Psychology

The objective of this study was to examine the relationship between anger management style, depression, anxiety and somatic symptoms in anxiety disorder and somatoform disorder patients. The subjects comprised 71 patients with anxiety disorders and 47 with somatoform disorders. The level of anger expression or anger suppression was assessed by the Anger Expression Scale, the severity of anxiety and depression by the Symptom Checklist-90-Revised (SCL-90-R) anxiety and depression subscales, and the severity of somatic symptoms by the Somatization Rating Scale and the SCL-90-R somatization subscale. The results of path analyses showed that anger suppression had only an indirect effect on somatic symptoms through depression and anxiety in each of the disorders. In addition, only anxiety had a direct effect on somatic symptoms in anxiety disorder patients, whereas both anxiety and depression had direct effects on somatic symptoms in somatoform disorder patients. However, the anxiety disorder group showed a significant negative correlation between anger expression and anger suppression in the path from anger-out to anger-in to depression to anxiety to somatic symptoms, unlike the somatoform disorder group. The results suggest that anger suppression, but not anger expression, is associated with mood, i.e. depression and anxiety, and somatic symptoms characterize anxiety disorder and somatoform disorder patients. Anxiety is likely to be an important source of somatic symptoms in anxiety disorders, whereas both anxiety and depression are likely to be important sources of somatic symptoms in somatoform disorders. In addition, anger suppression preceded by inhibited anger expression is associated with anxiety and somatic symptoms in anxiety disorders.

The primary purpose of this study was to investigate autistic children's scripts for social routines. Scripts specify familiar events in terms of who does what, when, to whom, and why. Scripts are verbalizations of mental event representations, containing and organizing generalized knowledge of how the world works. Scripts are presumed to be of vital importance for the development of shared meaning, communication, and social behaviour. In this study, children with autism were asked to explain well-known social routines, such as how you shop in a supermarket, make a cake or celebrate a birthday. The scripts of the 12 children with non-retarded autism were compared to scripts of matched normal control children. Despite the fact that all of the participating children with autism had an IQ above 90 and a mental age between 8 and 14, a significant difference in autistic and normal control children's ability to generate scripts for familiar social routines was found. The results are discussed in relation to the same children's ability to pass theory-of-mind tests and their verbal intelligence.

Autism and the related pervasive developmental disorders are characterized by patterns of delay and deviance in the development of social, communicative and cognitive skills, which arise in the first years in life. Differential diagnosis includes other psychiatric and pervasive developmental disorders, deafness and profound hearing loss. Autism is frequently associated with fragile X syndrome and tuberous sclerosis. Common co-morbidities include Mental Retardation, Seizure Disorder and Psychiatric disorders such as depression and anxiety. Early detection and intervention significantly improve outcomes, with about one third of autistic persons achieving some degree of independent living. Various treatment modalities administered by Multidisciplinary team are helpful. (e.g. Pharmacotherapy, special education, speech, communication therapy, and behavior modification). A Medline search dating back to 1970 was done, to look at the literature related to autism. Based on this search, up to date review of autism has been discussed with special emphasis on assessment and management.

The CMS silicon tracker, consisting of 1440 silicon pixel and 15 148 silicon strip detector modules, has been aligned using more than three million cosmic ray charged particles, with additional information from optical surveys. The positions of the modules were determined with respect to cosmic ray trajectories to an average precision of 3-4 microns RMS in the barrel and 3-14 microns RMS in the endcap in the most sensitive coordinate. The results have been validated by several studies, including laser beam cross-checks, track fit self-consistency, track residuals in overlapping module regions, and track parameter resolution, and are compared with predictions obtained from simulation. Correlated systematic effects have been investigated. The track parameter resolutions obtained with this alignment are close to the design performance.

Studi evaluasi skala pelayanan prasarana Sekolah Menengah Kejuruan di Kota Batu dengan analisis diskriptif kondisi eksisting 11 sekolah SMK dengan Permendiknas Standar sarana dan prasarana SMK/MAK Tahun 2008. Hasil yang diperoleh dari studi penelitian 11 SMK di Kota Batu, 3 SMK Negeri dan 8 SMK Swasta dengan berbagai 32 Kompetensi Keahlian, kondisi prasarana pendidikan dengan lahan terluas adalah SMKN 2 seluas 10.500 m 2 , sedangkan luas lahan terkecil adalah SMK Islam Batu seluas 730 m 2 . Untuk pelayanan lahan dan bangunan memenuhi lahan, aksesibilitas mudah, menyediakan ruang yang sesuai standar, memiliki ketersediaan listrik minimal 2200 watt dan kondisi bangunan tidak membahayakan yaitu terdapat 18% SMK di Kota Batu tingkat pelayanan akan lahan rendah, 18% tingkat pelayanan akan lahan sangat tinggi, sedangkan 55% memiliki tingkat pelayanan cukup, dan 9% memiliki tingkat pelayanan lahan dan bangunan tinggi. Tingkat Pelayanan prasarana umum terdiri; Ruang Kelas, Perpustakaan dan Laboratorium Biologi, Kimia, IPA, Komputer, Bahasa dan Gambar Teknik SMK Kota Batu 73% Rendah, sedang 18 % dan 9% sangat rendah.Tingkat Pelayanan Ruang pembelajaran Penunjang 27% rendah, 64% sedang dan 9% tinggi. Rata-Rata tingkat pelayanan prasarana 11 SMK di Kota Batu sedang, dan satu SMK pelayanan prasarana tinggi yaitu SMK Islam Batu. 11 Kepala sekolah SMK di Kota Batu menyampaikan evalusi diri prasarana sekolah, Dinas Pendidikan Kota Batu menindaklanjuti dan mengevaluasi secara mendalam sesuai renstra Dinas Pendidikan Kota Batu untuk memenuhi standar pelayanan minimal SMK. Kata kunci : evaluasi, pendidikan menengah kejuruan, Kota Batu

