Journal articles on the topic 'Girls Psychology Case studies'
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Banati, Prerna, Lauren Rumble, Nicola Jones, and Sarah Hendriks. "Agency and Empowerment for Adolescent Girls: An Intentional Approach to Policy and Programming." Journal of Youth Development 16, no. 2-3 (July 14, 2021): 239–54. http://dx.doi.org/10.5195/jyd.2021.1071.
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As national governments roll out COVID response plans, an opportunity arises to re-cast adolescent girls’ programs to centrally anchor them on girls’ voices, leadership, ambitions, and assets in development policies and programs. Drawing together the evidence on what we know works for adolescent girls, as well as the growing literature on positive strengths-based programming which are gradually and increasingly being applied, this commentary calls for a girl-intentional approach to policy and programming. A girl-intentional approach is described through 3 case studies, which illustrate the additionality of new or improved adolescent knowledge, skills, and competencies; improved opportunities for adolescent engagement, voice, and agency; improved community safety and support; stronger, healthier relationships; and stronger and healthier norms, attitudes, values, and goals. The case studies describe program hooks that facilitate operationalization, point to measurable outcomes, and identify opportunities for scale, including the re-opening of schools. Overall, inter-sectoral solutions that address the myriad of issues affecting an adolescent girl’s life and tackle pervasive gender inequities require greater emphasis by development actors and national governments.
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Capps, Donald. "Teenage Girls in Rural New York: A Case of Conversion Disorder." Pastoral Psychology 64, no. 1 (June 21, 2013): 1–19. http://dx.doi.org/10.1007/s11089-013-0546-4.
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Wuttunee, Kari Dawn, Jennifer Altenberg, and Sarah Flicker. "Red Ribbon Skirts and Cultural Resurgence." Girlhood Studies 12, no. 3 (December 1, 2019): 63–79. http://dx.doi.org/10.3167/ghs.2019.120307.
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A small group of Indigenous girls and their allies came together to make ribbon skirts to reclaim teachings, resist gender-based and colonial violence, and re-imagine our collective futures. Based on the personal reflections of the organizers and the girls involved gathered through individual semi-structured interviews and directed journal writing, we share lessons about the process and outcomes. Learning about the historical and cultural significance of ribbon skirts gave these girls a stronger connection to their culture, community, and each other. Wearing their ribbon skirts became an embodied act of resistance to violence in promoting resilience and self-determination. This case study illustrates how Indigenous girls and their allies can engage in resurgence practices to challenge gender-based violence through reclaiming and adapting cultural teachings and practices.
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Roth, Solveig, and Dagny Stuedahl. "Multi-ethnic Girls' Social Positional Identities in Educational Transitions." Girlhood Studies 13, no. 1 (March 1, 2020): 83–100. http://dx.doi.org/10.3167/ghs.2020.130107.
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In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna’s case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.
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Zaragas, C. K. "The Psychodrama and its Contribution to the Children’s Competitive Confrontation. Case Study." Cultural-Historical Psychology 17, no. 3 (2021): 143–51. http://dx.doi.org/10.17759/chp.2021170318.
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The purpose of this paper is twofold, first to study in depth by analyzing the phenomena in the circle of the psychodrama group and then to highlight the results from the application of the psychodrama tech¬nique to young athletes who would take part in competitions. A group of 6 boys and 4 girls (N = 10, 100%) aged 12 years ± 5 months have participated in psychodrama sessions, lasting 90 minutes, with a frequency of every 15 days for 12 months (January 2019 — January 2020). The meetings took place in parallel and in combination with the judo training that lasted 90 minutes for three times a week. Both the trainings and the psychodrama meetings took place in the same place. The present work is a case study for the detailed examination and qualitative analysis of the group of young judo athletes in the process of psychodrama. The results of the coupling of the program of physical education and the method of psychodrama were impres¬sive both by the testimonies of the children and the official results of the Panhellenic championship for girls and boys. Psychodrama can be an alternative method of education in school.
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Harde, Roxanne. "Girls and Rape Culture." Girlhood Studies 14, no. 1 (March 1, 2021): vii—xi. http://dx.doi.org/10.3167/ghs.2021.140102.
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In 1983, Andrea Dworkin addressed the Midwest Men’s Conference in Minneapolis. She discussed the rape culture in which we live, noted the similarities between rape and war, and, following the title of her talk, asked for a “24-hour truce in which there is no rape.” And she asked why men and boys are so slow to understand that women and girls “are human to precisely the degree and quality that [they] are” (n.p.). Every sexual assault begins with the dehumanization of the victim. And sometimes, after the violation, after the pain and the fear, comes the institutional dehumanization visited upon the victim who seeks medical or legal help. Two recent memoirs bring to the surface rape culture, evident in the young men who raped these girls and the systemic dehumanization they suffered when they sought justice. Chanel Miller’s Know My Name (2019) describes the aftermath of being sexually assaulted, when she was just out of college and still living at home, by someone she met at a fraternity party. Although the case against her rapist was as strong as possible–there were eyewitnesses and physical evidence was collected immediately–he was sentenced to only six months in the county jail, and she was repeatedly shamed, her humanity denied by the judicial system. Lacy Crawford’s Notes on a Silencing (2020) describes the aftermath of being sexually assaulted, when she was 15, by two boys, students at her New England boarding school, including an account of how school officials refused to do anything other than label her promiscuous and protect the boys. The ways in which she was silenced by St. Paul’s, which disregarded her health and future, and denied her humanity because she was only a girl, were profound. In both cases, the promising future of the perpetrators was prioritized over the humanity of the girls by many institutions, including the judiciary and the press. Crawford was raped just seven years after Dworkin made her plea to that men’s conference, but Miller was assaulted twenty-five years after, making perfectly clear that rape culture has become only more entrenched.
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Njagi, Joan. "Delivering Sexual and Reproductive Health Education to Girls." Girlhood Studies 11, no. 2 (June 1, 2018): 30–45. http://dx.doi.org/10.3167/ghs.2018.110204.
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The use of helplines to deliver sexual and reproductive health (SRH) education to girls seeking such information and services can break down barriers created by low access and top-down approaches. However, it is important to interrogate their effectiveness in addressing the SRH needs of girls, particularly in contexts in which hierarchical social relations prevail and conservative religious and cultural norms dictate appropriate expressions and experiences of sexuality for girls and young women. In this article I use data drawn from a qualitative case study of a children’s helpline in Kenya to interrogate the interplay of power and culture in the delivery of SRH information to girls. The findings reveal that while this particular communication technology presents, potentially, a revolution in such delivery, power dynamics and cultural norms still pose barriers.
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Kim, Crystal, and Jessica Ringrose. "“Stumbling Upon Feminism”." Girlhood Studies 11, no. 2 (June 1, 2018): 46–62. http://dx.doi.org/10.3167/ghs.2018.110205.
