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On the other hand, as with most phobias, scopophobia generally arises from a traumatic event in the person's life. With scopophobia, it is likely that the person was subjected to public ridicule as a child. Additionally, a person with scopophobia may often be the subject to public staring, possibly due to a physical disability. [9]
The English suffixes -phobia, -phobic, -phobe (from Greek φόβος phobos, "fear") occur in technical usage in psychiatry to construct words that describe irrational, abnormal, unwarranted, persistent, or disabling fear as a mental disorder (e.g. agoraphobia), in chemistry to describe chemical aversions (e.g. hydrophobic), in biology to describe organisms that dislike certain conditions (e.g ...
'Mental Health is the impact that mental health (including emotional, psychological, and social well-being) has on educational performance.Mental health often viewed as an adult issue, but in 1850 almost half of adolescents in the United States are affected by mental disorders, and about 20% of these are categorized as “severe.” [1] Mental health issues can pose a huge problem for students ...
Interviewed for a college in the United States about dealing with difficult children the personality theory researcher and educationalist placed importance on investigating the environment and surroundings when problems frequently emerge to help discover what triggers can spark behaviour. [26]
Social anxiety disorder is distinct from the personality traits of introversion and shyness. [3] [4]Social anxiety disorder (SAD), also known as social phobia, is an anxiety disorder characterized by sentiments of fear and anxiety in social situations, causing considerable distress and impairing ability to function in at least some aspects of daily life.
Theories alternative to Lacan's interpretations of scopophilia and the gaze proposed that a child's discovery of genital difference, and the accompanying anxiety about not knowing the difference of the Other sex, is the experience that subsequently impels the child's scopic drive to fulfil the desire to look and to look at. [12]
The last factor deals with the student's positive or negative experience of learning, and is called emotional-affective engagement. These internal engagement factors are not stable, and can shift over time or change as the student moves in and out of the school environment, classroom environment, and different learning tasks. [39]
The way the instructor organizes the classroom should lead to a positive environment rather than a destructive and/or an environment that is not conducive to learning. Dr. Karen L. Bierman, the Director of the PennState Child Study Center and Professor of Psychology, believed that a teacher needs to be "invisible hand" in the classroom. [1] [2]