Relevant bibliographies by topics / Preadolescence

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Preadolescence'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

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Journal articles on the topic "Preadolescence"

1

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.

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The article describes the experimental study of volitional qualities: perseverance and firmness in preadolescence. In our research were included 239 preadolescents. Perseverance and firmness were examined by applying Technique for the study of volitional qualities of personality (by Н. Стамбулова). The study results shoes that a few of preadolescents have a high level of perseverance and firmness under the expression of the expressivity and generalization factors. Boys are characterized by a higher level of development of perseverance and firmness under expression of expressivity factor, meanwhile at girls we identify a higher level of development of perseverance and firmness under expression of generalization factor. The high level of perseverance and firmness under expression of expressivity factor prevails at 13 years old preadolescents, while the same qualities, under expression of the generalization factor is more developed at 14–15 years old preadolescent.
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Dita, 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.

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Preadolescence is one of the most difficult stages of human development. This is marked by major and profound changes that affect the psycho-emotional development of the preadolescent. The most frequent changes are felt in: the physiological aspect, the relationships it establishes with peers and/or adults, the level of development of cognitive processes, the level of intelligence, intelligence, skills and social skills and in the affective aspect. Preadolescence is characterized by strong emotions, a fact that manifests itself in high excitability, mood variability, anxiety, aggression and other violent reactions. Since the experience of preadolescents is limited, they tend to assert themselves, to demonstrate their independence. In the circle of her colleagues, they often try to assert themselves, proving that they are people with great life experience. Such a statement is often associated with imitation of antisocial behaviors.
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Maxim, 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.

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This article presents partial results of a study on the development of emotional intelligence in preadolescence. The ascertainin experimental research was performed on a sample of 180 preadolescents (93 boys, 87 girls), the purpose of the ascertaining research being o study the development of emotional intelligence in preadolescence, highlightimg the peculiarities in the development of EQ depending on social developmental situation (SSD), gender and age.
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Gómez-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.

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Growing up in a high family risk (HFR) environment is accompanied by difficulties in executive functions (EFs) and interpersonal skills (IS) that may persist into adulthood. Because preadolescence is a critical period, this study will assess a multicomponent mediational intervention program, to determine the possibility of improving these skills. There were 61 preadolescent participants, between the ages of 8 and 12; 34 were associated with HFR and 27 were associated with low family risk (LFR). All the participants were tested with EF and IS measures. Results showed that, prior to treatment, the HFR preadolescents had poorer performance on EF and IS than did the LFR preadolescents. In the posttreatment measures, to assess the utility of the multicomponent program, the HFR preadolescents group was able to match the scores of those in the LFR group. In addition, intervention effects in the HFR group were maintained in the follow-up assessment.
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Thomas, 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.

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The purpose of this study is to capture a snapshot of the lives of Brazilian preadolescents and gain a deeper understanding of the variables that influence compliance with parental rules. This analysis draws from the São Paulo Legal Socialization Study, a cohort study (<em>N</em> = 800; age = 11 years) from public and private schools. Descriptive statistics provide a perspective on normative Brazilian parenting practices and preadolescents’ perceptions of parental legitimacy across multiple domains. Hierarchical linear modeling revealed that procedural justice, global legitimacy, issue-specific legitimacy, and disciplinary techniques all significantly predicted compliance across issues and between preadolescents. Parents who used constructive disciplinary practices paired with procedural justice practices were more likely to be perceived as legitimate authorities and to have their preadolescent children comply with their rules. Our findings broaden the literature on constructive parenting practices in preadolescence, and allow for greater generalizability of current Western research to a diverse metropolitan setting in Brazil.
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Edwards, 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.

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Whether preadolescents perceive their parents’ authority as legitimate or not depends, in part, on the concerns and issues that they have dealt with before and during their preadolescence. Utilizing data from the first and second waves of the São Paulo Legal Socialization Study (SPLSS), we conducted one-way MANOVAs to analyze the role of procedural justice and the impact of victimization on preadolescents’ perceptions of parental legitimacy across domains. Preadolescents were split into four distinct groups based on their perceptions of parental legitimacy and whether the perception shifted across the two waves of data. The study revealed a significant difference across groups in terms of procedural justice and on preadolescents’ reported victimization levels. The latter indicate that suffering some form of victimization may have resulted in delegitimizing parental authority. The findings broaden the literature on parenting practices in preadolescence and make salient an emerging field of victimization impacting parental legitimacy.
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Chu, 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.

