Journal articles: 'Guidance for children'

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Theilheimer, Rachel. "Guidance of young children." Day Care & Early Education 15, no. 4 (June 1988): 41. http://dx.doi.org/10.1007/bf02361677.

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NONAKA, NOBUYUKI. "Language guidance for deaf children." AUDIOLOGY JAPAN 32, no. 5 (1989): 497–98. http://dx.doi.org/10.4295/audiology.32.497.

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Kumaran, Anitha, Sophia Sakka, and Renuka P. Dias. "Obesity in children: recent NICE guidance." Archives of disease in childhood - Education & practice edition 102, no. 2 (November 7, 2016): 84–88. http://dx.doi.org/10.1136/archdischild-2015-309729.

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The Lancet. "Guidance on food allergy in children." Lancet 377, no. 9767 (February 2011): 691. http://dx.doi.org/10.1016/s0140-6736(11)60251-1.

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Pearce, Lynne. "Guidance on pain management in children." Nursing Standard 32, no. 23 (January 31, 2018): 15. http://dx.doi.org/10.7748/ns.32.23.15.s10.

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Dorling, Kamena. "Age assessment guidance." Children and Young People Now 2015, no. 22 (October 27, 2015): 26. http://dx.doi.org/10.12968/cypn.2015.22.26.

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Novita, Rizka, Irma Suryani, Emrizal Emrizal, and Amri Effendi. "HARMONISASI SYARIAT ISLAM DI JORONG KOTO TUO DALAM PELAKSANAAN BIMBINGAN PRA-NIKAH YANG BERBASIS ADAT." Al Ushuliy : Jurnal Mahasiswa Syariah dan Hukum 1, no. 2 (December 31, 2022): 41. http://dx.doi.org/10.31958/alushuliy.v1i2.8354.

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This study examines the rules of pre-marital guidance in Jorong Koto Tuo Nagari Salimpaung in terms of Maslahah Mursalah. This study uses field research. The problem is that there are rules issued by niniak mamak in jorong koto tuo which require their children to attend pre-marital guidance at the surau before registering their marriage with the KUA so that there are two pre-marital guidances. -Marriage for children and how is Maslaha Murslah's review of pre-marital guidance for children. This research is field research, the data were obtained through interviews, observation, and documentation, after the data was collected it was processed by reducing the data by focusing on the important things, then narrated descriptively and analyzed inductively. This study found that pre-marital guidance for children in Jorong Koto Tuo was carried out by providing customary provisions for the bride and groom, how to live in the community, and equipping them with religious knowledge as provisions for married life. Pre-marital guidance has a positive impact in the form of additional knowledge as a provision for participating in pre-marital counseling at KUA, helping KUA in forming a sakinah mawaddah warahmah family, easily adapting to the customs that exist in Jorong Koto Tuo, in addition to that, children who are men will be more appreciated by niniak mamak from the wife's family. In addition, there is a negative impact from pre-marital counseling in terms of the time span between the pre-marital counseling held by niniak mamak and marriage registration at the KUA. In terms of costs, the children who have to spend more on transportation costs to attend two pre-marital counseling sessions. Pre-marital guidance in the perspective of Islamic law is permissible because this pre-marital guidance contains benefits because the children receive mature provisions as provisions in household life. legally, the maslahah mursalah is greater than the harm, so this does not conflict with the maslahah mursalah.

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Rahmawati, Tias, Fartiwi Fartiwi, and Umi Nur Fatimah. "MODEL PENDAMPINGAN BELAJAR ORANG TUA UNTUK ANAK BERKEBUTUHAN KHUSUS SELAMA MASA PANDEMI." Academica : Journal of Multidisciplinary Studies 4, no. 2 (December 15, 2020): 257–66. http://dx.doi.org/10.22515/academica.v4i2.3172.

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Education is a basic right for every citizen, including children with special needs who need guidanceÂ from people who are experts in their fields. During the pandemic, children wereÂ required to study at home with guidanceÂ from their parents. The purpose of this study was to find outÂ the model of parental learning guidanceÂ for children with special needs during the pandemic. This research uses a case study method and data collection using interviews with thematic analysis. From the results of the study, there are three models of parent learning guidance for children with special needs during the pandemic, namely learning guidanceÂ using permissive, authoritarian, and authoritative parenting approaches.Keywords:Â children whit special needs; guiding study; pandemic

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Sari, Eza Permata, Fatmariza, Maria Montesossori, and Delmira Syafrini. "Guidance and Science Skills for Street Children." Jurnal Penelitian Pendidikan IPA 10, no. 4 (April 25, 2024): 1707–13. http://dx.doi.org/10.29303/jppipa.v10i4.7091.

