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Dissertations / Theses on the topic 'Preadolescence'
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1
Chagnon, Jean-Yves. "Le pronostic a la preadolescence." Paris 5, 2000. http://www.theses.fr/2000PA05H006.
Full textAbstract:
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.
2
Nelson, L. "Hostile attributional style, mentalisation and attachment in preadolescence." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444887/.
Full textAbstract:
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.
3
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 textAbstract:
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.
4
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 textAbstract:
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.
5
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 textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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 textAbstract:
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&rsquos 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.
8
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 textAbstract:
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.
9
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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10
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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11
Bico, Pedro Miguel Santos Garcia Barradas. "O narcisismo na pré-adolescência: um estudo de caso." Master's thesis, ISPA -Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2872.
Full textAbstract:
Dissertação de Mestrado em Psicologia Clínica, apresentada ao ISPA - Instituto UniversitárioO presente estudo traça o percurso de um indivíduo de 11 anos, tratando-se de um caso que foi acompanhado em estágio académico. Para o efeito adoptou-se o método de Estudo de Caso, no sentido de aprofundar a sua formação durante o processo de adaptação aos novos contextos de experiência relacionados, através das mudanças que foram ocorrendo no acompanhamento proporcionado. Utilizaram-se como instrumentos a entrevista com os pais e os achados recolhidos durante um ano nas sessões semanais. A análise e interpretação levantam a hipótese para falhas acentuadas ao nível do narcisismo.
This study traces the path of an individual of 11 years in the case of a case that was followed in an academic internship. To this end adopted the method of case study, in order to deepen their formation during the process of adaptation to new contexts of related experience, through the changes that were occurring in the provided accompaniment. Were used as instruments to an interview with the parents and the findings collected during one year in weekly sessions. The analysis and interpretation to hypothesize flaws accentuated the level of narcissism.
12
Boyle, Lauren Helena. "Negative Urgency, Pubertal Onset and the Longitudinal Prediction of Alcohol Consumption During the Transition from Preadolescence to Adolescence." UKnowledge, 2014. http://uknowledge.uky.edu/psychology_etds/50.
Full textAbstract:
Alcohol use in early adolescence is associated with numerous concurrent and future problems, including diagnosable alcohol use disorders. The trait of negative urgency, the tendency to act rashly when distressed, is an important predictor of alcohol-related dysfunction in youth and adults. The aim of this study was to test a model proposed by Cyders and Smith (2008) specifying a puberty-based developmental increase in negative urgency, which in turn predicts subsequent increases in early adolescent drinking. In a sample of 1,910 youth assessed semi- annually from spring of 5th grade through spring of 8th grade, we found support for this model. Pubertal onset was associated with both a mean increase and subsequent rises in negative urgency over time. Drinking frequency at any wave was predicted by prior wave assessments of drinking frequency, negative urgency, and pubertal onset. The slope of increase in drinking also increased as a function of pubertal onset. This model applied to negative urgency but not to other impulsivity-related traits. These findings highlight the importance of personality change in early adolescence as part of the risk matrix for early onset alcohol consumption.
13
Brumariu, Laura Elena. "Mother-Child Attachment in Early Childhood and Anxiety Symptoms in Preadolescence: The Role of Peer Competence and Emotion Regulation." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1272215717.
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14
Macedo, Lídia Suzana Rocha de. "Conversações sobre experiências envolvendo emoções no contexto familiar e o desenvolvimento de pré-adolescentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/60713.