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The purpose of this study was to examine the effect of a single bout of exercise on neurocognitive function in preadolescent children and young adults by determining the modulatory role of age and the neuroelectrical mechanism(s) underlying the association between acute exercise and executive function. Twenty preadolescents and 20 young adults completed the Stroop test, and neuroelectrical activity was recorded during two treatment sessions performed in a counterbalanced order. Exercise treatments involved moderate intensity aerobic exercise for 20 min as the main exercise and two 5 min periods of warm-up and cool-down. The control treatment participants read for a similar duration of time. Acute exercise improved participant reaction times on the Stroop test, regardless of Stroop congruency, and greater beneficial effects were observed in young adults compared to those in preadolescents. The P3 amplitudes increased after acute exercise in preadolescents and young adults, but acute exercise induced lower conflict sustained potential (conflict SP) amplitudes in preadolescent children. Based on these findings, age influences the beneficial effect of acute exercise on cognitive performance in general. Furthermore, the event-related brain potential differences attributed to acute exercise provide a potential clue to the mechanisms that differentiate the effects of acute exercise on individuals from preadolescence to young adulthood.
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Racu, 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.

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Article presents the results of experimental research of anxiety at preadolescents. The research included 320 preadolescents (151 boys and 169 girls) aged between 10 and 15 years. The underlined characteristics and mechanism allows us to conceptualize in preadolescence integrally anxiety through age, gender approach, types of anxiety, factors of anxiety and personality traits of preadolescents with anxiety.
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Раку, 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.

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The article presents the characteristics of psychological well-being and the manifestation of neurosis in preadolescence. The results show that most of preadolescents have a low and medium level of well-being. The characteristic of psychological well-being and the levels of neurosis at preadolescents from different types of family are investigated. Preadolescents from incomplete families and preadolescents from complete families are equally sensible for mental ill-being and for neuroses development.
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Mancilla 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.

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Abstract. Body dissatisfaction has been extensively studied in populations of all ages, however, no revisions to provide information about what has been found, inconsistencies, limitations and possible direction future research should take in children and preadolescents. Therefore, the aim of this paper was to conduct a systematic review of body dissatisfaction in children and preadolescents. To fulfill this purpose, we conducted a search in the databases of MEDLINE, Science Direct and Scopus, with the following keywords: body dissatisfaction, body perception, self-evaluation, body concept, preadolescents, and preteen children in different combinations, according to the inclusion and exclusion criteria were analyzed 63 articles. In the studies reviewed there is no consensus about the approach of body dissatisfaction, are permeated by methodological problems, mainly in the way that is evaluated in childhood because of the difficulty of children to understand the assessment tools, giving result in inconsistent results, further research is less in preadolescence where accurate estimation of body dissatisfaction. That is why it is considered to extend the research in children, with the inclusion of development that would create assessment methods according to age. Key words: Body dissatisfaction, body image, children, preadolescents. Resumen. La insatisfacción corporal ha sido ampliamente estudiada en poblaciones de todas las edades, sin embargo, no hay revisiones que proporcionen información acerca de lo que se ha encontrado, las inconsistencias, limitaciones y la posible dirección que deben tomar futuras investigaciones en niños y preadolescentes. Por lo cual, el objetivo de este artículo fue realizar una revisión sistemática de la insatisfacción corporal en niños y preadolescentes. Para cumplir este propósito, se realizó una búsqueda de artículos en las bases de datos de MEDLINE, Science Direct y Scopus, con las siguientes palabras clave: body dissatisfaction, body perception, self- evaluation, body concept, preadolescents, preteen y children en diferentes combinaciones, de acuerdo con los criterios de inclusión y exclusión se analizaron 63 artículos. En los estudios analizados no hay un consenso acerca del abordaje de la insatisfacción corporal, se encuentran permeados por problemas metodológicos, fundamentalmente en la forma en la que se evalúa en la infancia debido a la dificultad de los niños para comprender las herramientas de evaluación, dando como resultado resultados inconsistentes, adicionalmente hay menos investigación que en la preadolescencia donde es precisa la estimación de la insatisfacción corporal. Es por ello que se considera extender la investigación en población infantil, con la inclusión del desarrollo que permitiría crear métodos de evaluación de acuerdo a la edad. Palabras clave: Insatisfacción corporal, imagen corporal, niños, preadolescentes.
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Dissertations / Theses on the topic "Preadolescence"

