European Journal of Psychological Studies

128-141

Authors: Sribas Goswami

During the last 40 years, our society has shown an increasing concern with respect to mental illness as major social problem. But still today most of the people of this country cannot make out the differences between mentally retarded and mental – illness. Medical, social sciences have made a substantial beginning in the form of researches towards this direction. It has been observed that interest is growing rapidly with respect to the problem of mental retardation. Such rapid growth in interest is involving more and more researchers doing studies on mental retardation which is in terms producing a large accumulation of data on the general condition with which mentally retarded individuals are associated. The aim of the study is to focus on psychological problems like family burden, social support, marital quality of life, social stigma and self esteem in caregivers of intellectual disabled children and blind children.

156-167

Authors: Oleg Lukyanov, Yana Chastokolenko, K. Kotikova

The research objective was to educe the main trends of remythologization of freedom and self-identity in creative youth subcultures. The sense of understanding and revelation of these trends is connected with the changes in different areas of transit, formation and accumulation of human potential in particular in the area of education and leisure. Without going into detail analysis of the modern world's demythologization, we have supposed that creative youth subcultures are the social and psychological answer of the youth to the current situation of illusiveness of the freedom of choice imperative that rules the mass culture. Why don't creative youth subcultures' participants limit themselves only to reading books? How do they choose freedom in creative youth subcultures? They play. The game gives them the opportunity to feel "the breath of archetypical form", to fulfill the character's description with their own life, and then the character (as in Tolkien's world) lives "on his own". There are three main myths which construct the conscience of a modern person. These are myths about Prometheus, Sisyphus and Narcissus. These myths are transformed by creative youth subcultures' participants into life grounds for their self-identity, in other words, there is a process of remythologization, and a myth is restored as a basis of life understanding. The logic of character's life is tripartite, it unites personal features of a player, a gameplay and an archetype. A player automatically actualizes the archetype by accepting the gameplay. The game logic and cultivated individuality of a person "turn" the archetype to its rising, sacred vector. There is a bright feature in subcultural reality of tolkienists. They actualize archetypes which combine personal problems of players and deep problems connected with Russian mentality. The participant even tell about "archetypical therapy". A typical result of "archetypical therapy" is transformation of negative "energy" of archetypes into positive. The most common variant is that negative, which is typical for the archetype, is "isolated" in subcultural reality and doesn't interfere the life. We suppose that the study of remythologization psychology should be continued, among other things in the perspective of changings in education strategies from project games, which are customary nowadays, to subculture forming games.

174-180

Authors: O. Austin Omomia, T. A. Omomia

B. F. Skinner’s theory of reinforcement emphasizes on the relevance of reward and punishment. This has impacted, to a large extent on the promotion of teaching and learning. In effect, Skinner’s theory has been applied often in most educational institutions. Students’ educational outcomes can be improved upon on the basis of positive reinforcements. This paper therefore, examined the relevance of skinner’s theory of reinforcement on school evaluation and effective school management. The paper applied psychological and sociological methodology in its research design. There is immense value in reinforcement (positive or negative) as a means of feedback to students, teachers and administrators. It is recommended that adequate feedback should be given to teachers to improve their output. And learners should be rewarded in order to improve their educational outcomes.