The aim of the study consists in the theoretical substantiation of the psychological preparation of basketball players before important matches and the identification of the most effective methods of regulating the psycho-emotional state of athletes. Research methods: theoretical analysis and generalisation of scientific and methodological literature. Research results. Analysis of scientific sources and practice of training basketball teams allows us to state that responsible matches are accompanied by significant psycho-emotional stress. It can be associated with the importance of the result, the level of the opponent, the expectations of the coach, partners and fans, as well as with previous experience of victories or defeats. One of the most common psychological states before a responsible game is pre-start anxiety. Its excessive level can negatively affect the accuracy of throws, speed of decision-making, coordination of movements and the ability to act in accordance with the tactical plan. At the same time, moderate mental stress can have a positive meaning, as it helps to mobilize forces, increase the activity and concentration of the athlete. An important result of the study is the statement that the psychological readiness of a basketball player is formed in the following main areas: the formation of self-confidence, the development of concentration, the use of breathing exercises and muscle relaxation, the use of mental rehearsal (imitation of competitive moments), the formation of team psychological readiness, the importance of the coach’s activities. Conclusions. Psychological preparation is an important component of the overall preparation of basketball players and directly affects the stability of their competitive activity. Before important matches, athletes may experience increased anxiety, emotional tension, lack of self-confidence, decreased concentration, and fear of making mistakes. The optimal mental state of a basketball player before the game involves a sufficient level of mobilization, emotional balance, self-confidence, concentration, and readiness for team interaction. The most effective methods of psychological preparation are breathing exercises, muscle relaxation, positive self-suggestion, mental rehearsal, modeling competitive situations, individual methods of preparing for the match, and team guidelines. Psychological preparation should be carried out systematically throughout the entire training process. Conducting it only on the eve of a critical match does not provide a sufficient level of psychological readiness.
Collaboration skills and learning outcomes are important aspects that support students’ success in science learning. However, these competencies are often not optimally developed through conventional learning approaches. This study aimed to examine the level, improvement, and significance of the increase in collaboration skills and learning outcomes of Grade VIII students at SMPN 27 Makassar through the implementation of the Student Teams Achievement Division (STAD) model assisted by Sketchfab. The study employed a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 34 students from Class VIII.10 selected through purposive sampling. Data were collected using a collaboration skills questionnaire and a learning outcomes test and were analyzed using descriptive and inferential statistics. The results showed that the average collaboration skills score increased from 61.06 to 73.91, while the average learning outcomes score increased from 8.26 to 11.97. The N-Gain values indicated a moderate improvement in collaboration skills (0.32) and learning outcomes (0.55). In addition, the t-test results revealed a statistically significant increase in both variables (p < 0.05). Therefore, the STAD model assisted by Sketchfab can effectively enhance students’ collaboration skills and learning outcomes in science learning.
ABSTRACT Type 2 diabetes mellitus is a chronic metabolic disease with a rapidly increasing prevalence worldwide and is frequently accompanied by microvascular complications, particularly diabetic neuropathy. Diabetic neuropathy often presents with sensory symptoms such as pain, paresthesia, and numbness, which tend to worsen at night and may interfere with sleep quality. Disturbed sleep in patients with type 2 diabetes mellitus can adversely affect daily functioning, glycemic control, and overall quality of life. However, previous studies examining the relationship between diabetic neuropathy and sleep quality have reported inconsistent findings. This study aims to determine the relationship between the occurrence of diabetic neuropathy and sleep quality among patients with type 2 diabetes mellitus at RS Siti Khodijah Sepanjang. This study employed an analytical observational design with a cross-sectional approach. Data were collected using primary data from questionnaires and secondary data from medical records of patients with type 2 diabetes mellitus. Diabetic neuropathy was assessed based on clinical