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Chagnon, Jean-Yves. "Le pronostic a la preadolescence." Paris 5, 2000. http://www.theses.fr/2000PA05H006.

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Cette recherche porte sur le fonctionnement psychique des preadolescents et leur devenir. Trente deux preadolescents non consultants repartis en 3 sous groupes : latent(e)s (1011 ans), preadolescent(e)s non puberes (11-13 ans), preadolescents ou jeunes adolescents puberes (12-14 ans), ont ete vus en bilan psychologique interprete dans une perspective psychanalytique dans un temps 1 de la recherche (tl : etude comparative par groupe). Quinze sujets ont ete revus dans un temps 2, en moyenne cinq ans plus tard, afin de savoir ce qu'ils etaient devenus a l'adolescence (t2 : etude longitudinale). Deux hypotheses ont ete mises a l'epreuve; le deroulement de l'adolescence depend de la qualite du travail psychique issu de la phase de latence et de preadolescence ; la preadolescence se caracterisepar un double mouvement contradictoire de renforcement defensif et elaboratif du moi dans la suite de la latence et par les premieres destabilisations psychiques en amont de la puberte manifeste. Les resultats sont surprenants. Le groupe de "latents" s'ecarte notablement du schema theorique de latence ideale : le fonctionnement mental s'avere peu souple souvent inhibe ou encore "chaud". L'identite de genre reste ambigue. La couverture nevrotique mentalisee ne s'interioriserait que tardivement alors que l'hypothese de destabilisations precoces, pulsionnelles et (pre)depressives est confirmee. Chez les filles la discontinuite entre non puberes et puberes est plus manifeste que chez les garcons : la survenue des regles scande le passage de la feminite phallique au feminin-maternel. Au t2 il est constate que les sujets organises sur un mode nevrotique phoboobsessionnel et ayant developpe de solides auto-erotismes mentaux (plaisir du fonctionnement, plaisir de desirer) "passent" mieux l'adolescence que les sujets inhibes ou labiles plus dependants de l'environnement aux risques des mauvaises rencontres.
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Nelson, L. "Hostile attributional style, mentalisation and attachment in preadolescence." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444887/.

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This review aims to explore social information processing styles, mentalisation abilities, and attachment security, and their associations, in relation to aggressive behaviours. These literatures are considered separately before possible relationships between these constructs are discussed. Existing theory and empirical findings around the relationships between social information processing, attachment and mentalisation are described. The author poses some further suggestions about how these constructs may be related, and the review ends with a possible model of the development of hostile attributional styles.
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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.

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La dimensione itinerante può essere assunta come cifra dell'esperienza esistenziale di ogni persona, in relazione con gli altri. Il tema è di particolare rilievo in un tempo caratterizzato da incertezza e inquietudine, a motivo delle varie forme di mobilità. Esplorando le diverse modalità di essere-in-cammino, di cui si mostrano inautenticità e aspetti positivi, la tesi cerca di delineare la significatività dell'erranza per esprimere la complessità del processo educativo. In prospettiva pedagogica, l'educazione itinerante evidenzia il senso dell'attraversamento e dell'esperienza vissuta, l'importanza della direzionalità assiologica e teleologica, il valore dell'errore, la tensione al cambiamento, qualificando l'erranza come ricerca di senso. Si profila il ruolo dell'educatore-wanderer, guida partecipe nel cammino, che fa della strada metafora e luogo del suo agire educativo. In una cornice fenomenologico-esistenziale si esaminano i vissuti dell'homo viator e le tonalità emotive che scaturiscono dall'essere-per-via. Alla luce di queste preliminari considerazioni teorico-pedagogiche, si rivolge un'attenzione privilegiata al periodo preadolescenziale. È infatti questa fase dello sviluppo un tempo in cui il passaggio trova una sua apicalità e il divenire della persona si esprime in tutta la sua portata trasformativa. La riflessione teoretica si arricchisce qui delle narrazioni dei preadolescenti sui temi dell'erranza, frutto di un'esperienza laboratoriale condotta in ambito scolastico.
By 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.
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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.