Full textAbstract:
De acordo com uma perspectiva sociocultural, é no contexto das conversações em que os pais relembram com a criança as suas experiências que esta aprende um modo de avaliar e de lidar com as experiências que envolvem emoções, e desenvolve uma compreensão de si mesma. O objetivo desse estudo foi investigar a influência da conversação familiar sobre experiências envolvendo emoções na maneira do pré-adolescente lidar com esse tipo de experiência. A amostra foi constituída por 189 famílias de classe média com um filho com idade de 10 a 13 anos. Foram realizados três estudos: o primeiro objetivou conhecer o espaço de conversação familiar e nele, o lugar das experiências envolvendo emoções; já o segundo e o terceiro estudos enfocaram a maneira do pré-adolescente lidar com experiências envolvendo emoções, cujo acesso se obteve por meio de narrativas ficcionais e de narrativas autobiográficas, respectivamente. Os resultados mostraram que a maioria dos pré-adolescentes costuma compartilhar suas experiências em casa com a família e que as emoções conduzem a esse tipo de conversação. Em comparação com os pré-adolescentes que não costumam conversar em casa sobre suas experiências, aqueles que têm esse costume desenvolveram mais as habilidades para lidar com situações que envolvem raiva, para selecionar experiências self-relevantes e as encaixar em uma linha de continuidade, e também apresentaram um maior conhecimento sobre o próprio self. Esses resultados indicam que a conversação familiar sobre experiências envolvendo emoções é um contexto que favorece o desenvolvimento de estratégias de regulação e da coerência na narrativa autobiográfica. Considerando que a narrativa autobiográfica reflete o grau de integração do self, pode-se dizer ainda que esse contexto forma uma base para o desenvolvimento da identidade que virá a seguir, na adolescência.From a sociocultural perspective, it is through conversations in which parents reminisce their children‟s experiences that the latter learn how to evaluate and deal with their own emotional experiences and to better understand themselves. The objective of this study was to investigate the influence of family conversations on emotions, with a focus on the way preadolescents deal with this type of experience. The sample comprised 189 middle-class families with one son or daughter aged 10 to 13 years. Three investigations were conducted: 1) the first one aimed to describe the context of conversational interaction and the place occupied by emotions within such conversations; the second and third studies focused on the way preadolescents deal with emotional experiences, based on the analysis of fictional and autobiographical narratives, respectively. The results showed that most preadolescents share their experiences with their families and that emotions usually lead to this type of conversation. A comparison between preadolescents who did not talk about their experiences at home and those who did showed that the latter were more able to develop abilities to deal with situations involving anger and to select self-relevant experiences and fit them into a line of continuity; also, preadolescents who shared their emotional experiences presented an improved knowledge of their own selves. These results suggest that family conversation about emotional experiences promote the development of emotions regulation strategies and improve the coherence of autobiographical narratives. Moreover, if we take into consideration that autobiographical narratives provide information on the level of integrated self, it is possible to infer that family conversations about emotional experiences form the basis for identity development in the subsequent adolescence years.
15
Holt, Kate, and mikewood@deakin edu au. "Preventing weight and muscle concerns among preadolescents." Deakin University. School of Psychology, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.094217.
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The high level of weight and shape concerns amongst preadolescent children has prompted interest in the development of prevention programs for this age group. In the 1990s weight and shape concerns were considered primarily an adolescent phenomenon. However, prevention programs which have been designed with adolescent and adult populations have been found to show limited success. Some researchers have argued that programs which target preadolescent children are more likely to be effective than programs that target adolescents, as by adolescence many attitudes and behaviours have become entrenched so they may be more difficult to modify. On the other hand, children's weight and shape concerns are believed to be more malleable and amenable to change. To date there have been limited controlled studies implementing prevention programs designed to reduce weight and shape concerns with preadolescent populations.
The new study conducted as part of this thesis involves the development and implementation of the Everybody s Different, Nobody Else Is Me preadolescent prevention program. The program was designed to address some of the methodological biases of past research and incorporate three risk factors, social comparisons, negative affect, and self-esteem, to reduce and/or prevent the development of weight and muscle concerns among children. These three risk factors have been found to be associated with weight and shape concerns of adolescents and adults, and there is also increasing evidence that they are important factors among children. Research also suggests that social comparisons, negative affect, and self-esteem are interrelated, which highlights the importance of targeting the variables in one program.
The new five session prevention initiative was implemented with 156 grade four children. Both the treatment and control conditions consisted of 78 children. Preliminary evidence from the new prevention initiative indicated that the program reduced muscle bulk and exercise (ie. An over-emphasis on exercise to lose weight rather than health promotion), and negative affect in the long term as assessed by the six month follow-up. At the six month follow-up, children in both the treatment and control conditions reported reduced negative affect, dieting, and muscle bulk and exercise scores and increased positive affect. Consistent with short term follow-up results, boys reported greater muscle bulk and exercise scores than girls at the six month follow-up. Girls, in both conditions, were also found to report greater positive affect than boys. These findings are discussed in relation to past research, and suggestions for future prevention initiatives are highlighted.
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Ortiz, Vanderhoof Samantha. "The Paradox of Corticosterone Treatment Ameliorating the Effects of Preadolescent Stress into Adulthood: Enhanced Maintenance of Long-Term Associative Memories." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624536916105986.
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Mathews, Holly. "The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction Among Fifth Grade Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3178.