evaluation, while sleep quality was measured using the Pittsburgh Sleep Quality Index (PSQI). The findings demonstrate an association between the occurrence of diabetic neuropathy and impaired sleep quality in patients with type 2 diabetes mellitus. Patients experiencing diabetic neuropathy tended to have poorer sleep quality, characterized by prolonged sleep latency, reduced sleep efficiency, increased sleep fragmentation, and shorter sleep duration. Diabetic neuropathy is associated with decreased sleep quality in patients with type 2 diabetes mellitus. These findings highlight the importance of considering sleep quality as part of comprehensive management in patients with diabetic neuropathy to improve overall health outcomes. Keywords: Type 2 Diabetes Mellitus, Diabetic Neuropathy, Sleep Quality, PSQI. ABSTRAK Diabetes melitus tipe 2 merupakan penyakit metabolik kronis dengan prevalensi yang terus meningkat dan sering disertai komplikasi mikrovaskular, salah satunya neuropati diabetik. Neuropati diabetik ditandai dengan gejala sensorik seperti nyeri, kesemutan, kebas, dan rasa terbakar yang umumnya memberat pada malam hari sehingga berpotensi mengganggu kualitas tidur. Gangguan kualitas tidur pada pasien diabetes melitus tipe 2 dapat berdampak negatif terhadap aktivitas harian, kontrol glikemik, dan kualitas hidup. Namun, hasil penelitian sebelumnya mengenai hubungan neuropati diabetik dengan kualitas tidur masih menunjukkan ketidakkonsistenan. Penelitian ini bertujuan untuk mengetahui hubungan antara kejadian neuropati diabetik dengan kualitas tidur pada pasien diabetes melitus tipe 2 di RS Siti Khodijah Sepanjang. Penelitian ini menggunakan desain observasional analitik dengan pendekatan cross-sectional. Data diperoleh dari data primer berupa kuesioner serta data sekunder dari rekam medis pasien diabetes melitus tipe 2. Kejadian neuropati diabetik dinilai melalui evaluasi klinis, sedangkan kualitas tidur diukur menggunakan Pittsburgh Sleep Quality Index (PSQI). Hasil penelitian menunjukkan adanya hubungan antara kejadian neuropati diabetik dengan penurunan kualitas tidur pada pasien diabetes melitus tipe 2. Pasien dengan neuropati diabetik cenderung mengalami kualitas tidur yang lebih buruk, ditandai dengan latensi tidur yang memanjang, efisiensi tidur yang menurun, fragmentasi tidur yang meningkat, serta durasi tidur yang lebih pendek. Terdapat hubungan antara kejadian neuropati diabetik dengan kualitas tidur pada pasien diabetes melitus tipe 2. Oleh karena itu, aspek kualitas tidur perlu dipertimbangkan dalam manajemen komprehensif pasien neuropati diabetik guna meningkatkan luaran kesehatan secara keseluruhan. Kata Kunci: Diabetes Melitus Tipe 2, Neuropati Diabetik, Kualitas Tidur, PSQI.
The article is devoted to substantiating the structural components of stress resilience of future managers in the process of professional training in institutions of professional pre- higher education. The relevance of the study is determined by the growing demands on the professional activity of a modern manager, which is characterized by high responsibility, the dynamic nature of management processes, the need for prompt decision-making, constructive interaction with people, and effective functioning under conditions of constant change and psycho- emotional workload. Based on the analysis of scientific sources, it has been established that there is no unified approach to determining the structure of stress resilience in contemporary psychological and pedagogical literature. Depending on their conceptual foundations, researchers focus on its emotional, cognitive, behavioral, motivational, and personal characteristics. In this study, stress resilience is considered as a form of psychological resilience that ensures an individual’s ability to adapt effectively to the influence of stressors, maintain the productivity of professional activity, and act constructively in complex managerial situations. The author’s structure of stress resilience of future managers has been substantiated, comprising motivational-value, cognitive- behavioral, emotional-regulatory, and reflexive-communicative components. It has been established that the motivational-value component determines an individual’s orientation towards developing their own stress resilience and awareness of its professional significance; the cognitive-behavioral component characterizes the level of knowledge about the nature of stress and the ability to apply effective ways of coping with it; the emotional-regulatory component ensures self-control, emotional balance, and the ability to act under conditions of psychological tension; the reflexive-communicative component is associated with self-analysis of professional activity, constructive interaction within a team, and readiness for personal and professional self-improvement. The proposed component structure can be used as a theoretical basis for developing criteria, indicators, pedagogical conditions, and a model for developing stress resilience in future managers.
