Thematische Bibliographien / Psychology, child – history

Auswahl der wissenschaftlichen Literatur zum Thema „Psychology, child – history“

Autor: Grafiati
Veröffentlicht am 25. Juli 2024
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Psychology, child – history"

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Hooper, Frank H. „The History of Child Psychology as Seen through Handbook Analysis“. Human Development 31, Nr. 3 (1988): 176–84. http://dx.doi.org/10.1159/000275805.

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Gay, James E., und Robert Williams. „Contributions to the History of Psychology: XLI. Daniel A. Prescott 1898–1970“. Psychological Reports 59, Nr. 3 (Dezember 1986): 1321–22. http://dx.doi.org/10.2466/pr0.1986.59.3.1321.

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The professional activities and publications of Daniel A. Prescott, first Director of the Institute for Child Study at the University of Maryland are reviewed. Prescott's contributions were in the areas of child study, education, and human development. He was especially interested in synthesizing research findings on child and adolescent development from a variety of areas, e.g., genetics, physiology, endocrinology, anatomy, pediatrics, sociology, psychology, psychiatry, education, etc., and communicating them in nontechnical language to educators, parents, and others.
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Hewes, Dorothy. „More on early child history“. International Journal of Early Childhood 17, Nr. 1 (März 1985): 9–13. http://dx.doi.org/10.1007/bf03176752.

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Jackson, D. Joyce. „Contributions to the History of Psychology: XL. The Hampstead Wartime Nurseries“. Psychological Reports 58, Nr. 1 (Februar 1986): 127–30. http://dx.doi.org/10.2466/pr0.1986.58.1.127.

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To learn the fate of the Hampstead Wartime Nurseries established by Anna Freud and Dorothy Burlingham during World War II, the writer visited the sites 40 yr. later. Although she found they no longer exist, she learned they served as the precursor to the existing Hampstead Therapy and Child Clinic, the largest training center in the world offering a subspecialty of child psychoanalysis. Some of Anna and Dorothy's major findings about children are included. Their burial sites demonstrate the friendship, dedication and devotion the two had.
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Mause, Lloyd de. „The history of child abuse“. Sexual Addiction & Compulsivity 1, Nr. 1 (Januar 1994): 77–91. http://dx.doi.org/10.1080/10720169408400029.

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Robboy, Juliet, und Kristen G. Anderson. „Intergenerational Child Abuse and Coping“. Journal of Interpersonal Violence 26, Nr. 17 (20.05.2011): 3526–41. http://dx.doi.org/10.1177/0886260511403758.

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Many studies have investigated the consequences of child sexual abuse (CSA) but few have examined the intergenerational effects of poly- victimization and maladaptive coping. The purpose of this investigation was to examine patterns of maltreatment and maladaptive coping among second-generation CSA survivors. It is hypothesized that: (a) maternal CSA history would be associated with a higher incidence of poly-victimization and maladaptive coping and (b) experiencing more forms of abuse would mediate the relation between maternal CSA history and maladaptive coping behaviors. The method used was a chart review of 139 sexually abused females aged 12 to 17, examining maternal abuse history, maladaptive coping behaviors, and child maltreatment. The results showed that poly-victimization differed as a function of maternal CSA history but maladaptive coping did not. Experiencing more types of abuse was associated with both self-injurious behaviors and substance use. In conclusion, results support the hypothesis that second generation CSA survivors are more likely to experience poly-victimization. Future research should address how intergenerational patterns of abuse might affect presenting symptomatology and treatment outcome.
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Dehli, Kari. „Doing histories of education and psychology“. Encounters in Theory and History of Education 15 (10.11.2014): 103–20. http://dx.doi.org/10.24908/eoe-ese-rse.v15i0.5396.

