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व्यक्तित्व परीक्षण OPERSONALITY TESTI व्यक्तित्व की महत्वपूर्ण परिभाषाएँ (Important] Definitions of Personality)| Most asked question regarding psychology on google| Know more about psychology| Dr manju antil| wellnessnetic care| psychologist manju antil

Dr Manju AntilFebruary 09, 2023Personality, Personality Assessment, Trending Topic, UGC Net Psychology No comments

व्यक्तित्व परीक्षण OPERSONALITY TESTI व्यक्तित्व की महत्वपूर्ण परिभाषाएँ (Important] Definitions of Personality)

आलपोर्ट के अनुसार, "व्यक्तित्व एक व्यक्ति की उसकी विशेषताओं के अनुसार सामाजिक उद्दीपकों के प्रति की गई प्रतिक्रिया है और वह गुण है जो वह अपने वातावरण के सामाजिक लक्षणों से समायोजित होकर प्राप्त करता है। "

मन के शब्दों में, "व्यक्तित्व की परिभाषा उस अति विशेषतापूर्ण संगठन के रूप में दी जा सकती है जिसमें व्यक्ति की संरचना, व्यवहार के ढंग, रुचियो, अभिवृत्तियाँ समताएँ योग्यताएँ तथा अभिक्षमताएँ सम्मिलित हैं।

गुथरी लिखते हैं, "व्यक्तित्व की परिभाषा सामाजिक महत्व की उन आदतों एवं आदत संस्थानों के रूप में, की जा सकती है जो स्थिर एवं परिवर्तन के अवरोध वाली होती है।

उपर्युक्त परिभाषाओं के आधार पर निष्कर्षतः कहा जा सकता है कि व्यक्तित्व व्यक्ति के मनोदैहिक गुणों का गत्यात्मक संगठन है जो व्यक्ति के वातावरण के प्रति अपूर्ण समायोजन को निर्धारित करता है। व्यक्तित्व के प्रकार (Types of Personality) व्यक्तित्व को विशेषतः दो प्रकार से विभाजित किया गया है-

(i) बहिर्मुखी व्यक्तित्व (Extrovert Personality)- इस प्रकार के व्यक्ति यथार्थवादी व्यवहार कुल्लू संकोच रहित, अधिक बोलने वाले, भावप्रधान, भौतिकवादी, अधिक क्रियाशील, शीघ्र यथोचित निर्णय लेते वाले, वर्तमान सन्दर्भ में विश्वास रखने व वस्तुगत दृष्टिकोण वाले होते है एवं समाज की मुख्य धारा से जुड़े होते है।

(ii) अन्तर्मुखी व्यक्तित्व (Introvert Personality) - इस प्रकार के व्यक्तित्व में वे व्यक्ति आते हैं जो संकोची स्वभाव, विचार प्रधान, एकान्तप्रिय, आत्मगत दृष्टिकोण वाले, देर से निर्णय लेने वाले, कम व्यवहारकुशल, भविष्य में विश्वास रखने वाले एवं कम बोलने वाले होते हैं।

शारीरिक रचना के आधार पर व्यक्तित्व (Personality on the basis of Physiological Structure) प्रयोग से पूर्व व्यक्तित्व के शारीरिक रचना सम्बन्धी आधारों को समझना भी उचित होगा। इस सन्दर्भ में क्रेशमर (Kretshmer) एवं शैलडन (Sheldon ) स्पष्ट करते हैं-

(i) पिकनिक टाइप (Pyknic Type)- ये व्यक्ति मोटे एवं लम्बे शरीर वाले होते हैं।

(ii) मेसोमार्फिक (Mesomorphic)- इसके अन्तर्गत दृष्ट एवं पुष्ट परन्तु शरीर में सामान्य बल वाले व्यक्ति होते हैं। यह लोग स्वभाव से साहसी तथा क्रियाशील होते हैं कठिनाइयों का धैर्य के साथ सामना करते हैं तथा दूसरों पर प्रभुत्व जमाने का प्रयास करते हैं।

(iii) एथेलेटिक टाइप (Atheletic Type)- इसमें इष्ट-पुष्ट, गठीली माँसपेशियों, मजबूत हड्डियाँ चौड़ी छाती चौड़े कन्ये वाले लोग आते है।

(iv) एस्थेनिक टाइप (Asthenic Type)-पतले एवं लम्बे शरीर वाले व्यक्ति इस श्रेणी के अन्तर्गत आते हैं।

(v) एण्डोमार्फिक (Endomorphic)- इसके अन्तर्गत भी हष्ट-पुष्ट, टोस, बलशाली, मजबूत हड्डियों एवं मांसपेशियों लोग आते हैं। ये लोग आराम पसन्द तथा लोगों से प्रेम एवं स्नेह पाने के इच्छुक होते हैं।

(vi) एक्टोमार्फिक (Ectomorphic)- शारीरिक रूप से दुर्बल, दुबले-पतले व कमर वाले लोग इस श्रेणी में आते हैं। ऐस व्यक्ति कुशाग्र बुद्धि वाले काम और अन्तर्मुखी होते हैं।

The Birth of the IQ| what is IQ| history of IQ| Most asked question regarding psychology on google| Most asked question regarding psychology on google| Know more about psychology| Dr manju antil| wellnessnetic care| psychologist manju antil

Dr. Manju Antil, PhDFebruary 07, 2023Human Behaviour, Mind and Cognitive Processes, Personality Assessment, Psychology Today, Trending Topic, UGC Net Psychology No comments

Binet revised, expanded, and refined his first scale in 1908 and 1911. Its scoring developed into a system in which credit for items passed was given in terms of years and months so that a mental level could be calculated to represent the quality of the performance. In 1911, a German psychologist named William Stern proposed that the mental level attained on the Binet-Simon scale, now labelled a "mental age score," be divided by the subject's chronological age to obtain a "mental quotient" that would more accurately represent ability at different ages. To eliminate the decimal, the mental quotient was multiplied by 100 and soon became known as the intelligence quotient or IQ.

This now-familiar score, a true ratio IQ was popularized in the most famous revision of the Binet-Simon scale, the Stanford-Binet Intelligence Scale, published in 1916 by Lewis Terman. Despite several problems with the ratio IQ, its use would last for several decades until a better way of integrating age into the scoring of intelligence tests (described in Chapter 3) was devised by David Wechsler (Kaufman, 2000; Wechsler, 1939). Binet’s basic idea—namely, that to be average, below average, or above average in intelligence means that one performs at, below, or above the level typical for one’s age group on intelligence tests—has survived and become one of the primary ways in which intelligence is assessed.

While Binet was developing his scales in France, in England, Charles Spearman (a former student of Wundt’s and follower of Galton) had been trying to empirically prove that hypothesis concerning the link between intelligence and sensory acuity. In the process, he developed and expanded the use of correlational methods pioneered by Galton and Karl Pearson and provided the conceptual foundation for factor analysis, a technique for reducing a large number of variables to a smaller set of factors that would become central to the advancement of testing and trait theory.

Spearman also devised a theory of intelligence that emphasized a general intelligence factor (or g) present in all intellectual activities (Spearman, 1904a, 1904b). He had been able to gather moderate support for Galton’s notions by correlating teachers’ ratings and grades with measures of sensory acuity, but he soon realized that the tasks assembled in the Binet-Simon scale provided a far more useful and reliable way of assessing intelligence than the tools he had been using. Even though Spearman and Binet differed widely in their views about the nature of intelligence, their combined contributions were unsurpassed in propelling the development of psychological testing in the 20th century.

HISTORY OF PSYCHOLOGICAL TESTING| WHAT IS PSYCHOLOGICAL TESTING| Most asked question regarding psychology on google| Know more about psychology| Dr manju antil

Dr. Manju Antil, PhDFebruary 07, 2023Clinical Psychology, Personality Assessment, Psychology Today, Trending Topic, UGC Net Psychology No comments

As tools for making decisions about people. It is no coincidence that psychological tests as we know them today came into being in the early part of the 20th century. Prior to the rise of urban, industrial, and democratic societies, there was little need for most people to make decisions about others outside of those in their immediate families or close circle of acquaintances. In rural, agrarian, autocratic societies, major life decisions about individuals were largely made by parents, mentors, rulers, and, above all, by the gender, class, place, and circumstances into which they were born. Nonetheless, well before the 20th century, there were several interesting precursors to modern psychological testing within various cultures and contexts.

Antecedents of Modern Testing in the Occupational Realm

A perennial problem in any field of employment is how to select the best possible people for a given job. The oldest known precursors of psychological testing are found precisely in this area, within the competitive examinations developed in the ancient Chinese empire to select meritorious individuals for government positions. This forerunner of modern personnel selection procedures dates back to approximately 200 B.C.E. and underwent several transformations in its long history (Bowman, 1989). The Chinese civil service examinations encompassed demonstrations of proficiency in music, archery, and horsemanship, among other things, as well as written exams in law, agriculture, and geography. The impetus for the development of this enlightened system of human resource utilization—open to any individual who was recommended to the emperor by local authorities throughout the empire—was the fact that China did not have the sort of hereditary ruling classes that were common in Europe until the 20th century. The Chinese imperial examination system ended in 1905 and was replaced with selection based on university studies. In the meantime, however, that system served as an inspiration for the civil service exams developed in Britain in the 1850s, which, in turn, stimulated the creation of the U.S. Civil Service Examination in the 1860s (DuBois, 1970).