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Repeated exposure to media images that portray women as sex objects can have negative long-term effects on self-esteem beginning in preadolescence. Negative effects include decreased feelings of competence, increased focus on appearance, increased body dissatisfaction, and limited achievement in domains not related to appearance. There is a gap in the literature examining if media literacy training can mitigate the negative effects of exposure to sexualized media content. Festinger's social comparison theory and Vygotsky's theory of cognitive development provided the framework for this study. A quasi-experimental pre-post-test design was used to examine the interaction of media literacy training and time of measurement, on self-esteem and body-satisfaction in preadolescent girls. Archival data from 73 5th grade girls were obtained from a media literacy group with the addition of data from 14 5th grade girls collected to form a non-media literacy comparison group to control for confounding variables and bias. Two separate 2-way, mixed-model, factorial ANOVAs were conducted. The analyses failed to show a significant interaction between literacy group and time of measurement on self-esteem and/or body-satisfaction. However, the potential effectiveness of media literacy skills in neutralizing the negative impact of sexualized media imagery on preadolescent girls' self-esteem and body-satisfaction was observed in the between-group analyses. Positive social change may occur when society continues to identify and incorporate positive self-esteem influences and media literacy skills into the lives of preadolescent girls as to mitigate negative long-term effects of media sexualization.
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Pereira, Joana Margarida. "Raparigas pré-adolescentes com diabetes mellitus tipo I - Um olhar psicodinâmico." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2308.
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Dissertação de Mestrado em Psicologia ClínicaNesta investigação propusemo-nos a estudar o papel que a Diabetes Mellitus Tipo 1 tem na pré-adolescência ao nível da representação de si e do outro, das relações. A pré-adolescência marca o início de uma fase do desenvolvimento importantíssima. Esta destaca-se pelas transformações internas e externas resultantes do processo pubertário, que tendem a ocorrer entre o 12 e os 14 anos. Particularmente o corpo assume um papel central nesta fase. A diabetes, enquanto doença crónica grave que põe em risco a integridade física e requer um conjunto de readaptações, constitui-se como potencial ataque ao processo pubertário, nomeadamente, ao segundo processo de separação e imagem corporal, à representação de si. Assim, neste estudo comparativo, como instrumento óptimo de acesso ao mundo interno do sujeito escolhemos a prova projectiva Rorschach, a qual permite a compreensão da forma como o sujeito se organiza face à realidade interna e externa. Desta forma, da análise de 15 protocolos Rorschach, foi-nos possível verificar a existência de importantes diferenças entre as raparigas pré-adolescentes com diabetes (9 protocolos) e sem diabetes (6 protocolos). Nesta amostra, nas raparigas com diabetes, destacaram-se, angústia mais elevada e maior dependência/necessidade do outro, bem como importantes fragilidades ao nível da representação de si e da imagem corporal. Portanto, a diabetes teve um importante impacto na vivência subjectiva das pré-adolescentes desta amostra, pelo que concluímos a necessidade de se investir em estudos que promovam uma melhor compreensão desta relação. ------- ABSTRACT ------- The goal of this research was to study the part that Type 1 diabetes mellitus has on preadolescence, at the level of representation, both self and of others, of relations, Preadolescence puts a mark on the beginning of a extremely important fase of development. This fase stands out by internal and external changes that come as a result of the pubertal process, that tend to occur between 12 and 14 years of age. Specifically, the body takes a central role at this stage. Diabetes, while serious chronic disease, that jeopardizes physical integrity and demands a set of readjustments, is a potential attack on the pubertal process, namely, the second process of separation and body image, the self representation. Thus, in this comparative study, as an excellent tool to reach the internal world of the subject we chose Rorschach, which allows the understanding of how the subject gets organized facing internal and external realities. In this way, the analysis of 15 Rorschach protocols allowed us to verify the existence of important differences between pre-adolescent girls with diabetes (9 protocols) and without diabetes (6 protocols). In this sample, on the groups of girls with diabetes stood out higher anguish and greater dependence/need for others, as well as important frailness at the level of the self representation and body image, this means diabetes had an important impact on the subjective experience of the pre-adolescent girls constituting this sample, which lead us to the conclusion that need exists to invest in studies that promote a greater understanding of this relation.
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Lorenzo, João Gonçalo. "Um olhar psicodinâmico sobre rapazes pré-adolescentes portugueses." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2309.