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This paper examines changing relations between education and psychological knowledge about children. I discuss some of the ways in which relations between education and psychology have been approached in historical research in education, ranging from social history to genealogical approaches, influenced Michel Foucault. Rather than viewing these approaches as mutually exclusive, I suggest that they can enrich each other. I illustrate this argument by tracing how two kinds of psychology – mental measurement and child study – constructed the child as object in the practice of psychologists working at the University of Toronto in the first half of the twentieth century. DOI:http://dx.doi.org/10.15572/ENCO2014.06
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Hassan, Dr Abida, und Muhammad Arif Saeed. „Historic Conjunction of Juvenile Law and Child Psychology“. Journal of Law & Social Studies 3, Nr. 1 (30.06.2021): 44–47. http://dx.doi.org/10.52279/jlss.03.01.4447.

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In any developed nation, the way law is implemented is a seen as a reflection of what the statute or article was intended for, since modern society is a complex blend of different societal layers, it is necessary to make distinctions based on certain criteria in order to satisfy the ulterior motive of law: to maintain peace and harmony in society. One such distinction is that between the law applicable to adults and that applicable to minors, or in legal terms, juveniles. Pakistan also shared its history of juvenile justice with India, up until its independence in 1947. Even then it took Pakistan fifty-three years to formulate a uniform piece of legislation for juveniles, and then another eighteen to update and revise it considerably. By virtue of the procedure of independence, Pakistan inherited a lot of laws that had been introduced by the British in the subcontinent during their rule. Several of these laws were oriented towards juveniles and the need for their separation from adult, either wholly or partially and some of them survive to this day as well.
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Aguzumtsyan, R. V. „Scientific Heritage of Professor O.M. Tutunjyan (to the 105th Anniversary of Birth)“. Psikhologicheskii zhurnal 44, Nr. 5 (2023): 103. http://dx.doi.org/10.31857/s020595920027728-6.

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The multifaceted scientific contribution to psychological science of the famous Armenian scientist O.M. Tutunjyan is considered (1918–1994). The main directions of his research are highlighted — the history of foreign and Armenian psychology, educational, child and sports psychology. Research on the history of foreign psychology has received international recognition, including the election of O.M. Tutunjyan is an honorary member of the French Society of Psychologists, the Academic Council of the Institute of Psychosomatics (Sao Paulo, Brazil), and a number of other foreign Societies of Psychologists and Academic Councils.
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Fallace, Thomas D. „From the German Schoolmaster's Psychology to the Psychology of the Child: Evolving Rationales for the Teaching of History in U.S. Schools in the 1890s“. Journal of the Gilded Age and Progressive Era 10, Nr. 2 (29.03.2011): 161–86. http://dx.doi.org/10.1017/s1537781410000174.

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The rationale for teaching history proposed by most professional historians in the 1890s was based on faculty psychology—the theory that the mind was composed of mental faculties such as memory and will that could be strengthened like muscles. However, over the course of the decade this approach was gradually replaced by a functional approach to mind and society, which had roots in the new psychology of Wilhelm Wundt. This development was accompanied by a pedagogical shift in learning theory from an emphasis on exertion of the students' will to engaging students' interest. John Dewey, William James, and the American followers of German pedagogical theorist, Johann Frederich Herbart, directly challenged the faculty psychology of the German-inspired professional historians but still placed history at the center of their pedagogical schemes. As a result, history gained a central place in U.S. elementary and secondary curriculum during these years, but paradoxically the new psychology gradually eroded the influence of professional historians on the curriculum, because they failed to acknowledge these emerging pedagogical and psychological theories.
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Dissertationen zum Thema "Psychology, child – history"

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Wilsie, Carisa Caro Knight Elizabeth Brestan. „An evaluation of treatment drop-out families with a history of child physical abuse /“. Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Psychology/Thesis/Wilsie_Carisa_33.pdf.

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DeNardi, Kathleen A. „Consensual Sexual Behaviors and Experiences of College Women Following a History of Child Sexual Abuse“. Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123091170.

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Black, Candace Jasmine. „The life history narrative| How early events and psychological processes relate to biodemographic measures of life history“. Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102782.

