ASSESSMENT OF COGNITIVE FUNCTION, SOCIAL DISABILITY AND BASIC LIFE SKILLS IN EUTHYMIC PATIENTS WITH BIPOLAR DISORDER

Background: Data from the literature suggests the presence of cognitive impairments which persist in the euthymic phase of bipolar disorder (BD) and have significant consequences in regards to psychosocial functioning. The aims of our study were: 1) to ascertain the cognitive function (CF), social disability (SD) and basic life skills (BLS) of euthymic patients diagnosed with BD, 2) their relationship and 3) to compare CF, SD and BLS in euthymic patients diagnosed with BD to euthymic patients with recurrent major depressive disorder (rMDD).Subjects and methods: Ninety eight euthymic patients diagnosed either with BD (N=48, mean age 48.79 years, SD = 8.587) or rMDD (N=50, mean age 50.02 years, SD = 9.826) underwent testing using the Brief Assessment of Cognition in Affective Disorders (BAC-A) test, the Sheehan Disability Scale (SDS) and the UCSD performance-based skills assessment (UPSA-brief). Results: Euthymic patients with BD demonstrated significantly lower scores as compared to normal population values in verbal, learning and working memory, verbal fluency, attention and processing speed, affective memory for negative and positive words (p?0.01 each) and motor speed (p<0.05), but not for reasoning/problem solving (p=0.05). Furthermore, their mean total SDS score of 17.60 (SD = 6.450, Sk = -0.833) and its subscale scores were higher, while their UPSA-B total scores were lower (M = 76.01, SD = 17.148, Sk = -0.412). There was a correlation between CF, SD and BLS scores (p<0.01), as well as between BLS and SD scores (p<0.05). The analysis of variance did not however show significant differences between subgroups of patients. Conclusion: Patients with euthymic BD had lower cognitive function, greater social disability and lower basic life skills. There were similar decreases in cognitive and psychosocial function between patients in the euthymic phase of either BD or MDD.

Are Students Reading their Teachers’ Comments? The Impact of Digital Feedback in Adult Learning Secondary Education

This paper shows the results of an ongoing research which explores the impact of digital feedback in adult learning at the Institut Obert de Catalunya (IOC), an online public school (Department of Education of Catalonia, Spain). The students are adults who did not obtain a degree in compulsory secondary education at the time. The objective of these studies is twofold: to teach students basic life skills they should know to survive and thrive in nowadays society and to manage lifelong learning. Within this context, feedback plays an important role as it has a huge influence on students’ learning gain. However, are students taking advantage of the teachers’ feedback to improve their tasks? The research is based on the assessments made by students of their teachers’ feedback comments and the improvement those meant in the students’ task completions. Our intention was to prove from the statements made by the students two facts: if the students received feedback effectively and if that resulted in an improvement in their task completions. Seven closed-ended multiple choice questions together with an open-ended one were used to carry out this survey. The first set of questions were used to gather insight about the students’ opinions on the effectivity of the feedback regarding content value, extension and clarity of message. With the open question, we tested how much information the students had retained form their teachers’ feedback messages, and what aspects of it they considered more relevant. These first findings provide new insight into the relation between digital feedback and its impact on academic results.

Game as a means of shaping childrens readiness for school

The purpose of the study. UNESCO, in its four-dimensional model of education, proposed a framework for determining the basic life skills of a modern student. That is, in modern psychological and pedagogical science, when preparing future first-graders for training at NUSH, there was a shift in emphasis on teaching senior preschoolers certain knowledge, skills and skills to form their life competencies. Such changes have become possible with the reforms taking place in the education system. The main means for the formation of key competencies in future first-graders in preschool childhood can be only the game - the leading activity of preschoolers at this stage of development. The game contributes to the formation of the child's personality, the development of his cognitive activity, independence and self-regulation. The purpose of the article is a theoretical analysis of the use of the possibilities of games to form the readiness of a senior preschool to study in a new Ukrainian school. Research methods. In the process of work we used the following research methods: theoretical: analysis and synthesis, induction and deduction, modeling; empirical: observations, comparisons. Result. The main indicator of readiness for schooling is the desire and ability of the child to study, to own components of educational activities. All this ensures school achievement. The game provides children with the development of those qualities that allow them to make changes to game plans at will, independently enter into interaction with peers, realize their strengths and opportunities, showing independence, activity and self-regulation. These characteristics play not only an invaluable role in shaping the personality of the future student, but also contribute to the formation of elements of educational activity.

The Effect of Basic Life Skills Training on Adaptability and Psychological Well-Being in Married Female Students

Background: Effective communication and the establishment of a good communication model among individuals have a prominent role in adaptation and can play an essential role in creating the psychological well being of married students. The purpose of this study was to investigate the effect of basic life skills training on adaptability and psychological well being in married female students. Methods: The present study was a semi-experimental with pre-test and post-test with the control group. A sample of 40 female undergraduate students of Qaemshahr Azad University University in the academic year of 2017-2018 was selected with convenience sampling and divided into 2 experimental and control groups randomly (each group 20 student). The experimental group received eight sessions of basic life skills training in 2 sessions of 90 minutes per week. Control group received no training. In order to collect information, Bell’s adaptive scale and psychological well-being questionnaire used. Covariance analysis by SPSS-22 software was used to analyze the data. Results: results of covariance analysis showed that the training of basic skills of life increased the adaptability (P<0.001) and psychological well-being (P<0.001) in the experimental group compared to the control group at the post-test stage. Conclusion: According to the results of the current study, it can be used basic life skills training as an effective way to increase the psychological well-being and student adaptability.

