Suchergebnisse

Mental health has become an important issue among students throughout the world especially after Covid-19. The present study is an attempt to investigate psychological services among students in higher educational institutions in Uzbekistan. The study also aimed to identify and assess psychological services of mental health in students in Uzbekistan. The study analysed the current state of the activities of psychological services aimed at ensuring the psychological health of students of higher educational institutions, as well as the introduction of the activities of psychological services in the system of higher education. The study also explored and assessed issues and problems of existing psychological services for mental health among students in higher education. To eliminate these problems, a model and description of improving the activities of psychological services in higher educational institutions are given, and conclusions and suggestions are presented.

Introduction:
Autism spectrum disorder (ASD) has often been associated with emotion dysregulation and poor memory functions. While both these aspects are integral to daily life, understanding their relationship with individuals with ASD is critical. Previous research has indicated amplified emotional response, suggesting emotion dysregulation to be a core feature of ASD. Findings in the area of prospective memory (PM) yield inconsistent results. Therefore, this study aims to explore parental assessment of emotion regulation (ER) strategies and PM in children with ASD.


Methods:
This cross-sectional research was conducted using proxy reports by parents using snowball sampling between the ages of 5 and 12 years (n = 40) and analyzed using ANOVA.


Results:
The factorial ANOVA revealed that children with ASD exhibited significantly lower utilization of cognitive reappraisal strategies compared to the neurotypical group (F [1, 78] = 29.829, P < 0.001). In addition, significant main effects were observed for cue (F [1, 78] = 4.191, P = 0.044) and term (F [1, 78] = 35.669, P < 0.001). However, the main effect of memory was not found to be statistically significant (F [1, 78] = 3.194, P = 0.078). Furthermore, a substantial group effect was detected in the context of memory performance (F [1, 78] = 135.170, P < 0.01).


Conclusion:
The findings suggest that parent rating on ER and PM can adequately provide an insight into the actual performance of children.