Dimensions of personality in Saudi Arabia

This study aimed at exploring the basic dimensions of personality in Saudi Arabia. A number of personality tests were administered to a sample of 303 males living in the southwestern region of Saudi Arabia. The age range was 17–44 (mean = 24.36±5.25). The matrix of correlations was factor analyzed using the Principal Component method. Three factors were extracted and rotated orthogonally using the Varimax method. The emerging factors were interpreted as: 1. Neuroticism, 2. Extraversion and 3. Psychoticism. The main conclusion of this study is that even in remote areas, that remained culturally isolated for centuries until recently, the basic structure of personality is very similar to that found in other different cultures. This justifies the conclusion that these personality dimensions are universal.     

Saudi English: A Descriptive Analysis of English Language Variations in Saudi Arabia

Journal of Psycholinguistic Research - The paper describes Saudi English morphosyntactic and lexical features that are widely practiced among educated Saudis, who completed at least nine years of...     

School psychology in Australia

The status of school psychology in Australia is reviewed. Information is presented on the education system, the role of the school psychologist, historical development, special problems, contributions, and future trends in Australian school psychology.     

School psychology in Brazil

The purpose of this study was to review the status of school psychology in Brazil. Information about the system of education, school psychology-related training programs, types of services rendered, and the major problems that are encountered are described. Future trends as well as the anticipated needs of the profession are also discussed.     

School psychology in Ghana

The nature of school psychology programs and practices in Ghana are described, beginning with the historical development of these practices during the period 1529–1971. Information on the years 1972–1979, based on the author's clinical experiences and research as well as a review of the relevant literature, serves as the basis for a comparative analysis of past and contemporary school psychology practices. Particular emphasis has been placed on students' mental health, the roles of pastoral (church-connected) counselors, and the nontraditional roles of classroom teachers. Discussion includes an examination of the system of school administration, professional education of teachers and psychologists, and the services they provide.     

School psychology in Scotland

The development of educational psychology in Scotland has proceeded for 60 years from small beginnings in Glasgow to the provision of a psychological service covering the whole country. It comes from the belief in a well-trained teaching profession with a commitment to a public educational system for all children. The service aims to provide a psychological input to all children from birth to age 19. Legislation has given the psychological service a central role in the assessment of children who may have special educational needs and in the monitoring of the special education provided for those children. Training is shared at postgraduate level between services and the universities, with in-service training seen as the responsibility of services. The focus of work is moving from individual assessment and treatment to the consideration of social pressures and the offer of a consultation service to the educational systems.     

School psychology in Greece

Education always has been very important to the development, maintenance and transmission of the Greek culture. In contrast, psychology has held a marginal place in the Greek society. The present article briefly reviews the present general educational system in Greece at all levels and describes special education services. Greece lacks academic and professional training in psychology; thus, Greek psychologists come from a variety of backgrounds. Although school psychology has not yet found its proper place in the Greek educational and professional structures, these are several indications that this is changing. The major problems that the field of psychology is currently facing are also described. Finally, the emerging trends in the field are delineated and recommendations for the alleviation of the problems are presented.     

School psychology in Lebanon

The purpose of this report is to review the status of school psychology in Lebanon. Information regarding the Lebanese system of education, school psychology services, administration, training facilities, school psychology's contributions to the society, and the problems that is faces is presented, as well as a plan for future development of the field.     

School psychology in Thailand

This report reviews the role of school psychologists in Thailand, and describes the Thai system of education, school guidance and counseling services, and administration and training facilities, examines psychology's contribution to Thai society in the schools, and explores practical problems and new possibilities.     

Social Anxiety Symptoms and Quality of Life of Secondary School Students of Abha,Saudi Arabia

Abstract

Interest in social anxiety disorder has grown substantially over the past few decades. Most of the available data from United States and European countries emphasized its high prevalence, comorbidity and morbidity and its association with occupational, educational, social affairs, stress, depression and substance use disorder contributing to poor quality of life. Present study was aimed to assess the social anxiety symptoms and to explore its impact on quality of life of secondary school students. Present study included male (n?=?200) and female (n?=?200) students enrolled at government secondary schools, Abha, Saudi Arabia. Arabic version of Social Phobia Inventory (SPIN) and World Health Organization Quality of Life Questionnaire (WHOQOL) were implemented to assess the social anxiety symptoms and quality of life of the students. Results revealed that 45% of the students showed social anxiety symptoms. Associated factors were younger age, chronic diseases, parent’s status, parent’s occupation and income. Quality of life was found significantly lower in students with social anxiety symptoms as compared to the students without symptoms. We suggest that the school health program should include routine screening of students for social anxiety disorder. Students diagnosed with social anxiety symptoms should be promptly managed and their quality of life should be improved.     