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In this article, we discuss a case study of a feminist society in a girls’ secondary school in England, highlighting how teenage girls use social media to combat sexism. Considering the recent growth of feminist societies in UK schools, there is still a lack of research documenting how young feminists use social media’s feminist content and connections. Addressing this gap, we draw on interviews and social media analyses to examine how girls navigate feminisms online and in school. Despite their multifaceted use of social media, the girls in our research undervalued digital feminism as valid or valued, in large part because of dismissive teacher and peer responses. We conclude by suggesting that schools need to cultivate social media as a legitimate pedagogical space by developing informed adult support for youth engagement with social justice-oriented online content.
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Shechtman, Zipora, and Neomi Vurembrand. "Does self-disclosure in friendship increase following group counseling/therapy? A different case for boys and girls." Sex Roles 35, no. 1-2 (July 1996): 123–30. http://dx.doi.org/10.1007/bf01548179.
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Dickens, Lisa, and Peter Marx. "NEET as an Outcome for Care Leavers in South Africa: The Case of Girls and Boys Town." Emerging Adulthood 8, no. 1 (October 15, 2018): 64–72. http://dx.doi.org/10.1177/2167696818805891.
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A well-documented outcome for emerging adults in determining their “success” is whether they are Not in Employment, Education, or Training (NEET) or engaged in Education, Employment, and Training (EET). Being NEET can create psychological, emotional, financial, and health challenges and is a significant risk factor in youth making successful transitions into adulthood. This article describes and compares the NEET and EET status of care leavers from Girls and Boys Town after 1 and 2 years and in relation to other outcomes. The results suggest that while care leavers’ NEET rates are high, they are not significantly higher than those of the South African general population as seen elsewhere in the world. Furthermore, being NEET is associated with more negative care leaving outcomes than being EET; however, this article also highlights the vulnerability of those who are EET. Relationships with family and support networks play a critical role in helping and supporting these youth.
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Cook, Courtney. "A History of the Resilience of Black Girls." Girlhood Studies 12, no. 2 (July 1, 2019): 133–36. http://dx.doi.org/10.3167/ghs.2019.120210.
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Nazera Sadiq Wright. 2016. Black Girlhood in the Nineteenth Century. Urbana, University of Illinois Press.Black girls have a history of resilience. Nazera Sadiq Wright, in Black Girlhood in the Nineteenth Century (2016), analyzes accounts of the experiences of black girls from what she refers to as “youthful” girlhood to the conscious or “prematurely knowing” (44) age of 18. Setting out to recover overlooked accounts of black girlhood during the nineteenth century, a tumultuous epoch of transition for the black community, Wright uses contemporaneous literary and visual texts such as black newspapers, novels, poetry, and journals to reconstruct this lost narrative. By engaging in a close reading of these texts, in which black people, emerging from slavery, communicated with each other about personal and community goals, Wright examines the ways in which the instruction of black girls operated in between the lines of literature to convey codes of conduct to the black community. She argues that with the emergence of literature written by and for black women, the role of the black girl morphed from docile homemaker to resilient heroine for herself and her people. In discussing this more complex role, Wright does not deny that black girls were vulnerable to multiple forms of violence and hurt, but does point to a more nuanced experience. Black Girlhood in the Nineteenth Century is an intervention into the African American literary canon, filling in many of the gaps in the lost history of black girlhood, making it an essential text for those “who care” (22) about black girls as they engage in the process of rewriting and redeeming the narratives of an often-forgotten population.
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de Finney, Sandrina, and Mandeep Kaur Mucina. "The End of the Tunnel." Girlhood Studies 14, no. 3 (December 1, 2021): 18–36. http://dx.doi.org/10.3167/ghs.2021.140303.
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In settler states, Black, Indigenous, and people of color (BIPOC) girls and young women are targeted for specific kinds of social service interventions embedded in the gendered genocidal logics of colonial ideologies. Interlocking forms of violent carceral capture operate across settler institutions such as child welfare, immigration, and justice systems that are tasked with policing and criminalizing nonwhite girls. Conceptualizing these interconnected systems as a transcarceral pipeline, we examine their inner workings and impacts on Indigenous girls and BIPOC refugee girls in Canada through two sites of inquiry: child welfare systems targeting Indigenous girls and young mothers; and the immigration-child-welfare pipeline for refugee girls of color. Our analysis stresses the urgency of anticolonial systems of care grounded in sovereignty-making collective relations.
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Harkin, Stephanie. "Doing the Fairy Tale Quest." Girlhood Studies 15, no. 2 (June 1, 2022): 106–23. http://dx.doi.org/10.3167/ghs.2022.150208.
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Despite the encouragement of women’s and girls’ curiosity in matriarchal and oral fairy tale traditions, their patriarchal print production in Western Europe reframed this trait as undesirable. Fairy tale print productions also troubled the tales’ transformative and communal form in establishing versions that would receive ongoing duplication by attaching prominent authorial figures. In this article, I investigate the teen girl detective game as a format that reflects upon and updates these values. Taking Mografi’s Jenny LeClue: Detectivú as my case study, I interpret the text as a postmodern fairy tale revision that unsettles the master narrative and the notion of the singular authorial figure. The game encourages the player’s active investigatory participation while presenting a narrative that invites collaboration and a critique of the conservative author.
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Zoccolillo, Mark. "Gender and the development of conduct disorder." Development and Psychopathology 5, no. 1-2 (1993): 65–78. http://dx.doi.org/10.1017/s0954579400004260.
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AbstractA discussion of gender and conduct disorder must first answer the basic questions of whether or not there are any differences in prevalence, symptoms, and correlates of conduct disorder by sex. Several epidemiologic studies have found no difference in the prevalence of conduct disorder in adolescence by sex. Correlates of conduct disorder in girls are similar to those in boys (including aggression and internalizing disorders), once base rates of the correlates are accounted for. A major problem in studying conduct disorder in girls is the lack of appropriate criteria; theDiagnostic and Statistical Manual(3rd ed., rev.) criteria are not appropriate for girls. A case is made for sex-specific criteria for conduct disorder that take into account known differences in male and female childhood cultures and base-rate differences in aggression and criminality. Until basic issues of diagnosis and prevalence are resolved, other issues such as risk factors and developmental pathways cannot be successfully addressed.
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Trommsdorff, Gisela, and Wolfgang Friedlmeier. "Motivational Conflict and Prosocial Behaviour of Kindergarten Children." International Journal of Behavioral Development 23, no. 2 (June 1999): 413–29. http://dx.doi.org/10.1080/016502599383892.
