Parental Evaluation of the Socio-Personal Adjustment of High Ability Students in a Cluster Grouping Program

High ability students have differential cognitive characteristics that require a specific educational response to develop their full potential. Cluster ability grouping is one of the available approaches to respond to their training. One of the main criticisms of this teaching method, also supported by the big-fish-little-pond effect (BFLPE), is that high ability students may show a decrease in their self-concept. The aim of this research is to present the evaluation carried out by parents of primary school high ability students on the effect of an educational cluster grouping program on their personal and social adjustment, comparing these variables before the beginning of the school year and at the end of it. Approximately 100 students’ parents of the Educational Centre for Highly Ability Pupils participated in the evaluation. The instrument used for the evaluation was the Socialization Battery (BAS-2) for parents. The results showed that parents observed some improvements, either due to an increase in the scales measuring positive socialization variables or a decrease in the scales measuring negative socialization variables. The most substantial improvements are found in the second and third grades. We conclude that the results do not support the big-fish-little-pond effect (BFLPE).

The Impact of Multisensory Stimulation of Biological Organs in Dysarthria Patients as Articulation Skills Rehabilitation

Every human being tries to communicate what he wants to say to whatever or whomever he wants. Dysarthria is a condition in which the muscles in humans that are active when speaking become weak or difficult to control. Problems or speech disorders experienced by a child with dysarthria are obstacles to children's social and personal adjustment. Schoolchildren who mispronounce the words will feel ashamed and alien from others. This problem motivates the presence of Multisensory Stimulation therapy to help improve and even restore speech problems or disorders experienced by children with dysarthria. This study tries to explain the impact of Multisensory Stimulation therapy and then evaluates the results of the application of Multisensory Stimulation therapy to children with dysarthria. The study that took five sufferers as the object of this study used a hybrid approach that mutually used a qualitative and quantitative perspective. The type of research used is classroom action research. This study concluded that the participants' enthusiasm greatly influenced the process and outcome of therapy.

Level of Internet Addiction of Schoolchildren and Specific Character of Their Socio-Psychological Adaptation

This article is devoted to the study of the characteristics of socio-psychological adaptation of high school students with different levels of Internet addiction. The paper examines the phenomenon of Internet addiction as a variation of behavioral addiction in the context of information security. The study involved 120 high school students from municipal educational institutions in Moscow. Two diagnostic methods were used: Chen Internet Addiction Scale - CIAS adapted by V.L. Malygina, K.A. Feklisova; Test of Personal Adjustment by Carl R. Rogers, Rosalind F. Dymond (adapted by A.K. Osnitsky). As a result of the conducted empirical research, significant differences in the components of socio-psychological adaptation of schoolchildren with different levels of Internet addiction have been shown; it has also been proved that Internet addiction acts as a predictor of adaptation of high school students.

Human flourishing and physical self-concept in physically active women

The aim was to identify the relationship between the physical self-concept profile and human flourishing in physically active women, including the validation of the human flourishing scale, which had not been validated yet to the Spanish context. Five hundred eighty (N=580) women, aged between 18 and 65 years (M = 37.13; SD = 12.56 years) completed the following questionnaires: Human Flourishing (FH), Physical Self-Perception Profile (PSPP), and Habitual Physical Activity in the last six months. After the structural regression analysis, we were able to demonstrate that the scale of human flourishing presented adequate psychometrics with a Cronbach’s alpha of .83 and a CCI of .90. Through the cluster analysis we were able to present two self-concept profiles and the reliability indexes were satisfactory: the profile of high physical self-concept was higher in women with greater human flourishing [ F (1, 579) = 11.75, p<.001, η2=.02] and higher levels of physical exercise [F (1, 579) = 11,19, p<.001, η2=.01] compared to the group with a low physical self-concept. We believe that these variables have a strong influence on the personal adjustment of women and should be addressed through preventive intervention for disorders related to an individual’s distress.

Counseling Parents at the Time of Diagnosis: Moving Toward Client-Centered Practice

Purpose The purpose of this article is to present a client-centered model of counseling that integrates information and personal adjustment counseling. Research has indicated that audiologists are more comfortable with counseling that is information based than with personal adjustment counseling. The prevailing model of diagnosis appears to be the medical model in which, first, a case history is taken, then testing and, finally, counseling. This model lends itself to audiologist as expert and the counseling as a separate entity based on information and advice. Further research has indicated parents retain little of the information provided in the initial examination because of their heightened emotions. This article presents a client-centered model of diagnosis in which information is provided within an emotionally safe context, enabling the parents to express their feelings and have the ability to control the flow of information. The ultimate purpose of a client-centered model is to empower parents by making them active participants in the diagnostic process rather than passive recipients. Conclusion The client-centered model has wide implications for the diagnostic process as well as for the training of students.

Correlation between Motor Coordination Skills and Emotional and Behavioral Difficulties in Children with and without Developmental Coordination Disorder

The purpose of this study was to compare whole factors of emotional and behavioral problems between children with and without developmental coordination disorder (DCD) and investigate the interrelationship between motor coordination skills and emotional and behavioral problems among the children. As a result of screening participants (288 children) based on DSM-5 standard, participants were classified as DCD and typically developing (TD) groups. A total of 60 children (mean age: 8.8 years ± 3.5 months; DCD group n = 30, TD group n = 30) were assessed using the Korean Behavior Assessment System for Children, Second Edition for emotional and behavioral problems. Children with DCD showed significantly poor scores in internalizing problems (p = 0.009), inattention/hyperactivity (p = 0.004), and emotional symptoms index (p = 0.001) among the criteria of emotional problems and in personal adjustment (p = 0.000) among the criteria of behavioral problems. The MABC-2 composite percentile score of participants showed a significant correlation with internalizing problem behavior (r = −0.382, p = 0.003), inattention / hyperactivity disorder (r = −0.409, p = 0.001), emotional symptoms index (r = −0.483, p = 0.000), and personal adjustment (r = 0.474, p < 0.01). Our results validated that children with DCD have more emotional and behavioral difficulties than TD children. Our results revealed that the motor coordination skills have correlated with emotional and behavioral difficulties among children.

On Teaching Counseling: Getting Beyond Informational Counseling

Purpose The purpose of this article was to examine the current state of counseling education and to present examples of strategies for teaching counseling based on the author's 40 years of university teaching. Conclusion Current research suggests that students and clinicians are not getting sufficient training in personal adjustment counseling. A recent unpublished survey suggests that only a few graduate programs require a counseling course for speech-language pathology students. Additional research suggests that, although audiology students do have access to counseling coursework, these courses focus primarily on informational/educational counseling strategies and not on teaching personal adjustment counseling strategies. The American Speech-Language-Hearing Association should review current standards for including counseling training in the curriculum, and graduate programs should review how they are teaching counseling and determine if their processes are effective.