Antecedents of Modern Testing in the Field of Education

One of the most basic questions in any educational setting is how to ascertain that students have acquired the knowledge or expertise their teachers try to instil in them. Thus, it is not surprising that the earliest use of testing within education occurred during the Middle Ages with the rise of the first universities in Europe in the 13th century. At about that time, university degrees came to be used to certify eligibility to teach, and formal oral examinations were devised to give candidates for degrees an opportunity to demonstrate their competence (DuBois, 1970). Little by little, examinations spread to the secondary level of education. As paper became cheaper and more available, written examinations replaced oral exams in most educational settings. By the late 19th century, in Europe and the United States, examinations were a well-established method of determining who should be awarded university degrees and who could exercise a profession, such as medicine or law.

Antecedents of Modern Testing in Clinical Psychology

Another fundamental human question that can be addressed through psychological testing is the problem of differentiating the “normal” from the “abnormal” within the intellectual, emotional, and behavioural arenas. However, in contrast to the occupational or educational contexts where the bases on which decisions are made have traditionally been fairly clear, the realm of psychopathology remained shrouded in mystery and mysticism for a much longer period. Several antecedents of psychological tests stem from the field of psychiatry (Bondy, 1974). Many of these early tests were developed in Germany in the second half of the 19th century, although some date from the early part of that century and stemmed from France. Almost invariably, these instruments were devised for the express purpose of assessing the level of cognitive functioning of patients with various kinds of disorders, such as mental retardation or brain damage. Among the behaviour samples used in these early tests were questions concerning the meaning of proverbs, the differences or similarities between pairs of words, and memory tasks such as the oral repetition of digit series. Many of the techniques developed in the 19th century were ingenious and survived to be incorporated into modern tests still in wide use (see McReynolds, 1986). Despite their cleverness, developers of the early forerunners of clinical tests were handicapped by at least two factors. One was the dearth of knowledge concerning psychopathology and the abundance of superstitions and misconceptions. In this regard, for instance, the distinction between psychosis and mental retardation was not even clearly formulated until 1838, when the French psychiatrist Esquirol suggested that the ability to use language is the most dependable. The criterion for establishing a person’s mental functioning A second factor preventing the widespread dissemination and use of early psychiatric tests was their lack of standardization in terms of procedures or a uniform frame of reference against which to interpret results. To a large extent, the techniques developed by 19th-century neurologists and psychiatrists like Guislain, Snell, von Grashey, Rieger, and others were devised to examine a specific patient or patient population. These behaviour samples were collected unsystematically and interpreted by clinicians based on their professional judgment rather than normative data (Bondy, 1974). A significant breakthrough was achieved in psychiatry during the 1890s when Emil Kraepelin set out to classify mental disorders according to their causes, symptoms, and courses. Kraepelin wanted to bring the scientific method to bear on psychiatry and was instrumental in delineating the clinical picture of schizophrenia and bipolar disorder, which—at the time—were known respectively as dementia praecox and manic-depressive psychosis. He proposed a system for comparing sane and insane individuals based on characteristics such as distractibility, sensitivity, and memory capacity. He even pioneered the free association technique with psychiatric patients. Although some of Kraepelin’s students devised a battery of tests and continued to pursue the goals he had set out, the results of their work were not as fruitful as they had hoped (DuBois, 1970).

Myths and Facts about Mental Illness: Some of the myths and their corresponding facts | Dr Manju Antil| Wellnessnetic Care| ugc net notes| clinical psychology

Dr. Manju Antil, PhDFebruary 02, 2023Depressive disorder, Health Alert, Human Behaviour, Mental Health, Mind and Cognitive Processes, Personality Assessment, Psychology Today, UGC Net Psychology No comments

CASE STUDY:

I was 15 years old and studying in class 9th of a Convent school. I was doing good in my studies and wanted to become a doctor. Teachers continuously appreciated my performance in class, which boosted me to fly high in my life. I wanted to achieve something extraordinary. By profession, my father is a lawyer practising in a high court, and my mother is a government servant. They, too, have high expectations of me. My younger sister was in class 6th; she was also doing well in her studied. Suddenly during my second quarterly term examination, I started feeling nervous and anxious; I did not share my feelings with anyone, but it appeared in my behaviour with others. I got irritated with petty things. For example, whatever my mother served me to eat during my study time or otherwise, I did not like it, and I refused to eat. I did not help others at all. Most of the time, I wanted to be alone, thinking of moving high.

I dreamt of flying high in the sky, touching the moon and stars, talking to birds and butterflies, sitting over the clouds, and enjoying my private life. I was afraid to walk. I thought I could not balance myself; I would fall whenever I would take the next step. My walking style turned into a baby walker. I started strolling with simple small steps. I could not run even if I had to rush to go somewhere. Everyone started behaving differently from me at home and in class. They did not like me. They were not talking to me the way I wanted, and I was alone in class. I did not want to go to my school. I did not want to play in the evening with my playmates with whom I used to play and enjoy their company. One day, my parents took me to a nearby hospital. They explained my behaviour to the doctor. They referred me to the district hospital to meet a psychiatrist and a counsellor. They interacted with my parents and me. They were very nice. They understood me. They had given me some medicines to take before sleep and asked m to come whenever I wished to talk to them. I started going to them frequently and took my medicines regularly. After that, I felt more excited to revisit the previous world. I had a feeling of coming back from somewhere else. After a few months, I was taken back to my school. Everyone was pleased looking at me. The teachers and my classmates welcomed me. I was enjoying their company and led them again in the class.

Myths and Facts about Mental Illness: Some of the myths and their corresponding facts are as follows:

Myth: A person showing extreme mood swings has a mental illness

Fact: Stress reactions such as irritability, crying easily, and mood swings are common in people dealing with difficult situations, e.g., the death of a family member, preparing for examinations and adapting to a new environment, etc. Most people will act like any other person and regain the previous behaviour when the crisis is over. However, students with persistent reactions that affect their daily life (e.g., work, study, and social and self-care ability) would need counselling or advice from other professionals.

read it: Types of Psychotherapy| Describe Psychotherapy in psychology| What is Psychotherapy

Myth: Mental illness cannot be prevented

Fact: A healthy lifestyle and effective coping strategies may reduce the risk of certain types of mental illnesses (e.g., depressive disorders and anxiety disorders), but there is no absolute way to prevent mental illness due to its causes. However, further deterioration can be prevented by noticing early symptoms and providing appropriate intervention at an early stage. The severe impact of the illnesses can be reduced, and the chances of recovery may be increased.

Myth: People never recover from mental illness

Fact: Most people with mental illness can stabilize, recover gradually and resume everyday lives by noticing early symptoms and receiving timely medication and therapeutic interventions. However, the speed of recovery and symptoms varies from person to person. Some symptoms may persist for an extended period, and repeated episodes may be experienced, leading to a prolonged treatment and recovery period, whereas some of the symptoms of people with mental illness will subside gradually. The support they need would vary at different stages.

Myth: General people cannot help people with mental illness.

Fact: The fact is that even though people with mental illness need treatment from healthcare professionals, they also need the care, support, understanding, and acceptance from their families, teachers, and friends, which will facilitate their recovery. By enhancing the understanding and knowledge of mental illnesses, an ordinary person can show their support and care for the ones with mental illnesses. Everyone can contribute to making this world a better place to live and avoiding mental illness.

Occurrence in India

Occurrence in Indian Population

A report by the World Health Organisation (WHO) revealed that 7.5 per cent of the Indian population suffers from some form of mental disorder. Mental illnesses constitute one-sixth of all health-related disorders, and India accounted for nearly 15% of the global mental, neurological, and substance abuse disorder burden. Source: https://economictimes.indiatimes.com/

read it: Types of Mental Health Issues in Children and Adolescents| psychological disorder

7.2.2 Occurrence in Indian Children

One in 10 children has a diagnosable mental health condition, equating to roughly three children in every classroom. Our figures show that just 23% of parents of young adults and children feel confident that they would be able to identify the symptoms of mental health issues in their children. 80% of the parents say that their children’s mental health impacts all aspects of family life.

Causes

There are many causes of mental illness, such as:

It includes factors such as chronic health impairments, brain infection or injury, substance dependency (like smoking, drinking, drugs, etc.), hypothyroidism, hormonal issues, imbalance of neurotransmitters, and intake of harmful substances during pregnancies. Environmental stressors, inflammatory conditions, etc., can sometimes be linked to mental illness.

Mental illness is more common in people whose blood relatives also have a mental illness. Certain genes may increase the risk of developing a mental illness, and your life situation may trigger it.

Psychological causes like stress, fear, trauma, sudden shock, emotional turmoil, poor coping, faculty perception, over-expectations about oneself or others, and loss of loved ones can trigger mental health issues.