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The aim of this project is to examine the relationships between two approaches to the measurement of life history strategies. The traditional method, termed here the biodemographic approach, measures developmental characteristics like birthweight, gestation length, inter-birth intervals, pubertal timing, and sexual debut. The alternative method under exploration, termed here the psychological approach, measures a suite of cognitive and behavioral traits such as altruism, sociosexual orientation, personality, mutualism, familial relationships, and religiosity. Although both approaches are supported by a large body of literature, they remain relatively segregated. This study draws inspiration from both views, integrating measures that assess developmental milestones, including birthweight, prematurity, pubertal timing, and onset of sexual behavior, as well as psychological life history measures such as the Mini-K and a personality inventory. Drawing on previous theoretical work on the fundamental dimensions of environmental risk, these measures are tested in conjunction with several scales assessing the stability of early environmental conditions, including both “event-based” measures that are defined with an external referent, and measures of internal schemata, or the predicted psychological sequelae of early events. The data are tested in a three-part sequence, beginning with the measurement models under investigation, proceeding to an exploratory analysis of the causal network, and finishing with a cross-validation of the structural model on a new sample. The findings point to exciting new directions for future researchers who seek to integrate the two perspectives.

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Beidatsch, Aubrey A. „Emotion dysregulation and tension-reducing behaviors in college students with a history of child maltreatment“. Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133559474.

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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.
Title from first page of PDF document. Document formatted into pages; contains [1], iv, 59 p. : ill. Includes bibliographical references (p. 36-44).
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Burchiel, Meridith. „The Intersection of Perceptions: An Investigation of Children’s Personal Narratives“. Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/310.

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My thesis focuses primarily on child portraiture and attempting to express the imaginative quality of young thought that has the potential of being forgotten with age. While my concept originated with the idea of children affected by the Holocaust and World War II, I have broadened my scope to examine the ways in which imagination is seen while children are sharing thoughts through storytelling. Using ink and pen, the quality of line will vary to depict different stages of a particular fragment of emotion. My research concerns children’s worldview and understanding of internally perceived reality as it to their environment. I also investigate the opera Bründibár written by Hans Krása during World War II as a historically contextualized example of children’s narratives and their outcomes. The transcending theme of my cumulative work is regarding the moments of intersection between outside stimulus and children’s imagined reality.
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Stone, Hannah. „Understanding the cycle of maternal intergenerational child maltreatment“. Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4959/.

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Familial child maltreatment continues to be an area of concern in child protection proceedings which often involves the psychological assessment of parents. Research has demonstrated that a significant number of parents assessed in child protection proceedings report experiences of victimisation in their own childhoods. While the consequences of childhood maltreatment are well known, few studies have focused on the intergenerational patterns of child maltreatment amongst mothers involved in child protection proceedings. This thesis attempts to explore the transmission of maternal child abuse and neglect through systematic review of literature in the field, a study comparing mothers who abuse with mothers who neglect, and a critique of a psychometric measure of personality in parents subject to child protection proceedings. Understanding interpersonal differences in intergenerational neglectful and abusive mothers involved in childcare proceedings may lead to the development of effective interventions which may disrupt the generational transmission of child maltreatment.
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Teeters, Angelique R. „Effects of Childhood Maltreatment History on Maternal Sensitivity to Infant Facial Expressions of Emotion“. Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396716594.

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Carreon-Bailey, Rebecca Socorro. „Influences of maternal parenting behaviors: Maternal mental health, attachment history and eduction“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2989.

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Studies have found that the type of parenting a child receives affects his or her subsequent development. This study investigates the relative influence of maternal parenting behavior and the impact of multiple variables influencing the quality of mothers' parenting behaviors. This knowledge will help to understand how early attachment experiences impact future parenting behavior.
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Morelen, Diana M., Rena Menke, Katherine Lisa Rosenblum, Marjorie Beeghl und Maria Muzik. „Understanding Bidirectional Mother-Infant Affective Displays across Contexts: Effects of Maternal Maltreatment History and Postpartum Depression and PTSD Symptoms“. Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1159/000448376.

