Academic literature on the topic 'Preadolescence'
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Journal articles on the topic "Preadolescence"
Racu, Iulia, and Lilia Niţa. "The study of perseverance and firmness in preadolescence." Univers Pedagogic, no. 3(75) (October 2022): 69–73. http://dx.doi.org/10.52387/1811-5470.2022.3.18.
Full textDita, Maria. "Strategies for the prevention of behavioral deviance in preadolescents." Vector European, no. 2 (January 2023): 107–11. http://dx.doi.org/10.52507/2345-1106.2022-2.21.
Full textMaxim, Lorena, and Igor Racu. "Studiul inteligenței emoționale la vârsta preadolescentă." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, no. 1 (March 2021): 29–36. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p29-36.
Full textGómez-Pérez, M. Mar, M. Dolores Calero, and Sara Mata. "Executive Functions and Interpersonal Skills in Preadolescents With High Family Risk: Effectiveness of a Multicomponent Intervention Program." Journal of Early Adolescence 40, no. 1 (January 18, 2019): 104–33. http://dx.doi.org/10.1177/0272431618824702.
Full textThomas, Kendra, Herbert Rodrigues, Aline Morais Mizutani Gomes, Renan Theodoro de Oliveira, Debora Piccirillo, and Rafael Cardoso de Brito. "PARENTAL LEGITIMACY, PROCEDURAL JUSTICE, AND COMPLIANCE WITH PARENTAL RULES AMONG BRAZILIAN PREADOLESCENTS." International Journal of Child, Youth and Family Studies 9, no. 3 (June 14, 2018): 21. http://dx.doi.org/10.18357/ijcyfs93201818275.
Full textEdwards, Laura C., Herbert Rodrigues, and Kendra J. Thomas. "Factors that Differentiate Preadolescents' Perception-Change of Parental Legitimacy." International Journal of Child, Youth and Family Studies 11, no. 1 (February 12, 2020): 22–44. http://dx.doi.org/10.18357/ijcyfs111202019472.
Full textChu, Chien-Heng, Arthur F. Kramer, Tai-Fen Song, Chih-Han Wu, Tsung-Min Hung, and Yu-Kai Chang. "Acute Exercise and Neurocognitive Development in Preadolescents and Young Adults: An ERP Study." Neural Plasticity 2017 (2017): 1–13. http://dx.doi.org/10.1155/2017/2631909.
Full textRacu, Iulia. "Anxietatea în preadolescență: caracteristici și mecanisme explicative." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, no. 4 (2020): 38–44. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p38-44.
Full textРаку, Жанна. "Особенности психологического благополучия и проявления неврозов у подростков." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, no. 4 (2020): 108–16. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p108-116.
Full textMancilla Medina, Araceli, Rosalia Vázquez Arévalo, Juan Manuel Mancilla Díaz, Adriana Amaya Hernández, and Georgina Alvarez Rayón. "Body dissatisfaction in children and preadolescents: A systematic review / Insatisfacción corporal en niños y preadolescentes: Una revisión sistemática." Revista Mexicana de Trastornos Alimentarios/Mexican Journal of Eating Disorders 3, no. 1 (July 31, 2012): 62–79. http://dx.doi.org/10.22201/fesi.20071523e.2012.1.212.
Full textDissertations / Theses on the topic "Preadolescence"
Chagnon, Jean-Yves. "Le pronostic a la preadolescence." Paris 5, 2000. http://www.theses.fr/2000PA05H006.
Full textNelson, L. "Hostile attributional style, mentalisation and attachment in preadolescence." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444887/.
Full textAUGELLI, ALESSANDRA. "L'erranza come ricerca di senso: prospettive pedagogiche. Itinerari educativi per la preadolescenza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/327.
Full textBy exploring the multifaceted ways of the «art of wandering» as a means of leading a life of constant change, this Thesis attempts to outline the implications of the process of wandering as an experience which never ceases to retain truth searching significance in order to identify the complexities and best practises of educational pathways. The act of wandering can be viewed as an indicator of existential experience of one's life when confronted with human reality both individually and collectively. This topic is of particular interest in a time characterized by profound uncertainties and unrest due to ever-changing habits and forms of what is regarded as mobility. In pedagogy, itinerant education pays strict attention to the importance of «going through» and lived experience, teleological and axiological direction, the value and consequences of doing errors and the need for change making the process of wandering an indispensable tool for the search for meaning. Subsequently, the functions of the educator-wanderer take shape and he becomes a guiding light through on the «way» of Education. In view of what will be discussed throughout the first part of this paper, special attention will be paid to pre- adolescence years. These are in fact the years in which the experience of becoming is so strong. That theoretical analysis grow rich by preadolescent's autobiographic narrations about wandering, written during some workshop in the school.
