Self-help Research Articles

Comparing Who We Are to Who We Could Be: How Future Self‐Images Influence Consumer Choices

ABSTRACTThis paper extends an adjacent perspective to social comparison theory: temporal comparison theory, which refers to intraindividual comparison over time (i.e., comparing the present self with past or future selves), and develops this theory in the context of virtual consumer identity. Building on existing literature on social comparison theory, temporal comparison theory, identity theory, and self‐concept theories, and advancements in technology‐driven virtual self‐expression, we propose a preliminary theoretical framework that outlines the mechanisms, processes, and consequences of reflective and predictive temporal comparison and their relationship to social comparison theory. We elucidate how temporal comparison influences consumers' development of self, emotional regulation, pursuit of wellbeing, and associated consumer behavior, particularly in virtual contexts. Insights resulting from our integrated theoretical approach suggest that predictive temporal comparisons serve motivations (e.g., assessing personal growth or decline) that may not be addressed by comparisons with social others. By examining the role of social and temporal comparison in contemporary consumer behavior, particularly in digitally mediated experiences, our study provides deeper understanding of the relationship between comparison and self‐concept. We present implications for researchers, marketers, and society, and suggest research directions to explore temporal and social comparison as complementary theories in understanding the digital consumer.

Exploring the Differentiation of Self-Concepts in the Physical and Virtual Worlds Using Euclidean Distance Analysis and Its Relationship With Digitalization and Mental Health Among Young People: Cross-Sectional Study.

Increasing observation and evidence suggest that the process of digitalization could have profound impact to the development of human mind and self, with potential mental health consequences. Self-differentiation is important in human identity and self-concept formation, which is believed to be involved in the process of digitalization. This study aimed to investigate the relationship between digitalization and personal attributes in the actual selves in the physical and virtual worlds. A community cohort of 397 participants aged 15 to 24 years old was recruited consecutively over about 3 months. Assessment was conducted upon the indicators of digitalization (smartphone use time, leisure online time, and age of first smartphone ownership), smartphone addiction, 14 selected personal attributes in the actual selves in the physical and virtual worlds, psychiatric symptomatology and personality traits. Euclidean distance analysis between the personal attributes in the actual selves in the physical and virtual worlds for the similarities of the 2 selves was performed in the analysis. The current primary findings are the negative correlations between the similarity of the personal attributes in the physical actual self and virtual actual self, and smartphone use time, smartphone addiction as well as anxiety symptomatology respectively (P<.05 to P<.01). The current findings provide empirical evidence for the importance of maintaining a congruent self across the physical and virtual worlds, regulating smartphone use time, preventing smartphone addiction, and safeguarding mental health.

The social self in the developing brain.

The notion that the self is fundamentally social in nature and develops through social interactions has a long tradition in philosophy, sociology, and psychology. However, to date, the early development of the social self and its brain bases in infancy has received relatively little attention. This presents a review and synthesis of existing neuroimaging research, showing that infants recruit brain systems, involved in self-processing and social cognition in adults, when responding to self-relevant cues during social interactions. Moreover, this review draws on recent research, demonstrating the early developmental emergence and social embeddedness/dependency of the default-mode network in infancy, a brain network considered of critical importance to the sense of self and social cognition. This stands in contrast to research pointing to the relatively late ontogenetic emergence of the conceptual self, by about 18-24 months of age, as seen in the mirror-self recognition test. Based on this review and synthesis, the social self first hypothesis (SSFH) is formulated, presenting an integrated view, arguing for the early ontogenetic emergence of the social self and its brain basis. This developmental account informs and extends existing evolutionary thinking, emphasizing the primary role that social interdependence has played in the evolution of the human mind.