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Background: This study examined the bidirectional nature of mother-infant positive and negative emotional displays during social interactions across multiple tasks among postpartum women accounting for childhood maltreatment severity. Additionally, effects of maternal postpartum psychopathology on maternal affect and effects of task and emotional valence on dyadic emotional displays were evaluated. Sampling and Methods: A total of 192 mother-infant dyads (51% male infants) were videotaped during free play and the Still-Face paradigm at 6 months postpartum. Mothers reported on trauma history and postpartum depression and posttraumatic stress disorder (PTSD) symptoms. Reliable, masked coders scored maternal and infant positive and negative affect from the videotaped interactions. Results: Three path models evaluated whether dyadic affective displays were primarily mother driven, infant driven, or bidirectional in nature, adjusting for mothers' maltreatment severity and postpartum psychopathology. The bidirectional model had the best fit. Child maltreatment severity predicted depression and PTSD symptoms, and maternal symptoms predicted affective displays (both positive and negative), but the pattern differed for depressive symptoms compared to PTSD symptoms. Emotional valence and task altered the nature of bidirectional affective displays. Conclusions: The results add to our understanding of dyadic affective exchanges in the context of maternal risk (childhood maltreatment history, postpartum symptoms of depression and PTSD). Findings highlight postpartum depression symptoms as one mechanism of risk transmission from maternal maltreatment history to impacted parent-child interactions. Limitations include reliance on self-reported psychological symptoms and that the sample size prohibited testing of moderation analyses. Developmental and clinical implications are discussed.
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O'Brien, Gregory. „The adult outcome of child learning disability : a study of the psychosocial functioning of young adults with a history of childhood learning disability carried out in the Cambridge area“. Thesis, University of Aberdeen, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312675.

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Psychiatric and behaviour disorder is common among people with learning disabilities. Young people at the transition stage between child and adult services are at especially high risk. Commentators on recent innovations in community-based service delivery have highlighted the need for further study of the psychosocial situation of this group. Also, the extent to which learning disability recognised in childhood has long-term consequences, in terms of both psychosocial functioning and service outcome, is as yet unclear. The present study was carried out in Cambridge Health District, between 1987 and 1992. The Health Authority School Health case notes of all children born in that district between 1967 and 1973 (N=33,800) were scrutinised to identify those who had received special education on the basis of learning disability (IQ under 80). These individuals, (aged 18-22 years at time of study) were contacted as young adults, 45% (N=149) agreeing to participate in the study. Two interviews were carried out, blind to each other: (i) psychiatric diagnosis and adaptive functioning; (ii) behaviour disorder and service contact. The cohort identified appears to have included the great majority of moderately to severely learning disabled children, on epidemiological considerations. The prevalence of psychiatric disorders found was high, but in agreement with previous studies. Much of the variance in behaviour disorder appears to be due to factors other than psychiatric diagnoses. There was a strong association between the severity of learning disability in childhood and both the subsequent capacity for independent functioning in adulthood, and also the pattern of day service/occupation in adulthood. The findings suggest that the detection of learning disability in childhood should lead to pro-active follow-up into adulthood, in order to maximise or support independent social functioning, and to detect and treat emerging psychiatric and behavioural problems.
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Bücher zum Thema "Psychology, child – history"

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Vygotskiĭ, L. S. Ape, primitive man, and child: Essays in the history of behavior. New York: Harvester Wheatsheaf, 1992.

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name, No. Beyond the century of the child: Cultural history and developmental psychology. Philadelphia, PA: University of Pennsylvania Press, 2002.

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W, Koops, und Zuckerman Michael 1939-, Hrsg. Beyond the century of the child: Cultural history and developmental psychology. Philadelphia: University of Pennsylvania Press, 2003.

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1939-, Hogan John D., und Clark, Philip M. (Philip MacLean), Hrsg. Developmental psychology in historical perspective. Malden, MA: Wiley-Blackwell, 2012.

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1951-, Harris Margaret, Hrsg. Principles of developmental psychology. Hove, East Sussex, UK: L. Erlbaum Associates, 1994.

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R, Lurii͡a A. Ape, primitive man, and child: Essays in the history of behavior. Boca Raton, Fla: St. Lucie Press, 1998.

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Bradley, Ben S. Visions of infancy: A critical introduction to child psychology. Cambridge: Polity in association with Basil Blackwell, 1989.

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Bradley, Ben S. Visions of infancy: A critical introduction to child psychology. Cambridge, UK: Polity Press, 1989.

