Lack Of Social Skills Research Articles

The Negative Impact of Technology on Social Networking among Students at UTM Skudai 2016

Recently social media network such as Facebook, Instagram, Twitters and Youtube has led to the popularity. Social media, which once act as an electronic connection between users has gained wider acceptability and usability and is also becoming probably the most important communication tools and is addictive among students especially in the higher education. There’s no denying the benefits we have gained from technological advancements, but as with all things in life moderation is key. Many students tend to use social medias against the ethics enshrines by Islamic laws therefore awareness about the dangers of excessive use of electronics will help in avoiding any undesirable issue. The negative impacts of addictive usage of social medias includes isolation, lack of social skills and bonds, obesity, depression, poor sleep habit, increase bullying, lack of privacy, lack of social and sexual boundaries, and mental and emotional disturbances. Therefore, this study examines the significant impact of social media on UTM students and to identify recommendations to overcome the negative impact. Quantitative method is applied in this research distributed to students in Universiti Teknologi Malaysia where the respondents is required to rate on a likert scale basis. Questionnaire is developed to explore the participating students’ the level of social media’s usage and its negative impact. At the end of this paper, some suggestions are included to overcome the negative impact for a better use to this social networking site. The last and not least, this study will be of great benefits to the university as it has shown the dangers of uncontrolled use of these social medias by students and therefore the need to put in place measures to prevent the negative effects.Keywords : Technology, Social Medias, Impact of Social Medias, Students, UTM

Childhood cancer survivors' experiences in school re-entry in South Korea: Focusing on academic problems and peer victimization

Childhood cancer survivors are confronted with numerous problems when they return to school after the completion of treatment. This study investigates the school re-entry experiences of childhood cancer survivors in South Korea. In-depth qualitative interviews were conducted with 31 childhood cancer survivors who were between 15 and 39years old and had completed all cancer treatments at the time of the study. Participants reported being excited about school re-entry, but also being fearful and concerned about their academic performance and peer relationships. The participants' school re-entry experiences were mostly impacted by their relationships with their peers and teachers. They expressed having had psychosocial problems related to school re-entry, such as feeling a sense of loss and a lack of social skills. Our study findings emphasize a critical need for supporting childhood cancer survivors, both academically and socially, in their transition to school.

THE INFLUENCE OF GENDER AND FAMILY IN ONLINE PARTICIPATION OF TEENAGERS AT SOCIAL RISK

Internet is a mean of mass information and fulfills the traditional functions of a public space without doubts. Participation in the virtual space is defined as a problematic use of the Internet process which damages the disadvantaged young person's personality, which is already characterized by a lack of social skills, communication, feelings of expression issues. The majority of young people are attracted by internet space, by its anonymity and availability. The aim of the research is to analyze the influence of gender and family aspects in online participation of teenagers at social risk. The research showed that the internet provides the great and additional opportunities to teenagers at social risk, something they don’t get in their families. Children living with grandparents or with only one parent are more active users of Internet social networks in comparison with other children. They seldom recognize the Internet dangers and more quickly become emotionally dependent on the Internet. The adults’ control or its absence determines the expression and frequency of online participation of teenagers at social risk. The girls more frequently recognize the dangers of virtual space than the boys do; but the girls use to publish more information about themselves. The research results show that the participation of teenagers at social risk in social networks is unconscious. Young people are not able to “filter” and select proper information, usually equate the virtual world with reality. Online participation of teenagers is reasoned by satisfaction of needs, parents’ inattention and search for new acquaintances.

Social Skills Group for Adults Living with Intellectual Disabilities

This work presents the results obtained with a therapeutic social skills group for adults living with intellectual disabilities and psychiatric co-morbidities. The concept of social skill is used in cognitive behavioral therapy approaches. For the last four years in the community psychiatry unit within the department of psychiatry of mental development, we have organized social skills groups. These groups are meant for ambulatory patients with intellectual impairments and psychiatric co-morbidities in conjunction with a lack of social skills. Each patient is under individual cognitive behavioral therapy treatment, which makes it possible to precisely evaluate the issues and the patient's expectations. In addition to the individual sessions, the patients participate in a monthly semi-open selfaffirmation group. Each patient completes a variety of questionnaires and scales which serve as a baseline, as well as questionnaires at the end of each session to provide information about the dynamic of the group and its progression.