Contribution Leadership Transformational and Leadership Learning InImproving the Quality of Education High School in Banten Province

Transformational leadership and learning leadership play a crucial role in improving the quality of education. These two types of leadership complement each other and focus on personal, professional, and organizational development to create a better and higher-quality learning environment. This research is expected to provide a deeper understanding of how transformational leadership and learning leadership contribute to influencing educational quality through the development of self and professional growth of qualified educators are teachers from several high schools in Banten Province in this study included 35 participants, using a quantitative research approach with the Product Moment method. Data was collected through a questionnaire administered to the respondents, with the entire population serving as the sample technique employed is the Product Moment analysis technique using SPSS software. The results of this study show evidence that transformational leadership and learning leadership have a significant impact on educational quality

School Environment and Retention of Learners with Disabilities in Universal Primary Schools in Kasese District

This study investigates the relationship between the school environment and the retention of learners with disabilities in Universal Primary Schools (UPS) within Kasese District, Uganda. Employing a descriptive research design integrating quantitative and qualitative methodologies, the study examines three main objectives: the impact of teacher support, school infrastructure, and school relationships on the retention of learners with disabilities. A total of 154 respondents, including teachers, head teachers, and pupils from six selected UPS, participated in the study. Data collection involved self-administered questionnaires, interviews, and focus group discussions. Findings reveal various home-related factors influencing the retention of learners with physical disabilities, such as poverty, negative parental attitudes, and lack of essential self-help skills training. Despite respondents indicating moderate levels of school attendance and retention for learners with disabilities, enrolment and retention rates remain significantly lower compared to non-disabled peers. The study underscores the need for collaborative efforts among government bodies, school administrators, teachers, parents, and other stakeholders to implement sustainable measures aimed at improving the school environment and enhancing retention for learners with disabilities.

Effectiveness of psychosocial intervention and functionality among homeless persons with mental illness.

Homelessness is a deeply ingrained aspect of our culture. It has a detrimental influence on people of all ages' physical and mental well-being, child development, academic success and the establishment and upkeep of families. Homelessness and mental illness have a reciprocal relationship that makes them two interrelated social issues that affect people's ability to function and communities all over the world. The study followed a Quasi-experimental research design - Pre and Post without control group, conducted in an urban rehabilitation center. A basic random sampling technique was used to select a sample of the respondents. All eligible participants who gave their consent were given the WHO Disability Assessment Schedule (WHODAS 2.0) and a semi-structured interview schedule. Statistics procedures used frequency distribution and inferential statistics such as t-tests, chi-square and correlation. The results of the study show that the majority of the respondents (60.00%) were in the age group 20 to 40 years, 73.3% were male, 50% were married, 62.7% had no children and their educational status shows that the majority of them (63.3%) were literate 56.7% were unemployed prior to institutionalisation. The mean percentage of disability of the respondents followed by the intervention (30.9 ± 16.4) was found to be significantly lesser than (t = 11.6, df = 29, p < .001) their level of disability (52.7 ± 17.8) before the psychosocial intervention. A significant negative correlation exists between disability and income (r = -.48, p < .01). Psychosocial intervention plays an essential role in enhancing functionality among homeless persons with mental illness in terms of self-help skills, social skills development, casework, group work, working with family and community and networking with community-based organisations to develop a support system. The present study revealed a significant negative correlation between disability and income.

Psychometric Validation of the Revised Physical Self-Perception Profile: An Italian Context Study.

The Physical Self has been defined as the set of perceptual, descriptive, and evaluative aspects that each person uses to describe his or her physical domains. The Revised Physical Self-Perception Profile questionnaire (PSPP-R) is a self-reported measure of physical self-concept domains, including a Perceived Importance Profile questionnaire that assesses the subjective importance assigned to physical domains. Although the PSPP-R has been validated in several countries, it has not been validated in the Italian context. The present study aimed to test the psychometric properties of the Italian version of the PSPP-R with the PIP in order to provide, for the Italian context, a comprehensive instrument for understanding the development of the Physical Self and global self-esteem dimensions. The factor structure, internal consistency, temporal stability, and criterion validity of the Italian version of the PSPP-R were examined in two independent samples of Italian students (n = 911; 348 males and 563 females) aged 15-20 years attending secondary school. The results demonstrated the validity and reliability of the Italian version of the PSPP-R, as well as its hierarchical structures. In psychological and educational settings, the Italian version of the PSPP-R can be used to examine the physical self-concept of Italian adolescents and young adults, allowing for the exploration of the interplay of competence and importance in physical domains.

