Biography:

Dina Al-Waheab is a Business and Organizational Psychologist who graduated from Coventry University-UK with a Masters degree in Business and Organizational Psychology. She is a member of The Association of Business Psychology-UK. In addition, her research received an award of excellence from the association for the level of distinction, and the best research in the field of Business Psychology for Coventry University of the year 2018. She is the founder of DEEP- Dynamical Engaging and Effective Psychology. Kuwait: the first consultancy in Kuwait apllying psychology into business.

Abstract:

The research is a systematic literature review to investigate the impact of negative leadership on employees in the workplace. The aim of this research is to evaluate the causes and consequences of such leadership. The research identifies negative leadership in terms such as; bullying, criticism, favoritism, sarcasm etc.

Research shows that negative leadership results in lower levels of job performance and motivation, and high-stress levels and turnover intentions in employees. In addition, effects on employees’ psychological well-being causing psychological trauma, diminished self-esteem and emotional exhaustion. In general, these outcomes disable individuals psychologically, resulting in functional and permanent incompetency in work, and leading to significant financial losses over time and endangering families’ well-being, and affecting society as a whole. In addition, the session will point out the potential protective effect of emotional intelligence not only on growth well-being and organizational outcomes, but also on the experience of stress and burnout and its contribution to management practice

Biography:

Ktiri Fouad is a clinical psychologist, a psychology teacher, a researcher and a yoga coach. His experiences in clinical psychology and yoga-relaxation allowed him to publish, in 2015, a paper book entitled "Stress - How to prevent and fight it - New psychological, spiritual, body and cognitive techniques". From 2009, he has animated conferences and participated in many radio psychological programs. His experiences as a physics and computer graduate helped him to combine psychology and mathematics, which allowed him to elaborate a new stress numerical model and published it on 2016.

Abstract:

In the present study we introduce a new stress approach, which completes the transactional theory of Folkman and Lazarus (1984). It is a numerical model in which we take into account another variable named PSS (Previous State of Stress) that we estimate necessary to explain why psychological state of stress occurs or not. In our model, stress is presented in the form of a mathematical function (equation) of three variables (PSS, SV, R). By evaluating each of these components, this equation enables us to evaluate the generated stress intensity of a person. By improving this formula, the present model enables us to take into account another type of stimulus (positive stimulus) and to evaluate it. Many instances of daily stress, that take into account these new dimensions, have been cited. The stress formula efficiency has been tested by applying it on these examples and to some concepts like violence and stress accumulation. RQSI (Required Quantity of Stress Index) is an index that we have introduced in our numerical model. The calculated RQSI enables us to evaluate the average amount of stress (positive or negative) that a person receives from each stimulus he has been exposed to during a period of time. A new definition of stress phenomena, on the basis of our new numerical data model, is proposed

Biography:

F. Kok is a Fourth Year Medical Student at Lee Kong Chian School of Medicine, National Technological University, Singapore.

Abstract:

The impact of maladaptive behaviors on the health-related quality of life (HRQOL) of pre-school children with Autism Spectrum Disorder (ASD) is relatively unexplored. This study intends to explore the extent of influence that different types of Maladaptive behaviors (Internalized, Asocial and Externalized) have on HRQOL in this group, when background characteristics (age, gross monthly income, housing type and daily sleep duration) and adaptive functioning are controlled.

Scales of Independent Behavior-Revised (SIB-R) and background characteristic questionnaires from 99 caregivers of children with ASD seeking treatment at KK Women and Children’s Hospital were collected. These were used to assess the severity of maladaptive behaviors, the level of Adaptive functioning and a few background characteristics of these children. The relationship of these with Psychosocial and Physical HRQOL in these children is assessed with Pediatric Quality of Life Inventory (PedsQL).

Multiple regression revealed that Maladaptive behaviors have greater impact on HRQOL than Adaptive skills and background characteristics. Asocial maladaptive behaviors have the most unique influence on HRQOL out of the three maladaptive behaviors, suggesting difficulties in social interaction and communication manifested by children with ASD play the largest role in their HRQOL at this age. Adaptive skills have a smaller but still unique impact on HRQOL, while background characteristics are not significant.

The specific types of Asocial Maladaptive behavior and their impact of HRQOL in this age group can be further studied with ASD-specific scales like Social Responsive Scale (SRS) and Repetitive Behaviors Scale-Revised (RBS-R). More targeted behavioral intervention can be then developed to improve the quality of life amongst preschool children with ASD.  