Social and environmental causes: The social factors around the childlike poor parenting, arguments and violence amongst parents, family problems, bullying in school, over expectations of parents and society, and pressure from the community and neighborhood can profoundly influence the child’s mental health

What is perception in infants? What is infant perceptual development?Psychology Notes| Ugc Net Psychology notes 2023| Dr Manju Antil| Wellnessnetic Care|

Dr. Manju Antil, PhDDecember 30, 2022Human Behaviour, Mind and Cognitive Processes, Personality, Personality Assessment, Psychology Today, Take a Test, Trending Topic, UGC Net Psychology No comments

Neonates have exceptional perceptual abilities that shed light on the nature of perception and human development in general. Decades of research have tracked the visual and perceptual development of infants (e.g., Johnson, 2011; Maurer & Werker, 2014). People see colour, with a particular emphasis on the first six months following birth. Comprehending how newborns transition from the fundamental sensory experience of a stimulus to a perceptual representation that is beneficial for understanding and interacting with their environment is made possible in large part by the study of colour. Since they have been the subject of significant multidisciplinary research, the neurobiology, sensory mechanisms, and perceptual processes involved in adult colour vision and perception are well characterized (e.g., Conway et al., 2010). Colour is a fundamental component of visual perception; it serves as a cue for a variety of cognitive processes, including communication, perception of objects, situations, and people, and aesthetics (e.g., Elliot et al., 2015). Additionally, as an experimental stimulus, colour may be carefully measured and manipulated.

Infants' perceptions of the world are evaluated through their senses and behaviours (Houde, 2006), and as they mature, this evaluation takes on greater significance. This development is influenced by the physical maturity of the infant's sensory organs and the neurological system as well as by the experiences they have in their environment. Infants experience a variety of images, sounds, textures, odours, and tastes, and as a result, they learn a lot about people and objects. As these experiences accumulate in their memories, the perceptions of the infants gradually develop (Morris, 2002a). In their study on the movement perception of three-month-old infants, Sommerville et al. (2005) discovered that when infants face an object, they immediately form action goal-oriented representations. They also found that there is a significant positive correlation between infants' goal-oriented actions and their observations of other people's goal-oriented action experiences.

In their study, Bhatt and Waters (1998) found that young children can recognise three-dimensional forms. Infants are known to respond differently to novel stimuli, but when the push becomes persistent, they acquire accustomed to it and become sensitive to even small changes. This demonstrates how early identification and preference of many senses occur. The ability of an infant's sense organs to work from birth promotes learning in later stages. The senses play a crucial role in learning (Stalk, 1993). Infants may shift their multifunctional coding of object representations to a scenario when necessary, according to Schweinle and Wilcox's (2004) research.

The perception, which plays a significant role in human existence, begins during pregnancy and is actively continued during infancy and youth. Children attempt to comprehend their surroundings beginning at birth by employing their senses of sight, hearing, taste, smell, and touch (Dönmez et al. 2000). The senses begin to work at birth, even if they are not fully formed. Consequently, it is considered that they progressively begin working before birth (Gander and Gardiner, 2010). One of the most crucial factors in preparing a child for life is the perception process, which begins with birth. The most important time in this process is infancy.

FACTORS AFFECTING PERCEPTION:

Perception is the process of giving meaning to the senses after organising them in different ways. Just as different people might perceive stimuli in various ways, one individual can also interpret the same stimulus differently from a different perspective (MEB, 2004). Investigations into the internal and environmental elements that influence different perception types may be divided into these two groups.

Internal Factors: Either physiologic or psychological variables inside the body affect perception. Emotions, needs, mental attitudes, preparedness, and inculcations are some of these elements. Perceptions are influenced by emotions, therefore when someone is liked; other people tend to exaggerate their favourable traits. Hunger makes food seem more appetizing to someone, therefore needs have an impact on perception. Things that are in accordance with the accepted notions are easily perceived, whereas things that are not adopted are overlooked. Mental attitudes have an impact on perceptions. When someone's photo is revealed and they are informed that they are a criminal, they will be seen as such since they are ready to do so. Psychological illusions are caused by emotional states like fear, rage, and worry, which can alter perception. Perception is impacted by hypnosis and indoctrination. Ambiguous forms can be assessed and understood in light of inculcations (MEB, 2004).

External Factors: Perceptions are influenced by extrinsic physiological or social variables. Perception depends on both the environment in which the item or event is present and the environment in which the perceiver is present. A black background makes the same shade of grey appear lighter while a white background makes it appear darker. In colder air than in warmer air, a glass of cold water is viewed differently (MEB, 2004). The abundance of stimuli and perception development are closely related. The growth of perception and development may be positively impacted by interaction, communication, experimentation, and the power of discriminating (Aral, 2011). According to many perspectives, external factors are made up of the characteristics of things and existences as well as the nature of their effects on us.

Hence, we can conclude it, the research on newborn colour perception as a whole suggests that during the first six months after birth, visual and perceptual development happens incredibly quickly. As infants, babies can hardly sense colour, but by the age of six months, they begin to perceptually organize, categorise, and maintain colour perception, and their sensitivity to colour corresponds to statistical regularities of natural settings.

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Unexpected Habits That Are Actually Caused By Anxiety। These are some anxiety trigger behaviour|Psychologist Talk| Dr Manju Antil| Wellnessnetic Care

Dr. Manju Antil, PhDDecember 20, 2022Clinical Psychology, Counseling Psychology, Depressive disorder, Personality Assessment, Psychology Today, Trending Topic No comments

Ignoring yourself and not taking care of your personal needs can be an anxiety trigger. Whether you're not showering regularly, skipping meals, staying up too late, or not reaching the physician purposely, it's crucial to evaluate these behaviors and work to take better care of yourself.

Some common habits are caused by anxiety.

Biting your nails. Mom always told you that biting your nails makes your hands ugly. ...
Chewing on pencils. ...
Chewing gum. ...
Pulling or twisting your hair. ...
Licking your lips. ...
Cracking your knuckles. ...

Body-Focused Repetitive Behaviors (BFRB)

These include skin-picking, nail-biting, hair-pulling, nose-picking, lip-biting, and so on.

Peeing excessively

i.e. even when there is nothing/little pee inside your bladder just force it out and empty it

Lying to people

e.g. friends, family, teachers, and doctors to cover up your anxiety or avoid uncomfortable Situations

Mind-Reading

Hyper-fixating on someone's words or gestures to try and read their thoughts and emotions especially when we feel like we did/said something wrong, often concluding that they are judging or annoyed by us which isn't true.

Being hyper-aware of your bodily sensations

(heartbeat, breathing, temperature, peeing/pooing, muscle tension, and so on)

Drowning your anxiety in meaningless activities e.g. endless scrolling on social media, binge/emotional eating, excessive shopping, smoking, alcohol or other drug use

Predicting and Rehearsing

Trying to predict the events of the day or what someone will say, creating elaborate branching plans when this or that happens but shutting down when it inevitably goes wrong

Procrastination

When we want to do something and come up with ideas for it but put it off or fail to do it completely. We usually think of procrastination as laziness, but it is an issue with dealing with difficult emotions including anxiety.

Anxiety, stress, and discomfort are extremely good friends, and the feeling of discomfort often leads to you doing these limiting behaviors to reduce anxiety....which creates a cycle.

To break out of this cycle, you have to accept this discomfort instead of trying to suppress it, refocus your attention on your task at hand, and replace these with healthier behaviors even if they are uncomfortable at first.

Ladies, if you've ever been ghosted by a man, read this! Why man do ghosting in relationship| Psychologist talk| Dr Manju Antil| Wellnessnetic Care

Dr. Manju Antil, PhDDecember 18, 2022Counseling Psychology, Human Behaviour, Mental Health, Mind and Cognitive Processes, Personality, Personality Assessment, Psychology Today, Relationship Advice, Trending Topic, UGC Net Psychology No comments

Ghosted by a guy sucks, right? No call, no text, not even an email to say, 'Thanks but no thanks.' It can knock your self-confidence and make you wonder what you did wrong. But I'm here to tell you that being ghosted by a guy can be a lifesaver. When a guy suddenly disappears on you, he's actually doing you a favour. Let me explain...

First of all, here's a harsh but honest truth: he's clearly not into you. It was never going to work out. (And that's his loss, not yours.) If a guy can just drop you without a second thought, then he's clearly not the high-quality man you deserve. And in fact, by vanishing without a trace, he's saving you a lot of heartache and headache in the long run.

You're worth a man who will cherish you and treat you like a precious jewel, not a little boy who doesn't have the emotional capacity to talk about his feelings and be honest with you.

You don't have time for these types of guys. Imagine if you'd wasted more of your precious time and energy on an unworthy man! Now that would be a real tragedy. Eventually, he would have shown his true colours, you'd realise he's not the man for you, and you'd have to do the work of removing him from your life.

Instead, he's taken himself out of the equation, leaving you free to redirect your attention toward looking after yourself and your goals. Use this time to fill your cup. Be so busy and obsessed with your own life that you don't have time to worry about why he scurried off.

When you're focused on your own projects and taking care of yourself, you shine with confidence and power. You know you're a treasure, and you sparkle like a rare diamond. And when you radiate self- confidence, you magnetise everything you want toward you - money, success, and yes, men.

High-value men recognise a woman who knows her worth, and they'll be drawn to you like moths to your sexy, luxurious flame. And then you get to pick and choose a man who will make you feel like a million bucks. Now, doesn't that sound better than obsessively checking your phone every five minutes to see if a guy has bothered to get in touch?