SELF-REGULATION IN EVERYDAY LIFE: A HARBINGER OF PEACE

Peace for a common man indicates the existing condition in his/her surroundings. Everyone expects peace to come from the external sources to the extent that can fulfil one’s satisfactory level. Man is not separate from his society. So, if s/he has expectations of a peaceful environment there are duties/skills which he himself or herself should develop and follow. It can be started from one to many and vice-versa and in harmony. For this there is a need of self-regulation in everyday life which can foreshadow peace in gradual steps. This is possible only when one understands his/her Self. Peace is each one’s responsibility in every simple manner one can. We should not depend on the Government or any authority or organization to grant peace. This attitude has to be changed because Government is of the people, by the people and for the people. One of the biggest reasons of conflict, violence and unrest is that we try to think for ourselves first, our own needs and desires too. There are ways to peace if we all are willing. First of all, the goal and then our efforts with mutual trust and respect can make everyday life better. To know about other people, their way of life is necessary for a better communication and to maintain healthy relationships. Even the stranger in a remote place, though harmful, is our responsibility, to prevent him/her from disturbing peace and to know the root cause of his/her inner conflict or state of mind. It is the self-regulation strategies which everyone should follow and practise in his/her immediate environment such as home, neighbourhood, institution and workplace. This can start from the local to the global level. This paper is a humble attempt to reflect on our everyday life, how we lead it, our thinking, feeling and doing that not only affects ourselves but also the surroundings and society. Health factor both physiological and mental has a role to play in inner peace and the peace to be built all around us. Several other causes as obstacles to inner peace, how to deal with them and self-regulation in various ways are included in this paper. Also to be aware of the basic life skills which will help to maintain our inner peace and our peaceful co-existence with the living and non-living around.

Rehabilitating prisoners: the place of basic life skills programmes

Purpose Tackling high reoffending rates in England and Wales is of significant political interest, with education and training being viewed as an important mechanism to achieve change. The purpose of this paper is to present the findings of a small empirical study examining a life skills programme delivered in a Category C prison in the West Midlands. Design/methodology/approach The study used a multi-method approach incorporating observations of two modules, four focus groups with prisoners enrolled on the programme, questionnaires with programme completers, and semi-structured interviews with staff. Findings The findings indicate that life skills are an important component in rehabilitation. More specifically, developing the necessary tools to assist prisoners in everyday life, such as recognition, interpretation, reflection, response, and planning is fundamental to rehabilitation. Research limitations/implications A limitation of this study was that only prisoners currently at this Category C prison were included. This could be complemented by the inclusion of more participants who had completed the programme; however, access and data protection considerations limited the study to one location. Practical implications The key message of this study is that without addressing basic life skills, education and vocational rehabilitation is severely limited. Social implications To reduce reoffending rates, it is important to conceive rehabilitation in broader terms, not simply in relation to education and vocational training. Originality/value This paper offers insight into an unreported area of good practice in prison rehabilitation provision.

TECHNOLOGICAL POTENTIAL OF SOCIAL AND CULTURAL ACTIVITY IN DESTRUCTIVE BEHAVIORAL TEENAGERS’ STRATEGIES PREVENTION

Social and cultural features of destructive behavior among adolescents, such as “subjective adulthood”, communication with peers, affilation, conformal behavior, emotional instability are considered. Destructive behavior is defined as a stable behavior of the personality, deviating from the most important social norms, accompanied by its social disadaptation. It is noted that modern theories of deviance interpret destructive behavior in the context of a hierarchical system of factors manifested at the individual and group levels. Modern types of destruction prevention are characterized (“direct” – information and educational activity in the study of the features of destruction and their destructive consequences and “indirect” – the formation of basic life skills). The successive stages of socio-cultural prevention deviant behavior in adolescents are selected: correctional and psychological (diagnosis and development of an adaptive prevention programs at the secondary and tertiary prevention); educational (social and cultural competence of teenagers development); art therapy (certain communication and interaction skills needed to adapt to the group norms development). The technologies of social and cultural activity are considered as an effective resource for creating conditions for personal realization. The review of social and cultural practices aimed at destructive behavior of teenagers prevention, implemented on the basis of the application of social and cultural activity technologies complex. Among the most effective forms of social and cultural prevention lectures, project activities, creation of multimedia catalogs, integration in volunteer activities, creative competitions, informal educational courses etc. are highlighted.

Basic Life Skills Required by Girl-Children to Overcome Adversities of Polygamy in Etsako Nigeria

<p><em>Polygamous adversity combined with factors like gender discrimination and early marriages results to lowered female literacy and quality of life. This phenomenon extensively impacts the population and societies throughout Etsako west Nigeria. Intent of this study was to explore skills that enabled girl-children overcome polygamous adversities and succeed to acquire higher education. Semi-structured interviews with 15 women of polygamous backgrounds who succeeded to acquire high education yielded research data. Data analysis revealed 3 critical skills that participants used to overcome polygamous adversity including: (a) Survival, (b) Resilience, and (c) Coping. These skills may become the basis for future interventions and support programs<strong>. </strong>Child care professionals, counselors, Organizational leaders, educational authorities, family and community heads can use findings for comprehensive framework in trainings and support programs. The training and support programs may help girl children who are currently experiencing polygamous challenges succeed against adversities and acquire high education.</em><strong><em></em></strong></p>