Biography:

Haris Karnezi is the founder/director of the Cognitive Behaviour Drama Centre in Athens, Greece. She has a bachelor's degree in Performing Arts from the Athens School of Dramatic Art in Greece, a Master of Arts in Drama in Education from the University of Central England in Birmingham, UK and a PhD from the School of Psychology at Trinity College Dublin, Ireland. She has received honors and awards for her research such as the prestigious Woman of the Year Award, in the science category, and has published her research in reputable peer-reviewed journals. 

Abstract:

Cognitive Behavior Drama (CBD) is a ground-breaking research based intervention model that brings together the science of psychology with the art form of drama to create an unobtrusive and exciting approach for children with behavior and communication difficulties including (Asperger syndrome, HFA, ADHD, selective mutism). It is a child-centered approach that uses the participants' strengths and special interests to address areas of concern. Through interactive fairy-tales it provides them with the motivation and opportunity to learn and practice target skills, as well as overcome personal difficulties (including fears and anxieties).

This interactive presentation will discuss how children on the autism spectrum process information differently, the resulting challenges and how to address them, suggesting a pedagogy for autism, as well as strategies for inclusion in mainstream education. Attendees will have the opportunity to get an understanding of the theoretical underpinning of the CBD model and hands on experience on its practical application. By the end of the session participants will be inspired to use their creativity to develop their own CBD lesson plans and implement the strategies learned with their students.

This presentation is useful to all teachers in mainstream or special education, and allied mental-health professionals

Biography:

Degree in Medicine and Surgery, Federico II Faculty of Medicine, University of Naples, Italy; Postgraduate Diploma in Child Neuropsychiatry, Federico II Faculty of Medicine, University of Naples and in Pediatrics, Faculty of Medicine of Catanzaro, University of Reggio Calabria, Italy; Aggregate Professor of Child Neuropsychiatry. Dr Marotta has her expertise in Clinical-behavioral assessment of individuals with Autism Spectrum Disorder, Evaluation of the evolutionary pathway of subjects affected by neurodevelopmental disorders

Abstract:

Pediatric Dystonia is a syndrome of sustained muscle contractions producing abnormal postures, twisting, and repetitive movements. A variety of forms have been described, most of which are refractory to medical therapy alone. Deep Brain Stimulation (DBS) has been used to treat several of these conditions but the success varies according to the type of dystonia. Were enrolled 9 pediatric patients with generalized dystonia, 4 males and 5 females; 6 patients had a primary dystonia and 3 a secondary dystonia. The mean age at surgery was 16 years, ranging from 14 to 17 years. Among the patients suffering from primary dystonia, 4 were tested positive and 2 negative for the mutation of DTYI gene located on chromosome 9q34. No patients suffering from secondary dystonia were tested positive to the mutation of DTYI gene. The patients were subjected to bilateral Globus Pallidus Internus (GPi) DBS. While patients with primary dystonia appeared to have superior results compared to those with secondary forms of the disease, the latter patients, in some cases, may still be candidates for DBS The DBS of GPi in dystonias in developmental age had effects not only on motor function, but also on cognitive and affective ones. In most cases these functions remained stable or better, rarely worsed. The improvement of the motor component in itself positively affects the remaining functions and the consequent reduction in drug therapy improves the performances in the course of cognitive evaluation. While putting together the cost of complementary therapeutical approaches in childhood dystonia, DBS can represent a reasonable approach when candidates are well selected and requirements related to selection criteria fullfilled.

Treating dystonia in children with DBS requires a multidisciplinary team to select candidates, identify reasonable target symptoms, perform the procedure, cope with complications related to therapy and devices, optimize DBS and medical therapy administration, support the patients and families over the changing life. Although this is an effective and reversible procedure, we must always reflect on the possible effects on the developmental trajectory of each subject in the development phase.  

Biography:

Muna has completed her MD in 2005 from Arabian Gulf University, finished residency program 2012. Finished fellowship in child and adolescent in 2014. Appointed as head of child and adolescent psychiatry department at Almassarh hospital in 2017.            

Abstract:

Child sexual abuse is one of the most painful event that can happen to a child and too difficult to talk about its details. In our country Sultanate of Oman (located in the middle east) child law published in 2014. Public prosecution reported 117 cases in 2016, this number gradually increased as they reported 198 cases in 2017, 284 cases in 2018 and until today they reported 329 cases. Many cases reported at first to the social worker at school, teachers, psychologist where they need to ask the child in proper way to avoid story contamination. Most of the cases, the child is the only witness and no physical or forensic evidence of the alleged abuse, so mainly the whole cases depending on child story.The age range of sexually abused children 3-17 years and there is a huge difference in their mental, psychological and physical abilities where we have to put it in consideration while interviewing the abused children. One of the main ways to help those children is to avoid misleading claims and to provide justice for both sides (the child and the abuser).