AUGELLI, ALESSANDRA. "L'erranza come ricerca di senso: prospettive pedagogiche. Itinerari educativi per la preadolescenza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/327.
Full textBy exploring the multifaceted ways of the «art of wandering» as a means of leading a life of constant change, this Thesis attempts to outline the implications of the process of wandering as an experience which never ceases to retain truth searching significance in order to identify the complexities and best practises of educational pathways. The act of wandering can be viewed as an indicator of existential experience of one's life when confronted with human reality both individually and collectively. This topic is of particular interest in a time characterized by profound uncertainties and unrest due to ever-changing habits and forms of what is regarded as mobility. In pedagogy, itinerant education pays strict attention to the importance of «going through» and lived experience, teleological and axiological direction, the value and consequences of doing errors and the need for change making the process of wandering an indispensable tool for the search for meaning. Subsequently, the functions of the educator-wanderer take shape and he becomes a guiding light through on the «way» of Education. In view of what will be discussed throughout the first part of this paper, special attention will be paid to pre- adolescence years. These are in fact the years in which the experience of becoming is so strong. That theoretical analysis grow rich by preadolescent's autobiographic narrations about wandering, written during some workshop in the school.
Phylactou, Catherine A. "Correlates of self-esteem in preadolescence : the role of gender." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/615/.
Full textForns, i. Guzman Joan 1981. "Social and environmental determinants of neuropsychological development from birth to preadolescence." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/96193.
Full textIntroducció El desenvolupament neuropsicològic infantil és un procés guiat genèticament, el qual és contínuament influenciat per factors socials i ambientals. L’objectiu d’aquesta tesis fou l’estudi dels principals determinants socio-ambientals del desenvolupament neuropsicològic infantil en diferents períodes de temps. Aquesta tesis també té l’objectiu de resumir en un marc conceptual els diferents components del desenvolupament neuropsicològic pel seu ús en estudis d’epidemiologia ambiental. Mètodes Aquesta tesis està basada en dades del projecte INMA (Infancia y Medio Ambiente). El principal objectiu d’aquest projecte és avaluar l’impacte de les exposicions ambientals en la salud infantil en 7 cohorts de població establides en diferents regions d’Espanya. Dintre del marc d’aquest projecte, s’ha avaluat el desenvolupament neuropsicològic d’aproximadament 2.650 nens en diferents moments, seguint els mateixos protocols. Resultats (1) Les capacitats cognitives maternes estan positivament relacionades amb el desenvolupament cognitiu infantil en les primeres etapes, en les classes socials ocupacionals menys afavorides. (2) Els nivells de cortisol infantil no mostren associació amb el desenvolupament neuropsicològic durant el segon any de vida. (3) Nivells elevats d’àcids grassos poliinsaturats de cadena llarga en conjunció amb períodes prolongats de lactancia materna afavoreixen el desenvolupament neuropsicològic a les primeres etapes, especialment en aquells nens de mares fumadores durant l’embaràs. (4) L’exposició prenatal a PCBs (espcialment, al congener 153) impacta negativament en el desenvolupament psicomotor infantil durant el segon any de vida i en el desenvolupament neuropsicològic general als 4 anys d’edat. (5) L’exposició postnatal a compostos organocloroats està associada a una capacitat de reacció (velocitat de processament) més alentida en etapes preadolescents. (6) L’ús del marc conceptual propossat tesis afavorirà la qualitat de l’investigació en aquesta àrea. Conclussions Els determinants socials, com l’intel•ligència materna, el nivell educatiu o la classe social basada en l’ocupació, configuren l’entorn més proper del nen i determinen el seu desenvolupament neuropsicològic. Els nivells actuals de certs compostos organoclorats, especialment els bifenils policlorinats, mesurats en mostres de sang (de cordó umbilical, mares o nens) mostren efectes negatius sobre el desenvolupament neuropsicològic en la població general.