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The present study aims to clarify the role of different emotions for children’s prosocial behaviour on the basis of a motivation-theoretical approach. Specifically, the functions of empathy and distress with respect to prosocial behaviour were investigated in two different experimental situations. Five-year-old girls ( N = 50) participated in two observation studies. In study 1 the girls were randomly assigned: (a) to a nondistraction condition by experiencing another person’s misfortune ( N = 13); or (b) to a distraction condition by inducing achievement motivation. In study 2 the girls ( N = 25) underwent the same procedure as in the nondistraction condition in order to check the cross-validation of the variables measured. The girls’ videotaped nonverbal reactions (quality of facial expression and focus of attention) as well as the intensity of helping were analysed. The cross-validation was successful. The two experimental conditions did not differ with respect to empathy, distress, and helping. However, the relation between empathy and distress pointed at different directions with regard to the results of the two experimental groups. Furthermore, the positive effect of empathy as well as the negative effect of distress on prosocial behaviour were eliminated in case of the distraction situation. The measures on focus of attention supplemented the understanding of these different reactions in the two experimental conditions. The results are discussed in a motivation-theoretical framework by taking into account processes of emotion regulation.
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Kaler-Jones, Cierra. "“Defining Ourselves for Ourselves”." Girlhood Studies 15, no. 3 (December 1, 2022): 19–34. http://dx.doi.org/10.3167/ghs.2022.150304.
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Black girls have long created their own subversive and creative forms of curriculum and pedagogy. I explore adolescent Black girls’ suggestions for teaching and learning about Black girlhood online based on a virtual summer arts program called Black Girls S.O.A.R. Through performance ethnography, we contended with our conceptualizations of Black girlhood and identity sense-making. The co-researchers suggested that storytelling, learner-centered pedagogy, and intentional community-building must be central in virtual pedagogy and saw reclaiming girlhood and self-care as two essential topics for teaching Black girlhood content. I also reflect on the tensions and possibilities of co-constructing participatory learning environments with Black girls, particularly as it relates to disrupting power and adultism.
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Brickman, Barbara Jane. "Guest Editorial." Girlhood Studies 12, no. 1 (March 1, 2019): vi—xv. http://dx.doi.org/10.3167/ghs.2019.120102.
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In their new groundbreaking study reviewed in this special issue, The Trans Generation: How Trans Kids (and Their Parents) are Creating a Gender Revolution (2018), sociologist Ann Travers details the experiences of transgender children in the US and Canada, some as young as four years of age, who participated in research interviews over a five-year period. Establishing a unique picture of what it means to grow up as a trans child, Travers offers numerous examples of daily life and challenges for children like, for example, Martine and Esme, both of whom sought to determine their own gender at an early age: Martine and her family recount how at the age of seven she responded to her upcoming appointment at a gender clinic by asking if the doctor would have “the machine where you walk in as a boy and walk out as a girl,” while Esme’s story begins in preschool and leads to the care of a “trans-affirmative doctor” (168) from the age of six and the promise of hormone blockers and estrogen at the onset of puberty. Although Travers’s work is devoted to and advocates for trans children as a whole, its implications for our understanding of and research into girls and girlhood cannot be understated. What does it mean to “walk out” of that machine in the doctor’s office “as a girl?” What happens when you displace the seemingly monumental onset of puberty from its previous biological imperatives and reproductive futures? How might feminist work on girlhoods, which has sought to challenge sexual and gender binaries for so long, approach an encounter with what Travers calls “binary-conforming” or “binary-identifying” (169) trans girls or with the transgender boys in their study who, at first, respond to the conforming pressures of adolescence very similarly to cisgender girls who will not ultimately transition away from a female identity?
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Smith, Danielle M., Jamilia J. Blake, Wen Luo, Verna M. Keith, and Tameka Gilreath. "Subtypes of Girls Who Engage in Serious Delinquency and Their Young Adult Outcomes." Psychology of Women Quarterly 44, no. 3 (May 12, 2020): 403–16. http://dx.doi.org/10.1177/0361684320918243.
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Girls are increasingly becoming involved with the juvenile justice system; however, what brings girls to engage in delinquency or what obstacles these girls face later in life resulting from adolescent criminal behavior is understudied. In the present study, we used latent class analysis to identify subtypes of risks among adolescent girls ( N = 1,174) who have engaged in delinquent behaviors and mixture modeling to determine what distal psychological, social, educational, and economic outcomes in young adulthood are associated with each subtype. Four adolescent subtypes were identified, which were distinguished primarily based on the severity of their self-reported victimization experiences and mental health concerns. Classes with higher levels of victimization experiences tended to report more engagement with delinquent behavior in adolescence and had a larger proportion of Black and Hispanic girls than lower-victimization classes. Identified classes differed from each other on distal (i.e., young adulthood) measures of economic instability, educational attainment, drug use, depression, and adult arrests. Generally, latent classes which were characterized by higher rates of victimization and mental health concerns and lower educational performance in adolescence fared worse in young adulthood. Implications for those who care for girls who engage in delinquency, including suggestions for using trauma and culture informed screening, prevention, and intervention services, and directions for future research are discussed. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/0361684320918243 .
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Pacilli, Maria Giuseppina, Federica Spaccatini, Concetta Barresi, and Carlo Tomasetto. "Less human and help-worthy: Sexualization affects children’s perceptions of and intentions toward bullied peers." International Journal of Behavioral Development 43, no. 6 (September 15, 2019): 481–91. http://dx.doi.org/10.1177/0165025419873040.
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In Western cultures, the sexualization of children has increased over the past decades. In two studies, we investigated the consequences of children’s sexualization for their peers’ willingness to provide help in a case of bullying. In both studies, children (total N = 396; ages 7 to 11 years) were randomly assigned to view either a sexualized or non-sexualized target and answered questions about the target’s traits and treatment. Our findings provide evidence that early sexualization exposes preadolescent children to the dehumanizing consequences associated with adult women’s sexualization. We found that sexualized targets were perceived as less than fully human in terms of both human nature and human uniqueness (Studies 1 and 2) and that, among girls, human nature ratings mediated the association between sexualization and reduced helping intentions toward both male (Study 2) and female targets (Studies 1 and 2).
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Miller, Amanda L. "Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities." Research and Practice for Persons with Severe Disabilities 47, no. 3 (August 23, 2022): 158–75. http://dx.doi.org/10.1177/15407969221119848.
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The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.
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Bhana, Deevia, and Emmanuel Mayeza. "Primary Schoolgirls Addressing Bullying and Negotiating Femininity." Girlhood Studies 12, no. 2 (July 1, 2019): 98–114. http://dx.doi.org/10.3167/ghs.2019.120208.
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In this article we focus on sixty South African primary schoolgirls’ experiences of male violence and bullying. Rejecting outmoded constructions of schoolgirls as passive, we examine how girls draw on different forms of femininity to manage and address violence at school. These femininities are non-normative in their advancing of violence to stop violence but are also imbued with culturally relevant meanings about care, forgiveness, and humanity based on the African principle of ubuntu. Moving away from the discursive production of girls’ victimhood, we show how girls construct their own agency as they actively participate in multiple forms of femininity advocating both violence and forgiveness. Given the absence of teacher and parental support for girls’ safety, we conclude with a call to address interventions contextually, from schoolgirls’ own perspectives.