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Tryphon, Anastasia. Die Rezeption des Werkes Piagets in der deutschsprachigen Psychologie der Jahre 1920-1930. Münster: Lit Verlag, 1997.

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Décarie, Thérèse Gouin. Entretiens avec Thérèse Gouin Décarie: La psychologie de l'enfant, côté science et côté coeur. Montréal: Liber, 1996.

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Buchteile zum Thema "Psychology, child – history"

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Brown, Michaela, Johnny L. Matson und Celeste Tevis. „History of Clinical Child Psychology“. In Handbook of Clinical Child Psychology, 3–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24926-6_1.

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Frosh, Stephen. „The Internal History of the Child“. In Psychoanalysis and Psychology, 63–110. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19993-8_3.

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Francis, Grace L., und Rud Turnbull. „Lessons from the Legislative History of Federal Special Education Law: A Vignette for Advocates“. In Issues in Clinical Child Psychology, 233–51. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7456-2_16.

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Davidson, Emily S., und Ludy T. Benjamin. „A History of the Child Study Movement in America“. In Historical Foundations of Educational Psychology, 41–60. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_3.

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Kovács, Kristof. „Individual Differences: The History of the Abandoned Child of Experimental Psychology“. In Language, Cognition, and Mind, 233–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66175-5_17.

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„The Social Child“. In A Little History of Psychology, 227–32. Yale University Press, 2024. http://dx.doi.org/10.2307/jj.13760038.37.

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„Preyer’s Road to Child Psychology“. In Contributions to a History of Developmental Psychology, 177–86. De Gruyter Mouton, 1985. http://dx.doi.org/10.1515/9783110854893.177.

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Modell, John, und Glen H. Elder. „Children Develop in History“. In Child Psychology in Retrospect and Prospect, 173–205. Psychology Press, 2014. http://dx.doi.org/10.4324/9781410613141-6.

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„CHAPTER 35 The Social Child: Re-evaluating Piagetian Theory and the Socially Aware Child“. In A Little History of Psychology, 227–32. Yale University Press, 2024. http://dx.doi.org/10.12987/9780300277364-035.

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Berger, Michael. „Towards a history of clinical child psychology“. In Clinical Psychology in Britain: Historical Perspectives. British Psychological Society, 2015. http://dx.doi.org/10.53841/bpsmono.2015.cat1787.23.

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Konferenzberichte zum Thema "Psychology, child – history"

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Fulantelli, Giovanni, Lidia Scifo und Davide Taibi. „THE ECOLOGICAL SYSTEMS THEORY OF HUMAN DEVELOPMENT TO EXPLORE THE STUDENT-SOCIAL MEDIA INTERACTION.“ In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-019.

