Relevant bibliographies by topics / Helping behavior in children Victoria

Academic literature on the topic 'Helping behavior in children Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Helping behavior in children Victoria"

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Dishkova, Maria. "HELPING BEHAVIOR IN PRIMARY SCHOOL CHILDREN." Education and Technologies Journal 11, no. 1 (August 1, 2020): 72–77. http://dx.doi.org/10.26883/2010.201.2188.

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Helping behavior is a phenomenon that largely determines positive communication between people, because it is associated with the skills of empathy, compassion, conflict resolution, communication without aggression. Very interesting from a scientific point of view is the helping behavior in children, how it is formed and in which cases it manifests itself. A survey was conducted among primary school children in order to examine their attitudes to help their classmates. The topic has been a subject of scientific pedagogical interest for several years, but today it is especially relevant in the context of modern requirements for interpersonal communication.The results of the study will be analyzed in the report.
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Mareš, Jiří. "Prosocial Behavior Education in Children." Acta Technologica Dubnicae 7, no. 2 (August 28, 2017): 7–16. http://dx.doi.org/10.1515/atd-2017-0009.

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Abstract Introduction: It is paradoxical that more attention is currently paid to negative features in children’s and adolescents’ behavior (aggressive behavior, bullying) than to the positive ones (helping, social support). Purpose: This literature review describes how children’s sensitivity to helping other people develops and how children acquire competences in helping. Methods: The literature search was conducted in databases using keywords “child”, “prosocial development” and “prosocial behavior”. Publications (papers or monographs) published in English or Czech between 1989 and 2016 were retrieved. Conclusions: The study identified the following sources of prosocial behavior: use of fairy-tale motifs in the case of babies (e. g. the motif of good deeds) and targeted family education with the use of direct and indirect procedures. Targeted education of children in preschool was accomplished by experienced teachers. Education in providing help and social support to schoolmates (including the socalled partnership and peer teaching) at elementary school was identified as a special case.
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Stanhope, Linda, Richard Q. Bell, and Nina Y. Parker-Cohen. "Temperament and helping behavior in preschool children." Developmental Psychology 23, no. 3 (May 1987): 347–53. http://dx.doi.org/10.1037/0012-1649.23.3.347.

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SUTO, KUNIHIKO. "Helping Behavior in Children With Autism Spectrum Disorders :." Japanese Journal of Educational Psychology 59, no. 2 (2011): 206–18. http://dx.doi.org/10.5926/jjep.59.206.

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McIntosh, Margaret E. "Helping Children Assess Their OWN Creative Reading Behavior." Gifted Child Today Magazine 11, no. 2 (March 1988): 52–54. http://dx.doi.org/10.1177/107621758801100228.

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Fujisawa, Keiko K., Nobuyuki Kutsukake, and Toshikazu Hasegawa. "Reciprocity of prosocial behavior in Japanese preschool children." International Journal of Behavioral Development 32, no. 2 (March 2008): 89–97. http://dx.doi.org/10.1177/0165025407084055.

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This study investigated the reciprocity of prosocial behavior among 3- and 4-year-old Japanese preschool children during free-play time. Matrix correlation tests revealed positive correlations between the frequencies of object offering given and received within dyads and between the frequencies of helping given and received within dyads. These results suggest that young children reciprocate prosocial behavior spontaneously. Positive correlations were also found between the frequencies of object offering and helping behavior exchanged within dyads, suggesting that children exchanged the two types of prosocial behaviors (i.e., “interchanged”). The interchange was independent of both reciprocity within object offering and reciprocity within helping behavior in 4-year-olds. Friends reciprocated object offerings more frequently than non-friends, suggesting that friendship affects the quantitative aspect of reciprocity. These data provide refined evidence of reciprocity among children and also suggest that reciprocity becomes more complicated as children grow older.
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Wark, Linda. "Helping Young Children Regulate Their Behavior: Two Fun Interventions." Journal of Family Psychotherapy 20, no. 1 (March 9, 2009): 89–94. http://dx.doi.org/10.1080/08975350802716574.

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Richman, Charles L., Carolyn Berry, Monnie Bittle, and Kim Himan. "Factors related to helping behavior in preschool-age children." Journal of Applied Developmental Psychology 9, no. 2 (April 1988): 151–65. http://dx.doi.org/10.1016/0193-3973(88)90020-2.