It’s very important to understand the legal and psychological background while interviewing the sexually abused child for the first time.

Objectives:

•Highlights the main psychological and legal aspects and techniques used during the first interview.

•Highlight on the main ways that should be avoided as it might contaminate the story of the child

•Help professionals from different backgrounds (medical, legal, educational, rehabilitation to understand those areas and start practicing it

The trainers (consultant child and adolescent psychiatrist and prosecutor general assistant) will train the audience by role play and many other methods.  

Biography:

"I’d rather be insane in my uniqueness than sensible in my mediocrity!"I was born as a high functioning autistic in a communist country within a family and society ignorant to the Spectrum. I have learnt to use my special interest in people as a super-power to shift the paradigm and integrate radically new concepts and insights about the Autistic world into the not-autistic frame of referenceAt the present, I am a certified SEN tutor, an author, consultant and inspirational speaker on Autism. All my years of experience, combined with being autistic myself, give me a point of view and a set of perceptions very different from the ordinary which makes my input original and insightful

Abstract:

While there are many assessments, support systems and practices in place established over the years for autistic children they have been focused on the child exclusively. An admirable campaign on public education has been launched to help for some adjustments and exceptions to be made at schools and promote the settling of a culture of more acceptance. Still, it does not require people to take personal responsibility which still lies with the autistic person. I propose that society’s mindset need to change and urgently.  Parents need fresh eyes, and a new perspective that can add another piece of the impossible puzzle they are solving every day but solutions come naturally only when the questions are clear. An autism therapy is only possible if it’s applied to the collective. We need to understand that autism is not cases of isolated, unfortunate incidents but a collective phenomenon.  The change starts from parents who are open to learn how to manage their own personal space and emotional balance introducing some unconventional concepts such as:

•Emotional Skin Deficiency (ESD) - challenges and benefits

•Autistic differences in perceptions - physical, visual, sound, time, etc.

•Emotional Hygiene for everyone

•Multi-Level Communication

•Energy differences and effective management

•Nutritional adjustments in support of the internal autistic structure

It’s the immediate circle of family members and teachers that have to learn new ways of thinking, feeling and responding. We all have to share the responsibility and learn to control our minds and emotions first, before imposing it to others. 

Biography:

Theresa Bodnar is a certified Army Master Resilience Trainer (MRT), a Positive Psychology Practitioner, Eating Psychology Educator, and Stress Mastery Educator. She holds a BA in Elementary Education from John Carroll University, a MS in Organizational Leadership from Robert Morris University, and a dual Masters in Business Administration (MBA) and Public Administration (MPA) from Syracuse University. She is certified as a Master Resilience Trainer through the US Army, as an Applied Positive Psychology Practitioner through the Flourishing Center, holds a certificate in Eating Psychology Coaching through the Institute for the Psychology of Eating, and is certified as a Heidi Hanna Stress Mastery Educator. Theresa is the author of Get UPP!: Understanding Positive Psychology, a poetry book dedicated to positive psychology concepts;  co-author of Gratitude Mission 2:  More People, More Stories, More Inspiration; and a monthly columnist with The Teen Mentor and Happy Conscious Living e-zines.  She also runs a FB Group entititled 365 Days of Gratitude.

Abstract:

We are living in a stress epidemic.  75-90% of hospital visits are stress related.  Chronic stress is becoming the norm, not the exception.  Many of us have been taught that stress is a problem and we have to manage it.  What if we changed our mindset and instead considered stress to be important information and a blessing?  What if we took the information stress was giving us and used it to fuel positive change?  That’s what Stress Mastery is. How do we become stress masters?  Dr. Heidi Hanna’s Stress Mastery Formula suggests – assess, appreciate, adjust. 

For me, the crux of the formula is appreciation, aka Gratitude.  It is a daily practice I’ve used now for over 3 years.  Before I studied Stress Mastery, I earned my Certificate in Applied Positive Psychology.  It was there I learned that Gratitude could fuel resilience and I developed the Challenge-Future Gratitude Reframe process, codified in the book I co-authored Gratitude Mission 2, and in my TedX talk “The Gift of Gratitude in Foresight”.   Once I learned Stress Mastery, I realized gratitude could not just help me become more resilient, it could also help me master my own stress with amazing psychological and physical impacts.  Gratitude is the gateway to it all- resilience, stress mastery, and positivity. In this presentation, I will talk about the CFGR process for Resilience, explain the Stress Mastery Formula, and give you practical tools to master your stress and develop your own gratitude practice.