Recent research has demonstrated that self-report measures of experienced autonomy and external control relate to attitudes, behavior, and well-being consistent with self-determination theory (SDT) predictions. These motivational states have traditionally been inferred from reason-based measures of the SDT motivation types; inferences that may not be accurate, particularly when there are multiple reasons for engaging in an activity. In this research, we investigated whether self-report measures of the psychological states associated with the specific SDT motivation types might similarly eliminate the need for inference from reason-based measures and contribute meaningfully to the prediction of important outcomes. We developed a context-free measure of the type-specific motivation states - Motivational State Scales – Specific (MSS-S) – including separate approach and avoidance versions of external and introjected regulation. We administered the MSS-S along with measures of the global motivation states (autonomy, control, strength) and relevant outcomes (e.g., need satisfaction, well-being, attitudes, performance) to employees ( n = 500) and students ( n = 476). The findings supported a 9-factor structure, and the type-specific motivational states related to global states and outcomes largely in accord with SDT predictions, with meaningful differences for the approach and avoidance scales. The type-specific and global state measures contributed uniquely to outcome prediction, suggesting that both constitute meaningful ways to conceptualize the motivation quality distinction in SDT. We discuss implications for future research and practical applications of the MSS-S.
Introduction: In children's football, attentional concentration is fundamental, as it allows for the selection of relevant stimuli and an effective response to the changing situations of the game. Objective: To evaluate the effects of a training program based on the Teaching Games for Understanding (TGfU) model on attentional concentration in football players aged 9 to 11 from the Santa Elena Cantonal Sports League. Method: A pre-experimental single-group design study was conducted, with pre-test and post-test measurements on 30 child football players. The d2 and Toulouse-Piéron tests, an observation guide, and the Wilcoxon signed-rank test were used. Results: The overall score of the d2 increased from 117 ± 16.3 to 139 ± 16.9, while the Toulouse-Piéron score increased from 152.40 ± 25.15 to 175.90 ± 25.86. The processed response times in the d2 increased from 366 ± 28.7 to 401 ± 31.7, and the number of errors in the Toulouse-Piéron decreased from 10.17 ± 3.40 to 7.07 ± 3.86. The differences between pre and post-test were statistically significant (p < 0.001). The expert evaluation showed a high level of agreement (W = 0.89; p < 0.001). Discussion: The results indicate that TGfU promotes attentional concentration through game situations that integrate perception, decision-making, and motor execution. Conclusion: The program generated improvements in the evaluated indicators and constitutes a structured pedagogical alternative for cognitive-motor training in formative football.
Digital technologies have become integral to higher education, yet the psychological strain they create for students is still poorly understood from the students’ own perspective, particularly in developing countries. This qualitative study explored university students lived experiences of digital stress (used interchangeably with technology stress and technostress to denote stress arising from digital devices and technology-based academic systems), including its sources, psychological impacts, and coping strategies. A phenomenological qualitative design was employed. Fifteen students (7 male, 8 females; aged 19–28 years) enrolled in BS, MS/MPhil, and PhD programmes at public and private universities in Islamabad and Rawalpindi, Pakistan, were selected through purposive sampling and interviewed using semi-structured, in-depth interviews. The data were analysed using the thematic analysis approach of Braun and Clarke (2006). Five themes were identified: (1) Academic Digital Overload, (2) Technological Anxiety and Uncertainty, (3) Emotional and Cognitive Exhaustion, (4) Constant Connectivity Pressure, and (5) Coping Strategies for Digital Stress. Students described managing multiple platforms and a continuous digital workload, fear of technical failure during examinations and submissions, mental fatigue, reduced concentration and irritability, and an expectation of being permanently available. Despite these stressors, students used time management, digital breaks, and peer support to cope. Interpreted through Technostress Theory and the Transactional Model of Stress and Coping, the findings show that digital stress is a multidimensional phenomenon shaped by academic demands, technological environments, and coping resources. Universities should develop student-centred digital learning systems that reduce technology-induced stress and promote psychological well-being.