Teachers’ and parents’ attitude to relevance of sexuality education of adolescents with mild intellectual disabilities


 The article deals with teachers’ and parents’ attitudes towards sexuality education of adolescents with mild intellectual disabilities. It is indicated that teachers treat sexuality education as a relevant problem of education of adolescents with mild intellectual disabilities due to pupils and parents’ insufficient knowledge about sexuality education. Informants are particularly concerned about pupils’ active sex life, which often results in early pregnancy, sexually transmitted diseases, etc. Problems are determined by pupils’ emotional and behavioural problems, lack of social skills, and deepened by the negative impact of the family and environment. During the research, the prevalence of different attitudes of participants of the educational process (parents and teachers) towards sexuality education of adolescents with mild intellectual disabilities in social and educational environment was observed. Teachers state that sexuality education is a relevant problem due to pupils’ early sexual interactions, lack of social skills, emotional and behavioural problems and demonstration of destructive sexual behaviour.

John and Alicia Nash: A Beautiful Love Story.

John Nash and his wife Alicia died unexpectedly in an auto accident on May 23, 2015. They were 86 and 82. While John was famous formany things, includinghis 1994NobelPrize in economics and his ability to slowly pull out of the cognitive fog of schizophrenia, to me they are best remembered together as one of the great love stories of all time. Alicia deserves fame and remembrance for her beautiful mind as well. Without her, there very likely would have been no recovery and no Nobel Prize. John obtained his Ph.D. inmathematics fromPrinceton in 1950and joined the facultyatMIT in 1951. For a timehehad an affairwithanurse, EleanorStier, and together theyhada child, John Stier, although they never married. Instead he became captivatedbyabeautiful andgiftedyoungwomanwhowasone of his graduate students, Alicia de Larde, who had recently graduated from MIT with a degree in physics. They were married in 1957. She soon became pregnant and gave birth to a son, who was also named John, and who would also obtain a Ph.D. in mathematics and develop schizophrenia. Although he had always been somewhat eccentric, during thepregnancyJohnbegantoshowsignsof full-blownparanoia and cognitive disorganization. Alicia and his friends had to make a difficult decision to have him involuntarily hospitalized atMcLeanHospital in 1959.Hewas treated for several months, and after his dischargehewent toEuropewith aplan to renounce his U.S. citizenship and avoid future commitments. Alicia retrieved him and sent him back to the United States. She and his sister had him admitted to hospitals in New Jersey, where he was treated with insulin coma and psychotropic medications. His illness continued after discharge as he led a confused and peripatetic life both in the United States and abroad. Although worn down by her concerns over his welfare and that of their son, Alicia did her best to cope with his illness and to help him. They were divorced in the early 1960s, but she took him back into her home in Princeton in 1970, and they continued to live there with their son Johnny until their recent death. They formally declared their commitment to one another by remarrying in 2001. By 1994 he had recovered enough to pass inspection by theNobel Committee, which did notwish to cast dishonor on thePrize by choosing a recipientwhohadbeen psychotic and might manifest inappropriate behavior during the awards ceremony.Fortunatelyallwentwell, andJohnandAlicia’s life began anewphase. They received somemuch-neededmoney fromthePrize, andJohn’s intellectualgreatnessreceivedformal recognition of the highest type. I first met John in print by reading Sylvia Nasar’s biography of him, A Beautiful Mind (1), in 1998. As a person who had been interested in a possible relationship between schizophrenia and creativity, I found it fascinating. Shortly thereafter Iwas invited to join himas one of two introductory plenary speakers in the evening opening ceremony of a Cold SpringHarborLaboratory(CSHL)conferenceonschizophrenia. Although Iwouldhave to give that talkwith a jet-laggedbrain that had just returned from Europe that very day, I would never havemissed the opportunity tomeet him and talk with him. At that time the “digs” forCSHLconference speakerswere quite simple—single rooms without private baths, no phones in the rooms, single uncomfortable beds, and a very small “common area” with a pay telephone. I ran into John in the common room and chatted with him a bit. I also helped him call Alicia using the pay telephone. Althoughhewas said tohave “recovered,” no psychiatrist familiar with schizophrenia could fail to miss his residual symptoms. He had facial tics and grimaces. He would laugh inappropriately. His talk that evening was to a fairly broad audience—a mixture of psychiatrists, psychologists, neuroscientists, and molecular scientists. He talked about what it is like to suffer from schizophrenia, the nature of his own recovery, and the need for more research and greater public understanding. He received rousing applause—farmore thanI received formyacademicdiscussion of the neural mechanisms of the characteristic symptoms of schizophrenia. Deservedly so. The nextmorning John sauntered into the breakfast room and sat down next to me, but he was at a loss as to what he should do next. He, a Nobel laureate in economics, had been living in poverty for nearly three decades. Apparently he had never seen a breakfast buffet.He hadno idea that cereal came in individual boxes and that he was supposed to pick one up and take it to his seat. Nor once he had his box could he figure out how to open it or putmilk on it. I walked him through the process, enjoying the fact that I was able to use my skills in psychosocial rehabilitation. His lack of social skills was interesting but not surprising once I thought about it. Knowing him more and more over the upcoming years, I realized that his psychosocial impairments were not illness symptoms but insteadaconsequenceof living ineconomicdeprivation for so long. These kinds of impairments in social skills fell away as The relationship between creativity and mental illness is not simple.