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La dimensione itinerante può essere assunta come cifra dell'esperienza esistenziale di ogni persona, in relazione con gli altri. Il tema è di particolare rilievo in un tempo caratterizzato da incertezza e inquietudine, a motivo delle varie forme di mobilità. Esplorando le diverse modalità di essere-in-cammino, di cui si mostrano inautenticità e aspetti positivi, la tesi cerca di delineare la significatività dell'erranza per esprimere la complessità del processo educativo. In prospettiva pedagogica, l'educazione itinerante evidenzia il senso dell'attraversamento e dell'esperienza vissuta, l'importanza della direzionalità assiologica e teleologica, il valore dell'errore, la tensione al cambiamento, qualificando l'erranza come ricerca di senso. Si profila il ruolo dell'educatore-wanderer, guida partecipe nel cammino, che fa della strada metafora e luogo del suo agire educativo. In una cornice fenomenologico-esistenziale si esaminano i vissuti dell'homo viator e le tonalità emotive che scaturiscono dall'essere-per-via. Alla luce di queste preliminari considerazioni teorico-pedagogiche, si rivolge un'attenzione privilegiata al periodo preadolescenziale. È infatti questa fase dello sviluppo un tempo in cui il passaggio trova una sua apicalità e il divenire della persona si esprime in tutta la sua portata trasformativa. La riflessione teoretica si arricchisce qui delle narrazioni dei preadolescenti sui temi dell'erranza, frutto di un'esperienza laboratoriale condotta in ambito scolastico.
By 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.
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Phylactou, Catherine A. "Correlates of self-esteem in preadolescence : the role of gender." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/615/.

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The purpose of the present thesis is to investigate the correlates of self-esteem in pre-adolescence. In addition, the thesis aims to identify certain gender-specific factors which may differentiate girls and boys with respect to levels of self-esteem. The sample in this research derived from eight public elementary schools situated at an average socioeconomic level district of Athens. It comprises 147 6" grade pupils of both sexes and 103 mothers. Children were administered the relevant questionnaires during two regular work periods in the normal classroom. The mothers were contacted by telephone and those who agreed to participate completed relevant questionnaires at home. Among the factors which were examined were: the child's perceptions as regards beliefs of control and social support, the presence of stressful events in children's lives, behaviour problems in children at home and school, individual physical and social qualities of children, as assessed by the mother, and father's involvement with children's everyday activities. Further, the quality of family functioning as perceived by both the mother and child. Finally, sociodemographic variables referring to certain characteristics of the family, such as structure and socioeconomic status, and children's characteristics, such as weight height and physical health. Results indicate that externality of locus of control is the factor which correlates most strongly with self-esteem and this applies for both sexes. Lack of social support, mother's age and the child's satisfaction with family functioning are also influential. Weaker correlations were observed between a child's self-esteem and the child's perception of family cohesion, the distance between mother's ideal self and mother's image of the child, the mother's viewing the child as lacking effectiveness, the mother's perception of family adaptability and the average score of negative events in the child's life. Results from separate analyses among boys and girls are discussed.
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Forns, 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.