Health shocks—such as new diagnoses of chronic disease—can disrupt daily life and create potential “teachable moments” for behavioral improvement. Yet, existing evidence on post-diagnosis behavior change remains mixed and largely limited to high-income countries. This study addresses a major empirical gap by examining whether chronic disease diagnoses are associated with measurable within-person changes in health behaviors among middle-aged and older adults in Thailand, a rapidly aging middle-income society. We analyzed four waves (2015–2022) of the Health, Aging, and Retirement in Thailand (HART) survey. The analytic sample comprised adults aged ≥45 years with no baseline diagnosis of cancer, diabetes, or cardiovascular disease (N = 2,891; 9,577 person-wave observations). Self-reported physician-diagnosed conditions were used to construct disease-status indicators. Behavioral outcomes included smoking, current alcohol use, sufficient physical activity (≥150 minutes/week), normal body mass index (BMI) (18.5–23), and waist obesity (sex-specific cutoffs). Individual fixed-effects linear probability models with survey-wave fixed effects and adjustment for time-varying covariates (log income, activities of daily living [ADL] score, and marital status) estimated within-person associations, with standard errors clustered at the individual level. Disease-specific models and models including interactions with sex assessed heterogeneity. In pooled analyses, the disease-status indicator was not significantly associated with smoking, alcohol use, physical activity, BMI, or waist obesity. In contrast, a diabetes diagnosis was associated with a reduction of 3.6 percentage-point in current alcohol use, and both diabetes and cancer diagnoses were associated with reductions in frequent drinking. Models including interactions with sex suggested larger diagnosis-associated reductions in selected alcohol-use outcomes among men, although statistical evidence varied by outcome and disease type. Among middle-aged and older Thai adults, chronic disease diagnoses were associated with selective, rather than comprehensive, changes in health behaviors. Diagnosis alone is insufficient to support changes across multiple health behaviors, underscoring the need for structured post-diagnosis counselling, follow-up, and gender-sensitive secondary prevention in aging middle-income populations.
Background: Young adults' extensive use of smartphones has resulted in several health concerns and one of which is Text Neck Syndrome. Prolonged neck flexion during smartphone use can lead to neck pain, disability and functional limitations. The study focused on determining the prevalence and knowledge regarding Text Neck Syndrome and identify predicting factors associated with the condition. Methods: A cross-sectional study was carried out among 240 undergraduate students selected using convenience method of sampling from four colleges in East Khasi Hills, Meghalaya. A standardized questionnaire with questions on demographics, participant behaviour and understanding of text neck syndrome was used to gather data. Two standardized tools neck disability index and the smartphone addiction scale-short version were used with prior permission to assess neck disability and smartphone addiction.8,9 Results: The results demonstrated that, prevalence of Text Neck Syndrome among the participants discovered to be 35.8% (95% CI:29.8%–42.3%) and 41.0% participants had smartphone addiction. Majority (71.7%) participants had adequate knowledge regarding Text Neck Syndrome and smartphone addiction was identified as a significant independent predictor of Text Neck Syndrome, with 2.2 times higher odds of developing the condition. Additionally, there was a significant positive correlation found between smartphone addiction and neck disability. Conclusions: Text Neck Syndrome is a prevalent health issue among undergraduate students in Meghalaya, affecting more than one-third of the study population. Although most of the participants had adequate knowledge regarding text neck syndrome, the occurrence of the syndrome suggests the need of targeted educational, ergonomic and behavioural interventions among young adults.