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Various programs were developed in response to the street children problem in Indonesia. The government (social services) has implemented a policy to overcome the problem of street children in the city of Jambi, including creating a shelter home policy for street children to study and provide skills in the field of science. This research aims to determine the effectiveness of skills in the field of science in handling street children. This research uses empirical demonstration and juridical methods using research specifications, population, samples, informants, data collection, data processing, and analysis. The results of the research show that skills in the field of science are very effective in developing street children in the city of Jambi, although they have not optimally reduced the number of street children in the city of Jambi due to several factors, both internal and external.

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Glasper, Edward Alan, and Catherine Powell. "Timely guidance for nurses working with children." Paediatric Nursing 8, no. 10 (December 1, 1996): 8. http://dx.doi.org/10.7748/paed.8.10.8.s11.

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Hollis, Rachel, and Louise Soanes. "Draft guidance on children and young people." Cancer Nursing Practice 3, no. 10 (December 2004): 6–7. http://dx.doi.org/10.7748/cnp2004.12.3.10.6.c100.

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North, Stephen W. "Providing Anticipatory Guidance to Children and Adolescents." North Carolina Medical Journal 74, no. 1 (January 2013): 53–56. http://dx.doi.org/10.18043/ncm.74.1.53.

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Ricci, V., V. Delgado Nunes, M. S. Murphy, and S. Cunningham. "Bronchiolitis in children: summary of NICE guidance." BMJ 350, jun02 14 (June 2, 2015): h2305. http://dx.doi.org/10.1136/bmj.h2305.

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Dawber, Steve. "NICE guidance in atopic eczema in children." British Journal of School Nursing 3, no. 2 (March 2008): 79–82. http://dx.doi.org/10.12968/bjsn.2008.3.2.28868.

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Lorenz, Jonathan M., Jeffrey A. Leef, Cynthia H. Chou, Brian Funaki, Christopher M. Straus, and Jordan D. Rosenblum. "Sonographic Needle Guidance in Cholangiography in Children." Journal of Vascular and Interventional Radiology 12, no. 3 (March 2001): 342–46. http://dx.doi.org/10.1016/s1051-0443(07)61914-9.

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Lin, Brent P., and Michael I. Lin. "Clinical Behavior Guidance for Children in Dentistry." Journal of the California Dental Association 48, no. 5-6 (May 1, 2020): 271–76. http://dx.doi.org/10.1080/19424396.2020.12222583.

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Rohana, Margareth Yolanda Uli, and Padmono Wibowo. "Bimbingan Sosial Individu dalam Upaya Perubahan Perilaku Anak di Lembaga Pembinaan Khusus Anak Kelas I Tangerang." JSHP : Jurnal Sosial Humaniora dan Pendidikan 6, no. 1 (December 14, 2021): 30–40. http://dx.doi.org/10.32487/jshp.v6i1.1271.

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Children are an inseparable part of the sustainability of human life and the sustainability of a nation and state, In this study, researchers focused on providing appropriate social guidance to children who are serving a sentence at the Tangerang Children Special Development Institution (LPKA Class 1 Tangerang). In this study, the researchers focused on providing appropriate social guidance to children who were serving a criminal period at the Tangerang Children's Special Guidance Institute (LPKA Class 1 Tangerang). In this study, researchers used a descriptive interview method using a qualitative approach. The purpose of this study was to find out changes in children's behavior with guidance aimed at helping children face their social problems in LPKA as well as knowing the right guidance program for children and helping children so that later they can be well received in the Children's Special Guidance Institution and the environment where they live. Children who can well accept the guidance program provided will certainly experience changes for the better in the future and children are expected to be able to be independent and be able to make the best decisions in dealing with any problems encountered both in LPKA and in the environment later.

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Assidiq, Khobirudin, Catniya Catniya, and Beautiful Azzahra. "Guidance and Counseling for Children With Special Needs." Asesment : Journal Of Counseling Guidance 1, no. 1 (June 26, 2023): 7–15. http://dx.doi.org/10.59784/journalofcounselingguidance.v1i1.2.

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This research departs from the problems that occur in children with special needs. The characteristics of children with special needs differ from one child to another. So that the characteristics and constraints experienced by children with special needs require them to get special education services that should be adapted to the abilities and potential of the child. Children with special needs experience weakness but also have physical, mental, emotional, intellectual or social strengths. The opportunity for ABK to obtain education has expanded along with the introduction of inclusive schools. SLB schools are schools that accept ABK students to study.

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Mujahid, Imam. "Guidance Collaborative Study for Children with special needs." KONSELING RELIGI Jurnal Bimbingan Konseling Islam 13, no. 2 (December 20, 2022): 267. http://dx.doi.org/10.21043/kr.v13i2.18019.

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This study aims to describe the form of collaboration between parents and counselor in learning services for children with special needs. This research is a case study on children with special needs with ADHD and Autism. The resource persons in this study were parents, counselor and peers of children with special needs. Qualitative data analysis technique was carried out inductively with Miles Huberman's interactive model analysis, which began with collecting data through observation notes, and interviews with 2 ADHD children and 2 Autism children. The results of the study indicate that the collaboration between parents and counselor can increase the enthusiasm for learning for children with special needs so that their learning development can run optimally. In this collaboration pattern, several different collaboration patterns were found in research on crew members as objects. The form of collaboration is virtual, face-to-face and carried out with both modes. This form of learning service for ABK is carried out in the form of collaborative guidance between parents and counselor internally and externally.