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Dissertação de Mestrado em Psicologia ClínicaCom esta investigação propomo-nos a estudar pré-adolescentes diabéticos a partir de uma perspectiva psicodinâmica. A pré-adolescência é caracterizada pelas grandes transformações corporais resultantes do processo pubertário. Nesta fase, o corpo assume-se como representante simbólico por excelência, objecto de investimento narcísico fundamental ao sentimento de coesão identitária. O pré-adolescente terá que reelaborar estas transformações e reintegrá-las, de forma a que a continuidade narcísica seja mantida. A diabetes tipo 1 é uma doença crónica que ataca o corpo no seu funcionamento podendo colocar em risco o sentimento de continuidade narcísica, uma vez que o pré-adolescente terá de reintegrar as transformações resultantes do processo pubertário complementando-as com o sentimento (latente ou manifesto) de fragilidade corporal consequente da doença. Desta forma, a diabetes pode assumir-se como um “ataque” ao processo pubertário. O sentimento de continuidade narcísica dependerá em parte da representação que o jovem tem de si, por exemplo, através do sentimento de integridade corporal. Desta forma, utilizámos a prova Rorschach, que por excelência permite aceder à forma de como o sujeito se representa a si próprio e se organiza perante a realidade externa e interna. Através de um estudo comparativo entre 14 rapazes com e sem diabetes, constataram-se importantes diferenças a partir da análise dos protocolos. Os rapazes com diabetes apresentaram maiores manifestações de angústia e indícios que reenviam para sentimentos de maior fragilidade corporal. A diabetes parece ter impacto na vivência subjectiva destes rapazes e na forma de como se representam pelo que se torna importante investir em estudos nesta área. ------ ABSTRACT ------- The purpose of the present investigation is to study diabetic preadolescent young men, from a psychodynamic perspective. Preadolescence is defined by the body’s major changes, as a result of the pubertal process. At this stage, the body assumes the role of a symbolic surrogate, object of narcissistic investment, fundamental to the feeling of identity cohesion. The preadolescent will have to reformulate these changes and integrate them, so as the narcissistic continuity is maintained. Type 1 diabetes is a chronic disease that attacks the functioning of the body, eventually setting at risk the feeling of a narcissistic continuity, since the pre-adolescent must integrate the changes that result from the pubertal process, complementing those with the feeling (latent or manifest) of bodily frailty as a consequence of the disease. In this way, diabetes may take the role of an “attack” to the pubertal process. The feeling of narcissistic continuity will partially depend of the representation that the young man has of himself, for example, through the feeling of body integrity. We then use the Rorschach test, which in its essence allow reaching the way that the subject represents and organizes himself before both internal and external realities. Through a comparative study between 14 young boys with and without diabetes, major differences were found from protocol analysis. Boys with diabetes showed greater manifestations of anguish and signs that imply feelings of greater bodily frailty. Diabetes seems to have an impact on these boys subjective experience, and in the way they represent themselves, which gives a greater importance to investing in studies in this area.
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Barroso, Susana Marina Pita. "As percepções e vivências de pais e mães face à pré-adolescência das filhas." Master's thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2012. http://hdl.handle.net/10400.12/2279.
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Dissertação de Mestrado em Psicologia ClínicaO estudo da adolescência tem-se debruçado essencialmente sobre o adolescente, escasseando os estudos que se centram na perspectiva dos Pais e que tenham como referencial teórico a Psicanálise. Com este estudo pretendeu-se alargar a compreensão da adolescência tendo como enfoque o modo como os pais e as mães percepcionam e vivenciam a passagem da filha primogénita pela pré-adolescência, correspondendo esta ao período de desenvolvimento psíquico necessário para lidar com a puberdade. Procurou-se identificar semelhanças e diferenças nas perspectivas, explicando-as à luz da teoria psicanalítica. A amostra foi seleccionada por conveniência sendo constituída por cinco casais com uma filha primogénita com idade compreendida entre os 13 e 14 anos. A recolha dos dados foi realizada através de uma entrevista semi-estruturada, aplicada aos pais e às mães individualmente. Os resultados indicam que relativamente às mudanças percepcionadas na relação com a filha, quer os pais, quer as mães relatam uma maior autonomia e independência da filha. Porém, a maioria dos pais, ao contrário das mães, dão conta de uma diminuição da manifestação dos afectos ternos por parte da filha e possuem a percepção de que é mais fácil para a filha falarem com as mães acerca de assuntos de natureza pessoal. Constatou-se ainda que as mães foram mais capazes de descrever as filhas e que os pais lidam pior com a ideia da filha namorar e sair de casa. A nova maturidade sexual da filha e a emergência de pulsões incestuosas podem contribuir para explicar as diferenças observadas entre pais e mães. ------- ABSTRACT ------- So far, the study of adolescence has focused mainly on the adolescent. Only very few studys center on Parents’ perspective having Psychoanalysis as the theoretical framework. The current investigation intends to enlarge the understanding of adolescence focusing on the way fathers and mothers perceive and experience their daugher’s preadolescence, considering it the required period of psychic development to deal with puberty. Similiraties and differences were sought in mothers’ and fathers’ perspectives and explained considering psychoanalytic theory. It was collected a convenience sample which included five couples with an eldest daughter with 13 or 14 year old. The data was collected through a semi-structured interview which was done to fathers and mothers separately. Results indicate that in what concerns changes perceived in the parents-daughter relationship, both fathers and mothers report greater autonomy and independence of their daughter. However, most fathers acknowledge a decrease of affection expression by their daughter and have the perception that it is easier for their daugthers to speak with their mothers about personal issues. Also, mothers appeared more capable of describing their daughter and fathers deal worse with the idea of their daughter dating and leaving home. The new sexual maturity of their daughters and the arising of incestuous impulses can partially explain the differences observed between mothers’ and fathers’ perspectives.
