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Life Coach and Relationship Advice Research: Poor Relationship Has 66% Chance to Be Fixed

  • Posted on July 1, 2009 at 10:12 pm

Do Poor Relationship Have a Chance to Improve? What Do We Know (so far) about Human Behavior that Allows an Answer?

Here are some basic facts and agreed upon assumptions that have a valuable impact regarding relationship advice, therapy, online counseling and traditional modes of counseling: they all do have a chance! Once we take a special look at the ‘Intimacy Factor’, we may declare the following positive statement: Poor relationship has 66% chance to be fixed.

1. Human beings are biological creatures – our biology determines our behavior to a grate extent, but we are not rigidly programmed by it.
2. Every person is different, yet much the same – our personalities, intellects and interests differ, but we are similar in our capacities to think, feel, remember and so on.
3. People can be understood fully only in the context of their cultural, ethnic identity and gender identity – since beliefs about right and wrong, food preference, language usage, religious practice, as well as male or female essence are influenced by the socio-cultural forces.
4. Human lives are a continuous process of change – because of the biological tract that leads us from infancy to old age, and because of life events and experiences.
5. Behavior is motivated – and helps us to meet our needs. However, not all our motives are simple or easy to reveal.
6. Human are social animals – and not only in order to accomplish things that single individuals cannot. We need company. We suffer when we are lonely.
7. People play an active part in creating their experiences – the human nervous system interprets the outside world and creates the reality for us.
8. Behavior can be adoptive or maladaptive – and each direction could be changed.

The following traits were isolated, along with the estimated percentage of the inherited trait:
• Extroversion (mixed easily, likes to be the center of attention): 61%
• Conformity (respects tradition and authority; follows the rules): 60%
• Worry (easily distressed and frustrated; feels vulnerable): 55%
• Creativity (tendency to become lost in thought and abstraction): 55%
• Paranoia (feels exploited, thinks “world is out to get me”): 55%
• Optimism (confident, cheerful, upbeat): 54%
• Cautiousness (avoids risks and dangers; takes safe route): 51%
• Aggressiveness (tends to be violent; has a taste for revenge): 48%
• Ambitiousness (works hard to achieve goals; perfectionist): 46%
• Orderliness (plans carefully; tries to make rational decisions): 43%
• Intimacy (prefers emotional closeness): 33%

The basic known facts and agreed upon assumptions about human behavior creates a valuable impact regarding counseling and therapy. Once we put together all we know about human nature, the optimistic point of view must capture our horizons.
The conclusion is both simple and impressive: we all are capable to adopt and change; relationship advice, therapy, online counseling and traditional modes of counseling do have a chance!

Dr. Joseph Abraham, Director, Center for Human Growth and Business Insights, Mechanicsburg, PA Tel 717-943.0959 A Psychologist, Online Life Coach, Marriage Counselor and Relationship Advice provider. Relationship Advice and Life Coach Online Counseling and Small Business Advice

Article Source: Life Coach and Relationship Advice Research: Poor Relationship Has 66% Chance to Be Fixed

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What is Psychoeducational Testing, and When is it Helpful?

  • Posted on July 1, 2009 at 9:05 pm

Psychoeducational testing is appropriate for individuals who want to have a more sophisticated understanding of their cognitive functioning (what is my “ability?”), their math, reading and/or writing skills, their memory skills, and whether emotional factors may be contributing to or affecting learning in school. While I assess individuals from six years old up to middle-aged adults, other psychologists specialize in developmental issues, and evaluate children between infancy and five years old. Some psychologists assess individuals in the later stages of middle-age including the geriatric population. This article will address assessment of school-aged children and college-aged young adults.

A typical referral question might be, “My second grade son is struggling with math, and despite extra help from the teacher, he continues to obtain poor grades in this subject. Is it possible that he has a learning disability?” Psychoeducational testing could help determine if the individual has a learning disability in math or any other area, and the psychologist will provide recommendations to the parents and the teacher as to how to improve the student’s ability to learn math. Another referral question might come from a college student who recently completed their freshman year, and despite feeling that they “studied hard,” they obtained poor grades. Perhaps this individual found it difficult to concentrate during class, and is wondering if she has Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type. Some high school students who have already been identified as having a reading disability may feel they will benefit from extended time on the SAT. A psychoeducational evaluation would be appropriate for this student in order to document the need for extended time.

While a “battery” of measures within a psychoeducational evaluation may differ from psychologist to psychologist, a typical battery will often consist of a measure to assess intellectual functioning and a measure to assess achievement levels (often math, reading, and spelling and/or writing). In addition, many psychologists also include a measure to assess visual-motor functioning and a measure to assess memory skills.

In order to ensure that the evaluation is addressing the referral question, the psychologist will typically gather a great deal of background information. This information could include, but would not be limited to, the following: when developmental milestones were met, medical history, school history, and whether there is any family history of mental health issues or learning difficulties. If the parents or student perceive there to be any emotional difficulties that could be affecting learning in school, additional measures may be included. For example, behavior rating scales to be completed by the parent, the student and sometimes the teachers are often included, and at times additional assessments may also be included to learn more about the individual’s emotional functioning. At times, the psychologist may also gather information from the examinee’s teachers, and will often wish to review recent report cards and any previous evaluations.

A typical assessment session takes between four and six hours, depending on the individual. While some students prefer to complete the evaluation in one sitting, other students, particularly young children, may benefit from completing the assessment over the course of two or even three sessions.

After the assessment is complete, the psychologist writes a report which includes the scores from each measure, as well as a description of the measure and what the scores mean. The report will also answer the referral question, and many recommendations are provided. The psychologist then reviews the results of the evaluation with the family, and can answer questions about the report, as well as how to proceed.

Lauren S. Lineback, M.H.A., Psy.D.
Delaware/Pennsylvania Licensed Psychologist
Pennsylvania Certified School Psychologist
Back to Basics Learning Dynamics, Inc.

Lauren S. Lineback, M.H.A. Psy.D. is on staff of Back to Basics
Learning Dynamics, a full service educational facility providing tutoring and instruction for children and adults.
She is an educational consultant.

Article Source: What is Psychoeducational Testing, and When is it Helpful?

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