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Chasanah, Uswatun, Imaniar Purbasari, and Erik Aditia Ismaya. "Bentuk Kecerdasan Interpersonal Anak Ditinjau dari Bimbingan Orang Tua." AS-SABIQUN 5, no. 5 (September 1, 2023): 1281–93. http://dx.doi.org/10.36088/assabiqun.v5i5.3846.

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This study has a background regarding interpersonal intelligence in fifth grade children at SDN 6 Jekulo, it was found that there were children who were less able to interact socially. Interpersonal intelligence is needed by children in the current era because it has something to do with their social environment, so parents who are the main education for children must be able to provide guidance to develop interpersonal intelligence in children. This study aims to narrate the form of interpersonal intelligence of children based on parental guidance methods. This study used a narrative qualitative research method which was conducted at SDN 6 Jekulo and parents' homes in March 2023 by collecting data from the results of two interviews with four children in grade V and their parents and observations for one week. Implementation of data collection is done by seeking information about the form of interpersonal intelligence of children and methods of parental guidance. The results of this study indicate that the form of interpersonal intelligence of children who receive more than one parental guidance method is said to be quite good, while the form of interpersonal intelligence of children who receive only one parental guidance method is said to be poor. Therefore, the level of interpersonal intelligence of children can be seen from the guidance methods provided by their parents.

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XU, Dongmei. "A Study of Teacher Intervention in Guiding Kindergarten Middle School Role Play." Progress of Chinese Pedagogy 3, no. 1 (March 28, 2024): 1–6. http://dx.doi.org/10.48014/pcp.20230407001.

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Games contribute to the development of children and reflect the level of development of children[ 1]. In kindergarten game activities, role play is popular among children, and it plays a significant role in the healthy development of children. During the process of participating in role-playing, young children's bodies and minds are fully developed and perfected. Middle class children are in a special transitional period, unlike small class children who do not have much understanding of roles, nor are they mature enough like large class children. Therefore, middle class children need more guidance from teachers. This paper observes and records the intervention and guidance of teachers in the role play of the middle class in Kindergarten A. Through analyzing the identity, methods, time, and attitude of teachers'intervention and guidance, it is found that there are four aspects of teachers'intervention and guidance in the role play: the teacher is mainly a director, and he or she provides authoritative intervention and guidance; the teacher's intervention is inappropriate; the teacher's attitude is not positive; and the time of teacher's intervention is unreasonable. In response to these issues, it is proposed that teachers should pay attention to games and provide guidance at the right time; Teachers should choose appropriate methods for guidance; Teachers should transform. from “directors” to “players”; Respect children's willingness to play and give full play to their freedom.

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Lee, Yeon Seung, and Soyeong Kang. "The influence of parenting behaviors on parents' digital media guidance methods for parents with young children." korean Jouranl of Early Childhood Education 25, no. 4 (December 31, 2023): 432–49. http://dx.doi.org/10.15409/riece.2023.25.4.17.

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The purpose of this study is to explore the relationship and influence of parenting behaviors on digital media guidance methods among parents of young children who are first exposed to digital media. The results of the study are as follows. the correlation analysis results between parenting behaviors of parents with young children and parents' digital media guidance methods showed a significant correlation in all sub-factors of digital media guidance methods, except for the supervisory aspect of controlling media guidance methods. However, in the case of the sub-factor rules of the controlling media guidance method, a negative correlation was shown with the sub-factor responsiveness of parenting behaviors. Second, when examining the influence of parents' parenting behaviors on digital media guidance methods, boundary setting, rational guidance, and affection in that order had a positive influence on controlling media guidance methods, while responsiveness had a negative influence. On affectionate media guidance methods, boundary setting, affection, and rational guidance in that order had a positive influence. Through this study, it was possible to know the correlation between parenting behaviors of parents with young children and digital media guidance methods. It was predicted that when parents show appropriate boundary setting, rational guidance, and affectionate parenting behaviors for young children, correct controlling and affectionate media guidance methods will be implemented.

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Grišinaitė, Rūta. "Profesinis orientavimas sovietmečio Lietuvoje 1958–1984 m.: sisteminis, idėjinis ir praktinis įgyvendinimas." Lietuvos istorijos metraštis 2019/1 (September 1, 2019): 145–76. http://dx.doi.org/10.33918/2019/1/6.

