Principles and Practice of Psychiatric Nursing

Brooks, Ann; Stuart, Gail W.; Sundeen, Sandra J.

doi:10.2307/3462918

Cited by 20 publications

(24 citation statements)

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“…The way a person performs coping strategy is more influenced by cultural background, experience in dealing with problems, environmental factors, personality, selfconcept, social factors, and others. Strategies that are usually often done by someone in coping strategy are to solve problems, seek social support and try to avoid problems (Amirkhan, 1990) According to Stuart and Sundeen (1991) there are two types of coping mechanisms carried out by individuals, namely problem-centered coping (problem-focused form of coping mechanism / direct action) and coping centered on emotions (emotion-focused of coping / palliative form).…”

Section: Results and Discussion Result(s)mentioning

confidence: 99%

Urgency of Soft-Skill Development in Vocational Education for Children with Special Needs

et al. 2023

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This study aims to describe the relationship of striving for superiority as a soft skill to learning motivation. The approach used is a quantitative approach with descriptive methods in deaf students with a sample of Cerebral Palsy students in Bandung Regency. Correlative testing is performed using spearman correlation tests between striving for superiority variables and learning motivation variables. The results showed that striving for superiority has a very strong correlation to learning motivation so that it becomes an aspect that must be developed in vocational education as part of soft skills. Striving for superiority can help learners deal with various circumstances or problems through self-concept and coping strategies that are factors that influence striving for superiority. Self-concept and coping strategy will strengthen interpersonal and intrapersonal learners with special needs in undergoing the vocational development process as a form of post-school career preparation.

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Section: Results and Discussion Result(s)mentioning

confidence: 99%

Urgency of Soft-Skill Development in Vocational Education for Children with Special Needs

et al. 2023

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“…7 Stress levels relate to the person's external and internal environment and the frequency with which a person is exposed to the stressor. 8 In regards to academic stress, internal factors include time pressure, learning motivation, worry about not being able to participate in activities, financial problems, and the fear of being left behind. 9 External factors that can trigger academic stress include social relationships with family, friends, or lecturers.…”

Section: Discussionmentioning

confidence: 99%

Differences in stress levels between junior high school students and college students during online learning

2023

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“…46-49 Whereas, "attention, language, memory, visuospatial, and deciding were required for recognition and interpretation of the environment". [46][47][48][49] In cognitive disabilities and other brain alterations like stuttering, certain biochemical, biological, and neurobiological changes were identi ed which effects on brain function. [50][51][52][53] The neuroprotective properties of vitamin D was previously evidenced [54][55][56].…”

Section: Discussionmentioning

confidence: 99%

Distinctive pattern of serum trace elements and vitamin D levels in adolescents who stutter

Almudhi

Gabr

2023

Preprint

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Objectives This study aims to investigate the potential effects of serum trace elements and vitamin D levels on cognitive capacity and stuttering symptoms in adolescents. So, we will determine the serum levels of Iron (Fe), Manganese (Mn), Selenium (Se), copper (Cu), and zinc (Zn), vitamin D levels, and cognitive capacity scores and their association with the severity of stuttering scores among adolescences aged 10–18 years’ old. Methods The study included 100 adolescence aged 10–18 years’ old. Stuttering severity, cognitive capacity, as well as vitamin D levels, and serum trace elements were identified using stuttering severity instrument (SSI-4; 4th edit.), the LOTCA-7 scores, immunoassay system, and spectrophotometer analysis respectively. Results the results showed that stuttering was identified in 60% of the participants they were classified into students with mild (n = 30; 19.6 mean) and moderate stuttering (28.7 mean, n = 30) respectively. Only 40% of the students had a total stuttering score within normal range with 11.6 mean stuttering score. Obesity related markers such as BMI, WHR showed significant association with the severity of stuttering compared to normal controls. In addition, the decline in cognitive capacity showed to be significantly increased in adolescences in association with mild to moderate stuttering as well. Also, serum trace elements (Fe, Mn, Se, Cu, Zn, Cu/Zn ratio) and vitamin D levels as biochemical parameters were significantly reduced in adolescences with mild to moderated stuttering than normal subjects. The reduction is closely increased in correlation with an increment in the severity of stuttering. Males showed comparable results than females of the same group signifying that gender could play a role in the stuttering severity as differences in vitamin D, serum trace element contents in the serum of both gender. Conclusion This study found significant associations between the severity of stuttering, trace elements, vitamin D deficiencies, and cognitive function in adolescents. Both deficiencies of trace elements and vitamin D along with cognitive impairment may potentially be more helpful and preventable causes of stuttering among school students aged 12–18 years. The studied parameters could be of diagnostic potential and helpful in the treatment of stuttering. However, deeper knowledge of mechanisms is needed in order to draw policy conclusions and public health guidelines to determine the roles of serum trace elements and vitamin D levels in the pathogenesis of stuttering.

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Principles and Practice of Psychiatric Nursing

Cited by 20 publications

References 0 publications

Urgency of Soft-Skill Development in Vocational Education for Children with Special Needs

Urgency of Soft-Skill Development in Vocational Education for Children with Special Needs

Differences in stress levels between junior high school students and college students during online learning

Distinctive pattern of serum trace elements and vitamin D levels in adolescents who stutter

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