Context-Aware Automated Analysis and Annotation of Social Human--Agent Interactions

The outcome of interpersonal interactions depends not only on the contents that we communicate verbally, but also on nonverbal social signals. Because a lack of social skills is a common problem for a significant number of people, serious games and other training environments have recently become the focus of research. In this work, we present NovA ( No n v erbal behavior A nalyzer), a system that analyzes and facilitates the interpretation of social signals automatically in a bidirectional interaction with a conversational agent. It records data of interactions, detects relevant social cues, and creates descriptive statistics for the recorded data with respect to the agent's behavior and the context of the situation. This enhances the possibilities for researchers to automatically label corpora of human--agent interactions and to give users feedback on strengths and weaknesses of their social behavior.

The potential of behaviour management strategies to support learners with Attention Deficit Hyperactivity Disorder in the classroom

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. This is due to the inattention, hyperactivity, lack of social skills and high levels of oppositional behaviour that these learners often struggle with. To change the classroom atmosphere and enhance the learning environment necessitates knowledge on the side of the teacher to support these learners in the classroom setting. The aim of the research was imbedded in the research question underpinning this investigation: Could learners with ADHD be supported in the classroom setting using behaviour management strategies to address inattentiveness, hyperactivity, poor social skills and oppositional behaviour? Four hypotheses were stated and tested with regard to the influence of behaviour management strategies on these manifestations of learners with ADHD. The statistically significant results of the intervention, which incorporated behavioural managem...

Validation of the Bipolar Disorder Etiology Scale Based on Psychological Behaviorism Theory and Factors Related to the Onset of Bipolar Disorder

ObjectivesThe aim of this study was to identify psychosocial factors related to the onset of bipolar I disorder (BD). To do so, the Bipolar Disorder Etiology Scale (BDES), based on psychological behaviorism, was developed and validated. Using the BDES, common factors related to both major depressive disorder (MDD) and BD and specific factors related only to BD were investigated.MethodThe BDES, which measures 17 factors based on psychological behaviorism hypotheses, was developed and validated. This scale was administered to 113 non-clinical control subjects, 30 subjects with MDD, and 32 people with BD. ANOVA and post hoc analyses were conducted. Subscales on which MDD and BD groups scored higher than controls were classified as common factors, while those on which the BD group scored higher than MDD and control groups were classified as specific factors.ResultsThe BDES has acceptable reliability and validity. Twelve common factors influence both MDD and BD and one specific factor influences only BD. Common factors include the following: learning grandiose self-labeling, learning dangerous behavior, reinforcing impulsive behavior, exposure to irritability, punishment of negative emotional expression, lack of support, sleep problems, antidepressant problems, positive arousal to threat, lack of social skills, and pursuit of short-term pleasure. The specific factor is manic emotional response.ConclusionsManic emotional response was identified as a specific factor related to the onset of BD, while parents’ grandiose labeling is a candidate for a specific factor. Many factors are related to the onset of both MDD and BD.