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Vocational guidance in the Soviet system of education was considered a high priority of institutional socialisation. Industrialisation and technical modernisation dictated and regulated changes in perception of labour training and vocational guidance and encouraged to promote economically required and favourable occupations in the public discourse. However, in reality, the attempt of the educational staff to direct pupils to vocational education facilities did not correspond with the expectations of parents and children regarding their future. Moreover, children’s choices for future occupations were far from accompanying socialist slogans. In order to reveal this complex phenomenon, the article analyses the systematic, theoretical, and practical implementations of vocational guidance in the educational environment of Soviet Lithuania. The research revealed that educational framework for vocational guidance in Soviet Lithuania was receptive to the changes introduced by educational reforms throughout the Soviet nion. It reflected the government’s economic, technical, and agricultural modernization as well as the increasing necessity of specialized manpower and blue–collar workers. The 1970s was the turning point for vocational guidance infrastructure in Lithuania – a huge institutional development took place. Moreover, state administration sectors responsible for economic welfare imposed their considerable influence on the educational system. The modernisation of the educational discourse in Soviet Lithuania in the 1960s–1970s changed the perception of vocational training in the educational system. Labour ducation and vocational guidance became the focus of the Soviet educational discourse and offered a child–oriented vocational guidance framework, which was based on the knowledge of the child, motivational, and interest related education. However, this sophisticated approach was used to manipulate children and to ensure adequate supply of professionals for various key industries, alongside with the implementation of ideological tasks. The actual practices of labour education and professional choices among children were influenced by family values, teachers’ approaches, and different socioeconomic conditions that surrounded children in the rural and urban environment. Due to the agricultural structure and collectivization in rural areas, children there were used to physical work. Therefore, their labour education included helping collective farm workers and their own parents during harvest periods. Meanwhile faster modernisation of urban educational spaces and more advanced technical possibilities determined that labour education of children from urban areas was less intense in terms of physical work. The development of the infrastructure of post-school activities in urban areas allowed children to get acquainted with different professions and activities. These circumstances were crucial when making a decision for future professional choices. Children’s future occupational decisions were also influenced by the concept of “prestige profession” (lawyer, doctor, engineer etc.) that circulated among parents and children during our research period. This concept was exceptionally strong among cultural and political elite families; therefore, their children most frequently went for higher education. Meanwhile childhood in rural areas based on physical work, determined the urge to escape these difficult conditions. nsequently, these pupils were considering non–manual occupations. However, their strong urge to help the family sometimes left them in an ambivalent position and their work choices were made in favour of the family. These contradictory practises led to the emergence of “vocational misguidance” when only unapt, ill-behaved or ideologically upstart pupils were guided to vocational training institutions.

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Parihar, Dr Swarnika, Dr Deepak P. Bhayya, and Dr Prabhat Kumar. "Dealing from Scratch: Pre-Appointment Behaviour Guidance." International Journal of Research and Review 9, no. 6 (June 18, 2022): 87–90. http://dx.doi.org/10.52403/ijrr.20220613.

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Background: One major aspect of child management in the dental set up is managing anxiety, a barrier to oral health care and service provision worldwide. Management involves either in prevention or abolishing fear/anxiety in uncooperative children. Behavior guidance needs to be implemented before the patient enters the dental clinic for the first dental visit. Pre-appointment preparations requires euphemistic approach to convey the treatment information to the children specially the one with poor cognition. So the study aimed to evaluate general dentist's perception in Jabalpur city regarding pre- appointment behavior guidance when dealing with child patients. Materials & method: A closed-ended questionnaire prepared on Google format was send to general dentists practicing in Jabalpur city, to take their perception on pre-appointment behavior guidance when dealing with children who come for dental care at their dental office. Results: Out of 209 general dentists, 129 participants treat children in their set up. Majority of general dentists believed that pre- appointment behaviour modification of the child helps in achieving positive behavior in the operatory. The most frequent means of reducing the anxiety of child before treatment as told by the practitioner was you tube video option (21.7%). Results also revealed that the post graduate participants were better aware about the pre- appointment behavior guidance than the graduate participants. Conclusion: Pre- appointment behaviour guidance for the child helps to alleviate patient’s anxiety and fear, delivering our services in a better and thereby instilling positive dental attitude in children. Educational programs should be planned for general dentists to improve their knowledge and skills in providing treatment to children. Keywords: Pre-appointment behaviour guidance, behavior guidance, pre- appointment preparations.

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Rosyada, Syeilla Amrina, and Aziz Muslim. "IMPLEMENTASI LAYANAN BIMBINGAN KARIR BAGI ANAK TUNAWICARA DI SMPLB YPAC PALEMBANG [IMPLEMENTATION OF CAREER GUIDANCE SERVICE FOR SPEECH IMPAIRED CHILDREN IN SMPLB YPAC PALEMBANG]." Acta Islamica Counsenesia: Counselling Research and Applications 1, no. 2 (December 28, 2021): 59–70. http://dx.doi.org/10.59027/aiccra.v1i2.93.

