Character Education as a Means of Second Language Development in Talented Children: A Study of Sociolinguistic

This study aims to describe and explain the role of character education in helping the development of a second language in gifted children based on sociolinguistic studies. This study uses a qualitative method with a descriptive analysis approach. The data in this study were obtained from the analysis of conversations or dialogues and the development of the Dini Suryani language of third-grade students at SDN 27/III Lolo Kecil with their peers, interacting in class with the teacher and while in the family environment. Researchers found that early language development is different from normal children, who tend to have a neat and well-structured use of language. Dini also uses varied and appropriate vocabulary according to specific contexts. Dini also applies the use of intonation and facial expressions in interacting in communicating. However, Dini has a personality problem that is high egoistic, such as when she wants something, she will do anything, even if she forces her will. To maximize the ability of early character education is the right supporting step or method. Thus, Dini can become a gifted child with a good personality.

PSYCHOLOGICAL FEATURES OF TV-DEPENDENT PERSONALITY. PROBLEM STATEMENT

The article deals with the analysis of the personality in the modern informational world problem. The author based the theoretical analysis of this problem on the specifics of the current stage in psychological studies of mass communication. The author assumes that social constructivism, as a postmodernist approach and the theoretical basis of modern studies in mass communication, considers the way mass communication participants construct their idea of the world and its peculiarities. The concept of the “mosaic-resonance effect” is interpreted as the main feature of the nowadays mass media’s messages. The author analyzes the discourse as an instrument used to examine the construction of one's idea of the world during mass communication. The main characteristics of the two models of mass communication: the discourse model by J.Fiske and the constructivist model by W.Gamson, are reviewed in detail. The empirical study outcomes have shown the perspectives of further studies of the mass media's psychological influence on the peculiarities of the person’s way to construct the image of the world and one’s means of interpreting communicative signals to be prospective. Our empirical study demonstrated that subjects referred to as TV-dependent (those who tend to spend a lot of time watching the TV content) are characterized by non-stable emotions, less considerate in linking and analyzing the details of the given information, its’ non-critical perception. TV-dependent respondents mostly perceive the TV data non-adequately, paying attention to emotionally meaningful pieces of information, and tending to reconstruct their image of the event, so that it might be an illustration or general background of the TV content piece, or the information of the lower levels of semantic structure in terms of A.A.Bodalyov.

AN INVESTIGATION OF ENGLISH SPEAKING SKILLS PERFORMANCE OF INTROVERT STUDENTS IN SPEAKING CLASS

<span lang="EN-GB">This research aims to know the personality (introvert) affects the students on their speaking English performance and influences the students in their communication,</span><span lang="EN-GB">and to know the effort of the introvert students to handle the personality problem in</span><span lang="EN-GB">speaking English performance. In order to collect the data, observation,</span><span lang="EN-GB">questionnaire and interview was three research instrument used.</span><span lang="EN-GB">The participant of this research was a 26 students in the second semester of English</span><span lang="EN-GB">Education Department, Ibn Khaldun University Bogor. Finally for the result of this</span><span lang="EN-GB">research revealed that for the score was 2.23 in average of students speaking</span><span lang="EN-GB">performance, it means fair slightly good. This statement was strengthened with the</span><span lang="EN-GB">data analysis that the most affecting factors from psychological aspects towards</span><span lang="EN-GB">introvert students in speaking skill were depressed (92%). From the linguistics</span><span lang="EN-GB">factors, eight of thirteen students said vocabulary and grammar was the common</span><span lang="EN-GB">problem. And six of thirteen students experienced difficulties in pronunciation.</span><span lang="EN-GB">Introvert students used a various strategies to overcome their public speaking</span><span lang="EN-GB">problems, several students try to improving their speak ability by read a book and</span><span lang="EN-GB">record it, sing an English song, have a conversation every day, by join the</span><span lang="EN-GB">community outside of the university, help their brother/sister do their homework,</span><span lang="EN-GB">talk with the foreigner, watch YouTube.</span>

Openness to Experience Moderates the Association Between Problem-Solving Style and Negative Affect

