Accessing Self-Control

Self-control is that which is enacted to align our behaviour with intentions, motives, or better judgment in the face of conflicting impulses of motives. In this paper, I ask, what explains interpersonal differences in self-control? After defending a functionalist conception of self-control, I argue that differences in self-control are analogous to differences in mobility: they are modulated by inherent traits and environmental supports and constraints in interaction. This joint effect of individual (neuro)biology and environmental factors is best understood in terms of access to self-control behaviours. I sketch an account of access as including the three criteria of means, awareness, and non-excessive effort. I further demonstrate that people with disorders such as ADHD have limited access to self-control behaviours and stand therefore at a disadvantage with regard to self-control.

FabLab Barcelona—Co-design With Food Surplus: Better Redistributing, Upcycling and Composting

The chapter analyses a co-designed project in the food value chain. Looking at how to identify and stimulate new synergies among the local community in order to co-develop educational, logistic and environmental supports for better redistributing, upcycling and composting food locally, it critically presents the case of a Symbiotic System for food surplus and bio waste valorisation at a neighbourhood scale.

Exploration of the Effects of Protective Person–Environment Factors Between Functional Impairments and Stress in Individuals With Multiple Sclerosis: Mediation and Moderation Analyses

Functional impairments can lead to stress in individuals with multiple sclerosis (MS). The study examined protective person and environment factors (i.e., positive cognitive stress appraisal, core self-evaluations [CSE], resilience, hope, spirituality, social support, and environmental supports) as both mediators and moderators of this association to guide understanding of the experience of stress in this population. The sample consisted of 373 participants with MS. In simple mediation analyses, positive cognitive stress appraisal, CSE, resilience, hope, social support, and environmental supports served as a partial mediator between functional impairments and stress. In a parallel mediation analysis, significant unique indirect effects were observed for two of the seven hypothesized mediator variables (CSE and environmental supports). Separate moderator tests provided support for the CSE variable as a protective factor. The positive association between functional impairments and stress was weaker for persons reporting high CSE compared with those reporting low CSE. The findings provide implications for rehabilitation counseling practices by promoting CSE and environmental supports in improving rehabilitation and psychosocial outcomes for individuals with MS.

Cognitive Remediation Program for Family Caregivers in Schizophrenia (CIRCUS): Study of the Effectiveness of a Guided AND WEB-BASED Compensatory Cognitive Remediation: A Randomized Pilot Study

BackgroundCognitive impairments are extremely common in schizophrenia and strongly predict deficits in daily functioning, poor management of medication, and multiple hospitalizations. Cognitive remediation is recognized to have a positive impact on cognitive impairments by engaging preserved cognitive functions or by implementing environmental supports that sustain independent living.Velligan et al. [1] developed and tested a manualized intervention, called Cognitive Adaptation Training (CAT). In this program, trained mental health specialists implemented compensatory techniques such as environmental supports in the individual’s living environment in order to live more independently and achieve greater self-sufficiency.However, implementing this program requires a lot of professionals and time to maintain CAT effect. This type of intervention is not widely available in community care which may explain the large number of patients who are dependent on family members for daily living activities. Training family members in this form of intervention would be an appropriate way to resolve these issues. Family expressed a real interest in these types of home-support strategies that CAT offers. Recently, Kidd et al. [2] developed a CAT version for Families and created a manual accessible to people without any knowledge of cognitive deficits. This manual helps families to select specific cognitive-adaptative strategies with their relative to achieve targeted goals. This method has been translated in French.The aim of this study is to examine whether Web-based Family Cognitive Adaptation Training can improve functioning, medication adherence and negative symptoms for individuals with schizophrenia as well as reduce burden for the family members.Methods/DesignA total of 60 Dyads consisting of one caregiver and one supported individual with schizophrenia will be randomized to either Web-based family cognitive adaptation training or an internet-based control condition (psycho-education). The primary outcome measure will be the total score on the life skills profile. Secondary outcome measures will include the global score of the Zarit burden Interview, the PANSS negative score, the CAINS score, patient medication adherence, and patient and caregiver quality of life.DiscussionWe hope that this type of intervention could be developed in territorial areas where professionals are not trained to cognitive remediation and therefore substantially lower the barrier to the deployment of cognitive interventions with other psychosocial interventions for individuals with schizophrenia and their caregivers.Trial registration: ClinicalTrials.gov Identifier: NCT04173598. Registered on November 22th 2019

Closing Poverty-Based Excellence Gaps: Supports for Gifted Students From Low-Income Households as Correlates of Academic Achievement

Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students’ academic achievement, followed by social and psychological supports.

The Implication of Flipped Learning Model in Tertiary Critical Reading Class

This study investigated the implication of Flipped Learning Model toward tertiary students’ critical reading skill. Classroom action research was carried out to conduct the study. Critical reading test, observation of students’ learning participation outside and inside class, and interview were administered to gather the data. This study used descriptive analysis. Students’ prior critical reading skill was considerably low. They did not have self-initiative to practice their reading skill. After implementing this model for three cycles, progress on their critical reading could be noticed. Flipped Learning Model could trigger students’ learning participation both outside and inside classrooms. Yet, students still needed teacher’s assistance to direct their learning process. Flipped model of instruction encouraged students to be able to analyze and evaluate the texts. However, students still had difficulty in internalizing the information to formulate ideas as creating skill needs more practice to achieve. Appropriate learning materials, students’ awareness, and environmental supports influenced the implication of Flipped Learning Model implementation.

Problems in Mastering English: An Analysis from Students’ Perspective

This research is intended to reveal the problems faced by students in mastering English. This research is categorized into a quantitative study. The sample of this research was 75 students taking MKU Bahasa Inggris (English for General Purposes) class in the second semester of Academic Year 2018/2019. The data were obtained by using the questionnaire, and they then were analyzed quantitatively. The findings showed that to master English, the students get problems related to the limited stock of vocabulary, inability to construct sentences, inability to provide appropriate responses, and lack of opportunities to practice English beyond the class. Based on the findings, it is concluded that the students’ less competence in using English has resulted from their basic English capability and environmental supports.

Examination of Community Participation of Adults With Disabilities: Comparing Age and Disability Onset

Objective: Explore community participation between adults with disabilities ⩽50 and >50 years and between early-(⩽40) and late-(>40) onset disability. Method: A survey examining participation was conducted with a national convenience sample of 692 community-dwelling adults with disabilities. Results: Participants ⩽50 reported presence of more ( p < .05) environmental supports for work/volunteer/education and use of transportation. Participants >50 had higher ( p < .01) visits to pharmacies; higher ( p < .05) evaluative quality of participation (EQOP) at gas stations, exercise facilities, beauty salons/barbers, and use of transportation ( p < .01); and more difficulty participating without assistance at grocery stores ( p < .05) and gas stations ( p < .01). The early-onset group reported higher ( p < .05) EQOP at work/volunteer/education and homes of family/friends. The late-onset group reported higher ( p < .01) EQOP at exercise facilities; more ( p < .05) environmental supports at pharmacies, restaurants, grocery stores ( p < .01), doctors’ offices ( p ⩽ .01), and beauty salons/barbers ( p < .01); greater ( p < .01) influence of pain/fatigue; and more difficulty without assistance at grocery stores ( p < .05) and gas stations ( p < .01). Discussion: Understanding these differences can improve interventions to support community participation of individuals aging with disabilities.