Cyber-bullying: An investigation of the psychological profile of university student participants

The present study investigated the psychological profile of 430 Greek university students who reported cyber-bullying/victimization experiences. Participants completed a self-report questionnaire, measuring cyber-bullying, cyber-victimization, Internet frequency and use, personality characteristics, and psychological symptoms. Results indicated that 58.4% of the sample had participated in a cyber-bullying incident assuming any role. Cyber bully/victims, the most common participant role, endorsed more psychological symptoms, more psychopathic traits, and were high sensation seekers, compared to the rest of the groups, whereas cyber-victims scored higher on empathy. Cyber-bullying was predicted by callous/unemotional and impulsive/irresponsible traits, depression, Internet use, as well as lack of social skills. The latter four variables also predicted cyber-victimization along with gender. Findings are discussed in terms of prevention and intervention strategies.

Autism: cause factors, early diagnosis and therapies.

Autism spectrum disorder (ASD) is a complex neurobiological disorder characterized by neuropsychological and behavioral deficits. Cognitive impairment, lack of social skills, and stereotyped behavior are the major autistic symptoms, visible after a certain age. It is one of the fastest growing disabilities. Its current prevalence rate in the U.S. estimated by the Centers for Disease Control and Prevention is 1 in 68 births. The genetic and physiological structure of the brain is studied to determine the pathology of autism, but diagnosis of autism at an early age is challenging due to the existing phenotypic and etiological heterogeneity among ASD individuals. Volumetric and neuroimaging techniques are explored to elucidate the neuroanatomy of the ASD brain. Nuroanatomical, neurochemical, and neuroimaging biomarkers can help in the early diagnosis and treatment of ASD. This paper presents a review of the types of autism, etiologies, early detection, and treatment of ASD.

THE INFLUENCE OF PERSONALITY AND FACEBOOK USE ON STUDENT ACADEMIC PERFORMANCE

This paper investigates the influence of personality variables as measured by the Five-Factor Model (FFM) on Facebook use and the influence of Facebook use on student academic performance. Extraversion was positively related to student self-reported measures of the time spent on Facebook giving support to the proposition that extraverted individuals use social networking as a means of social extension. This finding contradicts the suggestion that introverts will engage in greater social media use because of the ability to compensate for their lack of social skills. The amount of time that students spend on Facebook was found to be negatively related to academic performance. The significance of these findings is discussed with recommendations for future research.

Correlations of Theory of Mind Deficits with Clinical Patterns and Quality of Life in Schizophrenia

Background: Numerous studies have demonstrated the existence of theory of mind (ToM) impairments in patients with schizophrenia. The clinical consequences of these impairments are currently under debate. Accumulated evidence suggests that ToM deficits are linked to negative and disorganization symptoms, but direct correlations are lacking. Moreover, it is unclear whether ToM deficits are related to reduced quality of life (QoL).Methods: To extend the understanding of objective (i.e., clinical symptoms) and subjective (QoL) correlates of impaired ToM, we assessed 206 patients with schizophrenia based on performance of an ecological task (Versailles-Situational Intention Reading, V-SIR), a Communication Disorders Scale (SCD), the Positive and Negative Syndrome Scale (PANSS), the Clinical Global Impression rating, and a QoL questionnaire (S-QoL). Statistical inferences were drawn from correlations analyses considering both factors/subscales aggregates and single items.Results: ToM performance was negatively correlated to disorganization and negative PANSS factors. Poor V-SIR performance was correlated with “conceptual disorganization,” “difficulties in abstract thinking,” and “apathy/social withdrawal.” The SCD was correlated with “negative,” “disorganization,” and “anxiety/depression” PANSS factors. The S-QoL total score was not significantly correlated with ToM performance. Only the item “difficulties in expressing feelings” was significantly correlated with poorer V-SIR performance.Conclusion: We discuss the intriguing paucity of the results and what they reveal about the difficulties faced by psychiatrists with patients not expressing complaints about lack of social skills.