Gender Representation in Television Advertisements in Britain and Saudi Arabia

This study conducted a content analysis of TV adverts from Channel One in Saudi Arabia and ITV1 in the United Kingdom in 2000–2001. A total of 164 adverts were analyzed from each country. The analysis compared the representation of men and women. Results showed that men and women were equally visually represented as lead characters in advertisements in both countries, but male voice-overs dominated in Saudi advertisements more so than in British advertisements. Women appeared more often in domestic roles and settings and less often in occupational or leisure roles and settings, and were much more likely than men to promote body care and household cleaning products. These differences were more pronounced in Saudi than in British advertisements.     

Psychotherapy in Saudi Arabia: Its History and Cultural Context

The introduction of modern mental healthcare standards and services in the Kingdom of Saudi Arabia (KSA), has resulted in a gradual shift towards a more positive perspective on mental health issues and related services, and has increased the demand for qualified mental health professionals and psychological interventions (WHO 2016). Despite recent advances in mental healthcare services, psychopharmacology remains the main treatment modality for the majority of mental health issues in KSA. Psychotherapy has had a rather slow developmental trajectory in KSA, and its provision requires an understanding of many specific aspects of Saudi culture (Dubovsky 1983). This paper will shed light on the historical development and current challenges of psychiatric and psychological services and the availability of psychotherapy in KSA. By offering an explication of a selection of local social phenomena, this paper will attempt to explain how unique Saudi cultural constructs and social contexts influence the training, perception, and practice of psychotherapy in the country, outlining existing challenges as well as some expected future directions.     

The Development of Genetic Counseling Services and Training Program in Saudi Arabia

In 2005 the first Saudi genetic counseling training program was established by the Department of Medical Genetics at King Faisal Specialist Hospital and Research Center (KFSH&RC) in the Kingdom of Saudi Arabia. The program has graduated five genetic counselors with high diploma-level degree. This brief report describes the development of the genetic counseling training program and the factors that led to its establishment. Special emphasis is made to unique cultural practices including consanguinity, religious influence, and termination of pregnancy. This report also describes the current status of the genetic counseling services offered by KFSH&RC and availability of genetic testing.     

School psychology in the Republic of Ireland

This report considers the practice of school psychology in the Republic of Ireland. Information about the system of education, scope of school psychology services, administration, and training programs of school counseling is presented. A detailed account of the problems that the profession faces as well as the expected future developments are discussed.     

Wahhabi ideology of social control versus a new publicness in Saudi Arabia

To understand Saudi Arabian Wahhabi theology, it needs to be contextualized. This article explores the discussion about music in Saudi Arabia in order to illuminate the political theory of the social of Wahhabi theology and the ongoing transformation of Saudi publicness. Since Wahhabism has singled out music as one of the abominations of society to be avoided by the believer, the changing soundscapes of the kingdom as music becomes a more common public presence has becomes a hot topic of discussion. By looking at the common Wahhabi stand on music and comparing it with both new practices and a new discourse represented by the scholar al-Kalbani, it becomes clear how a plurality of opinions challenge established Wahhabi agendas in a new publicness. This, in its turn, makes it relevant to investigate the logic of the political vision of the social that the official Wahhabi scholars have. I argue that this Wahhabi theology needs to be understood in the framework of its view on the human psyche and in relation to its concept of sin. I further argue that a renegotiation of positions is taking place, since negative judgments about music are not internalized in the population to the extent scholars might wish for or envisage.     

School psychology: Failure and promise

School psychology can offer the practitioner a multitude of opportunities to aid parents, teachers, and children in the educational process. Evidence of the contribution of school psychology to the educational enterprise can be found in the analysis of activities of school psychologists as well as program trainers. This is an account of one such odyssey. Observing that school psychology is showing signs of strain and stress, the author describes some of the issues facing the field and warns of consequences of lack of consensus in solving the many problems of school support services.     

School psychology: An autobiographical fragment

This paper describes some of the dramatic changes that have transformed the field of school psychology over the last 40 years, a period during which the author was part of that field. The most important change was from the restricted and stultifying role of “Binet Tester” to one encompassing the culture of the school setting and its relationship to the community. These changes have been slow but steady. Many obstacles - professional preciousness, protection of turf, conceptual narrowness, an American psychology riveted on the individual - had to be overcome. The battle is far from won. These obstacles and changes are illustrated by events and programs of which the author was a part. A basic remaining problem is how to define and redefine the human resources that will meet more productively the needs of our educational system.