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According to the Bronfenbrenner's ecological systems theory of human development ([1][2][3][4][5]), the development of each individual cannot be observed without considering its relationship with the development of other people and, above all, with the environment in which they live. The ecological orientation of Bronfenbrenner with respect to human development is therefore based on the interest in the progressive adaptation between an active organism that grows and its immediate environment: the individual-environment interaction that is determined by the relationships existing between the different environmental situations and the individuals present in that context is fundamental. Consequently, the ecological environment that is considered relevant to development processes is not limited to a single environmental situation but includes the interconnections between multiple environmental situations and the different influences of each individual. The evolution of the Internet-based technologies has brought to the development of solutions that have profoundly changed the way we live, including education. The advent of social media and social networks represents a milestone in the history of Internet, opening up to profound reflections on the "virtualization" of relationships, their growing importance in everyday life, and their role in education. Many authors argue that the Internet and the social media should no longer be considered as a tool to connect to a virtual reality that is separate from the real world, but as a place in which users live daily ([6][9][11][10]); consequently, they constitute one of the environmental situations mentioned by Bronfenbrenner. However, the risks deriving from the use of social media have been widely discusses in the literature ([7][8][12]). Adolescents are more exposed to the social media threats, since they are unable to perceive the profoundly different dynamics that govern offline and online networks. In this paper, having in mind the Bronfenbrenner's ecological systems theory of human development, we argue that the progressive adaptation of students to social media should be considered as a process of their growth and development. Furthermore, we analyze some corrections to be introduced in the educational paths of adolescents necessary to reduce the threats deriving from the use of social media and social networks in education. Reference Text and Citations [1] Bronfenbrenner, U. (1961). Toward a theoretical model for the analysis of parent-child relationships in a social context. In J. C. Glidewell (Ed.), Parental attitudes and child behavior (pp. 90-109). Springfield, IL: Charles C. Thomas. [2] Bronfenbrenner, U. (1973). Social ecology of human development. In F. Richardson (Ed.), Brain and intelligence: The ecology of child development (pp. 113-129). Hyattsville, MD: National Education Press. [3] Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45, 1-5. https://doi.org/10.2307/1127743 [4] Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford, UK: Pergamon Press and Elsevier Science. [5] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). New York, NY: Wiley. [6] Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: W.W. Norton & Company. [7] Livingstone, S., Haddon, L., G?rzig, A., & ?lafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full Findings. London: EU Kids Online, LSE. [Google Scholar] [8] Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students' social media use. Journal of Educational Technology & Society, 21(1), 213-224. https://www.jstor.org/stable/26273881 [9] Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., et al. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not? Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00842 [10] Musetti, A., Cattivelli, R., Zuglian, P., Terrone, G., Pozzoli, S., Capelli, F., et al. (2017). Internet addiction disorder o internet related psychopathology? [Internet Addiction disorder or Internet Related Psychopathology?]. Giornale Italiano di Psicologia, 44, 359-382. doi: 10.1421/87345 [11] Taymur, I., Budak, E., Demirci, H., Akdag, H.A., Gungor, B.B., & Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior,61, 532-536. https://doi.org/10.1016/j.chb.2016.03.043 [12] Willoughby, M. (2018). A review of the risks associated with children and young people's social media use and the implications for social work practice. Journal of Social Work Practice,33(2), 127-140. https://doi.org/10.1080/02650533.2018.1460587
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Oliveira, Emmanuelle Marie Albuquerque, Victor Regis de Lima, Lilian Balduíno de Menezes, Tatiane Kelly de Farias und Rayle Maria Pereira da Silva. „Brain tumor in a pediatric patient with hydrocephalus: A case study“. In II SEVEN INTERNATIONAL MEDICAL AND NURSING CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/iicongressmedicalnursing-012.

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This is a descriptive study, with a qualitative approach, of the case study type. The information contained in this chapter was obtained by reviewing the medical records, interviewing the patient and talking to medical and nursing professionals at the Hospital de Emergência e Trauma Dom Luiz Gonzaga Fernandes, located in Campina Grande, Paraíba. The patient L. S. F., female, 3 years old, born in Areial - PB, arrived at the Hospital presenting a convulsive crisis that lasted for 15 days, having a history of headache, vomiting, intermittent fever for more than 1 year. Upon admission, a CT scan of the head was performed, which showed an expansive lesion with signs of bleeding, with acute hydrocephalus. Upon hospitalization through the Systematization of Nursing Assistance (SAE), it was possible to diagnose her with anxiety, and for that, a prescription was made with the interventions of administering analgesics, observing vital signs and keeping the bed rails high, due to young age. Subsequently, after being assisted by the neurosurgeon, he concluded that the tumor was a Thalamo-Mesencephalic, requiring a surgical procedure, which subsequently was performed uneventfully. The patient's brain tumor was taken for biopsy, for the opinion, and whether it is benign or malignant, the child will start chemotherapy, radiotherapy and similar treatment. The case reported and publications raised bring to light the discussion of the role of nursing in a complex situation such as the diagnosis of a brain tumor accompanied by hydrocephalus. It also ratifies the importance of the multidisciplinary team in this service, in which medical, nursing, psychology and physiotherapy teams must “walk” together, aiming at the well-being of the patient and his family.
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Цыбульская, О. В. „PSYCHOLOGICAL GAME «RODOEVOLUTION» AS A METHOD OF SOLVING QUERIES BY STUDYING THE HISTORY OF THE GENUS AND THE FIRST EXPERIENCE OF A PERSON FROM CHILDHOOD TO ADULTHOOD“. In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.74.35.001.