Ladies, if a guy ghosts you, don't waste a single thought on him. Be grateful he's gone, say, 'Thank you, next,' and remember that you deserve to be cherished and valued for the high-value Queen you are.

Are You a Perfectionist? PERFECTIONISM SCALE| Test how much perfectionist you are| WHAT IS PERFECTIONISM? Dr Manju Antil| Wellnessnetic Care| Psychologist Manju Antil

Dr. Manju Antil, PhDDecember 14, 2022Clinical Psychology, Human Behaviour, Mental Health, Mind and Cognitive Processes, Personality, Personality Assessment, Psychology Today, Take a Test, Trending Topic, UGC Net Psychology No comments

High standards are the hallmark of perfectionism and one tends to be overly critical of one's actions, expressed with concern about mistakes and insecurities about actions and beliefs. Perfectionist beliefs are an important underlying cause of various psychopathologies, so this scale helps clarify underlying causes of concern for clients. and is particularly useful for assessing people with body image problems such as anorexia, obsessive-compulsive disorder, and anxiety disorders.

Some people take pride in their perfectionist nature, and such beliefs can be important targets for psychological intervention. It helps highlight the lack of perfectionism and provides physicians and patients with a valuable benchmark for "normal" levels of perfectionism.

Perfectionism is an essential psychological construct. However it is measured, increased levels of perfectionism are found in anorexia nervosa (Bastiani, Rao, Weltzin, & Kaye, 1995), social phobia, panic disorder (Saboonchi, Lundh, & Ost, 1999), bulimia nervosa (Vohs, Bardone, Joiner, Abramson, & Heatherton, 1999), anxiety (Klibert, Langhinrichsen-Rohling, & Saito, 2005), depression (Rice & Dellwo, 2001), and obsessive-compulsive disorder (Frost, Marten, Lahart, & Rosenblate, 1990).

Prospective research has found that higher levels of perfectionism predict eating disorders (Lilienfeld, Wonderlich, Riso, Crosby, & Mitchell, 2006) and depression (Hewitt, Flett & Ediger, 1996; Rice & Dellwo, 2001), suggesting that the construct may play a role in the etiology of these disorders. Interestingly, perfectionism also appears to be related to positive outcomes and characteristics, such as achievement motivation (Klibert et al., 2005) and self-efficacy (Mills & Blankstein, 2000).

ASPECTS OF PERFECTIONISM:

Based on their research and the work of their predecessors, Hewitt and Frett proposed the following structure of perfectionist elements.
self-centred perfectionism
social perfectionism
socially prescribed perfectionism
The total score for all components reflects your overall level of perfectionism. However, the percentage of the perfectionist element may vary. Therefore, different people may have different profiles of perfectionism components, even at the same general level.
If you pass the perfectionism test, your structure will tell you where your standards are too high. Later, you may find it easier to accept the imperfections of this world.

INSTRUCTION

You will be offered 45 simple statements concerning your personal characteristics and traits. There is no wrong or right answers, just decide honestly whether you agree or disagree with each item.

Note that this test is provided for educational purposes only, and its questions and results can in no way be interpreted as a specialist or doctor’s advice.

Press on the link below and test yourself

PERFECTIONISM SCALE

Don't forget to share your result in the comment box.

Test Personality Online| THE BIG FIVE INVENTORY (BFI)| What are the Big Five? PERSONALITY ASSESSEMENT TEST| Dr Manju Antil| Psychologist Manju Antil| Wellnessnetic Care

Dr. Manju Antil, PhDDecember 12, 2022Human Behaviour, Mind and Cognitive Processes, Personality, Personality Assessment, Psychology Today, Take a Test, Trending Topic No comments

What are the Big Five?

The Big Five are five broad factors (dimensions) of personality traits. They are:

Extraversion (sometimes called Surgency). The broad dimension of Extraversion encompasses such more specific traits as talkative, energetic, and assertive.

Agreeableness. Includes traits like sympathetic, kind, and affectionate.

Conscientiousness. Includes traits like organized, thorough, and planful.

Neuroticism (sometimes reversed and called Emotional Stability). Includes traits like tense, moody, and anxious.

Openness to Experience (sometimes called Intellect or Intellect/Imagination). Includes traits like having wide interests, and being imaginative and insightful

As you can see, each element of the Big Five is fairly broad and consists of more specific traits. The Big Five structure was derived from a statistical analysis of what traits people tend to co-occur in describing themselves and others. The underlying correlations are probabilistic and subject to exceptions. For example, talkativeness and assertiveness are both traits associated with extraversion, but they don't work together out of logical necessity.

You can imagine someone who is assertive but not talkative (“strong quiet”). However, many studies show that talkative people are also usually more assertive (and vice versa), so they fall into the broader extrovert category.

For this reason, the purpose of the study should be clarified when choosing measurements. If you anticipate needing to make finer distinctions (eg, chatter versus assertiveness), broad Big Five measures will not suffice. Either use one of the longer inventories (such as the NEO PI-R or IPIP scale - see below) that does facet-level distinctions, or use a shorter one (such as the Big Five inventory) with a specific dimension of interest.

Also, note that there are many aspects of personality that don't fit into the Big Five. The term personality trait has a special meaning in personality psychology that is narrower than the everyday use of the term. Motives, emotions, attitudes, abilities, self-concepts, social roles, autobiographical memories, and life his stories are just a few of the other “entities” that personality psychologists study. Some of these other entities may have a theoretical or empirical relationship with the Big Five traits, but conceptually they are different. For this reason, even a very comprehensive profile of an individual's personality traits can only be considered an incomplete description of personality

BIG FIVE PERSONALITY TRAITS

Use this free, science-based psychological assessment to determine your Big Five personality trait scores. You can see how she performs with her 5 Personality Factors below. Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (all of these traits are sometimes abbreviated as OCEAN). Big 5 tests are not related to any specific test. This personality assessment uses markers developed by Goldberg in 1992. Taking this Big Five test will make it easier for him to choose his career path and help him understand himself better.

Take the Test Now, Click the link below

THE BIG FIVE INVENTORY (BFI)

Share your result in the comments box

List of journals regarding Equitable and Inclusive Education and Person with Disability| Dr Manju Antil| Wellnessnetic Care

Dr. Manju Antil, PhDDecember 05, 2022Health Alert, Human Behaviour, Mind and Cognitive Processes, Personality Assessment, Psychology Today, Special Disabilities, UGC Net Psychology No comments

In this article, we are going to explore, a list of journals regarding inclusive education, equitable education and education about disability

Title	Equality, diversity and inclusion: an international journal. (2010)
Earlier Title	Equal opportunities international
Subjects	Women -- Employment -- Periodicals, Discrimination in employment -- Periodicals, Sex discrimination -- Periodicals, Race discrimination -- Periodicals Age discrimination -- Periodicals, Equality -- Periodicals, Labor & Workers' Economics, Electronic journals
Related Titles	Earlier Title: Equal opportunities international
Publisher	Bradford, England: Emerald Group Pub.
Creation Date	2010
Identifier	</b>ISSN: </b> : 2040-7157
Language	English
Notes	Some issues combined Description based on: Vol. 29, issue 1 (2010); title from Emerald table of contents page (viewed Mar. 25, 2010).
Latest issue consulted:	Latest issue consulted: Vol. 35, issue 7/8 (2016) (Emerald Insight website, viewed November 30, 2016).
Source	ALMA_BOSU1
Record	# 51684326760001161

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A forum for theoretical & empirical articles on topics related to the assessment and teaching of students with learning disabilities & learning difficulties.

Aims and scope: The Australian Journal of Learning Difficulties provides a forum for both theoretical and empirical articles on topics related to the assessment and teaching of students with learning disabilities and learning difficulties. Papers reporting intervention studies focused on effective instruction in basic skills are particularly welcome. The journal is subject to a double-blind peer review process.

Journal information: Print ISSN: 1940-4158 Online ISSN: 1940-4166

The Australian Journal of Learning Difficulties is covered by the Australian Education Index, Cabell's, Contents Pages in Education, Australian Research Council (ARC) Ranked Journal List; Educational Research Abstracts Online ( ERA), EdReserach Online, Educational Research Abstracts Online, Educational Technology Abstracts, Emerging Sources Citation Index (ESCI), ERIC, Exceptional Child Education Resources (Online Edition), Linguistics and Language Behaviour Abstracts, Multicultural Education Abstracts (Print), Research into Higher Education Abstracts, SCOPUS®, Sociology of Education Abstracts, Special Educational Needs Abstracts and Technical Education & Training Abstracts.

Learning Difficulties Australia and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Learning Difficulties Australia and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Learning Difficulties Australia and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Learning Difficulties Australia and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history:

Currently known as: Australian Journal of Learning Difficulties (2008 - current)

Formerly known as: the Australian Journal of Learning Disabilities (1996 - 2007)

Society information

Learning Difficulties Australia is an association of teachers and other professionals who are working in the area of learning difficulties. Membership of the LDA includes learning support teachers, private tutors, educational consultants, researchers and academics. The aim of the LDA is to promote understanding of learning difficulties through publications and professional development activities and to support the work of teachers and other professionals who provide services to meet the needs of those who have learning difficulties. In addition to AJLD, the LDA publish a quarterly Bulletin, which is designed to keep members informed of recent publications and research in areas of relevance to the field of learning difficulties and effective teaching practice. LDA provides a referral service to assist those seeking educational support for a learning difficulty and also liaise with related associations in working together to raise public awareness of issues in the area of learning difficulties and the needs of students with learning problems. LDA was first established in 1965 and is a not-for-profit organisation governed by a Council of 14 members elected by members of LDA. Members of LDA are entitled to receive AJLD.