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Kidd, Aline H., and Robert M. Kidd. "Characteristics and Motives of Adolescent Volunteers in Wildlife Education." Psychological Reports 80, no. 3 (June 1997): 747–53. http://dx.doi.org/10.2466/pr0.1997.80.3.747.
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The characteristics and motives of 63 suburban adolescents (20 boys, 43 girls) who are concerned with learning how to care for and make significant contributions to wildlife and the environment were assessed by telephone interviews. The data confirm studies of adults in that significantly more girls than boys became volunteers, significantly more volunteers' families than average families experienced caring interactions with animal life through pet ownership, and significantly more volunteers reported that concern for wildlife arose during early childhood rather than later. The data also indicate that early childhood experiences with pets, with adults acting as role models and providing social approval, and having instruction in wildlife care with peers all contributed to their positive attitudes toward wildlife and the pursuit of their volunteer work. Over-all, the results suggest that adolescents, wildlife, and the environment might benefit if wildlife care programs could be established for other youth such as inner city teenagers.
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Vogel, Maria A. "Ensuring Failure?" Girlhood Studies 14, no. 2 (June 1, 2021): 80–96. http://dx.doi.org/10.3167/ghs.2021.140207.
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Historically, the regulation of girls through institutionalization has been guided by bourgeois norms of femininity, including virtue, domesticity, and motherhood. Using a Foucauldian perspective on the production of subjects in Swedish secure care, I investigate whether or not middle-class norms of femininity, centered today around self-regulation, still guide the regulation of working-class girls. By analyzing data from an ethnographic study, I show that even though secure care is repressive, it is also permeated with the aim of producing self-regulating subjects corresponding with discourses on ideal girlhood. However, since working-class girls are rarely made intelligible within such discourses, thereby making the position of self-regulatory subject inaccessible, the care system leaves them to shoulder the responsibility for resolving a situation that is shaped by structures beyond their control.
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King, Bryn. "First Births to Maltreated Adolescent Girls: Differences Associated With Spending Time in Foster Care." Child Maltreatment 22, no. 2 (April 17, 2017): 145–57. http://dx.doi.org/10.1177/1077559517701856.
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Few studies have examined early parenting among girls receiving child welfare services (CWS) or disentangled the relationship between maltreatment, spending time in foster care, and adolescent childbirth. Using population-based, linked administrative data, this study calculated birth rates among maltreated adolescent girls and assessed differences in birth rates associated with spending time in foster care. Of the 85,766 girls with substantiated allegations of maltreatment during adolescence, nearly 18% subsequently gave birth. Among girls who spent time in foster care, the proportion was higher (19.5%). Significant variations ( p < .001) were observed in the rate of childbirth across demographic characteristics and maltreatment experiences. When accounting for all of the covariates, spending time in foster care was associated with a modestly higher rate of a first birth (Hazard Ratio [HR] = 1.10; 95% confidence interval = [1.06, 1.14]). While age at first substantiated allegation of maltreatment and race/ethnicity were significant predictors of adolescent childbirth, specific maltreatment experiences were associated with minimal or no differences in birth rates. The findings of this study suggest that the experience of spending time in care may not be a meaningful predictor of giving birth as a teen among CWS-involved adolescent girls and highlight subgroups of this population who may be more vulnerable to early childbirth.
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Levi Martin, John. "Formation and Stabilization of Vertical Hierarchies among Adolescents: Towards a Quantitative Ethology of Dominance among Humans." Social Psychology Quarterly 72, no. 3 (September 2009): 241–64. http://dx.doi.org/10.1177/019027250907200307.
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Social psychological investigations of hierarchy formation have been almost entirely confined to the case of task-oriented groups and hence have produced theories that turn on the existence of such a task. But other forms of vertical hierarchy may emerge in non-task groups. One form, orderings of dominance, has been studied among animals using systematic behavioral observations, but almost never among humans, despite many discussions of such structures existing among adolescent males. Using stochastic models, this paper examines change in vertical orderings for data on dominance encounters among same-sex adolescent campers. There seem to be different paths for stabilization of vertical hierarchies for boys and girls, both of which involve the emergence of special roles, the top boy or the bottom girl. Further, stabilization seems to be greatly facilitated (at least for boys) by members adopting Roger Gould's theory of dominance encounters and turning their attention to those close in rank.
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Martinić, Pia, and Andrea Brajša Žganec. "ULOGA RODITELJSKOG PONAŠANJA I SAMOPOŠTOVANJA OCA I MAJKE U SAMOPOŠTOVANJU I SAMOKONTROLI DJEČAKA I DJEVOJČICA." Annual of Social Work 27, no. 3 (April 24, 2021): 481–503. http://dx.doi.org/10.3935/ljsr.v27i3.186.
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THE ROLE OF PARENTAL BEHAVIOUR AND SELF-ESTEEM OF FATHER AND MOTHER ON SELF-ESTEEM AND SELFCONTROL OF BOYS AND GIRLS The aim of the research was to analyse the connection between parental behaviours and self-esteem of the parents on the self-esteem and self-control of the children. The pupils of the seventh and eighth grade of six primary schools in the area of the city of Zagreb and the city of Split and their parents participated in the research. The children filled out the Coopersmith Self-Esteem Inventory, the Brief Self-Control Scale and the Perception of Parental Behaviour Scale, while the parents filled out the Rosenberg Self-Esteem Scale. Regression analysis was used and it has determined that the parental control is the best predictor for the child’s self-esteem. Self-esteem of boys is better predicted by the sets of parental predictors and it is somewhat more connected with the father’s self-control, while self-esteem of girls is more connected with the mother’s self-control. Self-control of girls is best predicted by the mother’s acceptance and control, so that the sets of parental variables, more specifically the mother’s variables, are significant only for predicting self-control of girls. The assumption about the greater role of the mother in the development of self-esteem and self-control of children was confirmed, while the assumptions about the gender differentiation in upbringing were confirmed only in the case of the child’s self-control, but not in the case of their self-esteem, which shows that there are differences in the direction of transition towards more modern upbringing practices. The results, as well as the existing studies and theoretical assumptions, point out the importance of the parental role as the model for the development of the child’s self-esteem and self-control, and the different approaches in the upbringing of boys and girls can be addressed specifically.
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EVANS, KAREN E., and KATHERINE DEMUTH. "Individual differences in pronoun reversal: Evidence from two longitudinal case studies." Journal of Child Language 39, no. 1 (June 14, 2011): 162–91. http://dx.doi.org/10.1017/s0305000911000043.