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Noell, George H., Jeanne M. Donaldson, Kristin A. Gansle, Rachel L. Bradley, Aijah K. Goodwin, Emma Larson, Philip R. Richard, et al. "Developing helping behavior in young children through multiple exemplar training." Behavioral Development 24, no. 1 (April 2019): 6–17. http://dx.doi.org/10.1037/bdb0000083.

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Sujetaitė-Volungevičienė, Giedrė. "HELPING YOUNG CHILDREN JOIN PLAYWORLD: MICROANALYSIS." Moscow University Psychology Bulletin, no. 4 (2021): 34–71. http://dx.doi.org/10.11621/vsp.2021.04.02.

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Relevance. Self-regulation is a key skill that predicts successful life-long learning and fi ne career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021). Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. Th is study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years. Methods. Th is study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. Th e fi ndings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.
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Dissertations / Theses on the topic "Helping behavior in children Victoria"

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Lookabaugh, Sandra Leigh. "The role of inanimate transitional objects in helping children cope with daily hassles." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101120.

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Children's use of inanimate transitional objects when coping with daily hassles was examined in this study. Mothers of 50 children, aged 2- to 3-years, rated their children on frequency of hassles, intensity of reaction to daily hassles, coping effectiveness, and frequency of object use. No significant differences were found between those children with an inanimate transitional object and those without such an object (p>.05). Among those children with objects, a significant object effect on frequency of hassles (p<.05) and a significant object effect on coping effectiveness (p<.05) were found. Post hoc analyses indicated that children using soft objects (X̅=31.87) were rated as having more hassles than children using their thumb (X̅=18.88), and children using soft objects (X̅=l.34) were rated as coping less effectively than children using their thumb (X̅=.75). Among those children with inanimate transitional objects, significant positive relationships were found between: frequency of hassle, intensity of reaction to hassles, coping effectiveness, and frequency of object use. The results indicated that children who use their thumb as an inanimate transitional object had fewer hassles and cope more effectively than children who use a soft object. The results also suggest that increased object use was related to an increased number of hassles, as well as more intense reactions to hassles and less effective coping. Based on these findings, future research suggestions were made.
M.S.
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Kam, Chi-ming. "A study on teacher's attributions and helping behaviours for students with behavioural problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29788948.

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Neary, Philippa. "Exploring the positive effects of television : can televised modelling facilitate 18-month-olds' helping behaviour? /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19743.pdf.

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Odyssey, Rebecca Carlson Katharine L. Martinez Nicole. "Desire understanding and prosocial behavior the relationship between early development of theory of mind and the social processes of preschool-age children /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/738.

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Greer, Cathy. "Comparison of the prevalence of adult children of alcoholics between nursing and noncaretaking occupations." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897488.

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Theoretical speculation implies Adult Children of Alcoholics (ACOAs) are drawn in disproportionate numbers to caretaking occupations. This study compared the prevalence of ACOAs between nursing and noncaretaking occupations. A cover letter, demographic questionnaire, and Children of Alcoholics Screening Test (CAST) were distributed to a random sample of 196 registered nurses and 184 noncaretaking employees at a large metropolitan hospital. Seventy-nine nursing and 104 noncaretaking occupations respondents completed the questionnaires.Comparison of demographic data for nursing and noncaretaking occupations revealed similar composition regarding age, number of marriages, and race. There were more male, divorced, widowed, and first born respondents in noncaretaking occupations than in nursing.ACOAs were identified in 21.5% of nursing respondents and 19.2% of noncaretaking occupation respondents. Chi-square showed no significant difference between the proportion of ACOAs in nursing and noncaretaking occupations at the .05 level of confidence. Thus, the null hypothesis was not rejected. This study found ACOAs are not drawn in disproportionate numbers to nursing.
School of Nursing
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Melvin, Holly Lynn. "The relationship among parenting styles, children's empathy, and certain problematic behaviors in children and young adolescents." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1709.

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Williams, Jillian Leigh. "Helping our toddlers, developing our children's skills (HOT DOCS) : an investigation of a parenting program to address challenging behavior in young children." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003010.

