Sentences with phrase «general psychological term»
Life transition is a general psychological term that is an expansion on the original idea of the mid-life crisis or transition that many people undergo in their early 40s.
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It had not yet been seen that the subject - predicate form can be viewed as a special case of a more general account of logical terms, functions, and relations: a true «logic of manifolds,» as Cassirer calls it (SF 72), eschewing any psychological elements, was yet to emerge.
In 1905 Buber used the term «das Zwischenmenschliche» (a now familiar expression which he was the first to employ) as the social - psychological in general, «the life of men together in all its forms and actions,» «the social seen as a psychological process.»
He uses the term «response» as including genuine responsibility, listening as well as speaking, and an element of possible surprise — all in clear contrast to «the general interest in salesmanship, the worship of efficiency for its own sake,» and «the emphasis of psychological schools on stimuli, conditioned responses and the manipulation of emotions.»
The use of the term «disorder,» however, is simply inadequate, either as a general description of homosexuality or of particular gay and lesbian experiences in the United States today, without using some moral or psychological distinctions.
However, 30 % exhibit long term psychological mal - adjustment, which is double the incidence in the general population (Lamb, 2007).
In response to an earlier epistle by Mr Amidu against the NDC, Mr Anyidoho told Accra - based Kasapa FM that the former Attorney General only «comes out to spew gibberish whenever the NPP is under pressure and looking bad, but the NDC is looking so good in terms of the psychological warfare; that is when Martin Amidu strikes.
Stress is a medical term for a wide range of strong external stimuli, both physiological and psychological, which can cause a physiological response called the general adaptation syndrome.
• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students
As adults, they are better off in terms of the quality of intimate relationships, social support from friends and relatives, and general psychological well being.
Convergent validity results further suggest the MCC's distinctiveness regarding other measures of commitment, by showing personal, but not moral or structural, commitment, to correlate with the Investment Model Scale (Rusbult et al. in Personal Relationships 5:357 — 387, 1998), defining commitment as a unitary construct pertaining a general long - term orientation and intent to persist in the relationship, and psychological attachment towards the partner.
While intelligence as psychological construct is assumed to be stable over time, it has been suggested that WISC - III subtests may be less stable than global IQ (for more information about long - term stability of the WISC - III see Canivez and Watkins 2001; for a general discussion see Moffitt et al. (1993) and repeated verbal IQ testing during childhood has revealed considerable change within individuals, reflecting different rates of developmental maturation, and, specifically, language development (Breslau et al. 2001).