For further information on LDA activities, professional development opportunities and the benefits of membership, please visit http://www.ldaustralia.org/.

4. Deafness & Education International

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Publishes research on the education of children and young people who are deaf or hard of hearing from disciplines such as sociology, psychology and linguistics.

Aims and scope

Deafness & Education International is an international peer-reviewed journal that publishes high-quality original research about the education of children and young people who are deaf or hard of hearing. The Editors-in-Chief welcome manuscripts that are rigorous, adhere to ethical guidelines, show thoroughness in the way the conclusions have been reached, and add important findings to the sector. The field of deaf education covers many disciplines including education, sociology, psychology, anthropology, linguistics, cultural studies and speech science. The Editors encourage authors to consider the implications of research findings to practice because the journal is read by educators and other professionals working directly with children and young people who are deaf or hard of hearing. Authors are also encouraged to apply findings to the international context. Manuscripts must be written in clear and accurate English and strictly adhere to the APA7 style guidelines.

Deafness & Education follows an anonymous peer review process so that the reviewers do not know the author's name, and the author does not know the reviewer's name. The anonymous review process is essential for maintaining the integrity of the journal. An Editor-in-Chief will read each manuscript promptly to determine if it is relevant to the scope of D&EI. If the manuscript meets the criteria, it will enter the peer-review process. Please contact either of the two Editors-in-Chief if you would like to discuss whether your manuscript is suitable for publication in the Journal. Please see the instructions for authors for additional information.

Journal information

Print ISSN: 1464-3154 Online ISSN: 1557-069X

4 issues per year

Deafness & Education International is included in the following services:

British Education Index, Cambridge Scientific Abstracts, CINAHL: Cumulative Index to Nursing & Allied Health, Contents Pages in Education, Education Resources Information Center (ERIC), Educational Research Abstracts Online, Emerging Sources Citation Index ( ESCI), Linguistics & Language Behavior Abstracts, PsycINFO, Scopus, Sociological Abstracts

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability of any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Society information Affiliated with:

· The British Association for Teachers of the Deaf

· National Australian Association for Teachers of the Deaf

In this article, we are going to explore, a List of journals regarding Equitable and Inclusive Education and Persons with Disabilities. let's explore it together

5. Disability & Society

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Disability & Society is a disability studies journal providing a focus for debate about such issues as human rights, discrimination, policy and practices.

Aims and scope

Editor, Professor Michele Moore Disability & Society is an international disability studies journal providing a focus for debate about such issues as human rights, discrimination, definitions, policy and practices. It appears against a background of constant change in how disability is viewed and responded to. The journal publishes articles that represent a wide range of perspectives including the importance of the voices of disabled people.

Disability & Society invites papers where definitions of disability are acknowledged to be relative and segregated approaches are seen as inadequate and unacceptable - placing greater emphasis on inclusion. Perspectives are also invited those critique ways in which policy intentions may or may not have the desired effects in the everyday lives of disabled people. Disability scholars engage and identify with other oppressed groups and the journal leads the way in forging new paths for disability studies. There is an established well-informed international audience for the journal. Authors are expected to consider this wide readership and to exhibit knowledge of previously-published articles when submitting their work for consideration.

Peer Review Policy: All research articles and Breakthrough Scholar papers submitted for consideration undergo rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Referees are asked to take into account the journal's Aims and Scope, and also to assess the suitability of publication by the journal's editorial and language policies.

Current Issues Review Policy: Each contribution will be subjected to peer review by at least two doubly anonymous referees.

Journal information

Print ISSN: 0968-7599 Online ISSN: 1360-0508

10 issues per year

Disability & Society is abstracted and indexed in Academic Search; Advanced Placement Source; Allied and Complementary Medicine Database; ArticleFirst; ATLA Religion; Australian Education Index; British Education Index; Business Source Corporate; Child Development & Adolescent Studies; CINAHL; CSA Social Services Abstracts; Current Abstracts; Current Contents; Education Research Complete; Education Source; Education Resources Information Center (ERIC); ; Educational Research Abstracts Online (ERA); European Reference Index for the Humanities, Pedagogical and Educational Research (ERIH); Exceptional Child Education Resources; Family & Society Studies Worldwide; International Bibliography of the Social Sciences; MLA International Bibliography; Political Science Complete; ProQuest; Psychology & Behavioral Studies Collection; PsycINFO; Public Affairs Index; Research into Higher Education Abstracts; SCOPUS®; SocINDEX; Social Sciences Citation Index; Studies on Women and Gender Abstracts; TOC Premier; Web of Science.

Publication history

Currently known as:

Disability & Society (1994 - current)

Formerly known as

Disability, Handicap & Society (1986 - 1993)

6. Emotional and Behavioural Difficulties

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Publishes research on social, emotional, and mental health difficulties for researchers and professionals who work with and for children with SEMH.

Aims and scope

The central intention of Emotional and Behavioural Difficulties (EBD's) is to contribute to readers’ understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy.

The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.

This audience includes:

Teachers in the mainstream, non-mainstream and special schools/facilities.
Social workers in residential and field settings.
Professionals are concerned with EBDs in medical and psychiatric settings.
Educational and clinical psychologists, counsellors and psychotherapists.
Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers.
Researchers and academics are concerned with the needs and interests of the above groups.
Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award-bearing courses.

Members of the Social, Emotional & Behavioural Difficulties Association (SEBDA) receive the journal as a benefit of membership, see the SEBDA website www.sebda.org to learn of other benefits of membership.

Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Journal information

Print ISSN: 1363-2752 Online ISSN: 1741-2692

4 issues per year

Emotional and Behavioural Difficulties is abstracted/indexed in Academic Search; ArticleFirst; Applied Social Sciences Index & Abstracts (ASSIA); British Education Index; Child Development & Adolescent Studies; Cumulative Index to Nursing and Allied Health Literature (CINAHL); Current Abstracts; Education Research Complete; Education Research Index; Education Source; Educational Research Abstracts Online (ERA); Electronic Collections Online; EMBASE; E-psyche;

Education Resources Information Center (ERIC); European Reference Index for the Humanities (ERIH); Excerpta Medica; Family Studies Abstracts; FRANCIS; PsycFIRST; PsycINFO; Reactions Weekly; SCOPUS®; Social Work Abstracts; SocINDEX; Studies on Women and Gender Abstracts.

SEBDA and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, SEBDA and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by SEBDA and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. SEBDA and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

7. European Journal of Special Needs Education

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Publishes research on issues related to special needs and inclusive education with a focus on Europe, reflecting the growth of theory and practice in the field.

Journal Metrics

Usage

449K annual downloads/views

Citation metrics

1.930 (2021) Impact Factor
2.528 (2021) 5-year IF
3.5 (2021) CiteScore (Scopus)
Q1 (2021) CiteScore Best Quartile
1.646 (2021) SNIP
0.619 (2021) SJR

Speed/acceptance

14 days avg. from acceptance to online publication

Aims and scope

The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Its focus is European, and it aims to provide a European space for discourse on these developments. Written for researchers and scholars in the field, it provides a forum for reporting scholarly research and advancing new thinking on issues related to special needs and inclusive education.

Each issue includes contributions from a variety of different countries dealing with special needs at all levels of education. These are primarily research reports but may also include theoretical contributions and substantial literature reviews. Short Reports are published from time to time. These provide a platform for potentially interesting papers that do not have the substance expected for a standard paper. These do not have a fixed format and can include, for instance, a report of a pilot study, an extension of an existing study or indicative findings from a study with a small or compromised sample. The maximum permitted length is 4,000 words.

Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees

Journal information

Print ISSN: 0885-6257 Online ISSN: 1469-591X

6 issues per year

European Journal of Special Needs Education

is covered by the Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; ASSIA; British Education Index; Contents Pages in Education; Educational Research Abstracts Online (ERA); Education Resources Information Center ( ERIC); ERIH PLUS (The European Reference Index for the Humanities and the Social Sciences); Excerpta Medica; FRANCIS; Language and Linguistics Behavior Abstracts; National Children’s Bureau; Social Sciences Citation Index (SSCI); Special Educational Needs Abstracts; National Database for Research into International Education (NDRI) and SCOPUS®.

8. Exceptionality

A Special Education Journal

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Publishes research on special education and exceptionality to further the knowledge base and improve services to persons with disabilities and gifted behaviour.

