What is Parapsychology??

Parapsychology may be defined as the scientific field concerned with sensory and motor interactions which do not submit to any specified physical mechanism. Some up-to-date resources define parapsychology as the science of the unusual experiences. So if we take the parapsychological abilities and phenomena as such into consideration, we can adopt the classificatory definition of parapsychology which denotes that: It is a science concerned with the scientific and methodological study of extrasensory and psychokinesis phenomena and other psychic phenomena.

These kind of parapsychological phenomena violate the common scientific laws that control Man’s existence, and they are difficult to replicate sometimes because of its spontaneous nature. But, despite all the skeptics and opponents to the parapsychological phenomena, it is believed that parapsychology is a science that sublimates above other sciences due to its significance and capabilities to originate creative techniques and methods as used in humanities and natural sciences. In this way, parapsychology is continuously working to adopt the present explanations of natural laws without contradicting them, but with an open mind and new scientific and creative vision in order to have new flexible frameworks for these laws and their explanations.

The parapsychological research has flourished for the period from 1930 to 1960 with the establishment of Duke Laboratory denoting to real and essential change in the course of parapsychlogical research. Thus, this period could really be named as the true birth of parapsychology, when the pilot tests were applied depending on volunteers (students and other people), in addition to designing well-controlled tests in accordance with highly accurate statistical programs. All this has led to the establishment of the real base of scientific research in this cognitive field.

The period from 1960 to the late 1990s has witnessed a major interest by a large number of physicists with the scientific research relevant to explaining the parapsychological phenomena and their applications. This period has also witnessed the support of various universities, on the level of higher studies, to the parapsychological research, on the one hand, and the founding of many centers and institutions for research all over the world, on the other.

Iraq is proud to be one of the first Arab countries to establish the first scientific research center in 1987 concerned with parapsychology. This is in addition to the foundation of the first Arab Society of parapsychology in Iraq in 1993. This Society aims to identify, study, explore Man’s extrasensory abilities and work to create an Arab parapsychology which has its deep roots in Arab heritage and legacy being full of examples to these abilities.

Since it was established, the Psychological Research Center intended to create an academic and cognitive base in this field. Thus, parapsychology is taught in some departments of psychology and philosophy in Iraqi universities. On the level of higher studies, parapsychology is taught since 1993 with the cooperation of the department of psychology in College of Arts, Al-Mustansiriyah University where M.A. degree is granted in parapsychology. Clinical psychology is another specialty granting an M.A. degree in Al-Mustansiriyah University, and there are genuine efforts to continue the development of those studies and adding new branches of various specialties.

Slow Learning and Emotional Disorders

(Diagnosis and Therapy)

Dr. Alharith A. H. Hassan

Consultant Neuropsychiatrist

Heper (1961) defines Slow Learning Disorders as: “The decline of the mental function below the rate in general which begins at the period of development and correlates with the weakness in the ability of behavior adaptation.” This definition is confirmed by the American Association of Mental Deviation (AAMD) as a base in the classification of children who complain from mental deviation

We can say that the slow learner child is:

1. Normal child lies within the optimum extreme of the normal extent

2. His social adjustment lies within the normal extent  

3. If any social or mental defect taking place, this doesn’t mean that there is a defect on the other side of personality

4. There are no qualitative differences between the slow learning child and the normal child, only in the degree.

5. They learn reading, writing and mathematics like other students, but they spend relatively long time comparing with the normal child

6. They have the same psychological needs

7. Often obtains intelligence range in the intelligence test lower than the average, between 75- 90

8. Other studies referred to the relation between the disability to learn and the socio- psychological adjustment and the aspects of unsettled behavior (aggression, withdrawal, insurrection and low self –confidence).

9. Maluc states that the slow learning child exposed to many psychological pressures which exhausting his energy and decline his ability to learn normally

We have to look at these variables and factors that could associate in the causation of slow learning disorders as an interactive unite and not looking at it individually, they are psychological, social, financial and cultural factors 

Diagnosis of Slow Learners:

The psychological considerations:

1. The process of diagnosis must be early.

2. The process of diagnosis must not depend on one factor, but more than one factor.

3. The process of diagnosis must be uninterrupted process to know the real level of the student, consequent to the required psychological and educational aids.

Methods of Diagnosis: 

1. The psychological method: Consists of:

(a)  Intelligence Tests.

(b)  Personality Tests.

(c)  Social Maturity Tests.

(d)  Case study of the family.

(e)  Behavioral Observation.

2. The Educational Method: consists of:

(a)  School Examinations.

(b)  Standardized Achievement Tests.

(c)  The Parent’s Judgments.

(d)  The School Record.

3. The Medical Method: Consists of:

(a)  Examination of Sensation.

(b)  Physical Examination.

(c)  Glands Examination.

(d)  Blood Examination.

(e)  The medical case study of the child.

Types of Slow Learners:

1. General Slow Learning: Slow Learners in all subjects, especially the basic subjects Their IQ is between 70–75 to 80–85.

2. Special Slow Learning: Lack of one of the mental abilities.

3. Situational Slow Learners: Associates with situations.

4. Real Slow Learning: Decline of intelligence level.

5. Superficial Slow Learning: Temporary, removed by removing the above mentioned factors.

Behavioral Emotional Disorders

Frequently, the behavior of the Behavioral Emotional Disorders is not familiar, either more than what is expected or less (Aggressive, Isolators, or both).

Diagnosis of the Behavioral Emotional Disorders

1. Looking at the individual as one unit and his environment too (According to Psychodynamic Theory). He is part of the environment and interact with it. Looking at several dimensions, view must be through his dynamic interaction with the other dimensions that construct it: of them:

• Self – Conception    Positive

                                      Negative

• Self – Esteem        Moderate

                                      Radical

• The ability of making relations with others based on stable emotional ground

• Using his talents to develop suitable skills to fulfil the life requirement in a rational way

2. Psycho-educational View: School life consists of, knowledge, active values and the situation of importance (like ambition).

3. Taking into consideration the repetition of the case in unordinary way which indicates distinctive sign of the person’s behavior and his emotions

4.  Taking into consideration the special meaning of behaviour and its relation with the dimensions of personality

Diagnostic Procedures:

1. Observation

2. Interview

3. Experimental Method

4. Using Tests and Measurements that measure the behavioral emotional disorders aspects

5. Medical Examination: Examination of The Nervous System

Where We Can Help:

1)   To Apply:

A.  IQ Tests;

(a) Non–verbal Test.

(b) A collection of 3 Inventories; e. g: Raven, Thorndyk, Eyzenck.

B.  Personality Tests: e. g. MMPI.

C.  Case Study;

(a) The Family

(b) The Child

D.  Observation, through;

(a) Interviewer

(b) Teachers

E.   Interviewing; with reference to item A. B, C, D, F.

F.   Medical Examination;

(a) Psychiatric

(b) Physical

(c) Investigations

Diagnosis:

To chose one of the five types of Slow Learning

Therapy:

According to the type of Slow Learning, and by constructing a special program for each student, taking into account the methods of diagnosis and investigation. Assessment of the program should be performed later on specific periods. The family and the school might be involved in the program to enhance and reinforce therapy which is basically endeavored by the specialist and his/her team.