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Williams, Jillian Leigh. "Helping Our Toddlers, Developing Our Children’s Skills (HOT DOCS): An Investigation of a Parenting Program to Address Challenging Behavior in Young Children." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/86.

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This study investigated outcomes of a parent training curriculum: Helping Our Toddlers Developing Our Children's Skills (HOT DOCS), using secondary analyses of existing data collected between May 2007 and March 2009. The evaluation studied the impact of specific components of the parent training program on both participants' knowledge and attitudes and their perceptions of target children's behavior. Caregivers (n = 334) of children between the ages of 18 months and 5.11 years of age who were participants in the parent training program were included in the study. Measures included a pre/post knowledge test, pre/post rating scales of child problem behavior, and a program evaluation survey. Results indicated significant increases in caregiver knowledge following participation in the program, but non-significant differences between groups of participants based on various demographic variables. Prior to participation in the program, caregivers' perceptions of the severity of child problem behaviors were significantly different from that of the normative population. Following participation in the program, results showed a significant decrease in caregiver perceptions of the severity of child problem behaviors, regardless of caregiver/target child demographic variables. Caregiver feedback indicated high levels of satisfaction with the program.
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Benitez, Christine Paras. "Maternal parentification of siblings in families with or without a child with a developmental disability." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2676.

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The lives of family members of a child with a developmental disability are typically influenced by acute as well as chronic stressful events. These families are compared to families of typically developing children. In order for a family with a child with a developmental disability to function as effectively as possible, it may be necessary to renegotiate and reassign traditional family roles of parent, spouse, brother and sister.
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Tuncgenc, Bahar. "Movement synchrony, social bonding and pro-sociality in ontogeny." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b766e5a0-9cbe-4af2-b545-3e87c3d6d573.

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Human sociality, with its wide scope, early ontogeny and pervasiveness across cultures, is remarkable from an evolutionary perspective. We form bonds with other individuals and live in large social groups. We help, empathise with and share our resources with others, who are unfamiliar and genetically unrelated to us. It has been suggested that interpersonal coordination and rhythmic synchronisation of movements may be one proximate mechanism that enables such widespread human sociality and facilitates cooperation. In the last decade, considerable research has examined the effect of movement synchrony on social bonding and cooperation. However, when this thesis started, there was virtually no experimental study investigating the ontogeny of the movement synchrony-social bonding link, which is proposed to have deep evolutionary roots and important, long-lasting consequences in social life. This thesis aims to investigate the effects of movement synchrony on social bonding and cooperative behaviour across different time points in ontogeny. Three experimental studies were conducted examining infancy, early childhood and middle childhood. Each study explored a different aspect of social bonding and cooperation based on the motor, social and cognitive developments that mark that age group. Study 1a found that at 12 months of age, infants prefer individuals who move in synchrony with them, when the individuals are social entities, but not when they are non-social. Study 1b showed no preferences for synchrony at 9 months in either social or non-social contexts, however. Study 2 revealed that in early childhood, performing synchronous movements actively with a peer facilitates helping behaviour among the children, as well as eye contact and mutual smiling during the interaction. Finally, Study 3 showed that the social bonding effects of movement synchrony applied to inter- group settings and that performing synchronous movements with out-groups increased bonding towards the out-group in middle childhood. This thesis followed an interdisciplinary, integrative and naturalistic approach, where (i) literature from a wide range of disciplines motivated and guided the present research; (ii) links between motor, social and cognitive aspects of development, which are often investigated separately, are formed; and (iii) the experiments were designed in ways that represent the real-life occurrences of the investigated phenomena. The current findings provide the first substantial evidence that movement synchrony facilitates social bonding and cooperation in childhood and thereby provides a foundation for future research.
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Books on the topic "Helping behavior in children Victoria"

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Helping others. Chicago, Illinois: Norwood House Press, 2016.

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1941-, Nelson C. Michael, and Lambert Deborah L, eds. Helping adolescents with learning and behavior problems. Columbus: Merrill Pub. Co., 1987.

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Marion, Marian. Helping young children deal with anger. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1997.

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Perich, Shirley. Helping. [United States]: Taubman Co., 2002.

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Perich, Shirley. Helping. [United States]: Taubman Co., 2002.

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Ancona, George. Helping out. New York: Clarion Books, 1985.

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Williamson, Peter A. Good kids, bad behavior: Helping children learn self-discipline. New York: Simon and Schuster, 1990.