Everyday problem-solving situations can be approached on an independent or interdependent basis. The current article investigated the moderating effects of openness to experience and self-efficacy on the relation between an independent versus interdependent problem-solving style and negative affect (stress, anxiety, depression, and neuroticism). Australian university students ( Ns = 399, 186, 337, and 248) and international academic researchers ( N = 199) took part in research studies examining the relations between personality, problem-solving-style, and mental health. Openness to experience moderated the association between problem-solving style and negative affect in all five studies. When openness was low, independent problem-solvers reported greater negative emotionality compared to interdependent problem-solvers. Further, the moderating effect of openness to experience on trait-based negative affectivity (i.e., neuroticism) was mediated by state-based negative emotional experiences of anxiety and stress. The moderating effect of self-efficacy appraisals was only statistically significant on specific anxiety about solving problems. Openness to experience seems to help alleviate the negative mental consequences of independent problem-solvers. These findings have implications for clinical practice with regard to building a therapeutic relationship and retaining clients.

Suffering of the Spouses of Narcissistic Perverts: About Two Cases

IntroductionThe narcissistic perversion is a psychoanalytical term resulting from the association of 2 Freudian notions: perversion and narcissism. The concept of narcissistic pervert has no clinical validity. The companions of the narcissistic perverts undergo moral suffering, often unknown by their entourage.ObjectivesWe suggest studying the trajectory of life of two wives of narcissistic perverts.AimsEmphasize the peculiarities of the narcissistic perverse personality.MethodsWe are going to postpone 2 clinical cases of spouses of narcissistic perverts.ResultsCase 1: Mrs. A., 60-year-old, divorced once. Mother of a girl. She met her current husband during the marriage of her daughter. At the beginning of their common life, Mr. M. was loving and in the small care with his wife. After three months of the marriage, Mrs. A. reported the change of character of her husband who became aggressive, decreasing her and taking her away from her family. He seized all her goods. She is actually getting a divorce.Case 2: Mrs. R., 27-year-old, married Mr. C. after 9 months of knowledge. At the beginning of their marriage, they had a good agreement. Forced to stay at home to take care only of domestic spots, she reported a real-life experience of neglect and emotional carelessness, she felt belittled and isolated. At present engaged in a divorce procedure after been physically assaulted threatened with death.Both women consulted for depression.ConclusionThe narcissistic perversion is a personality problem which affects as well the person involved but especially his entourage. When you are in connection with a narcissistic pervert, even after leaving him, you never recover from it.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Study of Personality Characteristics of Children with High and Low Challenging Behavior Patterns

Challenging behaviour is a broadly used term which generally refers to behaviour that is seen as abnormal within the context of person’s culture. It can denote a range of behaviours such as self injury, aggression, sexualised behaviour and destruction of property and often refers to more than one of these behaviours that co-exist. When children show persistent social, emotional and or behavioural difficulties, they need to be identified early, so that the abusive temperament may not convert into challenging personality traits. Growth period of late childhood is the period when they learn to regulate their emotions, cope with sensory input, express their desires, and develop relationships with others. Immature identity and self structure often pose vulnerability in their behaviour pattern and the child develops emotional outburst like crying, throwing, biting and deny social rules. Social agents like family, school and other systems train them to navigate the situation. However behaviour of this age group of children when appear worrisome often defined as challenging. Failing of address the challenging behaviours at this stage may create personality problem. Research outcomes indicate that services that address challenging behaviours may receive the health approach towards personality development. The broad objective of the study is to understand personality characteristics between children with high challenging behaviour and low challenging behaviour group. The sample of 150 parents and guardians are included for identifying the challenging behaviour patterns in children by administrating Coolidge Personality and Neuropsychological Inventory for Children. Out of this 30 children affected with challenging behaviour (high challenging behaviour N=15 & low challenging behaviour N=15) were selected for the study. Children Personality Questionnaire by Kapoor & Rao was administered on both the groups. To study how much they differ in terms of their personality characteristics out of 14 factors, groups differed on 5 factors A,D,E,I and Q4 differed on 5 factors A,D,E,I and Q4 of personality characteristics. High challenging behaviour children reported high warm hearted (A), excitable (D), dominant (E), tender minded (I) and with high ergic tension (Q4) (t< 0.05/ < 0.01).