Introducción El desarrollo neuropsicológico infantil es un proceso guiado genéticamente, el cual está contínuamente influenciado por factores sociales y ambientales. El objetivo de esta tesis fue estudiar los principales determinantes socio-ambientales del desarrollo neuropsicológico infantil en diferentes periodos de tiempo. Esta tesis también tenía como objetivo resumir en un marco conceptual el trabajo hecho en epidemiología ambiental en el estudio del desarrollo neuropsicológico infantil. Métodos Esta tesis está basada en datos del proyecto INMA (Infancia y Medio Ambiente). El principal objetivo de esto proyecto es evaluar el impacto de las exposiciones ambientales en la salud infantil en 7 cohortes de población establecidas en diferentes regiones de España. El desarrollo neuropsicológico de aproximadamente 2.650 niños ha sido evaluado en diferentes momentos siguiendo los mismos protocolos. Resultados (1) Las capacidades cognitivas maternas están positivamente relacionadas con el desarrollo cognitivo infantil en edades tempranas en las clases sociales ocupacionales menos aventajadas. (2) Los niveles de cortisol en el niño no se asocian con el desarrollo neuropsicológico durante el segundo año de vida. (3) Niveles altos de ácidos grasos poliinsaturados de cadena larga debido a periodos largos de lactancia materna mejoraron el desarrollo neuropsicológico a edades tempranas, especialmente en esos niños cuyas madres fumaron durante el embarazo. (4) La exposición prenatal a PCBs (espcialmente para el congener 153) impacta negativamente en el desarrollo psicomotor durante el segundo año de vida y en desarrollo neuropsicológico general a la edad de 4 años. (5) La exposición postnatal a compuestos organoclorados está asociado con una peor capacidad de tiempo de reacción (velocidad de procesamiento) durante la preadolescencia. (6) El marco conceptual propuesto mejorará la calidad de la investigación en esta área. Conclusiones Los determinantes sociales tales como inteligencia maternal, nivel educativo o clase social basada en la ocupación, configuran el entorno más cercano en el cual el niño se desarrolla y determinan su desarrollo neuropsicológico. Los niveles actuales de ciertos compuestos organoclorados, especialmente los bifeniles policlorinados, medidos en sangre (de cordón umbilical, madre, o niño) tienen efectos negativos sobre el desarrollo neuropsicológico de la población general.
Sert, Adile Gulsah. "The Effect Of An Assertiveness Training On The Assertiveness And Self Esteem Level Of 5th Grade Children." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217686/index.pdf.
Full texts level of assertiveness and self esteem. The participants of the study were from Ankara University Education Development Foundation Primary School. Twenty four students participated in the study. The experimental design was used in which 2 groups were compared on pre test and post test measures by using Assertiveness Inventory and Coopersmith Self Esteem Inventory. Moreover, observations of teachers were collected through the record sheets. The experimental group was given an 8 week training. In order to explore the effects of assertiveness training on assertiveness levels of the children independent samples t test was used. The results revealed that there were significant differences between the two groups based on assertiveness scores. Inn order to explore the effects of assertiveness training on self esteem levels of children, Analysis of Covariance (ANCOVA) was used. However, there were no significant differences found on self esteem scores between the two groups. On the other hand, according to the observations that were collected from the teachers, it could be stated that the training contributed positively to the children&rsquo
s self esteem.
Quayle, Diane M. "The effect of an optimism and lifeskills program on depressive symptoms in preadolescence." Thesis, Quayle, Diane M. (1999) The effect of an optimism and lifeskills program on depressive symptoms in preadolescence. Professional Doctorate thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/50439/.
Full textBosacki, Sandra Leanne. "Theory of mind in preadolescence, connections among social understanding, self-concept, and social relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41405.pdf.
Full textGoddard, Michael S. "A Drama-Based Group Intervention for Adolescents to Improve Mentalization." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597409479861618.
Full textBooks on the topic "Preadolescence"
Zhao, Junru. Implicit self-theories of shyness: Predictors and correlates in preadolescence. St. Catharines, Ont: Brock University, Dept. of Psychology, 2006.
Find full textB, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your child: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1998.
Find full textB, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your adolescent: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1999.
Find full textB, Pruitt David, and American Academy of Child and Adolescent Psychiatry., eds. Your child: What every parent needs to know about childhood development from birth to preadolescence. New York: HarperCollins, 1998.
Find full textAbignente, Giovanni. Identikit del preadolescente. Napoli: Liguori, 1990.
Find full textPollon, Dawn E. Preadolescents' internet usage: Psychosocial implications. St. Catharines, Ont: Brock University, Faculty of Education, 2003.
Find full textG, Di Cioccio, ed. La preadolescenza in provincia dell'Aquila. L'Aquila: Amministrazione provinciale, 1989.