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Willhelm, Alice Rodrigues. "Avaliação da impulsividade, controle inibitório e uso de álcool em pré-adolescentes e adolescentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/130498.
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As fases da pré-adolescência e adolescência são complexas porque englobam diversas mudanças nos indivíduos, se passa por rápido crescimento físico, alteração hormonal, mudanças no ambiente social e nas exigências. Estas fases são caracterizadas por comportamentos de risco por falta de controle inibitório, que está relacionado ao córtex pré- frontal, última área a se desenvolver do sistema nervoso. Há também a experimentação de álcool e drogas durante a adolescência e puberdade. Este trabalho realizou três estudos que abrangeram a temática do controle inibitório na pré-adolescência e adolescência. O primeiro foi uma revisão sistemática a respeito da avaliação do controle inibitório na adolescência e uso de neuroimagem. O segundo investigou a relação do consumo de álcool na adolescência com uso excessivo de bebidas alcóolicas dos pais. E o terceiro objetivou avaliar a impulsividade, controle inibitório e consumo de álcool em indivíduos de 10 a 16 anos. Os três artigos sugeriram um padrão de maior controle inibitório ao longo do desenvolvimento na fase da adolescência. Ainda foi possível observar que as bebidas alcóolicas têm sido consumidas cada vez mais precocemente e em maiores quantidades. Além disso, o consumo excessivo de álcool dos pais de adolescentes pode influenciar no consumo dos filhos nesta fase.Stages of pre-adolescence and adolescence are complex because they involve several changes in individuals, they pass through a fast physical growth, hormonal changes, changes in the social environment and the requirements. These phases are characterized by risk behavior for lack of inhibitory control, which is related to the prefrontal cortex, the last area to develop the nervous system. There are also experimenting with alcohol and drugs during adolescence and puberty. This work conducted three studies which approached the inhibitory control in preadolescence and adolescence. The first was a systematic review regarding the inhibitory control assessment in adolescence and use of neuroimaging. The second investigated the relationship of alcohol consumption in adolescence with excessive use of alcohol from parents. And the third was aimed at evaluating impulsivity, inhibitory control and alcohol consumption in individuals 10-16 years. The three articles suggested a pattern of greater inhibitory control over development in adolescence. Although it was observed that the alcoholic beverages have been consumed ever earlier and in larger quantities. In addition, excessive alcohol consumption of parents of teenagers can influence the consumption of children at this stage.
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Capano, Bosch Alvaro, Tornaría María del Luján González, and Natalie Massonnier. "Parental relational styles: A study with adolescents and their parents." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/99860.
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Perceptions of parenting styles by parents and their 12-year-old preadolescents are studied One hundred seven parents and their adolescents enrolled in the first year of secondary education in one of four Catholic schools in Montevideo completed Affection, Rules and Requirements questionnaires. There were significant differences in parent perception in the critical / rejection and inductive factor subscale, depending on the gender of the adolescent. Preadolescent perceptions exhibit significant differences in indulgent and affection scales for father, and in affection, indulgent and inductive scales for mothers. Parents with a primary school education level appear significantly more inductive than those who were areuniversity graduates.Se estudiaron los estilos parentales según la percepción de padres, madres y sus hijos e hijas de 12 años. Se aplicaron las escalas de Afecto y de Normas y Exigencias a 107 padres y madres y 107 hijos e hijas. Se encontraron diferencias significativas en la percepción de padres y madres, en el factor Crítica/Rechazo y en la subescala Inductiva, según el sexo de los hijos que respondieron. Las percepciones de hijos e hijas arrojaron diferencias significativas para los padres, en las escalas Afecto e Indulgente y para las madres en las escalas Afecto, Indulgente e Inductiva. Los padres con nivel de enseñanza primaria aparecieron significativamente más inductivos que quienes tuvieron estudios universitarios.