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This study aims to determine the concept of career development for a speech impaired, as well as to understand the concept of implementation of development and strategies for the development of career guidance for a speech impaired children at SMPLB YPAC Palembang. This study uses qualitative research using data analysis techniques with Miles and Huberman models, data collection techniques through primary data, and secondary data through observation, in-depth interviews, and documentation. The findings of this study are a career guidance that has been programmed in a guidance and counseling services. But in its implementation it is not optimal, because there is several obstacles both in terms of learning and needs, learning barriers here are not optimal planning and a preparation of a career guidance programs. Career guidance services are a principle for children with special needs or children with disabilities where each process is the same as a career guidance for students in regular schools,but there is slight differences in the stages of implementation, services, development strategies and the results of a career guidance programs obtained for children with special needs or a speech impaired children.

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Lambert, Veronica, and Michele Glacken. "Engaging with children in research." Nursing Ethics 18, no. 6 (June 6, 2011): 781–801. http://dx.doi.org/10.1177/0969733011401122.

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At the outset of an ethnographic inquiry, we navigated national and international resources to search for theoretical and practical guidance on obtaining parents and children’s informed consent/assent. While much theoretical guidance debating ethical issues to children’s participation in research was found, a paucity of published papers offering practical guidance on assent processes and/or visual representations of child assent forms and information sheets was discovered. The purpose of this article is to describe our experiences, both theoretically and practically, of negotiating the process of obtaining informed consent and assent with parents and children for a non-therapeutic qualitative research study. We hope this article instigates a platform for others to explicate their experience and contributes to the construction of a coherent body of knowledge which will clearly delineate important elements that must be considered when negotiating children’s agreement to participate in research.

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Irwan, Hanifah. "Hambatan Internal Guru Bimbingan dan Konseling dalam Memberikan Layanan pada Anak Berkebutuhan Khusus." Jurnal Counseling Care 3, no. 1 (November 18, 2019): 26–32. http://dx.doi.org/10.22202/jcc.2019.v3i1.3717.

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This research is motivated by the phenomenon of the existence of students with special needs who do not care when the Guidance and Counseling Teachers provide services and the existence of Guidance and Counseling Teachers who spend a long time to provide services to children with special needs because children have weak grasp and below average abilities. average in Vocational High School 4 Padang. The purpose of this study is to describe the internal barriers of Guidance and Counseling Teachers in providing services to children with special needs. This research is a type of qualitative research, with 4 key informants as Guidance and Counseling Teachers and 3 additional informants, namely special assistant teachers, subject teachers and school principals. The instrument of this research is to use interview guidelines in the form of structured interviews, observations and documentation studies and processed by conducting data analysis inductively-deductively. The results of the study revealed that in general the Guidance and Counseling Teacher has internal barriers in providing services to children with special needs in Padang Vocational High School 4 Padang. Guidance and Counseling teachers do not have enough knowledge about how to deal with children with special needs. The results of this study are recommended to the Guidance and Counseling Teachers to further enhance their understanding by attending training on how to deal with children with special needs and the principal to pay more attention to the facilities needed by the Guidance and Counseling Teacher in providing services to children with special needs.

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NAGATSUKA, Yukio. "Peripheral Nerve Block with Ultrasound Guidance in Children." JOURNAL OF JAPAN SOCIETY FOR CLINICAL ANESTHESIA 32, no. 4 (2012): 495–500. http://dx.doi.org/10.2199/jjsca.32.495.

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Peh, W. C., P. L. Khong, C. Lam, K. L. Chan, W. Cheng, W. W. Lam, H. Saing, L. L. Leong, L. C. Low, and P. K. Tam. "Reduction of intussusception in children using sonographic guidance." American Journal of Roentgenology 173, no. 4 (October 1999): 985–88. http://dx.doi.org/10.2214/ajr.173.4.10511163.

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Venkatesan, Priya. "New guidance for researching acute hepatitis in children." Lancet Microbe 3, no. 9 (September 2022): e651. http://dx.doi.org/10.1016/s2666-5247(22)00229-4.

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Davies, I., S. Burman-Roy, and M. S. Murphy. "Gastro-oesophageal reflux disease in children: NICE guidance." BMJ 350, jan14 5 (January 14, 2015): g7703. http://dx.doi.org/10.1136/bmj.g7703.

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Williamson, Claire. "Guidance on healthy packed lunches for school children." British Journal of School Nursing 4, no. 6 (July 2009): 268–74. http://dx.doi.org/10.12968/bjsn.2009.4.6.43223.

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Bergeron, Mathieu, and Jacques E. Leclerc. "Is image guidance accurate in children sinus surgery?" International Journal of Pediatric Otorhinolaryngology 79, no. 4 (April 2015): 469–73. http://dx.doi.org/10.1016/j.ijporl.2014.12.025.

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Gerritsen, Jorrit, Han van der Laag, Gerben Sinnema, and Klaas Knol. "Guidance of children and adolescents with cystic fibrosis." Lung 168, S1 (December 1990): 474–80. http://dx.doi.org/10.1007/bf02718167.

