AIPSS-receiving skills (p = 0.04). Val allele was found to be related with more commission errors in CPT (p = 0.03). There was no relation between Val158Met polymorphism and WCST and clinical measurements.ConclusionOur findings suggest that Val allele might be related to poor performance on detecting the interpersonal problems, and attention in schizophrenia.

PERSONALIZED KNOWLEDGE MANAGEMENT IN ENVIRONMENTS OF WEB-BASED EDUCATION

2013 ◽  
Vol 12 (02) ◽  
pp. 277-307
Author(s):  
RUBÉN PEREDO VALDERRAMA ◽  
ALEJANDRO CANALES CRUZ ◽  
ADRIANA N. RAMÍREZ SALAZAR ◽  
JUAN CARLOS CARAVANTES RAMÍREZ
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Web Based ◽  
Problem Solving Skills ◽  
Teaching Activities ◽  
Management Techniques ◽  
Knowledge Objects ◽  
The Individual ◽  
Use Of Knowledge ◽  
Web Based Education

This paper is focused on the use of Knowledge Management techniques to develop environments of Web-Based Education to leverage the individual learning process for learners. Evolving use of Knowledge Management plays an important role to enhance problem solving skills. Recently, innovative approaches for integrating Knowledge Management into practical teaching activities have been ignored. The knowledge is defined as combination and organization of data and information in given context, and Knowledge Management provides acquire, storage, sharing, application and creation of knowledge objects. A new Architecture for the development of adaptive and intelligent Web-Based Education systems is presented. This architecture is based on a Learning Model for Personalized Knowledge Management.

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