No artigo são estudadas as percepções dos pais, mais e seus filhos e filhas menores de 12 anos, sobre os estilos parentais em suas famílias. Foram aplicadas as escalas de Afeto, Normas e Exigências a 107 pais e mais e 107 adolescentes. Os resultados mostram diferenças significativas nas percepções sobre os pais e mais nas dimensões de crítica/rejeição e indutiva, dependendo se os respondentes são homens ou mulheres. As percepções de filhos e filhas sobre os pais mostraram diferenças significativas nas escalas de afeto e indulgente e as percepções de filhos e filhas sobre as mais mostraram diferenças nas escalas de afeto, indulgente e indutiva. Os pais com nível de educação primaria apareceram como mais indutivos que os pais que estudaram na universidade.
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Latsko, Maeson Shea. "Neuroendocrine and Gene Expression Changes Indicate Adult Phenotypic Responses to Periadolescent Social Stress." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435757204.
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McKinney, Michelle Angela 1963. "Stand by me: preadolescent best friendships." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/558116.
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Brunnekreef, Johanna Agnes. "Information processing and problem behavior in preadolescents." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2006. http://irs.ub.rug.nl/ppn/298905485.
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Carranza, Antonia del Carmen. "Preadolescencia: formación en valores morales y cívicos." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116887.
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Coppersmith, Abbie L. "Negotiating Wardrobe: Preadolescent Girls and their Mothers." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307127716.
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Cinar, Ayse Basak. "Preadolescents and their mothers as oral health-promoting actors : non-biologic determinants of oral health among Turkish and Finnish preadolescents /." Helsinki : University of Helsinki, 2008. https://oa.doria.fi/bitstream/handle/10024/42564/preadole.pdf?sequence=1.
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Bustos, Gastón Luis. "Social support, risk, and adjustment of immigrant preadolescents." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/1999.
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The current study was designed to explore the salience of social support, immigrant status, and risk in middle childhood and early adolescence across two time periods as indicated by measures of school adjustment and well-being. Participants included 691 children of public elementary schools in grades 4 and 6 who were interviewed in 1997 (Time 1) and reinterviewed two years later (Time 2); 539 were U.S.-born, and 152 were foreign-born.
Repeated measures multivariate analyses of variance (MANOVA's) were conducted to assess the effects of immigrant status and risk on total support, well-being, and school adjustment from Time 1 to Time 2. Follow-up analyses, including Student-Newman-Keuls post hoc tests, were used to test the significance of the differences among the means of support categories (low and high), immigrant status (U.S. born and non-U.S. born), risk (low and high) and time (time 1 and time 2).
Results showed that immigrant participants in the high risk group reported significantly lower levels of support than their peers. Further, children of low risk at Time 2 indicated the highest levels of support. Second, immigrant preadolescents, preadolescents who reported low levels of social support, and preadolescents of the high risk reported lower levels of emotional well-being. There was also an interaction of support by risk by time, indicating that children who are at risk and had low levels of social support reported more emotional problems at Time 1. Finally, preadolescents who are at risk and preadolescents who reported lower levels of support were more likely to show school adaptation problems. Findings from this study highlight the importance of a multivariable approach to the study of support, emotional adjustment, and academic adjustment of immigrant preadolescents.
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Stern, Audrey E. "Cognitive and behavioral aspects of shame among preadolescents /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901289.
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Silvestre, Marco María. "La imagen de la preadolescente y su representación en el arte." Doctoral thesis, Universitat Politècnica de València, 2008. http://hdl.handle.net/10251/1961.
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La preadolescente no tuvo una iconografía propia en el arte hasta mediados del siglo XVIII, cuando se originó un concepto de infancia como estado biológico humano diferente al adulto. Durante el siglo XIX en Inglaterra, la imagen infantil y en concreto la de "las niñas", se desarrolló notablemente a través de la literatura, la pintura, la ilustración y la naciente fotografía. El fenómeno cultural, casi obsesivo, de la imagen infantil por parte de numerosos intelectuales y artistas victorianos como John Everett Millais o Lewis Carroll, se vino a llamr "Culto por las niñas", que las dotaba de una naturaleza inocente, pura e idealizada, pero por otro lado, les otorgaba misterio y perversidad. A partir del siglo XX hasta la actualidad, las artes y los medios de masas tomarían la imagen preadolescente generada durante la etapa victoriana como base para la construcción de diversos iconos y estereotipos de la feminidad infantil, como la inocente ambigua Shirley Temple en el cine de la década de 1930, las provocadoras escenas con niñas desnudas del pintor Balthus, la concreción de un icono femenino de naturaleza sensual y nínfica con nombre propio a través de la novela Lolita de Vladimir Nabokov, y la repercusión de éste, sobre todo en la última década, en manifestaciones artísticas y visuales como el manga japonés o la pornografía infantil en Internet.Silvestre Marco, M. (2007). La imagen de la preadolescente y su representación en el arte [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/1961
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Bonato, Ilaria <1982>. "Consumo di pornografia e preadolescenza: problemi e prospettive educative." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/7948/1/dottorato_bonato.pdf.