This study examined how executive functions and cognitive-linguistic skills relate to online lexical processing during sentence reading as a function of word frequency, word length, and concreteness in 171 first- and second-grade children. Executive functions (interference, verbal working memory, and fluency) and linguistic abilities (vocabulary, Rapid Automatized Naming, and phonological awareness) were assessed and linked to two oculomotor indices of word processing, namely First Fixation Duration (FFD) and Total Fixation Duration (TFD), computed for six lexical areas of interest, using descriptive analyses and regression models. Children processed high-frequency words more efficiently than low-frequency words in both FFD and TFD. Early efficiency was associated with fluency and phonological awareness (PA), whereas later efficiency was linked to interference control. Although long words descriptively elicited longer fixations, neither age nor cognitive and linguistic skills significantly predicted differences in FFD or TFD, suggesting that word length was not a reliable predictor of lexical processing efficiency in this task. No consistent advantage was found for concrete over abstract words. Abstract words imposed greater demands during the initial stages of processing (FFD), but these differences diminished in TFD and were not explained by cognitive or linguistic skills. Taken together, these findings provide preliminary evidence that lexical processing efficiency in emergent readers may depend more strongly on word familiarity and on cognitive and linguistic skills than on word length or concreteness, highlighting the interaction between stimulus properties and individual competencies in early reading. However, the findings should be interpreted with caution, as they are task-specific and based on limited item sampling, with only one item representing each lexical category.
Generative AI, and more precisely large language models, have nowadays rapidly become useful in education, professional work, and everyday tasks. While these systems offer notable benefits to make work efficient and improved accessibility, the recent evidence suggests that their usage has cognitive costs. This paper presents a structured review of 16 reviewed studies investigating the impact of Gen AI usage on cognitive offloading, metacognitive engagement, automation bias, and human skill. By studying experimental, survey-based, qualitative, and theoretical research, this review synthesizes several findings across several fields to identify recurring mechanisms through which GenAI usage reshapes cognition. Our analysis reveals a consistent pattern, where GenAI often improves short-term task performance, but it frequently minimizes effortful cognitive processing, diminishes self-regulation, and changes skill developments. Rather than constant de-skilling, this paper points out reconfiguration of skills, favoring efficiency-oriented competencies such as prompting and verification over generative reasoning and critical reflection. Our study further highlights these outcomes are not unavoidable but are strongly mediated by interaction design, educational practices, and socio-technical environments. By showing these effects as the “cost of convenience,” this paper contributes an integrative perspective on the cognitive effects of Gen AI and highlighting the ways to make AI design, education, and governance cognitively sustainable.
The discussion on third gender rights today highlights a significant socio-legal transformation, tracing a path from historical respect through colonial criminalisation to current constitutional acknowledgement. This evolution signifies a growing recognition and validation of third gender identities within legal frameworks, demonstrating a societal shift towards inclusivity and acceptance, as well as addressing long-standing discrimination and marginalisation faced by these individuals. Despite constitutional promises, systemic discrimination, social exclusion and inadequate legal protections continue to deprive transgender persons of civil rights such as voting, marriage, property ownership and access to justice. The article concludes that genuine recognition of gender identity, beyond token legislation, is essential to secure equality and dignity for transgender communities in the contemporary era.
Background Insomnia and poor sleep are highly prevalent among university students and are linked to impaired mental and physical health, reduced cognitive functioning, and lower academic performance. Existing interventions for insomnia include cognitive behavioural therapy for insomnia (CBT-I), mindfulness, and sleep hygiene. CBT-I is widely recognised as effective but remains difficult to access for the general population and lack scalability, long-term follow-up, and feasibility in non-clinical settings. Pragmatic, group-based approaches that can be delivered within the university and are tailored to help students develop self-endorsed routines and competencies for better sleep, creating sustainable changes that extend beyond the program period, is needed. Methods This study is a pragmatic, two-arm randomised controlled trial evaluating the effectiveness of a group-based sleep program for university students with insomnia symptoms. A total of 118 full-time students aged 18–30 meeting diagnostic criteria for chronic insomnia disorder will be randomized (1:1) to either the intervention or a wait-list control group. The intervention comprises 12 weekly 90-minute group sessions followed by nine monthly follow-up meetings, facilitated by trained coaches. The program integrates core elements of CBT-I with motivational and coping strategies, delivered in an interactive and peer-supported format. The primary outcome is change in insomnia severity measured by the Bergen Insomnia Scale. Secondary outcomes include subjective and objective sleep measures, mental health, cognitive performance, academic attainment, health behaviours, physical fitness, and biological markers. Assessments will be conducted at baseline, post-program (12 weeks), and 12 months. A mixed methods process evaluation will assess fidelity, acceptability, mechanisms of impact, and contextual influences. Discussion This trial will be among the first pragmatic evaluations of a structured, group-based sleep intervention tailored to university students with insomnia. Key strengths include the randomised controlled design, comprehensive outcome assessment, 12-month follow-up, and embedded process evaluation. If effective, the program could provide a feasible, scalable, and cost-effective model to improve sleep and therein health, and academic performance in young adults in higher education.