1126 – The efficacy of social skills training over self-image distorsions in avoidant personality disorder

The lack of social skills and self-image distorsions are frequently met in the avoidant personality disorder (APD) and although the personality disorders are egosyntonic, subjects could experience prolonged dysforic episodes and a will to change their relationship patterns. To evaluate the efficacy of social skills training on the overall APD features and on the self-image distorsions, in particular. A group of 12 subjects with APD, diagnosed using Structured Clinical Interview for Axis II Disorders of DSM IV (SCID II), were included in a psychotherapy program focused on social skills training with 2 sessions per week, for 3 months, with a follow-up visit after 6 months from baseline. These patients were included in an individual therapy (12 sessions) and group therapy (12 sessions). All of these subjects were monitored using a semi-structured interview focused upon the avoidant-type cognitive schemata and self-image related automatic cognitions. A diary was held by every patient and cognitive restructuring was monitored, as well as the effect of role-playing, imaginative and in vivo exposures. The social skills training decreased the occurrence of social exposure associated discomfort, self-image self-reported automatic cognitions (as reflected by the diary entries). The overall evolution reflected an increase in self-confidence and a more stable sense of self in relationships, although the SCID II confirmed the maintenance of the APD diagnosis at follow-up visit. Social skills training has a positive impact over the self-image, decreasing the social exposure discomfort and inadequacy feelings in the patient relationships.

Trajectories of social anxiety during adolescence and relations with cognition, social competence, and temperament.

This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected from different sources: participants, independent observers, parents, and teachers. Using Latent Class Growth Modeling (LCGM) we identified three distinct social anxiety trajectory groups: i) high and changing; ii) moderate and decreasing; and iii) low and decreasing. Multinomial regression analyses showed that the cognition variables, negative interpretations of ambiguous social situations and self-focused attention, differentiated between all three trajectories. A lack of social skills and having social problems at school were specifically related to the chance of following the high trajectory versus the moderate trajectory. Neuroticism differentiated between the low and moderate trajectories. Findings indicate that adolescents at risk of belonging to a high social anxiety trajectory can be discriminated from peers belonging to a less anxious trajectory using both cognition and social competence variables.

STRIVING FOR ADVANTAGE AS A DETERMINANT OF SOCIAL BEHAVIOUR

After the experience of alienation, insecurity, distrust and dismay in the family, getting into institutional care teenager is forced to feel it once more, on the other hand, new environment and intermittent situation in the care institution leads teenager to look for new ways for social interaction and often these ways are limited due to the peculiarities of teenager’s psychosocial development. It is complicated for youngster to master new and unusual forms of social interactions that are based on common activities and result planning, social activity and responsibility, because stereotypes of teenagers’ behaviour and reactions in the different situations cannot change so fast. The lack of social skills disturbs optimal development of social networks, determines low level of self control, decreases ability to solve conflict situations constructively, so usually they are forced to use known behavioural strategies (to behave aggressively and provocative in order to get advantage). In such situation the demonstration of advantage gets a specific attribution and transforms to the manifestations of concurrent aggression that are evident more and more often. Concurrent aggression determines complicated and difficult relationships between teenagers, institutional staff as well and with environment in general. The paper presents research which aim is to define concurrent behaviour among teenagers who are placed in the institutional care. With the authors’ permission approbated check list of self evaluation YSR 11/18 (Youth self report, Achenbach, Rescoria, 2001) was used and 14 – 17 years old 126 teenagers from different care institutions of Lithuania took place in the research. Approbated check list YSR 11/18 (Žukauskienė, Malinauskienė, 2008) consists of 20 statements that reveal social and behaviour (activeness) competences and 122 statements that let for the researcher to assess problems in behavioural and emotional performance. Six scales were used: anxiety/depression, withdrawal/depression, rules breaking, aggressive behaviour and scale of attention and social problems. The data of quantitative research point out those statistically significant correlate results of behaviour and emotional problems; the strongest ties among the teenagers group were set up between aggressive behaviour and breaking of the rules. The results of correlation analysis proved that anxiety/depression scale of teenagers placed into the institutional care closely correlates with social problems, and social problems are in tight relations with aggressive behaviour and lack of attention and lack of attention correlates with aggressive behaviour, as well. In qualitative research 6 interviewers were involved. Applying method of narrative research the subjective point of view of teenagers on striving for domination, manifestations of aggression signs and factors that determine such their behaviour was done. Key words: behavioural norm, concurrent aggression, institutional care.