Aims and scope

The purpose of Exceptionality is to provide a forum for the presentation of current research and professional scholarship in special education. Areas of scholarship published in the journal include quantitative, qualitative, and single-subject research designs examining students and persons with exceptionalities, as well as reviews of the literature, discussion pieces, invited works, position papers, theoretical papers, policy analyses, and research syntheses. Appropriate data-based papers include basic, experimental, applied, naturalistic, ethnographic, and historical investigations. Papers that describe assessment, diagnosis, placement, teacher education, and service delivery practices will also be included. Manuscripts accepted for publication will represent a cross-section of all areas of special education and exceptionality and will attempt to further the knowledge base and improve services to individuals with disabilities and gifted and talented behaviour.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Readership:

Education researchers, education professionals interested in students at risk, developmental and school psychologists, neuropsychologists, medical personnel involved with students and persons with exceptionalities, social workers, teachers, and higher education students in education.

Journal information

Print ISSN: 0936-2835 Online ISSN: 1532-7035

5 issues per year

Exceptionality is abstracted/indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Academic Search Ultimate

° Book Review Digest Plus (H.W. Wilson)

° Current Abstracts

° Education Abstracts (H.W. Wilson)

° Education Full Text (H.W. Wilson)

° Education Index (Online)

° Education Research Complete

° Education Research Index

° Education Source

° OmniFile Full-Text Mega (H.W. Wilson)

° Professional Development Collection

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• E-psyche

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• OCLC

° Education Index (Online)

• Ovid

° PsycINFO

• ProQuest

° Education Database

° Health Research Premium Collection

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Psychology Database

° Research Library

° Social Sciences Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts

• Thomson Reuters

° Current Contents

° Social Sciences Citation Index

° Web of Science

9. High Ability Studies

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High Ability Studies publishes on the development of human abilities associated to their highest level in all areas of human endeavour.

Aims and scope

High Ability Studies provide a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas.

The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.

The journal is concerned with aspects of development, personality, cognition, social behaviour and cross-cultural issues about high ability. Theoretical modelling and measurement techniques, as well as instructional strategies and curriculum issues, are of interest. Consequently, the journal presents material which is relevant to researchers in the field, to managers who have highly able individuals employed, to policymakers who need to find frameworks by which to make the best use of the high ability in society, to mentors, coaches, teachers, counsellors and parents of highly able children. Furthermore, the contents are not restricted to the study of manifest high-level achievement but include the identification and nurturance of unexercised potential.

Peer Review: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Journal information

Print ISSN: 1359-8139 Online ISSN: 1469-834X

2 issues per year

High Ability Studies is currently noted in Academic Search; Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; British Education Index; EBSCO Online; EBSCO CD Rom Database; Education Journal; Educational Research Abstracts Online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); Gifted and Talented Abstracts; IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); ISI Social and Behavioural Sciences; National Database for Research into International Education (NDRI); PsycINFO; PsychLit; Psychological Abstracts; Research into Higher Education Abstracts; SCOPUS® and Social Sciences Citation Index

European Council for High Ability and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, the European Council for High Ability and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by European Council for High Ability and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. European Council for High Ability and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

High Ability Studies (1996 - current)

Formerly known as

European Journal of High Ability (1991 - 1995)

10. International Journal of Developmental Disabilities

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Publishes research on all aspects of intellectual disabilities including genetic predisposition, learning interventions, medication, and challenging behaviour.

Journal Metrics

Usage

106K annual downloads/views

Citation metrics

2.170 (2021) Impact Factor
Q2 Impact Factor Best Quartile
1.996 (2021) 5-year IF
2.2 (2021) Cite Score (Scopus)
0.819 (2021) SNIP
0.504 (2021) SJR

Speed/acceptance

32 days avg. from submission to the first decision
39 days avg. from submission to the first post-review decision
18 days avg. from acceptance to online publication
37% acceptance rate

Aims and scope The IJDD publishes scientific articles on work dealing with different approaches to the habilitation problems of people with an intellectual disability. The Journal covers the entire spectrum of intellectual disabilities and is concerned with definitions, IQ, genetic predisposition, evaluation of abilities, learning interventions, challenging behaviour, medication, attitudes to death and bereavement, sexuality, legal aspects, WHO, NICE and other governmental guidelines, care in the community, advocacy, stress and coping strategies for families and carers - though this is not an exhaustive list. The unifying theme is that all of these aspects should be of practical help to those with intellectual disabilities or those caring for persons with intellectual disabilities. Emphasis is placed on the practical implications of the work of educationists, instructors, nurses, occupational and other therapists, psychiatrists, psychologists and social workers, whether taking place in a hospital setting or in community care.

The Journal accepts contributions from anywhere in the world but they must be written in acceptable and fluent English, avoiding technical jargon as far as possible given the wide readership. The IJDD puts much emphasis on the practical application of scientific findings, and prospective contributors should keep in mind that acceptance of a manuscript for publication will depend to a great extent on its direct relevance to habilitation work. Readers of the IJDD expect that articles should give them some scientific help and insight into their practical work.

11. International Journal of Disability, Development and Education

Journal Metrics

Usage

202K annual downloads/views

Citation metrics

1.300 (2021) Impact Factor
1.704 (2021) 5-year IF
2.3 (2021) CiteScore (Scopus)
Q1 (2021) CiteScore Best Quartile
0.850 (2021) SNIP
0.369 (2021) SJR

Speed/acceptance

65 days avg. from submission to the first decision
101 days avg. from submission to the first post-review decision
20 days avg. from acceptance to online publication
25% acceptance rate

Aims and scope

Founded in 1954, the International Journal of Disability, Development and Education (IJDDE) is a multi-disciplinary peer-reviewed journal with an international focus. It provides a single source of information on the education and development of persons with disabilities. IJDDE aims to publish the very best research and review articles concerned with all aspects of education, human development, special education and rehabilitation.

The content of IJDDE reflects a variety of topics, disciplines, research methods and cultural perspectives. Various orientations are represented, including education and special education, psychology, allied health, social work and psychiatry. Contributions from developed and developing countries ensure a truly international perspective.

The Editor invites articles for consideration concerned with all aspects of theory, research, and practice in the areas of disability, human development, and education. Research, review, and issues-oriented articles will be considered as well as descriptions or cross-cultural comparisons of education, special education, and rehabilitation in developed and developing countries.

Peer Review Policy

All research articles in this journal have undergone rigorous peer review, based on initial editor screening and double-blind refereeing by at least two expert referees. All book reviews have also undergone editorial screening. Final publishing decisions rest with the Editors-in-Chief.

Journal information

Print ISSN: 1034-912X Online ISSN: 1465-346X

6 issues per year

IJDDE is indexed and abstracted in ASSIA; Australian Education Index; Cabell's, Contents Pages in Education ; Education Index; ERIC; Language and Linguistics Behavior Abstracts; Book Review Digest Plus; Dietrich's Index Philosophicus; EBSCOhost; research Online; Education Research Index; Exceptional Child Education Resources (Online Edition); H.W. Wilson; OCLC; PsycINFO; Research into Higher Education Abstracts; SCOPUS; Swets Information Services and Thomson Gale (Gale Group).

Taylor & Francis and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions.

Publication history

Currently known as:

International Journal of Disability, Development and Education (1989 - current)

Formerly known as

The Exceptional Child (1976 - 1988)
The Slow Learning Child (1954 - 1975)

12. International Journal of Inclusive Education

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Publishes multi-disciplinary research on inclusive education, pedagogies, curricula, organizational structures, policy-making, administration and cultures.

Journal Metrics

Usage

766K annual downloads/views

Citation metrics

2.863 (2021) Impact Factor
Q2 Impact Factor Best Quartile
3.013 (2021) 5-year IF
4.3 (2021) CiteScore (Scopus)
Q1 (2021) CiteScore Best Quartile
1.935 (2021) SNIP
0.829 (2021) SJR

Speed/acceptance

133 days avg. from submission to the first decision
220 days avg. from submission to the first post-review decision
16 days avg. from acceptance to online publication
28% acceptance rate

Aims and scope

Interview with the Editor - Listen to Roger Slee talk about the International Journal of Inclusive Education

The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges.

Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education.

The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is on the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.

13. International Journal of School & Educational Psychology

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This journal supports Open Science Badges

Explores issues focusing on the academic success of children, youth, and families in life, by linking psychological and evidence-based practices in schools.

Journal Metrics

Usage

69K annual downloads/views

Citation metrics

2.9 (2021) CiteScore (Scopus)
Q2 (2021) CiteScore Best Quartile
0.791 (2021) SNIP
0.423 (2021) SJR

Speed/acceptance

15 days avg. from submission to the first decision
87 days avg. from submission to the first post-review decision
44 days avg. from acceptance to online publication
8% acceptance rate

Aims and scope

NOW ACCEPTING MANUSCRIPTS! - Submit Online Here

The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA). IJSEP is a refereed journal published quarterly by the association. The primary purpose is to communicate broad-based, interdisciplinary issues of professional importance to the success of children, youth, and families in school and educational psychology. The journal is unique in that its aim is to disseminate diverse perspectives that bridge the gap between research and practice and advance social justice and equity for all students through translational research.

IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal emphasizes original empirical papers using quantitative, qualitative, and mixed-method methodologies. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, and methodological or theoretical manuscripts related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, prevention, intervention, assessment, and other school-related areas.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

14. Journal of Education for Students Placed at Risk (JESPER)

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Publishes research on improving the education of students at risk, covering interventions, strategies to avoid risk, schooling structure and practices and more.

