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The subject of this article is one of the most-recent additions to the field of practice and research conducted on the borderline between social sciences—psychology, pedagogy—and medicine—sensory integration. The purpose of this article is to describe the basic elements defining sensory integration: history, definitions, and theoretical and methodological assumptions. The nature of this article is therefore introductory, referential, and metatheoretical. The need for research in this field is justified by the unclear cognitive status of sensory integration, combined with the great popularity of this sphere of therapeutic practice and knowledge.
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The contribution is devoted to research results of the reproductive and matrimonial behaviour of young people in Slovakia, its connections with similar investigations in the past years. The contribution is bordered by perceptions, knowledge and social work practice.
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The authors describe the present system of administering of the social care for juvenile girls that were under the authority of judicial order to undergo to institutional education or correctional one. In this article there are also presented the research outcomes to explore the risk social and demographic characteristics of the families of the psychosocial disabled juvenile girls.
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The aim of study was to establish model of the relationship between amount of contants with an absent father and support from grandparents with communication with peers of adolescents from single mother families. The hypothesis about amount of contatcts with absent father and support from grandparents predicts communication with peers of adolescents from single mother family was verified with using a Berlinʼs Scale of Social Support, the authorʼs Scale of Communication with peers and with data about amount of contacts with absent father in group of 182 adolescents from single mother families. Results showed that adolescentsʼs amount of contacts with absent father, is significant correlacted with perceived support from grandparents and with opened communication with peers.
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The article analyzes peculiarities of students’ self-attitudes in the context of self-determination of their personal development. Self-attitude is defined as a poly-modal emotional-estimative system based on the principle of a dynamic hierarchy and acting as one of the structural units of a person’s dispositional core and a component of the structure of self-consciousness. Self-attitude expresses peculiarities of an individual’s attitude to oneself and provides centring of one’s inner space and formation of the semantic vector of one’s life path. Positive self-attitude along with personal aspirations and prospects, personal autonomy, self-efficacy is an indicator of a self-determined individual. The used questionnaire on self-attitude developed by V.V. Stolin, S.R. Pantileev allowed us to identify three levels of self-attitude according to the degree of its generalization: general self-attitude; self-attitude differentiated by self-regard, auto-sympathy, self-interest and expected attitude of others; the level of concrete actions (readiness for them) regarding Self. The analyses of students’ self-attitude has shown that the respondents are characterized by high indicators of general self-attitude and high and average lower-level indicators. The students with high and low self-determination have different expressiveness of the self-attitude components.
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The topic of this lecture is the relation between Wittgenstein’s thought and Wittgensteinian philosophy on the one hand, psychology and psychologism on the other. It will start by clarifying how the label ‘psychologism’ should be understood in this context, opting for a neutral rather than derogatory conception. Next it discusses the relation between Frege’s anti-psychologism and that of the early Wittgenstein. The main focus will be on Wittgenstein’s denial that assertion and judgement are of logical relevance. The final sections turn to Wittgenstein’s later thought. Can it avoid the intrusion of psychology concerning the following areas: – meaning – philosophical psychology – philosophical method? Giving short shrift to psychological notions like understanding, perception, judgement and belief is impossible even in philosophy of language and epistemology, given their connections to notions like meaning and knowledge. If Wittgensteinian philosophizing were a kind of psychotherapy, it would also be wholly irresponsible to ignore psychological theories. Fortunately it isn’t. Nevertheless it is neither feasible nor desirable to insulate the clarification of philosophical problems and contested concepts against empirical considerations. I shall substantiate this claim by looking at the problem of animal minds and the role that abilities play for mental and epistemic phenomena. If conceptual analysis is to serve as an instrument of critical thinking, it had better be impure.
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In 1970, a psychologist named Dr. David Raskin, a researcher at the University of Utah, began a study of the probable lie comparison question polygraph technique. Raskin and his colleagues systematically studied and refined the elements of polygraphy by determining what aspects of the technique could be scientifically proven to increase validity and reliability (Raskin & Honts 2002). Their efforts culminated in the creation of what is known today as the Utah approach to the Comparison Question Test (CQT) The Utah-CQT is an empirically consistent and unified approach to polygraphy. The Utah-CQT, traditionally employed as a single issue Zone Comparison Test (ZCT), is amenable to other uses as a multi-facet or multiple-issue (mixed-issue) General Question Technique (GQT) and the related family of Modified General Question Technique (MGQT) examination formats. The Utah-CQT and the corresponding Utah Numerical Scoring System (Bell, Raskin, Honts & Kircher, 1999; Handler, 2006) resulted from over 30 years of scientific research and scientific peer-review. The resulting technique provides some of the highest rates of criterion accuracy and interrater reliability of any polygraph examination protocol (Senter, Dollins & Krapohl, 2004; Krapohl, 2006). The authors discuss the Utah-CQT using the Probable Lie Test (PLT) as well as the lesser known Directed Lie Test (DLT) and review some of the possible benefits offered by each method.
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The Behavioral Analysis Interview (BAI) is the only questioning method that has been developed specifically to help investigators sort those who are likely to be ‘guilty’ from those who are not. In its typical application the BAI is a pre-interrogation interview that is used to focus interrogational effort; however, it also can be used independently in order to circumscribe investigative efforts in those cases in which there is a fixed and relatively large number of ‘suspects’. In this paper an overview of the BAI process is provided and the findings and limitations of the extant bodies of field and laboratory research on the BAI are discussed. The paper concludes with suggestions to guide future research on the BAI.
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