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Introduction Neuropsychological development is a genetically guided process which is continuously modified by socio-environmental factors. This thesis aimed to study the main socio-environmental determinants of neuropsychological development in different time-periods, such in the first two years of life, during preschool, and during preadolescence. This thesis also aimed to summarize the work done in environmental epidemiology on neuropsychological development in a novel conceptual framework. Methods This thesis is based on the data of the INMA (Infancia y Medio Ambiente) Project. The main objective of this project is to evaluate the impact of environmental exposures in children’s health in 7 population-based birth cohorts in different regions of Spain. The neuropsychological development of approximate total of 2,650 children was assessed at different time-periods following the same protocols. Results (1) Maternal cognitive capacities were positively related with child cognitive development early in life in more disadvantaged occupational social classes. (2) The levels of child cortisol were not related to child neuropsychological development during the second year of life. (3) Higher levels of long-chain polyunsaturated fatty acids in colostrum due to prolonged periods of breastfeeding improved early neuropsychological development of children, in particular in those children exposed to maternal smoking during pregnancy. (4) Prenatal exposure to PCBs (specially for PCB congener 153) impacted negatively on psychomotor development during the second year in life and on general neuropsychological development at the age of 4 years. (5) Postnatal exposure to organochlorine compounds was associated with a delay in reaction time (speed processing) during the preadolescent period. (6) The conceptual framework proposed will improve the quality of research in this area. Conclusions Social and cultural determinants such as maternal intelligence, educational level or occupational social class, are configuring the proximal environment in which a child develops and determine their neuropsychological development. Current levels of some organochlorine compounds, particularly polychlorinated byphenils, measured in blood samples (from umbilical cord, mothers, or children) are impairing on neuropsychological development in the general population.
Introducció 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.
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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.

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Assertiveness is an important skill for children to develop healthy human relations with peers, parents, teachers, and all the other social contacts. When children use assertiveness skills in their social, academic and personal life, they enhance the potential of reaching successful outcomes. There are some positive correlations between assertiveness and self esteem. Thus, investigating the effects of an assertiveness training on the assertiveness and self esteem levels of 5th grade children would contribute to a lot of aspects on the development of children. This study aims to develop an assertiveness program for 5th grade elementary school students and has the purpose of exploring the effects on children&rsquo
s 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.
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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/.

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Depression is a serious mental health problem, affecting more young people than ever before. This research reports on the short term effectiveness of an Optimism and Lifeskills program in “immunising” preadolescents against depression. The program, which employs cognitive-behavioural techniques, was adapted for the West Australian school curriculum and consisted of eight, 1 hour, 20 minute sessions. It was implemented in two schools. All students were randomised to prevention or waitlist control groups. In Study One, self reports were used to assess the program’s effect on depressive and lonely symptoms, attributional style and self-worth in a sample of 47 grade seven girls at posttest and six month follow-up. Results showed fewer depressive symptoms and more positive self-perceptions were evident in the prevention group at six month follow-up. In Study Two, the program was administered to 27 grade seven girls and boys. In addition to the measures used in the first study, self report scores of anxiety and the number of colds and flu experienced over the course of the research project were examined. Parent reports of children’s internalising behaviour problems at home were also assessed. Children in the prevention group reported making fewer negative attributions for bad events at posttest and at the six month follow-up. Anxiety scores in the prevention group were also significantly lower than the control group following the program’s implementation and at follow-up. Moreover, results indicated the prevention children experienced significantly fewer colds and flu symptoms than the control group. This improvement in physical health was significantly correlated with attributional style change for the prevention group. No such effect was observed for the control group. Overall, this research indicates that this intervention provides a cost effective means of preventing depression in young people. However, caution should be exercised in interpreting the results due to the small sample size of the studies. Ideas for further research on depression prevention programs are discussed.
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Bosacki, 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.

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Goddard, 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.

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Books on the topic "Preadolescence"

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Zhao, Junru. Implicit self-theories of shyness: Predictors and correlates in preadolescence. St. Catharines, Ont: Brock University, Dept. of Psychology, 2006.

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B, 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.

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B, 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.

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B, 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.

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Abignente, Giovanni. Identikit del preadolescente. Napoli: Liguori, 1990.

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Pollon, Dawn E. Preadolescents' internet usage: Psychosocial implications. St. Catharines, Ont: Brock University, Faculty of Education, 2003.

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G, Di Cioccio, ed. La preadolescenza in provincia dell'Aquila. L'Aquila: Amministrazione provinciale, 1989.

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Adler, Patricia A. Peer power: Preadolescent culture and identity. New Brunswick, N.J: Rutgers University Press, 1998.

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Adler, Patricia A. Peer power: Preadolescent culture and identity. New Brunswick, N.J: Rutgers University Press, 1998.