Aims and scope

2018 CiteScore: 1.04 - values from Scopus

The Journal of Education for Students Placed At Risk ( JESPER) is the only academic journal to date which provides quantitative, qualitative, or mixed-method research focused exclusively on improving the education of students placed at risk, which are students who are in danger of not succeeding in school due to disadvantaged circumstances. JESPER prioritizes manuscripts of studies that (1) provide impact evidence of interventions, strategies, or methods to ameliorate risk, (2) examine innovative schooling structures and school practices that improve the achievement or correlates of achievement of at-risk students, or (3) present new models for improving the precision of predicting risk and/or future success in school. The journal is focused on elucidating the malleable factors that, if altered, can change the course of a student’s educational outcomes. The journal does not publish articles that are more suited for special education journals, but it will consider studies in which special education status coexists with disadvantaged circumstances or where students at risk are placed in special education services. JESPER facilitates communication among all stakeholders--researchers, policymakers, and educators--who are actively involved in furthering the academic and other achievements of students placed at risk.

Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.

About the Journal: The Journal of Education for Students Placed At Risk ( JESPER ) was founded to assist researchers, policymakers, and practitioners in identifying what programs work to educate elementary and secondary students who are socioeconomically at risk.

JESPER was founded in 1996 at the Johns Hopkins University, Hopkins’s Center for Social Organization of Schools ( CSOS), and the federally funded Center for Research into the Education of Students Placed At Risk ( CRESPAR). Sam Stringfield and John H. Hollifield, Jr. were the founding editors and Amanda Datnow and Faustine Jones-Wilson were the founding associate editors. Many board members have served throughout JESPAR ’s existence and many with shorter tenures have made substantial contributions. John Nunnery, Martha Mac Iver, Wendy Winters, Coby Meyers, and Emily Rodgers have also served as associate editors and Cary Berkeley Kaye, Sam Kim, and Kirsten Sundell as assistant or managing editors. After Hollifield died in 1999, Stringfield remained as editor until he died in 2016. In 2017, Jerome D’Agostino of The Ohio State University became editor of JESPER.

JESPER has focused on original research into student outcomes regarding at-risk students in elementary and secondary school, although from time to time it has explored relevant aspects of preschool or college education and has published relevant essays and book reviews. Founding editor Sam Stringfield was particularly proud of the journal’s special issues, including, to name just a few, collections addressing pathways to postsecondary education and Reading Recovery.

The editorial teams and boards have shared the belief that effective educational practices and programs exist that make a difference in the lives of students who, for a variety of reasons—racial, economic, family, linguistic, or other—are placed at risk of academic failure. Since its founding, JESPER has reported on the progress made toward providing all children with a high-quality education and social support.

Journal information

Print ISSN: 1082-4669 Online ISSN: 1532-7671

4 issues per year

Journal of Education for Students Placed at Risk is Abstracted/Indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Educational Administration Abstracts

° Professional Development Collection

° Race Relations Abstracts

° TOC Premier (Table of Contents)

° Violence & Abuse Abstracts

• Elsevier BV

°Scopus

• E-psyche

• ERIC (Education Resources Information Center)

• National Library of Medicine

° PubMed

• Ovid

• ProQuest

° Education Database

° Health Research Premium Collection

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Psychology Database

° Research Library

° Social Sciences Premium Collection

° Sociological Abstracts (Online), Selective

° PsycINFO

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

15. Pastoral Care in Education

An International Journal of Personal, Social and Emotional Development

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Pastoral Care in Education is an international journal publishing research on personal, social and emotional development across the curriculum.

Journal Metrics

Usage

101K annual downloads/views

Citation metrics

1.7 (2021) CiteScore (Scopus)
Q2 (2021) CiteScore Best Quartile
0.964 (2021) SNIP
0.383 (2021) SJR

Speed/acceptance

57 days avg. from submission to the first decision
66 days avg. from submission to the first post-review decision
17 days avg. from acceptance to online publication
45% acceptance rate

Aims and scope

Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development is directed at all teachers, professionals, researchers and academics who are concerned with the personal, and social development, education and care of all pupils across the curriculum. The journal tackles important contemporary issues such as current developments in the curriculum - citizenship, health, social and moral education; managing behaviour; whole school approaches; school structures; as well as issues of care - school exclusion, bullying and emotional development. Approaches to personal/social education; pastoral care and the counselling and care of students all come within their remit.

Contributions are encouraged which include analysis of existing practices, methods and programmes; critical discussions and accounts of new ideas and methods; developments and controversial issues; research reports. The Editor also welcomes proposals for special issues.

Journal information

Print ISSN: 0264-3944 Online ISSN: 1468-0122

4 issues a year.

Australian Research Council (ARC) Ranked Journal List; British Education Index; Contents Pages in Education; Educational Research Abstracts online; Education Resources Information Center ( ERIC); Emerging Sources Citation Index; ERIH and National Children's Bureau.

NAPCE and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, NAPCE and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by NAPCE and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. NAPCE and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the Content. Terms & Conditions of access and use can be found at

http://www.tandfonline.com/page/terms-and-conditions.

16. Reading & Writing Quarterly

Overcoming Learning Difficulties

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Publishes papers on preschool through grade twelve literacy education, improving instruction for students with difficulty learning to read and write.

Journal Metrics

Usage

125K annual downloads/views

Citation metrics

1.618 (2021) Impact Factor
1.759 (2021) 5-year IF
2.4 (2021) CiteScore (Scopus)
Q1 (2021) CiteScore Best Quartile
1.204 (2021) SNIP
0.542 (2021) SJR

Speed/acceptance

5 days avg. from submission to the first decision
62 days avg. from submission to the first post-review decision
35 days avg. from acceptance to online publication
24% acceptance rate

Aims and scope

2017 Impact Factor: 1.333

Ranking: 120/238 (Education & Educational Research) and 16/40 (Education, Special)

2018 CiteScore: 1.14 - values from Scopus

Reading and Writing Quarterly provides direction for educating preschool through grade twelve students about literacy. It disseminates critical information to improve instruction for regular and special education students who have or who are at risk for having difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centred computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

Peer Review Policy: All articles in this journal have undergone editorial screening and peer review.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Journal information

Print ISSN: 1057-3569 Online ISSN: 1521-0693

6 issues per year

Reading and Writing Quarterly is Abstracted/Indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Academic Search Ultimate

° Communication & Mass Media Complete

° Communication Abstracts

° Communication Source

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Professional Development Collection

° Teacher Reference Center

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• Gale

° MLA International Bibliography (Modern Language Association)

• National Library of Medicine

° PubMed

• Ovid

° PsycINFO

• ProQuest

° Education Collection

° Education Database

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Social Science Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

• Thomson Reuters

° Current Contents

° Social Sciences Citation Index

° Web of Science

17. Reading & Writing Quarterly

Overcoming Learning Difficulties

Publish open access in this journal

Publishes papers on preschool through grade twelve literacy education, improving instruction for students with difficulty learning to read and write.

Journal Metrics

Usage

125K annual downloads/views

Citation metrics

1.618 (2021) Impact Factor
1.759 (2021) 5-year IF
2.4 (2021) CiteScore (Scopus)
Q1 (2021) CiteScore Best Quartile
1.204 (2021) SNIP
0.542 (2021) SJR

Speed/acceptance

5 days avg. from submission to the first decision
62 days avg. from submission to the first post-review decision
35 days avg. from acceptance to online publication
24% acceptance rate

Aims and scope

2017 Impact Factor: 1.333

Ranking: 120/238 (Education & Educational Research) and 16/40 (Education, Special)

2018 CiteScore: 1.14 - values from Scopus

Peer Review Policy: All articles in this journal have undergone editorial screening and peer review.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Journal information

Print ISSN: 1057-3569 Online ISSN: 1521-0693

6 issues per year

Reading and Writing Quarterly is Abstracted/Indexed in:

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Academic Search Ultimate

° Communication & Mass Media Complete

° Communication Abstracts

° Communication Source

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Professional Development Collection

° Teacher Reference Center

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• Gale

° MLA International Bibliography (Modern Language Association)

• National Library of Medicine

° PubMed

• Ovid

° PsycINFO

• ProQuest

° Education Collection

° Education Database

° Linguistics and Language Behavior Abstracts (Online), Selective

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Social Science Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

• Thomson Reuters

° Current Contents

° Social Sciences Citation Index

° Web of Science

Publication history

Currently known as:

Reading & Writing Quarterly: Overcoming Learning Difficulties (1992 - current)

Formerly known as

Journal of Reading, Writing, and Learning Disabilities International (1984 - 1991)

18. Roeper Review

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Roeper Review publishes scholarly articles exploring practice, policy, applied research, and theory in all aspects of gifted education and creativity studies.

Journal Metrics

Usage

81K annual downloads/views

Citation metrics

2.2 (2021) CiteScore (Scopus)
Q2 (2021) CiteScore Best Quartile
1.611 (2021) SNIP
0.503 (2021) SJR

Aims and scope

Roeper Review is an international, quarterly, refereed journal publishing scholarly articles that pertain to practice, policy, applied research, and theory in all dimensions of gifted education. Articles are thought-provoking and often interdisciplinary. The Roeper Review aims to enhance the development of gifted individuals and the improvement of the world through more attention to giftedness, talent development, and creativity guided by ethical awareness. Diverse topics include theories and philosophical analyses pertinent to giftedness, talent, and creativity; gender issues; curriculum studies; instructional strategies; educational psychology; elementary/early childhood/secondary education of the gifted; emotional, motivation, and affective dimensions of gifted individuals; differentiating instruction; teacher education; tests, measurement, and evaluation; and program development.