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Lehmann, Christine. "AACAP Offers Guidance on Stimulant Drugs in Children." Psychiatric News 37, no. 8 (April 19, 2002): 50. http://dx.doi.org/10.1176/pn.37.8.0050.

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Dosman, Cara F., Debbi Andrews, Sheila Gallagher, and Keith J. Goulden. "Anticipatory guidance for behaviour concerns: School age children." Paediatrics & Child Health 24, no. 2 (July 18, 2018): e78-e87. http://dx.doi.org/10.1093/pch/pxy080.

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Candy, David. "Constipation in children: NICE guidance implications for GPs." Prescriber 21, no. 19 (October 5, 2010): 7–8. http://dx.doi.org/10.1002/psb.672.

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PERRONE, PHIL. "Guidance Needs of Gifted Children, Adolescents, and Adults." Journal of Counseling & Development 64, no. 9 (May 1986): 564–66. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01204.x.

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Park, Yoon Joe, and Jung Won Lee. "The Effect of Social Support and Resilience of Childcare Teachers on Guidance Strategies for Children Problem Behavior." K Association of Education Research 8, no. 4 (December 31, 2023): 71–90. http://dx.doi.org/10.48033/jss.8.4.5.

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The purpose of this study was to examine the effects of social support and resilience of childcare teachers on the guidance strategies for children's problem behaviors. Data from 164 childcare teachers who working in daycare centers in Gyeonggi and Chungnam. The research tools were the Social Support Scale, the Resilience Scale (KRQ-53), and the Children Problem Behavior Guidance Strategy Scale, and the data were analyzed using correlation analysis, and multiple regression analysis with SPSS 23.0. The results were as follows. First, the social support and resilience of childcare teachers were higher than average, and among the guidance strategies for children's problem behaviors, the positive guidance strategies were high and the negative guidance strategies were low. Second, among the guidance strategies for problem behavior of children, positive guidance strategies showed a significant positive correlation with social support and resilience, and negative guidance strategies showed negative correlations with social support, but no significant correlation with resilience was shown. Third, the effect of social support and resilience of childcare teachers on the guidance strategy of problem behavior of children were confirmed as a predictor variable of positive guidance strategies, and negative guidance strategies did not appear as significant predictors of both social support and resilience. Based on the results of this study, institutional support is required for the development and field application of teacher education programs to restore teachers' resilience so that they can strengthen positive guidance strategies for problem behaviors of children.

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Lestari, Eha Anna, Ahmad Gawdy Prananosa, Adisel Adisel, and Hairun Nisa’ Wahyuni. "Motivasi dan Bimbingan Orangtua terhadap Kelancaran Anak dalam Membaca Al-Quran." Journal of Education and Instruction (JOEAI) 5, no. 1 (June 30, 2022): 312–19. http://dx.doi.org/10.31539/joeai.v5i1.3648.

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The purpose of this study was to find out what forms of motivation and guidance are given by parents to children's fluency in reading the Koran and also to find out how the results of parental motivation and guidance on children's fluency in reading the Koran. This study uses a qualitative approach. This research was carried out at TPQ Al Jihan Rt 04 Rw 03, Rawa Makmur Permai sub-district, Bengkulu City. The research subjects consisted of Koran teachers, parents and TPQ students. Data collection techniques include; observation, interviews and documentation, data analysis techniques using data reduction, data display, and verification / drawing conclusions. The results of the study, as for the forms of motivation and guidance provided by parents are parents asking the obstacles faced by children in learning the Koran, giving understanding to children about the importance of studying the Koran as Islamic character formation, giving gifts/punishments to children, facilitating children in learning, and provide encouragement and motivation, while the form of guidance given by parents is attention when children study, guiding children when reading the Koran, scheduling Koran learning activities at home. In conclusion, from the forms of motivation and guidance that have been given by parents, the results are very good for children who are also guided by their parents at home, not only relying on studying at TPQ, if the motivation and guidance are good the results obtained are also good, and vice versa. Keywords: Motivation, Guidance, Parents, Fluency in reading the Koran, TPQ

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Chasanah, Naila, and Yuli Kurniawati Sugiyo Pranoto. "Parental Guidance for Gadget Use during Early Childhood." Jurnal Pendidikan dan Pengajaran 56, no. 3 (November 6, 2023): 501–8. http://dx.doi.org/10.23887/jpp.v56i3.66501.