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L’accessibilità dei materiali pornografici, intrecciata alla gratuità e anonimità del consumo online, ne incentiva l’utilizzo da parte dei preadolescenti. Questo fenomeno pone una serie di interrogativi riguardo alla possibile influenza che tali prodotti possono esercitare nella costruzione dell’immagine di sé, nel rafforzamento degli stereotipi di genere, nell’immaginario sessuale di questi soggetti. Il presente lavoro si propone di interrogare il genere pornografico come prodotto culturale di massa, tentando di tracciarne il percorso storico e i costrutti narrativi peculiari, analizzandolo da un punto di vista semiotico, grazie ai numerosi contributi dei porno studies. Inoltre, cerca di raccogliere le tesi critiche che hanno animato il dibattito sulla pornografia, e che ancora oggi si ripropongono, a partire da quello storico dei diversi femminismi, fino ai più recenti, maggiormente orientati ad una analisi del fenomeno del web. Considerando la pornografia come un elemento incisivo nell’esperienza della sessualità nel nostro tempo e in particolare per i più giovani, si rende necessario un approccio più complesso, che cerchi di inserire questi prodotti in un’analisi più ampia della sessualità, riprendendo le riflessioni di alcuni autori che hanno contribuito a tracciare alcune direzioni di senso, sia da un punto di vista individuale che collettivo. Il quadro teorico permette di individuare alcuni nodi centrali per costruire la domanda di ricerca, condotta seguendo l’approccio ecologico della critical inquiry, con una metodologia qualitativa. I dati raccolti tramite interviste semistrutturate sono elaborati secondo un lavoro di analisi testuale, con cui è possibile rilevare la conferma delle ipotesi di partenza della ricerca, in linea con i risultati delle ricerche internazionali, delle quali si propone una breve rassegna.The accessibility of pornographic material online, along with a free of charge and anonymous consumption, encourage preteens’ access and use. This phenomenon poses a series of questions about the possible influence that such products can play in the construction of self-image, in the strengthening of gender stereotypes, and young people’s sexual imagery. This work aims to put into question the pornographic genre as a cultural mass product, trying to trace the historical path and the peculiar narrative constructs, and to analyze it from a semiotic point of view. In addition, the aim is to collect critical arguments that animated the debate on pornography, and still are reproduced, starting with the history of different feminisms, till the later and more oriented analysis of the web phenomenon. Considering pornography as a decisive factor in the experience of sexuality in our time, especially for young people, a complex approach is necessary in order to incorporate those products into a broader analysis, taking up the reflections of some authors who helped to draw some meaningful way: this is done from an individual and collective perspective.[1] The theoretical framework[2] makes it possible to identify some core issues to formulate the research questions, carried out by following the ecological approach of critical inquiry, with a qualitative methodology. The data collected through semi-structured interviews are prepared in a textual analysis work, with which it is possible to detect the confirmation of the research hypothesis, in line with the results of international research, of which a brief review is proposed.
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Brisson, Geneviève. "Preadolescent boys' paths to reading : balancing identity and agency." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31871.
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The major purpose of this qualitative study was to map particular preadolescent
boys' paths to reading by taking a look at various elements that might have
influenced their path to reading. Data were collected using five individual interviews
with boys, ages 11 to 13 years old, and a group interview with all five of them.
Questions for both interviews were designed to gather data in relation to my research
sub-questions, which came from a preliminary review of the literature. This study
explored how various factors —hobbies (e.g. video games, sports) and personal
interests (e.g. swords, reptiles, cars), adults as reading mentors, school, perceptions of
reading and readers, agency, peers and popular culture — influence five boys' reading
paths. Analysis of this data provided the following findings. Hobbies and favourite
activities seemed not to influence four of the boys when they chose books, but they
were a major influence for the fifth boy. The five boys mentioned series that had an
impact both on their attitude towards reading and on their choice of texts. School's
influence, however, appeared to be "neutral", but two boys explained that literature
circles were an interesting practice because they allowed for discussion with peers.
This school literacy activity contributed to these boys' positive attitudes toward
reading. Peer recommendations from other readers also influenced the choice of
books made by the interviewees. The five pre-adolescent boys appeared to be resisting
some cultural and social norms of their peer groups and of masculine discourses: they
were reading despite the fact that this activity was not one of the most popular
activities among their friends. However, if they did not view reading as a feminine
activity, they still perceived certain books as "girls' books", books that no boys would
want to read. Finally, none of these elements has been found to have a predominant
influence on all the boys: the participants spoke about more than one element that had
an influence on their choices of texts as well as on their attitudes towards reading.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Thiele, Bonnie Jeanne. "Parenting practices for high -achieving preadolescent migrant education students." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.