Find full textAdler, Patricia A. Peer power: Preadolescent culture and identity. New Brunswick, N.J: Rutgers University Press, 1998.
Find full textAdler, Patricia A. Peer power: Preadolescent culture and identity. New Brunswick, N.J: Rutgers University Press, 1998.
Find full textTindall, Judith A. Peers helping peers: Program for the preadolescent. Muncie, Ind: Accelerated Development, 1990.
Find full textBook chapters on the topic "Preadolescence"
Baker, Julien S., Fergal Grace, Lon Kilgore, David J. Smith, Stephen R. Norris, Andrew W. Gardner, Robert Ringseis, et al. "Preadolescence." In Encyclopedia of Exercise Medicine in Health and Disease, 721. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-540-29807-6_2897.
Full textMilitello, Rosanna. "Gestalt Psychotherapy and Complex Trauma in Preadolescence." In Psychopathology of the Situation in Gestalt Therapy, 133–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003313335-13.
Full textWong, Marleen, and Erum Nadeem. "Responding to the Challenges of Preadolescence: Roles for Caregivers." In Caregiving Across the Lifespan, 47–59. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5553-0_4.
Full textDavis, W. R., and L. Erlenmeyer-Kimling. "Social Development of Children at High Risk for Depression: Preadolescence and Early Adolescence." In New Directions in Affective Disorders, 352–55. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3524-8_77.
Full textByrne, Barbara M. "Measures of self-concept for preadolescents." In Measuring self-concept across the life span: Issues and instrumentation., 85–124. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10197-005.
Full textBuson, Laurence. "French preadolescents’ perceptions of stylistic variation." In Sociolinguistic Variation in Contemporary French, 141–58. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/impact.26.11bus.
Full textFardouly, Jasmine, Natasha R. Magson, Carly J. Johnco, and Ella L. Oar. "Parental Control of the Time Preadolescents Spend on Social Media: Links with Preadolescents’ Social Media Appearance Comparisons and Mental Health." In Key Topics in Behavioral Sciences, 85–97. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19918-9_7.
Full textChaux, Enrique. "The role of third parties in conflicts among Colombian preadolescents." In Prevention and Control of Aggression and the Impact on its Victims, 209–14. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-6238-9_24.
Full textWashington, R., C. Cohen, J. Fasules, M. Florentine, E. Daberkow, W. Stark, M. Dickson, and R. Wolfe. "Anaerobic Threshold in Healthy Preadolescent Children Performing Graded Exercise Tests." In Pediatric Cardiology, 236–37. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4613-8598-1_62.
Full textWiklund, Mari. "Disfluencies." In Speech and Interaction of Preadolescents with Autism Spectrum Disorder, 53–73. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8117-3_3.
Full textConference papers on the topic "Preadolescence"
RACU, Iulia, and Liliana NIȚĂ. "Psyhcological methods of optimization of volitive qualities in preadolescence." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p42-49.
Full textButnaru, Simona. "Perceived Parenting Styles and Identity Development in Preadolescence." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.142.
Full textButnaru, Simona. "Relationships Between Emotional Intelligence And Vocational Orientation In Preadolescence: Gender Differences." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.68.
Full textPERJAN, Carolina. "The relationship between mental states and coping strategies in preadolescence as a factor in psychological security." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p12-16.
Full textButnaru, Simona. "RELATIONSHIPS BETWEEN PERCEIVED PARENTAL BEHAVIOR, PEERS’ COHESION AND SCHOOL ADJUSTMENT IN PREADOLESCENCE: THE INFLUENCE OF SEPARATION FROM PARENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1476.
Full textCHIREV, Larisa. "Self-esteem and anxiety in preadolescent." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p73-78.
Full textTarasova, S. Yu. "Psychological Support For Adolescents And Preadolescents With Destructive Tendencies." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.80.
Full textSălceanu, Claudia. "Aspects Of Creativity Development At School-Aged Children And Preadolescents." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.80.
Full textJELESCU, Petru, Raisa JELESCU, and Dumitru JELESCU. "The basic laws of appearance and development statement and denial of the child in ontogenesis." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p16-22.
Full textNation, Jasmine. "An Exploration of Preadolescent Perceptions About Engagement in Interdisciplinary Research." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441650.
Full textReports on the topic "Preadolescence"
Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.
Full textDesarrollo de habilidades en América Latina y el Caribe: Desafíos y estrategias. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003316.
Full text