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Психологическая игра «РодоэволюциЯ», метод эффективной психологической работы при оказании индивидуальной или групповой поддержки при решении различных запросов путем исследования истории рода, родовых установок и первого опыта человека начиная от зачатия и заканчивая его физиологической и психологической зрелостью. Игра разработана как идея совмещения родологии и перинатальной психологии в ответ на вопрос – что же влияет на человека, что имеет решающее значение, его гены или окружение. Первая часть игры основана на родологическом методе консультирования Докучев В.Д., Докучаева Л.Д., вторая часть игры на теории онтогенеза материнства Г.Г. Филиппова. В первой части игры на основании научного родологического метода консультирования Докучев В.Д., Докучаева Л.Д., игрок последовательно попадает на точки, которые в той или иной степени описывают историю его рода до его появления,законы развития рода, где человек это часть родовой системы. Проходит последовательный анализ наследия родовой системы, что ему передали предки и что он в свою очередь передаст своим потомкам в фокусе решения запроса. Во второй части игры согласно теории онтогенезу материнства Г.Г. Филипповой игрок попадает в точки символизирующие его путь от зачатия и до взросления. Таким образом в игре удается проанализировать наследие рода и предков, а также первый опыт человека, которые в совокупности влияют на его личность и на способы принятия решений. В игре важное значение придается исследованию мотиваций, ценностей и мотивов взрослого человека, работа с базовой позицией «я – мир», диагностика диадических интроектов, коррекция родительской позиции, работа с проблемами отношений (детско-родительские, партнерские). В процессе игры участник ходит по полю фишкой попадая на ходы – реперные точки жизненного пути, обсуждая свой опыт, ищет глубинные смыслы и находит ресурс, который дала ему эта ситуация жизни. В игре используются метафорические ассоциативные карты, арт методы. При работе с запросом, участник, используя фишку и поле, исследует свое отношение и видение источников своих затруднений или ситуаций в которые он хочет изменить и пути решения анализируя опыт предков а также свои первые базовые стратегии первых лет жизни и в безопасном пространстве игры может представить картину будущего в целом, последовательно проходя все стадии начиная от поиска исторических параллелей в жизни своих предков до понимания каким образом окружение семья и опыт первых лет жизни повлиял на его запрос, какие есть ограничения и установки и какие есть ресурсы и возможности для решения. The game is designed as an idea of combining rodology and perinatal psychology in response to the question what influences a person, what is crucial, his genes or environment. First part of the game based on rodological method of counseling Dokuchev V.D., Dokuchaeva L.D., the second part of the game based on ontogenesis of maternity G.G. Filipova. In the first part of the game based on scientific rodological method of counseling Dokuchev V.D., Dokuchaeva L.D., the player consistently find himself on the spots that one way or another describe the history of his genus before his birth, the laws of the development of the genus, where person is a part of the generic system. Then he takes the consecutive analysis of the heritage of the ancestral system, what his ancestors passed on to him and what he in turn will pass on to his descendants in the focus of solving the request. In the second part of the game, according to G.G Filipov’s theory of ontogenesis of maternity, the player enters the points symbolizing his path from conception to adulthood. Therefore, the game manages to analyze the heritage of the genus and ancestors, as well as first experience of a person, which together affect his personality and decision-making methods. In the game, great importance is attached to the study of motivations, values and motives of an adult, work with basic position «I am the world», diagnosis dyadic introjects, correction of the parental position, work with relationship problems(child-parent, partnership). In the process of the game, the participant walks around the field with a chip, hitting the moves – the reference points of the life path, discussing his own experience, searches for deep meanings and finds the resource that this situation of life gave him. The game uses metaphorical associative cards, art methods. When working with the request, the participant, using a chip and a field, explores his attitude and vision of the sources of his difficulties or situations which he wants to change and solutions, analyzing the experience of his ancestors, as well as his first basic strategies of the first years of life and in the safe space of the game can imagine a picture of the future at general, consistently going through all stages, from the search for historical parallels in the life of his ancestors to understanding how the environment, family and experience of the first years of life influenced his request, what are the limitations and settings, and what are the resources and opportunities for the solution.
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