Abstract Subclinical depression among peacekeeping veterans remains understudied despite its prevalence and potential to progress to major depression. This study examined associations between deployment-related traumatic stressors and subclinical depressive symptoms in 2,258 Finnish peacekeeping veterans. Subclinical depression was measured using the Depression Scale (DEPS) and traumatic stressor exposure via a 16-item questionnaire. Frequent traumatic stressor exposure was associated with an increased risk of subclinical depression, with 5 out of 16 stressors showing significant associations. The strongest predictor was feeling powerless to help sufficiently within one’s role as peacekeeper, suggesting moral injury significantly contributes to the development of subclinical depression. These results highlight the importance of developing post-deployment screening to detect non-danger-based stressors and subclinical conditions that carry the risk of progressing into severe mental health disorders.
Peer feedback is a process where employees provide constructive input, based on their observations and interactions, with their colleagues. This feedback can encompass various aspects of an individual's performance, such as behavior, communication skills, and contributions to team dynamics. Peer feedback typically aims to offer valuable insights, promote personal growth, and enhance teamwork within an organization. It often involves both positive and constructive criticism, fostering a culture of continuous improvement. This approach helps employees gain a better understanding of their strengths and areas needing development, ultimately contributing to their professional development and the overall success of the organization. Peer feedback is an essential component of a 360-degree feedback system, offering a holistic view of an individual's performance.
This work adopts a Foucauldian approach, including genealogy and biopolitics, to analyze violence in Mexico during the so-called “dirty war” from 1967 to 1982. It emphasizes the subjects and practices that were active during that period. The study includes a thorough review of relevant documents from the era, including materials declassified by the Mexican government to support the analysis. Additionally, it explains the concept of biopolitical memory as a mechanism of life management created by the Mexican state to address potential threats.
Mothers handle everyday discipline while also carrying the strain and worry of the parenting role, yet these experiences are often studied separately. This study examined the relationships between parenting attitude, parental stress, and anxiety among mothers. A quantitative, cross-sectional correlational design was used with a convenience sample of 59 mothers, who completed a 30-item questionnaire rated on a five-point Likert scale. Parenting attitude was assessed through three discipline dimensions based on the Parenting Scale (laxness, over-reactivity, and verbosity), and parental stress and anxiety were each assessed with ten statements developed for the study. Data were analysed using descriptive statistics, Cronbach's alpha, and Pearson and Spearman correlations. Mean scores were 3.30 (SD = 0.54) for parenting attitude, 3.06 (SD = 0.89) for parental stress, and 3.16 (SD = 0.72) for anxiety. Parenting attitude correlated positively with parental stress (r = .52, p < .001) and anxiety (r = .44, p < .001), and parental stress correlated with anxiety (r = .51, p < .001). Over-reactivity and verbosity were more closely related to stress than laxness was. Internal consistency was high for the stress (α = .91) and anxiety (α = .88) scales. The findings suggest that discipline difficulties, stress, and worry tend to occur together in mothers, although the design does not permit causal conclusions. Support programmes for mothers may benefit from addressing stress and worry alongside parenting skills.
The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.
The present study aimed to analyze parental grief and coping in response to children’s school failure within high-demand parenting. A qualitative, descriptive approach with a narrative design was used. Case-type sampling was used to select mothers and fathers characterized by exercising parenting centered on high demands and expectations. Information was obtained through interviews and analyzed using Thematic Analysis, allowing the identification of six themes: parental involvement in schoolwork, maternal centrality in parenting and education, idealization of filial success, maternal vicarious success, intolerance of the loss of excellence, and resistance to grief over filial failure. It was concluded that some mothers perceive their children’s performance as their own success or failure and that high expectations were associated with anger, frustration, sadness, and disappointment in response to unexpected results, as well as with difficulties in accepting grief over the loss of the idealized image of the son.
