ABSTRACT
It was aimed to reveal whether there is a statistically significant relationship between the gender, age, sportive activity status and duration of the students studying at xxx University in the 2020-2021 academic year on their life skills levels. In this study descriptive survey method was used. A personal information form was used to obtain information about the demographic characteristics of 215 students, 71 male and 144 female and "Life Skills Scale" which was developed by Bolat and Balaman (2017) was used to determine the life skills levels, who participated in the study. Independent sample T test was used to determine the significant difference between two independent variables and life skills. Anowa Analysis of Variance techniques were used to determine the difference between more than two variables and life skills. Pearson correlation analysis was made to determine the relationship between Life Skills Scale and ages of students and duration of sports activities. The results were evaluated according to the p<0.05 significance level. It has been determined there is a significant difference in the sub-dimensions of coping with stress and emotions, empathy and self-awareness, decision making and problem solving about students gender and life skills scale according to the data obtained. It has been determined there is a significant difference in all sub-dimensions of the students' sportive activities and life skills scale. It has been determined there is a positive significant relationship in students' weekly sporting activity time and life skills scale on the sub-dimension of decision making and problem solving.
ABSTRACT
The school counselor's role is increasingly challenging with various demands of students' problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students' psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor's psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor's psychological wellbeing model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students' issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.
ABSTRACT
The key purpose of this study is to determine the functional skills of learners with special educational needs (LSENs) in terms of life skills, social skills and community-based learning skills in the identified schools in Toledo City Division. It employed both quantitative and qualitative research methods to assess the functional skills of LSENs amidst the pandemic as rated by the parents. The respondents were selected through purposive sampling technique. The study utilised an adapted the research tool. The findings show that most of the learners were aged 10 years old or older, male, non-graded and with intellectual disabilities, while most of the parents were poor, housewives and had a high school level. The result also revealed that parents rated LSENs with moderate functional skills. The challenges encountered by parents include lack of relevant training, lack of knowledge about child care and lacks of time. With this, the school administrators should design responses with specific contexts and consider implementation of the functional skills of learners. Hence, the adoption of the parental intervention plan for LSENs is recommended.
ABSTRACT
BACKGROUND: Few individuals with fragile X syndrome (FXS) successfully meet adult normative expectations in education, employment, peer relations, and habitation, although there is within-syndrome variability in this regard. The primary goal of this study was to determine whether expressive language skills contribute to the capacity for independent functioning in adulthood even after controlling for nonverbal cognitive ability. METHODS: Participants were 18- to 23-year-olds with FXS. Expressive language was assessed using the psychometrically validated Expressive Language Sampling (ELS) conversation and narration procedures. The language produced was transcribed and analyzed to yield measures of expressive vocabulary, syntax, and intelligibility. Parents concurrently completed questionnaires on the independent functioning of the participants with FXS. RESULTS: All three ELS measures were significantly corelated with multiple measures of independence. The magnitudes of the correlations were reduced when nonverbal IQ was controlled through partial correlation. Nonetheless, many of the partial correlations were medium to large and several were statistically significant. CONCLUSIONS: Expressive language skills appear to contribute uniquely to the capacity for independence, although longitudinal data are needed to evaluate the possibility of a bidirectional relationship between these domains. Thus, language intervention may be a prerequisite for preparing youth with FXS for an independent adult life.
ABSTRACT
Children with autism spectrum disorder often display deficits in daily living skills. Behavior analysts can use telehealth, such as videoconferencing technology, to deliver interventions to families of these children. Given the COVID-19 pandemic and the common barriers to accessing behavioral interventions, it is imperative to evaluate the effectiveness and practicality of delivering behavioral interventions via telehealth. This study evaluated the efficacy of a parent-implemented intervention with coaching via telehealth to improve daily living skills. Children ranging in age from 5 to 9 years participated in the study with 1 or 2 of their parents serving as the primary implementer(s). Parents implemented the intervention with fidelity and the intervention yielded increases in independent daily living skill completion for all 4 participants.