Studi evaluasi skala pelayanan prasarana Sekolah Menengah Kejuruan di Kota Batu dengan analisis diskriptif kondisi eksisting 11 sekolah SMK dengan Permendiknas Standar sarana dan prasarana SMK/MAK Tahun 2008. Hasil yang diperoleh dari studi penelitian 11 SMK di Kota Batu, 3 SMK Negeri dan 8 SMK Swasta dengan berbagai 32 Kompetensi Keahlian, kondisi prasarana pendidikan dengan lahan terluas adalah SMKN 2 seluas 10.500 m 2 , sedangkan luas lahan terkecil adalah SMK Islam Batu seluas 730 m 2 . Untuk pelayanan lahan dan bangunan memenuhi lahan, aksesibilitas mudah, menyediakan ruang yang sesuai standar, memiliki ketersediaan listrik minimal 2200 watt dan kondisi bangunan tidak membahayakan yaitu terdapat 18% SMK di Kota Batu tingkat pelayanan akan lahan rendah, 18% tingkat pelayanan akan lahan sangat tinggi, sedangkan 55% memiliki tingkat pelayanan cukup, dan 9% memiliki tingkat pelayanan lahan dan bangunan tinggi. Tingkat Pelayanan prasarana umum terdiri; Ruang Kelas, Perpustakaan dan Laboratorium Biologi, Kimia, IPA, Komputer, Bahasa dan Gambar Teknik SMK Kota Batu 73% Rendah, sedang 18 % dan 9% sangat rendah.Tingkat Pelayanan Ruang pembelajaran Penunjang 27% rendah, 64% sedang dan 9% tinggi. Rata-Rata tingkat pelayanan prasarana 11 SMK di Kota Batu sedang, dan satu SMK pelayanan prasarana tinggi yaitu SMK Islam Batu. 11 Kepala sekolah SMK di Kota Batu menyampaikan evalusi diri prasarana sekolah, Dinas Pendidikan Kota Batu menindaklanjuti dan mengevaluasi secara mendalam sesuai renstra Dinas Pendidikan Kota Batu untuk memenuhi standar pelayanan minimal SMK. Kata kunci : evaluasi, pendidikan menengah kejuruan, Kota Batu

A teacher's responsibilities in the process of education is not only to transfer knowledge, but also to teach values and norms that in the future would be implemented by the students when they live as members of society. In order to fulfill those responsibilities, a teacher should have the knowledge and professional skills as well as commitment and motivation, and also good social skills. A teacher's social skill is an important factor that affects the educational process. A number of psychological and educational researchers' findings and mass media reports support the importance of good social skill for teacher. Survey conducted by NAASP discovered that teachers who possess good social skills such as communication and building relationship are more likely to be heard by their students when they are teaching, compared to teachers who are not good at communicating and building relationship (Santrock, 2009).

Vocational High School (SMK) is a work-oriented education where graduates are directed to be ready to work and have competitive and comparative advantages. However, the facts on the ground show that vocational students are not optimal in mastering soft skill competencies, so they are not fully ready to enter the world of work due to the lack of relevance of understanding about soft skills between the industrial world and the world of education needed by the world of work. Based on the urgency of the need for soft skills in the world of work, Kantrowitz developed a soft skill measurement instrument, namely Soft skills Performance Measurement (SSPM) using seven soft skill components, but the team modified it according to the characteristics of vocational students into six components including: (1) interpersonal skills , (2) organizational/leadership skills, (3) performance management skills, (4) cultural/political skills, (5) communication/persuasive skills, and (6) self-management sk...

Latar belakang: Banyaknya kendala dan tantangan yang dihadapi mahasiswa selama kuliah daring, mengharuskan mereka untuk memiliki ketahanan yang tinggi dalam dirinya agar mampu bertahan menghadapi kondisi sulit sehingga diperlukan resiliensi akademik. Religiusitas diyakini sebagai salah satu faktor yang mempengaruhi tingkat resiliensi akademik, di mana religiusitas dapat membantu pencapaian resiliensi mahasiswa. Tujuan: Tujuan dari penelitian ini ialah untuk melihat pengaruh religiusitas terhadap resiliensi akademik mahasiswa selama menjalani pembelajaran daring. Metode: Metode penelitian ini adalah metode kuantitatif dengan teknik sampling jenuh dan menggunakan analisis regresi linear sederhana untuk melihat nilai pengaruh religiusitas terhadap resiliensi akademik mahasiswa. Hasil: Diperoleh bahwa nilai signifikansi adalah 0,000 (p < 0,05) dengan persamaan regresi Y = 40,583 + 0,397X dan nilai R Square senilai 0,358 (35,8%). Kesimpulan: Disimpulkan bahwa terdapat pengaruh signifi...

Objective During adolescence, the significance of peer relationships peaks, and the presence and quality of dyadic friendships impact psychosocial outcomes. Yet, friendships have been studied infrequently among youth with chronic illness, particularly youth with cystic fibrosis (CF). The current aims were to (1) describe friendships among adolescents with CF, including number, duration, frequency of interactions, and positive/ negative friendship qualities, and (2) explore associations between friendship quality, treatment adherence, and health-related quality of life. Methods Participants (N ¼ 42) reported on friendships with peers with and without CF; caregivers reported on adolescents' adherence and quality of life. Results Friendships with CF-peers were less common and lower quality than friendships with non-CF peers. Both positive and negative friendship qualities were associated with adherence; positive friendship qualities were uniquely associated with quality of life. Conclusions CF-related health promotion efforts may benefit from addressing the impact of friendships on adherence and quality of life.