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Excessive use of gadgets and lack of assistance and parental supervision have a negative impact on early childhood. This research is a qualitative type with a research design approach, namely a case study. The study involved 4 primary subjects with the characteristics of mothers of children in the age range of 5-6 years. The purpose of this study is to analyze the habitual activities of parents in providing assistance to children, efforts to form a communication relationship with children, to the impact on the use of gadgets. Data collection using the questionnaire method with google forms, interviews and documentation which are then analysed with a qualitative approach. The results show that parents play an important role in assistance starting from granting permission to use, monitoring, to providing a safe duration/time. This research found that parents are overwhelmed to fulfill the assistance authority due to various factors: (1) busy parents are overcome by giving gadgets to children; (2) limited knowledge of the introduction of safe gadgets; (3) the characteristics of children who are already comfortable with gadgets; (4) the belief that the need for gadgets is not a bad thing, but rather a single solution to various problems including child development (e.g. gadgets help increase the vocabulary of children with speech delays). Meanwhile, the lack of assistance from parents results in excessive use of gadgets. The implications of this research are used as readers' future views regarding the importance of assistance and supervision in the use of gadgets in early childhood.

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Dorling, Kamena. "Transferring asylum-seeking children." Children and Young People Now 2018, no. 5 (May 2, 2018): 45. http://dx.doi.org/10.12968/cypn.2018.5.45.

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Roudlotun Ni’mah, Farida Isroani, and Muflihaini. "PENERAPAN LAYANAN BIMBINGAN KONSELING PAUD." PROSIDING SEMINAR NASIONAL PENDIDIKAN, BAHASA, SASTRA, SENI, DAN BUDAYA 1, no. 1 (May 1, 2022): 1–12. http://dx.doi.org/10.55606/mateandrau.v1i1.98.

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Counseling guidance services in children in PAUD as assistance provided to children in developing optimal aspects of development with the aim that children become responsible and independent in solving problems. The stages of the implementation of counseling guidance services in early childhood include planning, implementation, evaluation, and follow-up. This type of research is a type of field research or case study. And it's qualitatively deskritive. Data collection techniques are carried out by interviewing to find out the school's point of view on the implementation of counseling guidance services in early childhood education while additional data in the form of observation and documentation. The result of this study is the implementation of counseling guidance services in early childhood education n has been going well, which is illustrated from the planning that includes the identification of learners' problems through the child's personal data form. Implementation includes data collection, information, extension, placement and devaluation services. Evaluation includes conformity between the program and implementation, compliance with the program, obstacles, responses of children, teachers and parents and changes in progress in the provision of guidance also running as a whole. Follow-up includes other methods performed if an action that has been performed has not been successful. Counseling guidance services include nonprofessional counseling guidance services, because those who become counseling guidance teachers are classroom teachers appointed by the principal as BK teachers.

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Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (April 23, 2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.

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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.

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Jannah, Nadila Miftahul, and Syawaluddin Syawaluddin. "Upaya Meningkatkan Kepercayaan Diri Remaja Putri melalui Bimbingan Kelompok di Panti Asuhan Hanifa Jorong 3 Kampung Nagari Gadut Tilatang Kamang Kabupaten Agam." YASIN 3, no. 1 (February 1, 2023): 139–46. http://dx.doi.org/10.58578/yasin.v3i1.877.

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Group guidance is the provision of services in a group atmosphere by utilizing group dynamics. In the implementation of this group guidance activity, it can be seen how the efforts to increase the self-confidence of young women as foster children who are in the Orphanage. This study aims to (1) describe self-confidence, (2) describe group guidance, (3) and reveal efforts to increase girls’ self-confidence through group guidance. This type of research is qualitative research using observation and interview methods of the orphanage administrators, foster mothers and foster children who are in the orphanage. The data that has been collected from the informant is then carried out data reduction and data verification regarding efforts to increase the confidence of young women through group guidance at the Hanifa Jorong 3 Orphanage, Kampung Nagari Gadut, Tilatang Kamang, Agam Regency. With this group guidance activity it can help increase the confidence of the foster children in this orphanage.

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Jing, Ning. "Research on Issues and Guidance Strategies of Peer Interactions During Area Activities in Senior Kindergarten Classes." Lecture Notes in Education Psychology and Public Media 40, no. 1 (March 5, 2024): 88–103. http://dx.doi.org/10.54254/2753-7048/40/20240715.

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Area activities in a kindergarten setting are primarily child-centered, allowing children to make their own decisions, operate independently, and explore freely. These activities are crucial for enhancing childrens ability to interact with peers. During these self-directed area activities, children are not only able to reflect on their own behaviors but also respond to the actions of others. This cooperation and understanding foster improved peer interactions. This paper utilizes observational methods, interviews, and literature reviews, employing observation sheets for studying S Kindergarten. It focuses on three key issues in childrens peer interactions: aggressive behavior, egocentrism, and gender differences. The study analyzes the current state of teachers guidance strategies across three levels: linguistic, interactive, and environmental setup. It evaluates the existing practices in teachers guidance methods and concludes by offering improvements and recommendations for guiding peer interactions in senior kindergarten classes.

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Arifin, Misbahul, Munawir Yusuf, and Joko Yuwono. "DESCRIPTIVE STUDY OF THE COMPETENCE OF SPECIAL GUIDANCE TEACHERS FOR INCLUSIVE SCHOOLS IN SURAKARTA." ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY 1, no. 1 (November 19, 2021): 1–10. http://dx.doi.org/10.55047/romeo.v1i1.40.