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ABSTRACTPronoun reversal, the use of you for self-reference and I for an addressee, has often been associated with Autism Spectrum Disorder (ASD) and impaired language. However, recent case studies have shown the phenomenon also to occur in typically developing and even precocious talkers. This study examines longitudinal corpus data from two children, a typically developing girl, and a boy with Asperger's syndrome. Both were precocious talkers who reversed the majority of their personal pronouns for several months. A comparison of the children's behaviors revealed quantitative and qualitative differences in pronoun use: the girl showed ‘semantic confusion’, using second person pronouns for self-reference, whereas the boy showed a discourse–pragmatic deficit related to perspective-taking. The results suggest that there are multiple mechanisms underlying pronoun reversal and provide qualified support for both the Name/Person Hypothesis (Clark, 1978; Charney, 1980b) and the Plurifunctional Pronoun Hypothesis (Chiat, 1982).
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Dillenburg, Elizabeth. "Molding Nineteenth-century Girls in the Cape Colony into Respectable Christian Women." Girlhood Studies 12, no. 2 (July 1, 2019): 137–40. http://dx.doi.org/10.3167/ghs.2019.120211.
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S. E. Duff. 2015. Changing Childhoods in the Cape Colony: Dutch Reformed Church Evangelicalism and Colonial Childhoods, 1860–1895. Basingstoke, UK: Palgrave Macmillan.In Changing Childhoods in the Cape Colony: Dutch Reformed Church Evangelicalism and Colonial Childhoods, 1860–1895 (hereafter Changing Childhoods), S. E. Duff explores shifting notions of childhood and, more specifically, the emergence of new ideas about white childhood in the Cape Colony, South Africa, during the late nineteenth century by examining various efforts to convert and educate children, especially poor white children, and improve their welfare. As indicated in the title, Changing Childhoods draws attention to the multiplicity of experiences of children who existed alongside each other in the Cape Colony and how they were shaped by a variety of factors, including religion, location, class, race, and gender. While many histories of childhood elide the experiences of boys and girls, Duff pays careful attention to the different constructions of girlhood and boyhood and how gender shaped the lives of boys and girls, men and women. Throughout the book, girls appear not as passive observers but as complex agents shaping and participating in broader social, political, cultural, and economic transformations in the Cape.
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van Noort, Betteke Maria, Ernst Pfeiffer, Ulrike Lehmkuhl, and Viola Kappel. "Cognitive Remediation Therapy for Children with Anorexia Nervosa." Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 43, no. 5 (September 2015): 351–55. http://dx.doi.org/10.1024/1422-4917/a000372.
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Abstract. Objective: Evidence-based treatment programs for children with anorexia nervosa (AN) are scarce, while their prognosis is negative and the incidence rate rises. A new therapeutic approach recently received positive attention: cognitive remediation therapy (CRT). This intervention targets inflexibility and the inability to perceive the bigger picture in persons with AN. So far, studies and case reports have focused on either adolescent or adult patients and less on young children with AN. This case report therefore describes and evaluates the implementation of CRT with a child with AN. Method: A 12-year-old girl with severe chronic AN was treated with 10 sessions of CRT. Her clinical and neuropsychological evaluations before, directly after and 7 months after CRT are reported. Additionally, the patient’s written and verbal feedbacks are reviewed. Results: At the 7-month follow-up the patient showed a stable healthy weight and reported a reduced presence of psychopathology. Her neuropsychological performance directly after CRT and after 7 months did not improve. Conclusions: The clinical evaluation of our case report suggests that CRT may be a promising add-on therapy in the clinical treatment of young girls with AN.
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Bethune, Jennifer. "Shapeshifters." Girlhood Studies 13, no. 2 (June 1, 2020): 129–33. http://dx.doi.org/10.3167/ghs.2020.130211.
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Burns, Ailsa, and Ross Homel. "Gender Division of Tasks by Parents and Their Children." Psychology of Women Quarterly 13, no. 1 (March 1989): 113–25. http://dx.doi.org/10.1111/j.1471-6402.1989.tb00989.x.
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The division of parenting tasks between wives and husbands was explored in a sample of 279 Australian families containing a 9–11-year-old child, and the children's performance of household tasks was compared with their parents' division of labor. Three parenting factors (domestic care, leisure/enrichment, and psychological), and four child factors (handyman, domestic, maturity, and babysitting) were obtained. Mothers were more active than fathers on all three parenting factors, but significant differences were found between parents of differing SES and cultural backgrounds. Among children, the greatest sex difference was found on the handyman factor, where boys greatly outperformed girls. Boys' performance on this factor was not related to parental division of labor or social background, but girls' performance was higher when they were only children and when they lived in higher SES families. Girls outperformed boys on the domestic and maturity factors. Parenting style, SES, and cultural background also were significantly related to these factor scores. Apart from child's sex, cultural background was the strongest predictor of children's task performance.
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Siddiqa, Nasrin. "Intersectional Pandemics in Bangladesh." Girlhood Studies 13, no. 3 (December 1, 2020): 169–77. http://dx.doi.org/10.3167/ghs.2020.130312.
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Girls and women are the first victims of any calamity, pandemic, or disaster in developing countries like Bangladesh. As it is, they are very often denied health care, are forced to endure child marriage and early motherhood, and are frequently subjected to violence. Given this unprecedented COVID-19 pandemic they are now suffering immensely. COVID-19 threatens girls’ rights in countries around the world and will have far-reaching impacts on their health and wellbeing, education, and protection. Self-isolation has increased the rates of gender-based violence. Early marriage and pregnancy are among the drastic effects of school closures and many parents have married off their underage daughters or sold them off to rich families as domestic workers to reduce their economic burden.
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Rathner, Günther, and Klara Messner. "Detection of eating disorders in a small rural town: an epidemiological study." Psychological Medicine 23, no. 1 (February 1993): 175–84. http://dx.doi.org/10.1017/s0033291700038964.
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SynopsisThe occurrence of eating disorders among 517 school girls (11 to 20 years of age) in a small rural Italian town was studied using a three-stage prospective procedure. The screening stage was aimed at defining risk and sub-risk groups. One year later, the risk group (N = 44) and a random sample of the sub-risk (N = 25) and of the screen-negative group (N = 32) were interviewed to detect cases of anorexia/bulimia nervosa. The case registers of four hospitals over a period of 3 years were investigated to detect any additional cases that may have been overlooked in the survey. A minimum point prevalence rate of 1·30% clinical anorexia nervosa, 1·30 % sub-clinical anorexia nervosa and 0·87 % sub-clinical bulimia nervosa was found for age 15 and above. No case of clinical bulimia nervosa was detected. For age 15 and below no clinical or sub-clinical cases were found. All cases of (sub-)clinical eating disorder initially belonged to the predefined sub-risk and risk groups. Because of the low positive predictive value of any single risk factor, this study shows that early case detection can be improved by using multiple risk indices. In this rural area the prevalence was as high as in metropolitan or urban areas. Urban–rural differences should be assessed in further studies.
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Beck, James R., and M. Gay Hubbard. "Elective Mutism in a Missionary Family: A Case Study." Journal of Psychology and Theology 15, no. 4 (December 1987): 288–95. http://dx.doi.org/10.1177/009164718701500404.