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Delattre, Edwin J. Helping Your Child Learn Responsible Behavior: With activities for children. Lexington: D.C. Heath and Company, 1994.

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Delattre, Edwin J. Helping your child learn responsible behavior: With activities for children. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Delattre, Edwin J. Helping your child learn responsible behavior: With activities for children. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Book chapters on the topic "Helping behavior in children Victoria"

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Waterman, Jill, Audra K. Langley, Jeanne Miranda, and Debbie B. Riley. "Module 1: Trust, positive coping strategies, and behavior management." In Adoption-specific therapy: A guide to helping adopted children and their families thrive., 43–90. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000096-004.

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McMahon, Robert J., Nicholas Long, and Rex L. Forehand. "Parent Training for the Treatment of Oppositional Behavior in Young Children: Helping the Noncompliant Child." In Clinical Handbook of Assessing and Treating Conduct Problems in Youth, 163–91. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6297-3_7.

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Sukmana, Oman, and Erinda Dwimagistri Sukmana. "The influence of modeling and reinforcement from parents on helping behavior in children: A study at pondok bestari indah housing, Malang regency." In Social and Political Issues on Sustainable Development in the Post Covid-19 Crisis, 305–11. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003263586-36.

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Durand, V. Mark, and Meme Hieneman. "Replacing Behavior." In Helping Parents with Challenging Children: Parent Workbook, 69–80. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195332995.003.0007.

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Durand, V. Mark, and Meme Hieneman. "Session 6: Replacing Behavior." In Helping Parents With Challenging Children, 83–92. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195332988.003.0008.

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Kearney, Christopher A. "School Refusal Behavior." In Helping School Refusing Children and Their Parents, 1–24. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.003.0001.

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This chapter provides a definition and description of the concept of school refusal behavior in children and adolescents. The chapter focuses on definitions of key terms, epidemiology, common behaviors and symptoms associated with problematic absenteeism, and short- and long-term outcomes of problematic absenteeism. However, a main focus is on how these characteristics pertain to, and illustrate, the real-life cases seen by the reader. Chapter 1 also include an overview of the book’s approach. The chapter discusses the purpose of this book and characteristics of youths with school refusal behavior. The chapter also presents a model for understanding school refusal behavior and for guiding assessment and intervention.
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Durand, V. Mark, and Meme Hieneman. "Identification and Assessment of Challenging Behavior." In Helping Parents With Challenging Children, 15–20. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195332988.003.0002.

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Cabrera, Natasha, Catherine Kuhns, Jenessa L. Malin, and Daniela Aldoney. "Helping Children Navigate a Diverse World." In Advances in Child Development and Behavior, 81–102. Elsevier, 2016. http://dx.doi.org/10.1016/bs.acdb.2016.05.002.

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Kearney, Christopher A. "Contextual Variables and School Refusal Behavior." In Helping School Refusing Children and Their Parents, 25–36. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.003.0002.

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This chapter provides a summary of contextual variables that impact school absenteeism in children and adolescents. Child-oriented contextual variables surround key factors such as psychopathology, poor academic or social competence, history of absenteeism or learning disorder, grade retention, employment, pregnancy, and trauma. Parent-oriented contextual variables surround key factors such as in adequate parenting skills or problematic styles, psychopathology, poor communication with school officials, and low expectations of school performance. Family-oriented contextual variables surround key factors such as homelessness, poverty, problematic dynamics, and cultural and language barriers. Peer-oriented contextual variables surround key factors such as peer pressure or proximity to deviant peers as well as bullying. School-oriented contextual variables surround key factors such as poor school climate, tedious curricula, and minimal monitoring or consequences for absenteeism. Community-oriented contextual variables surround key factors such as economic pull factors and lack of educational support services.
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Kearney, Christopher A. "Assessing Cases of School Refusal Behavior." In Helping School Refusing Children and Their Parents, 55–93. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.003.0004.