The Use of the Parents’ Evaluation of Developmental Status and Developmental Milestones in Screening Children for Developmental Delay in India

Background/Objectives: The Parents’ Evaluation of Developmental Status (PEDS) and Developmental Milestones (PEDS:DM) are cost-effective, self-report tools that can be conveniently utilized in low- and middle-income countries to screen for developmental delays in children. This study assessed the diagnostic accuracy of PEDS and PEDS:DM in distinguishing children with typical development (TD) from those with developmental disabilities (DD). It also examined the relationship between parents’ general concerns and specific developmental concerns about their children. Method: The study included 407 children with TD and 59 children with DD, recruited from diverse socioeconomic backgrounds in Chandigarh, Himachal Pradesh, and the National Capital Region of India. Parents of children aged 4 to 8 years completed the PEDS and PEDS:DM online. Results: The PEDS demonstrated high sensitivity (91%) but low specificity (47%), whereas the PEDS:DM showed poor sensitivity (17%) and specificity (6%). Parents of TD children who expressed general developmental concerns were likely to report specific concerns related to behavior, self-help skills, health, and cognitive development. Parents of DD children with general concerns reported specific issues with fine motor skills, behavior, school performance, cognitive development, and health. Conclusions: These findings suggest that while PEDS and PEDS:DM can support early detection of developmental delays, their interpretation should be approached with caution. The study provides preliminary insights into the applicability of these screening tools for children aged 4–8 years in India.

A phenomenological analysis: Using life mapping to explore sexual identity development in middle-aged lesbians

Research on midlife and older LGBTQ+ adults is limited, with a focus on contemporary youth, male sexualities and ‘coming out’ experiences (e.g Camp et al., 2020; Darakchi, 2022; Khan et al., 2021; Romanelli et al., 2020). Generation X (Gen X) lesbians, individuals born between 1961 and 1981, have faced unique challenges due to major sociocultural changes in attitudes toward LGBTQ+ populations. This study used qualitative methods and Interpretative Phenomenological Analysis (IPA) to explore Gen X lesbian’s experiences related to their identity development and sense of self. Purposive sampling yielded three participants who engaged in life mapping and semi-structured interviews. Findings identified three Group Experiential Themes (GET): ‘Journey to self,’ ‘Negotiating a lesbian identity as a Gen X,’ and ‘Impact of heteronormativity.’ This research highlights the effect of heteronormativity on sexuality disclosure and milestones, enhancing feminist research by showcasing the overlooked experiences of Gen X lesbians.

A Development and Prototyping of a Two-Wheeled Self- Balancing Robot

Mobile robotics is a branch of robotics and within the branch the category of selfbalancingrobots is of particular interest as these robots show the promise of navigating difficultterrain in a manner like humans and can be used to platform for investigating autonomouscontrol systems. This paper aims to summarize the development of a two-wheeled self-balancingrobot as a case study to demonstrate the application of computer control systems in physicalsystems. A complementary filter is used with a triple-axis gyroscope and accelerometer toaccurately gauge the rotation of the two-wheeled robot and provide the data to a Proportional-Integral-Derivative (PID) program which controls the power to the motors accordingly to controlits tilt and achieve self-balancing. In short, the robot manages to achieve self-balancing within asmall tilt angle range, however, design flaws such as the sensor falling off at larger tilt anglescause instability at larger tilt angles. In future work, more complex control algorithms can beemployed, and the effect of different robot builds can be thoroughly explored

Video Modelling Module in Improving Self-Help Skills of Children with Autism Spectrum Disorder

This study aims to validate a video modelling module for children with Autism Spectrum Disorder (ASD) in Malaysia to improve their self-help skills. The module was developed using video modelling techniques to teach these skills successfully. Focus group discussion (FGD) was conducted to gather expert opinions on the module's content and structures. The results were analyzed through content analysis, revealing that the module achieved its objectives with minimal improvements needed before validation. The module can be widely used to improve self-help skills among children with ASD in Malaysia. The study's findings will be used to enhance the module further.

Effective Strategies for Working with Children with Autism in Mainstream Classrooms