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Elective Mutism is a rare disorder of childhood which is normally found in the context of severe family pathology and/or a multiplicity of individual pathology. However, the case study presented here represents an instance of elective mutism which does not have the normal features of attending pathology. The precipitating factors in the young girl's background all relate to common features of missionary life: emigration, bilingualism, and in this case trilingualism. Included in this article is a brief literature review as well as a discussion of how this pathology in a missions context is similar to, yet different from, other instances of elective
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Cronin, Rebecca P., and Carmel M. Diezmann. "Jane and Gemma go to School: Supporting Young Gifted Aboriginal Students." Australasian Journal of Early Childhood 27, no. 4 (December 2002): 12–17. http://dx.doi.org/10.1177/183693910202700404.
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Both Aboriginal students and gifted students have been identified as educationally disadvantaged groups with needs that are often not adequately met by the Australian educational system. Hence, gifted Aboriginal students are particularly vulnerable to underachievement. As all students should receive the opportunity to fulfill their potential, there is a need to establish how to support the achievements of gifted Aboriginal children from an early age. The identification and achievement of gifted Aboriginal children is affected by culture conflict, the lack of knowledge of culturally sensitive identification measures of giftedness, and the anti-intellectual Australian ethos. This paper discusses the case studies of two young gifted Aboriginal girls and describes the support they will require for continued success. Ten practical suggestions are presented to assist teachers to nurture and promote the achievements of young gifted Aboriginal children.
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Sinats, P., D. G. Scott, S. McFerran, M. Hittos, C. Cragg, T. Leblanc, and D. Brooks. "Writing ourselves into being: writing as spiritual self‐care for adolescent girls. Part Two." International Journal of Children's Spirituality 10, no. 3 (January 2005): 263–76. http://dx.doi.org/10.1080/13644360500347375.
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Kashirsky, Dmitry V., and O. V. Myasnikova. "Phenomenon of Self-Objectification in Women: Analysis of foreign Studies and a View through the Prism of Russian Psychology." National Psychological Journal 40, no. 4 (2020): 61–74. http://dx.doi.org/10.11621/npj.2020.0405.
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Background. At present, self-objectification of females is a very common phenomenon, reflecting the desire of women to meet the standards accepted in the society and manifested in excessive (even pathological) care of achieving the “ideal” appearance. This phenomenon was under study in various foreign psychological concepts and approaches, and especially in the theory of B. Fredrickson and T.E. Roberts. However, despite similar research in Russian psychology, the phenomenon has not been disclosed within Russian psychological methodology. In this regard, it is very important to analyze foreign publications for the subsequent development of an integrative approach to the study of self-objectification in females in the context of Russian psychology. Looking into this phenomenon from the standpoint of Russian psychological methodology would be useful for developing methods of assessment, intervention, and psychotherapeutic assistance for Russian girls and women experiencing psychological problems due to negative self-objectification. The Objective is to conduct a theoretical analysis of the phenomenon of women’s self-objectification in line with the national cultural-historical and activity methodology. Design. The paper provides a review of the publications on self-objectification in females which is analytical in its nature. In the paper, the basic approaches to the study of the phenomenon of self-objectification in females in foreign psychology are determined, and also the ways to understand the phenomenon in the context of the Russian psychological tradition proposed in the works of L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein developed by their students and the followers are shown. Results. The phenomenon of self-objectification in females is considered within the context of fundamental issues of psychology — the relationship of ‘outer’ and ‘inner’ contents, and particularly, within the framework of the subject-activity approach of S.L. Rubinstein and the activity theory of A.N. Leontiev. The role of the “social situation of the development” (L.S. Vygotsky) in the development self-objectification in females is shown. The mechanism of interiorization as a female’s adoption of the social ideas and attitudes is described. The process of interiorization is considered through three facets: individualization, intimization, and production of consciousness. The phenomenon of self-objectification was interpreted through the lenses of L.S. Vygotsky ideas about the intertwining of two domains of mental development in ontogenesis, i.e. the biological maturation of a person and the processes of mastering culture, and also within the notions of cultural-historical defectology. Conclusion. The research results contribute to expanding the scientific theoretical views of psychologists working within the national methodology to shape the phenomenon of self-objectification in females, which could facilitate further understanding of this theoretical construct and increase the number of empirical works in the research area. Female self-objectification through the prism of the Russian research methodology will contribute to the methodological status of this issue, enriching the idea of female self-objectification primarily at the philosophical (worldview) level and at the general scientific level of methodology (E.G. Yudin). All these will increase the interpretative capabilities of the concept. The materials of the paper can contribute to developing an integrative approach for understanding female self-objectification. The findings can be sufficient for creating methods of psychodiagnostics and psychotherapy for girls and women experiencing psychological problems due to the negative impact of self-objectification.
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Prioletta, Jessica. "Unequal Education in Preschool." Girlhood Studies 11, no. 2 (June 1, 2018): 79–94. http://dx.doi.org/10.3167/ghs.2018.110207.
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In this article, I explore how the beliefs of preschool teachers that equality is the norm in their classrooms shape play periods in ways that may work to disadvantage girls. I argue that equality discourses mask the gender power children must negotiate in their play and that this leaves girls with fewer choices when they are accessing the play environment. With research grounded in fieldwork carried out in four public schools in a Canadian metropolis, I illustrate how liberal notions of equality reinforced the traditional gender binary in children’s play. Moreover, drawing on the work of Jane Roland Martin, I show that liberal understandings of equality work to sustain a male-centered education for all students in preschool. To explore ways to attend to such gender inequalities, I turn to Nel Noddings’s concept of an ethics of care and point to the need to challenge the gender binary in early learning.
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Riaz-Ul-Haq, Muhammad, Shafiq-Ur Rehman, Yasir Makki, and Muhammad Anwar. "Single Port Laparoscopic (SPL) Inguinal Hernia Repair in Girls." Pakistan Journal of Medical and Health Sciences 16, no. 8 (August 31, 2022): 48–50. http://dx.doi.org/10.53350/pjmhs2216848.