Social Skills and Well-Being: The Mediating Role of Positive Relations with Others

The ability to communicate and interact effectively with other people is associated with a number of positive psychological and social consequences. This ability has variously been referred to as social skill, communication competence, or social competence (e.g., Riggio, 1986; Spitzberg, 1987). For example, people with good social skills or communication competence tend to have higher selfesteem (Riggio, Throckmorton, & DePaola, 1990), satisfaction with social interactions (Flora & Segrin, 1998), and perceived social support (Riggio & Zimmerman, 1991), relative to those with inadequate social skills. It is also case that deficits in social skills are associated with an extensive list of psychosocial problems such as loneliness, anxiety, and depression (Segrin, 1992, 2000; Wenzel, Graff-Dolezal, Macho, & Brendle, 2005). Now that a fairly reliable association between social skills and psychosocial has been established, social scientists are beginning to turn their attention to variables that could potentially explain this association.Social skill is an individual difference that can have profound effects on of interactions with other people as well as people's psychological well-being. Indeed, these two phenomena are theoretically related as of social interactions can affect and be affected by a person's state of mind and mental health. In Lewinsohn's behavioral theory of depression, social skill is defined as ability to enact behaviors that are either positively or negatively reinforced and to not emit behaviors that are punished by others (Libet & Lewinsohn, 1973). Others have defined social skills as the ability to express both positive and negative feelings in interpersonal context without suffering loss of social reinforcement (Hersen & Bellack, 1977), and ability to interact with others in a way that is both appropriate and effective (Segrin, 1992). Implicit in all of these conceptualizations is concept of positive consequences. According to behavioral theory, possession and demonstration of good social skills should bring about positive social consequences, whereas a lack of social skills should be associated with negative social outcomes (Libet & Lewinsohn, 1973). The importance of these social outcomes lies in their obvious connection to a positive or negative state of psychological wellbeing.Well-being is a broad term capturing importance of both psychological and physical exploration and health in one's life. The concept of can be used to understand an individual's outlook on life, and life satisfaction. The definition and description of is grounded in two distinct paradigms; first is hedonism, the view that consists of pleasure or happiness, and second is eudaimonism, grounded in idea that well-being consists of fulfilling or realizing one's daimon or true nature (Ryan & Deci, 2001). The latter is focus of Ryffs research and subsequent scale on psychological wellbeing (Ryff, 1989a, 1989b; Ryff & Keyes, 1995; Ryff & Singer, 2000). It is based on assumption that individuals are working towards selfactualization (Ryan & Deci, 2001). Understanding in college students reveals more about their college experiences, including how they are impacted by specific stimuli on campus. As college students move through their educational experience, understanding factors that shape their contributes to literature regarding multitude of ways those college impacts students.The construct of positive relations with others (Ryff & Keyes, 1995; Ryff & Singer, 2000) refers to having satisfying and trusting relationships with other people along with a capacity for empathy and intimacy. It was proposed that positive relations with others provide a theoretical link between possession of social skills and experience of positive psychological well-being. …

Experiences of School Bullying Among Internationally Adopted Children: Results from the Finnish Adoption (FINADO) Study

This study investigated the prevalence of and factors associated with school bullying and victimization among Finnish international adoptees. The Olweus bully/victim questionnaire was sent to all 9-15-year-old children adopted in Finland between 1985 and 2007 through the mediating organizations officially approved by the Ministry of Social Affairs and Health. The children were identified through official adoption organizations. The response rate in the target sample was 49.4%: the study sample consisted of 364 children (190 girls, 52.2%). The children's background factors and symptoms of reactive attachment disorder (RAD) were evaluated using a FINADO questionnaire. Their learning difficulties and social and language skills were assessed using a standardized parental questionnaire (Five to Fifteen). Of the participants, 19.8% reported victimization by peers while 8% had bullied others. Both victimization and bullying were associated with severe symptoms of RAD at the time of adoption (RR 2.68, 95%CI 1.50-4.77 and RR 2.08, 95%CI 1.17-3.69 for victimization and bullying, respectively). Lack of social skills was associated with victimization (RR 1.74, 95%CI 1.06-2.85) but not independently with being a bully (RR 1.50, 95%CI 0.91-2.45). In a multivariate analysis the child's learning difficulties and language difficulties were not associated with either bullying others or victimization.