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This chapter offers the reader an overview of methods to assess, on an initial and ongoing basis, youths with presenting school refusal behavior. These methods target youth who are just beginning to refuse school and/or have scattered absences, a few skipped classes, recurrent tardiness, premature departures from school during the day, excessive crying or resistance going to school, and noncompliance regarding school attendance, in addition to more subtle behaviors such as frequent student requests to leave class, visits to the school nurse, or escalating distress about attending school. Formal assessment methods are described, such as interview questions, questionnaires, and behavioral observation, but an emphasis is also placed on time-sensitive and highly efficient ways to gather substantial information about a youth’s school refusal behavior and related variables.
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Conference papers on the topic "Helping behavior in children Victoria"

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Rutsinskaya, Irina, and Galina Smirnova. "VISUALIZATION OF EVERYDAY SOCIAL AND CULTURAL PRACTICES: VICTORIAN PAINTING AS A MIRROR OF THE ENGLISH TEA PARTY TRADITION." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/37.

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"Throughout the second half of the seventeen and the eighteenth centuries, tea remained an expensive exotic drink for Britain that “preserved” its overseas nature. It was only in the Victorian era (1837-1903) that tea became the English national drink. The process attracts the attention of academics from various humanities. Despite an impressive amount of research in the UK, in Russia for a long time (in the Soviet years) the English tradition of tea drinking was considered a philistine curiosity unworthy of academic analysis. Accordingly, the English tea party in Russia has become a leader in the number of stereotypes. The issue became important for academics only at the turn of the twentieth and twenty-first centuries. Currently, we can observe significant growth of interest in this area in Russia and an expansion of research into tea drinking with regard to the history of society, philosophy and culture. Despite this fact, there are still serious lacunas in the research of English tea parties in the Victorian era. One of them is related to the analysis of visualization of this practice in Victorian painting. It is a proven fact that tea parties are one of the most popular topics in English arts of the nineteenth and the twentieth centuries. No other art school in the world referred to the topic so frequently: painting formed the visual image of the English tea party, consolidated, propagandized and spread ideas of the national tea tradition. However, this aspect has been reflected neither in British nor Russian studies. Being descriptive and analytical, the present research refers to the principles of historicism, academic reliability and objectivity, helping to determine the principal trends and social and cultural features and models in Britain during the period. The present research is based on the analysis of more than one hundred genre paintings by British artists of the period. The paintings reflect the process of creating a special “truly English” material and visual context of tea drinking, which displaced all “oriental allusions” from this ceremony, to create a specific entourage and etiquette of tea consumption, and set nationally determined patterns of behavior at the tea table. The analysis shows the presence of English traditions of tea drinking visualization. The canvases of British artists, unlike the Russian ones, never reflect social problems: tea parties take place against the background of either well-furnished interiors or beautiful landscapes, being a visual embodiment of Great Britain as a “paradise of the prosperous bourgeoisie”, manifesting the bourgeois virtues. Special attention is paid to the role of the women in this ritual, the theme of the relationship between mothers and children. A unique English painting theme, which has not been manifested in any other art school in the world, is a children’s tea party. Victorian paintings reflect the processes of democratization of society: representatives of the lower classes appear on canvases. Paintings do not only reflect the norms and ideals that existed in the society, but also provide the set patterns for it."
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Soares, Felipe A. L., Efrem E. O. Lousada, Tiago B. Silveira, Raquel A. F. Mini, Luis E. Zárate, and Henrique C. Freitas. "Analysis and Prediction of Childhood Pneumonia Deaths using Machine Learning Algorithms." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/kdmile.2021.17456.

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Acute Respiratory Tract Infections are among the leading causes of child mortality worldwide. Specifically, community-acquired pneumonia has different causes, such as: passive smoking, air pollution, poor hygiene, cardiac insufficiency, oropharyngeal colonization, nutritional deficiency, immunosuppression, and environmental, economic and social factors. Due to the variation of these causes, knowledge discovery in this area of health has been a great challenge for researchers. Thus, this paper presents the steps for the construction of a database and evaluation results applied to the analysis and prediction of potential deaths caused by childhood pneumonia using the Pictorea method. For this, the Random Forest and Artificial Neural Network algorithms were used, and after comparison, the Neural Network algorithm showed higher accuracy by up to 87.57%. This algorithm was used to analyze and predict the number of deaths from pneumonia in children up to 5 years old, and the results were presented using Root Mean Square Error and scatter plots. A domain specialist validated the results and defined that the pattern found is relevant for future studies in the medical field, helping to analyze the behavior of countries and predict future scenarios.
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