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Background: Inguinal hernia in children is a very common surgical condition. Various techniques are being done for hernia repair in children. Single port needlescopic assisted hernia repair in girls is a time honoured technique with minimum complications and excellent Aim: To determine the outcome of single port needle assisted hernia repair in girls. Study design: Descriptive case series Place and duration of study: Department of Paediatric Surgery Sahiwal Teaching Hospital and Sahiwal Medical College Sahiwal between March 2021 and February 2022. Methodology: Twenty eight female patients from 3-13 years old with inguinal hernia underwent single port needlescopic assisted hernia repair. Follow up was done for three months to evaluate outcome with respect to recurrence, stitch abscess and cosmetic appearance. Results: Maximum patients between 7-10 years 12(42.85%). Fifty percent were right sided inguinal hernias. Four (14.28%) girls were developed complications. Two (7.14%) developed retroperitoneal intraoperative hematoma, 1(3.57%) stitch abscess and 1(3.57%) recurrence respectively. One patient with intraoperative hematoma was converted to open herniotomy. Stitch abscess was managed conservatively and recurrent hernia was repaired by open herniotomy. Conclusion: Single port laparoscopic needlescopic assisted hernia repair in girls is a simple and safe procedure with minimum complications and excellent cosmetic results. Keywords: Hernia, Inguinal, Girls, Single port, Needlescopic
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Pohárnok, Melinda, and András Láng. "Gender differences in mother-child conversations about shame and pride in a Hungarian sample." Europe’s Journal of Psychology 17, no. 2 (May 31, 2021): 58–74. http://dx.doi.org/10.5964/ejop.2859.
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Although meta-analytic reviews repeatedly found significant gender differences in the experiences of shame and pride throughout the life span, to date, gender differences in conversations about these emotions have not been studied. Our research was aimed at investigating the effect of child gender on maternal conversational style in and emotional content of mother-child conversations about shame- and pride-related past events in preschool years. Fifty four mother—preschool child dyads (52% girls, children’s age M = 70.36 months [SD = 8.13], mothers’ age M = 37.51 years [SD = 3.70]) from middle class Hungarian families were asked to talk about two past events, one in which children felt ashamed, and one in which they felt proud. The conversations were transcribed and coded for maternal conversational style and for emotional content. Maternal conversational style was indicated by maternal elaboration and evaluation of the child’s contributions. Emotional content was indicated by specific emotion terms, emotional behavior and emotional evaluations. In mother-son shame conversations, we found higher amount of negative emotional behavior. Boys also had longer conversations with their mothers, and mothers used more open-ended memory questions and more repetitions with boys in both shame and pride conversations. Girls had shorter contributions to pride stories than to shame stories, which was not the case for boys. Exploration of verbal socialization of shame and pride helps us to understand the development of individual differences in proneness to self-conscious emotions, and their implications for mental health.
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Woods, Cindy J. P. "GENDER DIFFERENCES IN MORAL DEVELOPMENT AND ACQUISITION: A REVIEW OF KOHLBERG'S AND GILLIGAN'S MODELS OF JUSTICE AND CARE." Social Behavior and Personality: an international journal 24, no. 4 (January 1, 1996): 375–83. http://dx.doi.org/10.2224/sbp.1996.24.4.375.
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Issues of moral development and moral action have been explored by psychologists by both empirical and nonempirical methods. Lawrence Kohlberg's moral stages have been of particular interest and scrutiny since his longitudinal study of boys was first published in 1969. Harvard's Carol Gilligan contests Kohlberg's findings in her 1982 book In A Different Voice, as well as other publications, claiming that girls' morality developed differently from boys' and that Kohlberg's stages were not universal as he asserted. The debate over gender differences in moral development has focused primarily on these two theories. Numerous studies and articles have been published deliberating about both Kohlberg's and Gilligan's theories with most concluding there is no significant difference in the way the sexes make moral decisions. This article reviews the current literature of both theories, providing a context in which to view morality, and offers suggestions for future research.
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Oskis, Andrea, Lisa Thorn, and Angela Clow. "Caregiving and care seeking as predictors of depression in girls: A pilot study of parenting in mother-daughter dyads." MALTRATTAMENTO E ABUSO ALL'INFANZIA, no. 3 (December 2019): 11–21. http://dx.doi.org/10.3280/mal2019-003002.
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This study investigated how individual differences in the quality of maternal parenting, (i.e. caregiving) and daughter attachment security (i.e. care seeking) contribute to depressive symptoms in daughters. The Parenting Role Interview (PRI), was used to estimate the qual-ity of mothers' parenting in a sample of 25 UK-based mother-adolescent daughter dyads (daughters were adolescents, with a mean age of 13.6 (± 1.5) years). Levels of depression were assessed in both mothers and daughters using appropriate versions of the Center for Epidemiological Studies Depression Scale, and daughters also completed the Inventory of Parent and Peer Attachment. Results showed that daughter-mother attachment security and maternal parenting quality were both linked to daughter depression levels, however in a regression analysis, only attachment security predicted daughter depressive symptoms, suggesting that the daughter's internalised bond with her mother hold more significance for psychological health outcomes.
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Navarro-Soria, Ignasi, Mateu Servera, and G. Leonard Burns. "Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children." Journal of Child and Family Studies 29, no. 2 (September 29, 2019): 526–33. http://dx.doi.org/10.1007/s10826-019-01596-1.
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Abstract Objective The objective was to determine if Spanish foster care children and Spanish non-foster children differ on sluggish cognitive tempo (SCT), ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), limited prosocial emotions (LPE), anxiety, depression, social and academic impairment measures and if the duration of foster care predicts a reduction in symptom and impairment differences between foster and non-foster care children. Method Foster care parents of 49 children (8 to 13 years, 57% girls) and non-foster care mothers and fathers of 1776 children (8 to 13 years, 49% girls) completed the Child and Adolescent Behavior Inventory (CABI). Results Foster care children had significantly higher scores on all symptom and impairment measures than non-foster care mother and father groups (d values from 0.37 to 1.53). A longer duration in foster care (range 8 to 86 months) was also associated with significant lower scores on SCT, ADHD-IN, anxiety, depression, and academic impairment. In addition, while foster care children with a shorter duration in foster care (less than medium months) had significantly higher scores than the non-foster care groups on all measures (d values from 0.66 to 2.25), children with a longer duration in foster care did not differ from the non-foster care groups on anxiety, depression, ADHD-IN, ADHD-HI, LPE, social and academic impairment. Conclusions Although foster care children had elevated psychopathology and impairment scores relative to non-foster care children, a longer stay in foster care was associated with the elimination of the difference on most symptom and impairment measures.
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Dhar, Ayurdhi. "The slippery and the sane: Decolonizing psychology through a study of the Indian girl-child." Feminism & Psychology 30, no. 3 (May 21, 2020): 391–413. http://dx.doi.org/10.1177/0959353520922419.
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This article makes a case against the export of psychological intervention, as developed and practiced in the Global North, to the Indian sub-continent. It is based on the premise that differences between these places are not only sociological and cultural but also at the level of the structure of subjectivity. Leaning on my theoretical understanding of the Indian female subject’s constitution and my empirical work on participants in rural Uttarakhand, India, I posit that our call for decolonization cannot be partial.
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Young-Bruehl, Elisabeth. "A Maltreated Girl: A Case and A Theoretical Commentary." Psychoanalysis, Culture & Society 9, no. 1 (March 19, 2004): 4–22. http://dx.doi.org/10.1057/palgrave.pcs.2100010.