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Tindall, Judith A. Peers helping peers: Program for the preadolescent. Muncie, Ind: Accelerated Development, 1990.

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Book chapters on the topic "Preadolescence"

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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.

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Militello, 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.

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Wong, 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.

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Davis, 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.

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Byrne, 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.

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Buson, 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.

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Fardouly, 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.

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Chaux, 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.

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Washington, 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.

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Wiklund, 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.

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Conference papers on the topic "Preadolescence"

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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.

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Article contains the results of the formative approach orientated on volition and volitive qualities development and optimization in preadolescence. 24 preadolescent were included in formative research. The program of psychological interventions contains techniques form the theory and methodology of experiential psychotherapy of unification. In addition in our program we also used cognitive-behavioural techniques. As result of inclusion of preadolescent in formative program we notice that there are some important changes in preadolescents‘ volition and volitive qualities.
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Butnaru, 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.

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Butnaru, 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.

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PERJAN, 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.

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Every person during his life is subjected to stressful, problematic situations. How the person resists these situations depends on the coping strategies they choose. These strategies are conditioned by the mental states that people are currently experiencing. Certainly the coping strategies chosen also create psychological security for the individual. The cognitive, affective and behavioral response to various frustrating situations is formed from preadolescent age conditioned by the main neoformations such as: development of self-awareness, personal identification of the preadolescent and biological changes. This age is sensitive in forming the relationship between mental states and coping strategies.
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Butnaru, 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.

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CHIREV, 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.

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The article contains a short theoretical foray into defining the concepts of anxiety and self-esteem and analyzing the empirical results obtained. It was found that most preadolescents are characterized by average reactive and stable anxiety, the self-esteem of most study participants is average. Gender differences were found in the manifestation of anxiety and self-esteem in preadolescents, especially in 5th grade students. Significant indirect relation between anxiety and self-esteem in preadolescents has been demonstrated.
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Tarasova, 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.

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Sălceanu, 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.

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JELESCU, 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.

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The article performs the interdisciplinary analysis of affirmation and negation research, specifies the psychological aspect of their study, shows and demonstrates the basic laws of occurrence and development of affirmation and negation in children, preadolescents and adolescents in ontogenesis, psychological mechanisms of their functioning by applying different methods, tests, observations, techniques in life, activity, communication, behavior, conduct from birth to adulthood.
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Nation, 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.

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Reports on the topic "Preadolescence"

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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.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Desarrollo de habilidades en América Latina y el Caribe: Desafíos y estrategias. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003316.

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Esta publicación recoge los mensajes principales del Documento Marco Sectorial de Desarrollo de Habilidades, que tiene como objetivo orientar el trabajo que realiza el Grupo BID junto con los países de América Latina y el Caribe (ALC) en este ámbito. Las habilidades se desarrollan en diferentes grados de intensidad y en diferentes lugares en cada fase del ciclo de vida. Este documento presenta cinco desafíos para el desarrollo de habilidades en cinco etapas clave de la vida: la infancia, la niñez y la preadolescencia, la adolescencia, la juventud y la edad adulta, y ofrece orientación sobre los esfuerzos del Grupo BID para ayudar a los países de ALC a promover el desarrollo de habilidades y el aprendizaje permanente como una estrategia para asegurar que los ciudadanos puedan contribuir productivamente a la sociedad, mejorar su bienestar y ser buenos ciudadanos. Propone cinco líneas de acción: (i) asegurar que las personas tengan acceso equitativo a oportunidades de aprendizaje relevantes y de alta calidad a lo largo de la vida; (ii) fortalecer los mecanismos de aseguramiento de la calidad y pertinencia; (iii) consolidar y desarrollar mejores mecanismos de financiamiento y cofinanciamiento para mejorar la eficiencia, efectividad y cobertura de las oportunidades de desarrollo de habilidades; (iv) aprovechar el uso de la tecnología para aumentar la equidad y el acceso a las oportunidades de desarrollo de habilidades y mejorar la eficiencia de los sistemas de desarrollo de habilidades; y (v) promover activamente la generación y uso de evidencia para informar las decisiones sobre el desarrollo de habilidades.
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