Special Features

Special Issues: Roeper Review periodically runs special, themed issues on important topics in the field. Examples of past and forthcoming special issues include:

Expanding the Conceptual Foundations for Gifted Education
Special Programs for Gifted Students
The Neuroscience of Giftedness
Global Awareness and the Gifted
Dabrowski's Theory of Positive Disintegration
History of Gifted Education
Gifted Teachers
Intelligence Theories in Gifted Education
Underrepresentation in Gifted Education
Specialized Science, Mathematics, and Technology High Schools

Interviews: Each issue includes an engaging interview with a pioneer or a current leader in gifted education or a related field.

Column, According to Jim: Eminent pioneer, James J. Gallagher writes a brief column on hot topics in the field.

Book Reviews and Dissertation Abstracts: Synopses of recent research and writing pertinent to high ability.

Peer Review Policy: All scholarly articles [empirical, theoretical, philosophical] in this journal have undergone rigorous blind peer review, based on initial editor screening and anonymous refereeing by at least two, in most cases three, anonymous referees. Two regular features [an interview with an eminent scholar; a brief column by a pioneer in the field] are not reviewed.

Journal information

Print ISSN: 0278-3193 Online ISSN: 1940-865X

4 issues per year

Roeper Review is abstracted/indexed in:

• De Gruyter Saur

° Dietrich's Index Philosophicus

° IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur

° Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur

• EBSCOhost

° Academic Search Alumni Edition

° Academic Search Complete

° Academic Search Elite

° Academic Search Premier

° Advanced Placement Source

° Book Review Digest Plus (H.W. Wilson)

° Corporate ResourceNet

° Current Abstracts

° Education Research Complete

° Education Research Index

° Education Source

° Health Business Elite

° MasterFILE Complete

° MasterFILE Elite

° MasterFILE Premier

° Professional Development Collection

° Psychology & Behavioral Sciences Collection

° Russian Academy of Sciences Bibliographies

° SocINDEX

° SocINDEX with Full Text

° Teacher Reference Center

° TOC Premier (Table of Contents)

• Elsevier BV

° Scopus

• ERIC (Education Resources Information Center)

• Exceptional Child Education Resources (Online)

• National Library of Medicine

° PubMed

• Ovid

° PsycINFO

• ProQuest

° Education Collection

° Education Database

° Health Research Premium Collection

° Hospital Premium Collection

° Professional ProQuest Central

° ProQuest 5000

° ProQuest 5000 International

° ProQuest Central

° ProQuest Professional Education

° Psychology Database

° Research Library

° Social Science Premium Collection

• Taylor & Francis

° Educational Research Abstracts Online

° Studies on Women and Gender Abstracts (Online)

• Thomson Reuters

° Emerging Sources Citation Index

° Web of Science

19. Speech, Language and Hearing

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Publishes on normal and disordered speech, language and hearing for professionals in linguistics, communication, speech-language pathology and audiology.

Journal Metrics

Usage

38K annual downloads/views

Citation metrics

1.7 (2021) CiteScore (Scopus)
Q1 (2021) CiteScore Best Quartile
0.677 (2021) SNIP
0.350 (2021) SJR

Speed/acceptance

49 days avg. from submission to the first decision
86 days avg. from submission to the first post-review decision
16 days avg. from acceptance to online publication
40% acceptance rate

Aims and scope

Now included in the Scopus index!
Speech, Language and Hearing is a peer-reviewed journal welcoming submissions from clinicians and researchers who work with any aspect of normal or disordered speech, language, or hearing. The journal is multidisciplinary in nature with manuscripts accepted from all professional and scientific disciplines but particularly those in the areas of linguistics, psychology, education, audiology, speech-language pathology, and medicine. The principal criteria for acceptance are the significance of the topic or experimental questions, conformity to rigorous research, originality, scholarship, and clarity of writing.

Scope:
• Assessment and management issues
• Development and ageing
• Multiculturalism and bilingualism
• Prevention, counselling & education
• Voice, fluency & swallowing
• Phonetics, phonology & literacy
• Speech perception, otology & balance
• Assistive technology

Authors can choose to publish gold open access in this journal.

Journal information

Print ISSN: 2050-571X Online ISSN: 2050-5728

4 issues per year

Speech, Language and Hearing are included in the following services:

CINAHL: Cumulative Index to Nursing & Allied Health

Emerging Sources Citation Index (Clarivate Analytics)

Linguistics and Language Behaviour Abstracts

PsychINFO®

Scopus

Publication history

Currently known as:

Speech, Language and Hearing (2013 - current)

Formerly known as

Asia Pacific Journal of Speech, Language and Hearing (1996 - 2012)

INCLUSIVE EDUCATION

Publication List h5-index h5-median

1. International Journal of Inclusive Education 44 64

2. Journal of Learning Disabilities 38 59

3. Remedial and Special Education 37 64

4. Exceptional Children 36 66

5. Gifted Child Quarterly 34 50

6. European Journal of Special Needs Education 33 55

7. Teacher Education and Special Education 29 41

8. Journal of Positive Behavior Interventions 27 51

9. Behavioral Disorders 27 45

10. Focus on Autism and Other Developmental Disabilities 27 44

11. The Journal of Special Education 26 47

12. Journal of Research in Special Educational Needs 26 39

13. Career Development and Transition for Exceptional Individuals 26 35

14. Learning Disability Quarterly 25 42

15. Intervention in School and Clinic 25 39

16. Journal of Intellectual Disabilities 25 31

17. Augmentative and Alternative Communication 24 45

18. Research and Practice for Persons with Severe Disabilities 24 45

19. TEACHING Exceptional Children 24 38

20. International Journal of Disability, Development and Education 24 33

Publications matching education on disability

Publication h5-index h 5-median

1. International Journal of Disability, Development and Education 24 33

2. Journal of Postsecondary Education and Disability 22 28

Top 20 publications matching disability

Publication h5-index h5-median

1. Disability and Rehabilitation 54 72

2. Research in Developmental Disabilities 48 62

3. Journal of Applied Research in Intellectual Disabilities 40 56

4. Disability and Health Journal 38 60

5. Disability & Society 38 59

6. Journal of Learning Disabilities 38 59

7. Disability and Rehabilitation: Assistive Technology 36 49

8. Journal of Intellectual Disability Research 36 49

9. Focus on Autism and Other Developmental Disabilities 27 44

10. Journal of Intellectual & Developmental Disability 26 35

11. Learning Disability Quarterly 25 42

12. American Journal on Intellectual and Developmental Disabilities 25 38

13. African Journal of Disability 25 37

14. Journal of Intellectual Disabilities 25 31

15. Research and Practice for Persons with Severe Disabilities 24 45

16. Intellectual and Developmental Disabilities 24 34

17. International Journal of Disability, Development and Education 24 33

18. Journal of Developmental and Physical Disabilities 24 30

19. Sexuality and Disability 23 33

20. Learning Disabilities Research & Practice 22 37

Equitable education Publication h5-index h5-median

CASE STUDY:

Myths and Facts about Mental Illness: Some of the myths and their corresponding facts are as follows:

Occurrence in India

Causes

ASPECTS OF PERFECTIONISM:

INSTRUCTION

Don't forget to share your result in the comment box.

5. Disability & Society

Disability & Society is a disability studies journal providing a focus for debate about such issues as human rights, discrimination, policy and practices.

Aims and scope

Aims and scope

Aims and scope

Aims and scope

Aims and scope

Aims and scope

Aims and scope

Aims and scope

Publications matching education on disability

Publication h5-index h 5-median

1. International Journal of Disability, Development and Education 24 33

2. Journal of Postsecondary Education and Disability 22 28

Top 20 publications matching disability

Publication h5-index h5-median

1. Disability and Rehabilitation 54 72

2. Research in Developmental Disabilities 48 62

3. Journal of Applied Research in Intellectual Disabilities 40 56

4. Disability and Health Journal 38 60

5. Disability & Society 38 59

6. Journal of Learning Disabilities 38 59

7. Disability and Rehabilitation: Assistive Technology 36 49

8. Journal of Intellectual Disability Research 36 49

9. Focus on Autism and Other Developmental Disabilities 27 44

10. Journal of Intellectual & Developmental Disability 26 35

11. Learning Disability Quarterly 25 42

12. American Journal on Intellectual and Developmental Disabilities 25 38

13. African Journal of Disability 25 37

14. Journal of Intellectual Disabilities 25 31

15. Research and Practice for Persons with Severe Disabilities 24 45

16. Intellectual and Developmental Disabilities 24 34

17. International Journal of Disability, Development and Education 24 33

18. Journal of Developmental and Physical Disabilities 24 30

19. Sexuality and Disability 23 33

20. Learning Disabilities Research & Practice 22 37

1. Equity & Excellence in Education 24 40

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