Children’s Cyberbullying Victimization: Associations with Social Anxiety and Social Competence in a Spanish Sample

Cyberbullying research has increased in recent years given the consequences of victims’ personal and social domains. However, very few studies have analyzed the antecedents that make individuals more vulnerable to cyberbullying victimization. This research, based on previous studies on school bullying, aimed to examine social anxiety, interpersonal difficulties and lack of social skills as predictors of victimization in cyberspace and to extend the research done to date by assessing the antecedents of these negative online interactions. Public primary school students aged 10–12 years old (n = 1127) completed a self-report questionnaire which measures being cyberbullied, social anxiety and social competence. Logistic regression analyses examined the associations between cyberbullying victimization and social anxiety, and two measures of social competence: social skills and interpersonal difficulties. The results reveal that specific symptoms of social anxiety (fear of negative evaluation), interpersonal difficulties to communicate with peers and close friends, and lack of appropriate social skills, all increased the likelihood of cyberbullying victimization. They suggest that increasing worry about others’ evaluation makes children vulnerable to cyberbullying and, likewise, children with poor social skills and difficulties to act in front of a large group of people or to interact with friends are at risk of being victimized in cyberspace. Implications for practice and future research are discussed.

Community Dwellers’ Perception of Past Life Recollection and Preparation for Death

Purpose: This study is to understand how community members perceive past life recollection and preparation for death. Methods: Using a questionnaire, we surveyed 160 adult residents of one of the districts (gu) in Seoul, Korea. Descriptive statistics were used. Results: Participants chose their 30s and 40s as the most difficult time in their lives. The most painful experience was “an illness of a family member”, followed by “trouble with a spouse”, and “trouble with children”. As for the most difficult social experience, “sense of loss in life” was ranked the highest. Personally, the happiest time was “accomplishment of a goal”, while it was “happiness through children” in family relationship and “contribution to society through my career” in social life. As for the most regrettable experience, personally “having lived without purpose” was the highest, “not meeting my parents’ expectation more” in family relationship; “not providing sufficient education” in relationship with children; “not having an occupation that I wanted” in work life, and “lack of social skills” in social life. More than 87% of the surveyed showed a positive attitude about the system of the do not resuscitate (DNS) order. For a situation where participants were supposed to have an incurable disease, “I want to be notified of the true condition” and “I want to write a will and advanced directives ” ranked high, receiving more than 3.1 points out of 4. Conclusion: These results demonstrate the need for death education to provide people with an opportunity to accept their regrettable experiences in the past as part of their life. Also, this study suggests the importance of writing advanced directives for people to prepare for“death with dignity” how it can help their decision to be better respected. (Korean J Hosp Palliat Care 2011;14:81-90)Key Words: Life, Death, Education서론 우리나라는 2000년에 65세 이상 노인인구가 전 인구의 7%를 넘어서는 고령화 사회에 진입한 이후, 2007년 노인인구 비율이 9.9%에 달하고 있고 2008년 기준 국민 평균 수명이 78.63세(남 75.14세, 여 81.89세)로서 빠른 고령화가 진행되고 있다. 반면, 노년기 자살률의 증가로 노인의 불행한 죽음이 급증하고 있는(1) 현상은 현재 우리나라 노인인구의 고령화와 삶의 질은 반비례하고 있는 현실을 보여주고 있다. 수명만 연장된 노년기가 아니라 은퇴 후 임종까지의 기간을 건강하고 행복하게 보내기 위해서는 새로운 노년기의 삶에 적응하기 위한 준비가 필요하다. 특히 사