In this study the education is identified as one of the key performance areas in the occupational therapy practice framework. The occupation of education includes academic (math, reading , writing), non-academic (recess, lunch, self-help skills), extracurricular (sports, band, cheerleading, clubs), and prevocational and vocational activities. The objective of this study is to assess out the effectiveness of classroom strategies for children with autism in mainstream classroom. The methodology adopted under this study is 20 children with autism and 24 teachers were included in the control group(N=10,12) and experimental group(N=10,12). Canadian Occupational Performance Scale, Teachers Attitude Towards Inclusion Scale, and Behaviour Rating Scale were used before and after the use of classroom strategies. The results of this study are experimental group, COPM, there was a significant difference in the pretest and post-test of the performance (p=0.005) and satisfaction (p=0.013) component of COPM. When goals addressed in the control and experiment groups were compared between groups, it showed significant difference in the post tests of both the groups in performance (u=0.005) and satisfaction (u=0.005) component of COPM. The pre-test and post-test of the POS (attitude towards student with disability in inclusive setting) and total component showed significant difference (p= 0.003 and 0.004) whereas there is no significant difference in the control group. The classroom strategies have a positive effect on the occupational performance for children with autism in mainstream classroom. It is effective in bringing positive attitude among teachers towards inclusion. It also improves the classroom behaviours of the children.

Reflection and reflexivity in influencing the developmental trajectories of ideal multilingual selves: a longitudinal qualitative inquiry

ABSTRACT This study conducted a longitudinal inquiry into how reflection and reflexivity influenced the development of ideal multilingual selves (IMS). The Dominant Language Constellations (DLC) was adopted to understand the operationalisation and development of IMS and how students’ reflection and reflexivity at different cognitive levels influenced the maintenance or development of their IMS. Five rounds of interviews and two rounds of written journals were collected from nine Chinese learners of German over 28 months. Findings suggested that most participants reflected on their multilingual experiences at lower cognitive levels, which could hardly maintain the vision of being multilingual longitudinally. In comparison, learners who continued to strengthen their IMS tended to demonstrate higher levels of reflection on multilingual experiences. They were also likely to activate more languages, including their first languages (L1s), in their DLCs during the reflective and reflexive process and identify the meaning of being multilingual for constructing their future selves. This research emphasised the significance of different levels of reflections and reflexivity in influencing the development of IMS and underscored the role of a holistic view of language in evoking higher-level reflective and reflexive thinking during LOTE learning.

Electrophysiological signature of interoceptive attention: a spectral and source localization analysis.

The ability to attend to and consciously process interoceptive signals is deemed critical for the development of minimal self, adaptive self-regulation and affective experience, and optimal expression of both instrumental and executive cognitive functions. Yet, notwithstanding the richness of theoretical proposals concerning inferential accounts of interoception, empirical evidence is still scarce. Building on such premises, this study was designed to investigate the electrophysiological signature of cognitive processes leading to aware coding of interoceptive signals via EEG source localization. Thirty-six healthy participants completed an interoceptive accuracy task, i.e., the Heartbeat Counting Task (HCT), while we collected task-related and resting state electrophysiological activity. eLORETA modelling and statistical nonparametric mapping were used to estimate intracortical current density and link such estimates to participants' performance at the task. Source analysis highlighted higher current density estimates for alpha frequencies during HCT with respect to rest, with the primary cortical generator in the right parahippocampal gyrus. Also, a set of medial cortical structures-primarily represented by the cingulate gyrus-showed significant relation between task-related changes in current density estimates for beta oscillations and HCT scores. Findings suggest the informativity of EEG task-related measures of neural activation when used to assess interoceptive skills, as well as of the potential of metrics and analysis based on source localization in the quest to improve our understanding of interoceptive accuracy and neurofunctional correlates of related active inferences.

Phenome-wide profiling identifies genotype-phenotype associations in Phelan-McDermid syndrome using family-sourced data from an international registry

