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Showing items related by title, author, creator and subject.
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Terrorism and Mental Illness: Is There A Relationship?(Sage Publications, 2003)This article examines the connections between mental illness and terrorism. Most social scientists have discounted a causal relationship between mental illness and terrorism. This is not necessarily always the case within terrorism studies, the media, or political circles where the psychology of terrorism is often expressed in the language of mentalisms, and theories of pathologisation continue to exist. This article reaffirms the view that apart from certain pathological cases, there is no causal connection between an individual’s mental disorder and engagement in terrorist activity. The individual terrorist’s motivations can be explained by other factors, including behavioural psychology. However, there may be a connection between an individual engaging in terrorist activity and developing a mental disorder[s]. Certain stressors that occur because of terrorist activity may result in psychological disturbance in terrorist individuals. These factors may partially explain terrorist group instability and should be taken into account when detaining and interrogating terrorist suspects.
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Examining relationships between emotional intelligence and coaching efficacy.(International Society of Sport Psychology (ISSP), 2008)The study examined the relationship between emotional intelligence and coaching efficacy. Ninety-nine coaches completed the Emotional Intelligence Scale and the Coaching Efficacy Scale with the results of the canonical correlation suggesting significant relationships between the two sets of variables. Regression analyses suggested motivation efficacy to be significantly associated with the regulation of emotions, and social skills, whereas character-building efficacy was associated with optimism. Teaching technique efficacy was significantly associated with appraisal of own emotions with no significant predictors for game strategy efficacy. When viewed collectively, results provide an insight to how emotional intelligence relates to coaching efficacy and gives an indication to where applied work with coaches may be directed. Future research suggestions are also provided in reference to coach-related psychology.
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Influence of language background on tests of cognitive abilities: Australian data(Taylor & Francis, 2006)This study examines the effect of language background on the performance of healthy participants on a battery of cognitive measures. The study was conducted as part of a larger normative study: the Macquarie University Neuropsychological Normative Study (MUNNS). A comparison was made between the test performance of three language background groups: participants from a non-English-speaking background whose first language was other than English (NESB-OE, N = 42); participants from a non-English-speaking background whose first language was English (NESB-E, N = 34); and participants from an English-speaking background (ESB, N = 40). A number of tests used in clinical neuropsychological assessment were found to be sensitive to the background of the participant, and trends in the data suggest that two factors are operating independently. It is proposed that one factor is language or proficiency in English that impacts on verbal subtests and the other is a sociocultural factor that impacts on performance or nonverbal subtests. These findings question current practices when assessing people from non-English-speaking backgrounds.