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DAVIS, CAROLINE, ELIZABETH BLACKMORE, DEBRA K. KATZMAN, and JOHN FOX. "Female adolescents with anorexia nervosa and their parents: a case-control study of exercise attitudes and behaviours." Psychological Medicine 35, no. 3 (September 29, 2004): 377–86. http://dx.doi.org/10.1017/s0033291704003447.
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Background. Few studies of physical activity in patients with anorexia nervosa (AN) have included a suitable control group. Nor has such research considered the influence of parents' activity on that of their children. Our first prediction was that adolescents with AN would be significantly more active than healthy controls both prior to, and during, the progression of their disorder. We also expected that the activity levels of parents and their daughters would be correlated, and that this relationship would be stronger in patient than control families. Finally, we expected that the AN parents would be more active and report a greater commitment to exercise than the control parents.Method. In a case-control design, we employed multiple indicators of physical activity from adolescent females and their parents, using longitudinal, retrospective, self-report measurements.Results. AN patients were significantly more active than controls both during the course of their disorder and prior to its onset. Parents' activity related to their daughter's activity, but this relationship was not stronger in the parents of the patients.Conclusions. Future research is needed to determine whether the relationship between parents' and children's activity levels reflects environmental or genetic influences, or a combination of both factors. The important observation of a significant increase in patients' activity levels at least a year prior to diagnosis of the disorder suggests that enhanced physical activity may play a role in the development of the disorder. This may also serve as an early warning sign of a subclinical eating disorder in adolescent girls.
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Restrepo, Isabella C. "Pathologizing Latinas." Girlhood Studies 12, no. 3 (December 1, 2019): 1–17. http://dx.doi.org/10.3167/ghs.2019.120303.
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Scholars of the welfare system have explored the racialized criminalization of mothers of color who are punished by the foster care system, through control of their children, when they are unable to meet the ideals of middle-class motherhood but have yet to fully articulate a language to understand the ways in which this criminalization and punishment extends to youth once they are placed in the foster care system. Using ethnographic interviews with agents of the care system, I explore the ways in which the system pathologizes Latinas’ quotidian acts of resistance and survival like their use of silences through the behavioral diagnosis of Oppositional Defiant Disorder (ODD). I argue that California’s foster care system is an arm of the transcarceral continuum, marking girls of color and their strategies of resistance as pathological, thereby criminalizing them through the diagnosis of behavioral disorders.
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Becke, Sophia Daphne, Stephan Bongard, and Heidi Keller. "Attachment as a Collective Resource: Attachment Networks During Middle Childhood in a Cameroonian Clan." Journal of Cross-Cultural Psychology 50, no. 2 (December 3, 2018): 200–219. http://dx.doi.org/10.1177/0022022118814686.
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Attachment theory is commonly used to investigate children’s psychosocial development. To demonstrate cultural variability and to advance the idea of attachment as a collective resource, we assessed children’s attachment networks during middle childhood among the Nseh, a Cameroonian clan with distinct concepts of family and childhood. Using photo elicitation interviews, we used an exploratory approach to investigate the structural and functional composition of these networks and to generate a comprehensive overview. Participants were 11 children (six girls and five boys), aged 6 to 10 years. Children took photos of individuals who were important to them and with whom they felt safe, comfortable, and at ease. Then, in follow-up interviews they were asked to characterize their attachment figures on sociostructural dimensions and to elaborate how those individuals made them feel comfortable and safe. Transcripts of the interviews were coded using ethnographic strategies. Initial descriptive codes were analyzed concerning key terms, semantic relationships, and their context of meaning, before assigning higher level codes to generate distinct main categories of functionality. Children described attachment networks that were structurally adapted to concepts of social ties and interactional norms of the clan. Concerning their functionality, children differentiated between peers, responsible for overt emotional needs, and adults, providing nutritional care. We conclude that this pattern reflects sources of security and concepts of care of the distinct developmental environment. We discuss the importance of context-specific and comprehensive approaches to attachment, moving beyond Eurocentric monotropic concepts, with the goal of developing a complex understanding of childhood across ecocultural settings.
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Bratt, Anna, Ing-Marie Gralberg, Idor Svensson, and Marie Rusner. "Gaining the courage to see and accept oneself: Group-based compassion-focussed therapy as experienced by adolescent girls." Clinical Child Psychology and Psychiatry 25, no. 4 (June 6, 2020): 909–21. http://dx.doi.org/10.1177/1359104520931583.
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Shame and self-stigmatisation are common in adolescents with mental health problems, and can hinder their recovery. Compassion-focussed therapy (CFT) help people address challenging experiences and emotions with courage, wisdom, and care. However, no previous studies have examined whether CFT is helpful for adolescents with mental health problems. The present study aimed to describe lived experiences regarding group-based CFT based on the perspectives of a sample of adolescent girls who were recruited from a child and adolescent psychiatric outpatient clinic in Sweden. In-depth interviews were conducted with six girls, aged 15 to 17, using a reflective lifeworld research approach. The results showed that participating in group-based CFT means gaining the courage to see and accept oneself through meeting with peers who are experiencing similar difficulties. When sharing experiences in a group, new perspectives and an acknowledgement that mental and emotional struggle are normal arise, and a sense of inner peace and belonging emerges. Instead of hiding from society, it is possible to participate in everyday life, ask for help, and asserting oneself. CFT can provide a promising method for empowering young people with mental health problems, helping them feel connected with others, and fostering in them the strength to show their true personalities.
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Warren, Jessica M., Tanya Hanstock, Sally Hunt, and Sean Halpin. "Parent–Child Interaction Therapy for a 3-Year-Old Girl With Post-Traumatic Stress Disorder: Restoration to Her Father’s Care Following a Period in Out-of-Home Care." Clinical Case Studies 21, no. 2 (October 12, 2021): 132–51. http://dx.doi.org/10.1177/15346501211047482.
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Child abuse and neglect in very young children can lead to trauma-related stress symptoms that can be challenging to treat. Children exposed to multiple traumas occurring in the context of a caregiving relationship are sometimes more severely affected, evidenced by diverse negative behavioral, physical, social, and emotional consequences. Some of these children go on to develop post-traumatic stress disorder (PTSD). Parent–child interaction therapy (PCIT) is a dyadic play-based treatment for children with behavior problems and their parents or caregivers. There is limited research relating to the application of PCIT with very young children with PTSD with some studies actively excluding families where PTSD was present (Herschell et al., 2017). Additionally, there are no articles relating to treatment of a child restored to the care of a parent following out-of-home care (OOHC) and fewer still relating to a child restored to the care of her father. This case study illustrates the use of PCIT with a 3-year-old girl with PTSD, recently restored to her father’s care. It highlights how the use of PCIT in this case not only improved behavioral indicators of traumatic stress, but also afforded this child permanency and stability. The case study provides a summary of the progression of this intervention and the results obtained throughout treatment and 4 years post-intervention. The results indicated that PCIT, with trauma-informed tailoring, was an effective treatment in this case and contributed to safe and permanent care for this child.