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Maladjustment is a term used in psychology to refer the "inability to react successfully and satisfactorily to the demand of one's environment". [1] The term maladjustment can be referred to a wide range of social, biological and psychological conditions. [2] Maladjustment can be both intrinsic or extrinsic.
Life skills are often taught in the domain of parenting, either indirectly through the observation and experience of the child, or directly with the purpose of teaching a specific skill. Parenting itself can be considered as a set of life skills which can be taught or comes natural to a person. [13]
Erikson saw a dynamic at work throughout life, one that did not stop at adolescence. He also viewed the life stages as a cycle: the end of one generation was the beginning of the next. Seen in its social context, the life stages were linear for an individual but circular for societal development: [33]
A demerit is a point given to a student as a penalty for bad behavior. [1] Under this once common practice, a student is given a number of merits during the beginning of the school term and a certain number of merits are deducted for every infraction committed. [2] Schools use the demerit record within a point-based system to punish misbehavior.
An individual is seen as in control of their actions and their thoughts, though self-mastery is required. With behavior modification, individuals will develop personal skills and traits by altering their behavior independent of their emotions. [51] For example, a person may feel intense anger but would still behave in a positive manner.
The zone of proximal development (ZPD) is a concept in educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise.
Positive adult development is a subfield of developmental psychology that studies positive development during adulthood. It is one of four major forms of adult developmental study that can be identified, according to Michael Commons; the other three forms are directionless change, stasis, and decline. [1]
The term "soft skills" was created by the U.S. Army in the late 1960s. It refers to any skill that does not employ the use of machinery. The military realized that many important activities were included within this category, and in fact, the social skills necessary to lead groups, motivate soldiers, and win wars were encompassed by skills they had not yet catalogued or fully studied.