BackgroundPhelan-McDermid syndrome (PMS) is a rare neurodevelopmental disorder caused by 22q13 deletions that include the SHANK3 gene or pathogenic sequence variants in SHANK3. It is characterized by global developmental delay, intellectual disability, speech impairment, autism spectrum disorder, and hypotonia; other variable features include epilepsy, brain and renal malformations, and mild dysmorphic features. Here, we conducted genotype-phenotype correlation analyses using the PMS International Registry, a family-driven registry that compiles clinical data in the form of family-reported outcomes and family-sourced genetic test results.MethodsData from the registry were harmonized and integrated into the i2b2/tranSMART clinical and genomics data warehouse. We gathered information from 401 individuals with 22q13 deletions including SHANK3 (n = 350, ranging in size from 10 kb to 9.1 Mb) or pathogenic or likely pathogenic SHANK3 sequence variants (n = 51), and used regression models with deletion size as a potential predictor of clinical outcomes for 328 phenotypes.ResultsOur results showed that increased deletion size was significantly associated with delay in gross and fine motor acquisitions, a spectrum of conditions related to poor muscle tone, renal malformations, mild dysmorphic features (e.g., large fleshy hands, sacral dimple, dysplastic toenails, supernumerary teeth), lymphedema, congenital heart defects, and more frequent neuroimaging abnormalities and infections. These findings indicate that genes upstream of SHANK3 also contribute to some of the manifestations of PMS in individuals with larger deletions. We also showed that self-help skills, verbal ability and a range of psychiatric diagnoses (e.g., autism, ADHD, anxiety disorder) were more common among individuals with smaller deletions and SHANK3 variants.LimitationsSome participants were tested with targeted 22q microarrays rather than genome-wide arrays, and karyotypes were unavailable in many cases, thus precluding the analysis of the effect of other copy number variants or chromosomal rearrangements on the phenotype.ConclusionsThis is the largest reported case series of individuals with PMS. Overall, we demonstrate the feasibility of using data from a family-sourced registry to conduct genotype-phenotype analyses in rare genetic disorders. We replicate and strengthen previous findings, and reveal novel associations between larger 22q13 deletions and congenital heart defects, neuroimaging abnormalities and recurrent infections.

Influence of parental involvement on the self-help skills of kindergarten learners

Influence of parental involvement on the self-help skills of kindergarten learners

Impact of Parental Involvement on Self-Help Skills of Kindergarten Learners

Impact of Parental Involvement on Self-Help Skills of Kindergarten Learners

Influence of The Home Routines to The Self-Help Skills of The Kindergarten Learners

The research aimed to determine the relationship between the influence of home routines on the self-help skills of Albuera North Central Elementary School, Division of Leyte's kindergarten learners during the school year 2022-2023. A descriptive-correlational research design was used. The parent-respondents who answered the adapted questionnaire were selected through simple random sampling to gather data about the frequency level of kindergarten learners' performance in home routines and the level of development of self-help skills. The gathered data were treated statistically using frequency count, simple percentage, weighted mean, and Pearson’s r. Results revealed that most of the learners are 5 years old, whose parents are high school level, with 3 to 4 siblings, and have a monthly income of Php 10,000 and below. Moreover, the learners often perform the home routines before going to school and always perform the routinary tasks after school. Furthermore, the learners have developed self-help skills. It was also found that there was no significant relationship between the influence of home routines and the self-help skills of kindergarten learners. Hence, the home routines cannot influence the self-help skills of the learners. It is recommended that the Enhancement Plan be implemented to help the parents deal with their learners' self-help skills development.

Kierkegaard’s Lesson on Religious Conformism vs. the Current Mainstream Environmentalism

This paper aims to show how Kierkegaard’s attack upon Christendom still works today to contrast current forms of conformism disguised under the appearance of new secular religions. I will start with considering Kierkegaard’s concept of conformism as a form of despair. As such, conformism is incompatible with Christianity, as well as with the development of a true Self. Secondly, I will focus on the current religious scene in Western Europe. While Christianity has become a minority in society, new secular religions have arisen and, along with them, new compelling narratives. Mainstream environmentalism appears to be one of these. Finally, I will try to show how Kierkegaard’s arguments against Christendom can be also applied to environmental propaganda.

Evaluating the effectiveness of a Portage program on reducing parenting stress and enhancing child development in autism spectrum disorders

BackgroundAutism spectrum disorder (ASD) manifests in early childhood and significantly impairs social and communicative functions. Parents of children with ASD typically experience higher levels of stress compared to parents of children with other disabilities or health issues. This study investigates how a home-based early intervention known as the Portage program influences parenting stress and improves family awareness by using the Parental Stress Scale (PSS), and Family Awareness Scale. We enrolled 41 children diagnosed with ASD and their parents in this study. The median age of the children was 4 years, with a predominance of males (80%). We measured changes in parenting stress and family awareness as primary outcomes, with the children’s behavior as a secondary outcome.ResultsPost-intervention assessments showed statistically significant improvements in parenting stress and family awareness (P < 0.001). Additionally, notable improvements were observed in the children’s social, language, self-help, cognitive, and motor skills, as well as general developmental age and ratio.ConclusionsA 3-month engagement with the Portage program markedly reduced stress among parents and increased family awareness regarding ASD. Significant advancements were also noted in multiple developmental domains of the children involved.