Volume 2 (2020)
Issue 1
Meike Engelhardt, Torsten Krämer, Marlen Marzini, Teresa Sansour, Peter Zentel
Department of Special Education, Heidelberg University of Education, Germany
Abstract
This paper aims to evaluate the use of the INSENSION Questionnaire – Longform (InQL) and to present several options of data analysis based on the results of a first study conducted using the InQL.
The current version of the questionnaire was tested with the caregivers (relatives and support professionals) of 21 individuals with profound intellectual and multiple disabilities (PIMD). For each test person the questionnaire was filled in by two caregivers.
The results are presented exemplarily to show the potential of the InQL as well as to discuss critical aspects. The extracted results show the questionnaire’s aptness to provide detailed insights into the means of communication of a specific individual with PIMD as well as various possibilities of data analysis.
The implied multiperspectivity of the InQL allows analysing the content from different points of view. These benefits for the field of practice are complemented by those for research illustrated by the concept of the Global PIMD Atlas. For further improvement as well as for validation purposes the InQL is now in revision.
Torsten Krämer & Peter Zentel
Department of Special Education, Heidelberg University of Education, Germany
Abstract
Due to the challenging task of analysing the expression of emotions of people with profound intellectual and multiple disabilities (PIMD), studies in this field are underrepresented so far. Since obtaining self-reports on emotions within this group is limited and their highly individual behaviour signals are often hard to read, monitoring of physiological parameters in combination with behaviour observation can provide a deeper insight into emotional dimensions, i.e. valence and arousal according to the Circumplex Model.
Within a single case research approach, the expressions of three different emotional states of one participant with PIMD was recorded during nine emotion-triggering situations on nine measurement points. The data collection focuses on heart rate (HR) and skin conductance level (SCL).
The methodological approach was proved and some indications were shown regarding a higher activity in emotional phases, a low SCL while a relaxed stimulus was presented and a clearly higher SCL while experiencing an angry stimulus and the highest SCL during the presentation of a happy stimulus.Further results will potentially broaden the understanding of emotional expression of people with PIMD. Derived therefrom, most promising implications for pedagogical scenarios were presented based on a quality of life concept.
Dimitrios Karatzanos, Dimitrios Zbainos
Department of Home Economics and Ecology, Harokopio University, Athens, Greece
Abstract
Perfectionism is described as the setting of excessively high standards or expectations regarding one's own performance which may lead to adaptive or maladaptive behaviors. Adaptive perfectionism has been shown to be positively linked to academic performance, while the opposite is the case for maladaptive perfectionism.
The purpose of the present study was to investigate the relationships between perfectionism, creativity, and academic performance among Greek young adolescents.
Two hundred and eighty-two students with average age of 13.7 years filled in a Greek version of the Almost Perfect Scale-Revised (APS-R) and completed the figural tasks of Torrance Test of Creative Thinking (TTCT). In addition, students’ school grades in the school subjects of Modern Greek and Mathematics were used as an indication of their academic performance.
The results, in general, showed non-significant correlations between the cognitive processes of creativity (originality, fluency, flexibility, and elaboration) and school grades, as well as perfectionistic behaviors and creativity. However, perfectionism seemed to be related with grades in Mathematics and Modern Greek and both types of perfectionism appeared to predict academic performance. Adaptive perfectionists displayed, in general, significantly higher academic performances and higher accuracy in the elaboration subscale of TTCT, which includes school-like activities.
Overall, the results demonstrated that adaptive perfectionism has a positive relationship with academic performance of young adolescents, yet not on creativity. This is an indication that adaptive perfectionists direct their efforts mainly to goals that are valued by the school culture.