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Inclusive education is education that allows learners with mental or physical disabilities the equal opportunity to learn alongside peers their age in regular schools. Inclusive education tries to minimize negative perceptions toward children with disabilities. A special guidance teacher's role is significant in maximizing children's academic and non-academic development. The purpose of this study is to determine how to optimize the role and responsibilities of special guidance teachers in inclusion schools, to ascertain the impact that the absence of special guidance teachers has on inclusion schools, and to ascertain the school's efforts to overcome the effects of the unavailability of special guidance teachers in inclusion schools. The descriptive qualitative method was used in this study. The study gathered data from principals, special guidance teachers, and classroom teachers. Interviews, observations, documentation, and questionnaires are used to collect data. The findings of this study indicate that special guidance teachers (GPK) continue to exercise authority in the same way that other teachers do, namely by standing in the classroom and instructing children with special needs. Special guidance teachers educate in the same way as classroom teachers, and some even shift to classroom teaching as a result of the school's teacher shortage. The impact on schools caused by the lack of special guidance teachers in inclusion education is the inability to meet the needs of ABK (children with special needs), especially special needs programs; ABK (children with special needs) is seen as a disruptor in the smooth implementation of educational programs; classroom teachers are unable to accommodate the needs of ABK in the classroom; school policy to accept both regular students and ABK (children with special needs) with mild level disabilities. While ABK with a moderate to severe level of resistance is directed at Special Needs Schools (SLB). To address the lack of GPK, efforts are undertaken to appoint honoree GPK and to collaborate with the nearest SLB to bring in visiting teachers. Keywords: Special Guidance Teachers, Inclusive Schools, Children with Special Needs

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Saleh, Muhammad, Ratna Purwanti, Yusi Mardatila, and Rahmat Alfian Madani. "A Case Study of Culturing Children's Independence Attitude Through Parent’s Role and Teacher’s Role." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 9, no. 1 (July 28, 2022): 39–49. http://dx.doi.org/10.21831/jppm.v9i1.47465.

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In the family environment, parents play an important role in children development. Meanwhile at schools, teachers’ role is also vital in strengthening children’s character. The problem that should be addressed is that parents should cooperate with teachers in instilling good values, such as independence, in children. Independence prevents children from being dependent on others and the most important thing is cultivating children’s courage and motivation to continue exploring new knowledge. Independence encourages children to learn about behavioral choices and risks that must be accounted for. The purpose of this study was to describe the guidance of parents and teachers in instilling children's independence. This research was conducted using the qualitative method with a descriptive research approach. The research location was in At-Tibyan Kindergarten. The data were collected using observations, documentation, and interviews with the principal, teachers, parents, and children in group B. The results of the study found that parental guidance in instilling children's independence was done by providing children with good examples, giving choices to children, guiding children in solving problems, giving sincere praises to children, providing support to children, and developing good communication with them. Meanwhile, the teacher's guidance was conducted through habituation and by establishing harmonious relationships with children, providing a good understanding to children, providing clear information to children, giving advice to children, and assisting them in problem-solving. This research can be used as input in instilling children's independence through guidance at home and school.

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Hsu, Hui-Chin, Shih-Yu Lee, Chin-Man Lai, Wan-Ling Tsai, and Hsiao-Tung Chiu. "Effects of Pediatric Anticipatory Guidance on Mothers of Young Children." Western Journal of Nursing Research 40, no. 3 (December 5, 2016): 305–26. http://dx.doi.org/10.1177/0193945916681292.

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Provision of anticipatory guidance to parents during well-child visits is a defining component of pediatric primary care. Using nationally representative data from the 2000 U.S. National Survey of Early Childhood Health, this study addressed the questions of whether, how, and what mothers of children below age 3 with different ethnic/racial background could benefit from anticipatory guidance. Structural equation modeling results showed that across ethnic/racial groups, guidance was directly associated with decreased maternal stress and directly and indirectly associated with effective parenting practices in child development, discipline, and safety. Moreover, guidance was consistently associated with decreased stress (effect size = .159/.123/.252) and increased effective parenting practices in child development (total effect = .090/.179/.296), discipline (total effect = .079/.138/.111), and safety (total effect = .186/.204/.229) in White/Black/Latino groups, respectively. Finally, whereas guidance was directly associated with child safety in all groups, it was indirectly contributed to child development and discipline via maternal stress in the Latino group only.

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D'Angiulli, Amede, John M. Kennedy, and Morton A. Helle. "Blind children recognizing tactile pictures respond like sighted children given guidance in exploration." Scandinavian Journal of Psychology 39, no. 3 (September 1998): 187x—190. http://dx.doi.org/10.1111/1467-9450.393077.

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Journal articles on the topic 'Guidance for children'

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