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In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.
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Schneiderman, Brett, Erin Dula, Saravanan Elangovan, and Jacek Smurzynski. "Preadolescent Musical Training Influences Spatial Listening and Temporal Processing." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1579.
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When compared to their non-musician peers, adult musicians demonstrate enhanced speech-in-noise perception (Parberry-Clark et al, 2013), verbal memory (Chan et al, 1998), phonological skills (Deg & Schwarzer, 2011), and reading (Tierney & Kraus, 2013). Recent evidence from auditory brainstem responses suggests that early musical training primes neural plasticity that facilitates listening in degraded environments (Strait et al., 2012). Our study examined the hypothesis that neural enhancements, subsequent to preadolescent musical training, improves binaural speech processing and temporal processing that are known to contribute significantly to speech understanding in complex listening environments (Hirsh, 1950; Snell & Frisina, 2000). We tested middle-school aged (10 - 14 years) children with and without musical training based on years of experience (< 6 months = non-musician; > 1 year = musician) and musical aptitude (Intermediate Measures of Music Audiation; rhythm subtest) on tests of spatial listening (Listening in Spatialized Noise-Sentences Test, Dillon, 2007) and auditory temporal processing (Adaptive Test of Temporal Resolution, Lister et al., 2011). We also measured working memory and visual processing efficiency (picture pattern memory and processing speed; NIH Tool Box) to understand the potential influence of multimodality higher-order cognitive skills over modality-specific enhancements in auditory perceptual processing secondary to musical training.
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Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.
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A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002). A growing number of theorists assert that the self-concept/achievement relationship must be examined within the context of the social environment (Guay, Boivin, & Hodges, 1999; Rogers, Smith, & Coleman, 1978). What is yet to be explored with more in-depth analysis, however, is whether a relationship exists between children's perception of themselves and the level of performance exhibited by their peers (Guay et al., 1999). In an effort to shed light on this subject the present study seeks to identify any correlation between self-concept, social comparison processes, and academic achievement through the lens of the following theoretical constructs: (a) Self-Concept and Self-Theory; (b) Social-Comparison Theory; and (c) Achievement Goal and (d) Social Identity Theories.
Social comparison theory and its role in self-evaluation were first promulgated in the 1950s. This theory proposes that individuals seek accurate appraisals of self and engage in comparison to others in the absence of objective feedback (Festinger, 1954). Finally, achievement is explored in connection with achievement goal theory and in context with social identity theory. Achievement goal theory holds that individuals possess an awareness of their abilities and, as a result, adopt relative goal theories associated with achievement behaviors.
Each of the foregoing theoretical constructs has implications for an enlarged focus on the development of childhood self-concept, socialization processes and their relationship to academic achievement. This study will add to a growing body of literature exploring potential links between peer social comparison processes, global and academic self-concept, and achievement.
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Delfino, Jennifer B. "Negotiating achievements| Language and schooling experiences among African American preadolescents." Thesis, American University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618405.
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This dissertation examines the linguistic practices 9–13 year-old African American students who attended an after school program in Washington, D.C. used to negotiate schooling and achievement. It builds on existing anthropological research on how young people are socialized into their communities, classrooms, and the wider society via language. It renders this process particular to the students’ lived experiences of race, poverty, and contemporary schooling reform. By focusing on linguistic practice and the language ideologies held by the students, the dissertation explores the difficulties racially identified minority students face in school when they are asked by the wider society’s major socializing agents and institutions to exchange cultural identity for academic success.
The dissertation is based on 8 months of ethnographic fieldwork that was conducted from October 2010–June 2011. During these months, over 108 hours of data were recorded from 30 preadolescents who served as research subjects. Informal interviews with after school staff and adults from the local community were also conducted. In the third and final phase (April–June 2011), focus groups were conducted with 12 of the students.
The dissertation provides evidence that among same- and similar-age peers, the students often repurposed the linguistic practices they learned from adults, and in ways that did not always align with the dominant expectations of the more socially powerful members of either the community or the after school program. It argues that the types of AAVE-based “conflict” talk students test in peer contexts perform positive socializing functions but that these discourse styles were nevertheless often interpreted, by adults as well as the students themselves, as unpreparedness or unwillingness to achieve in school.
This study revisits major theorizing of hegemony, critical consciousness, and “the Black underclass.” It suggests that while preadolescent-age African Americans try to construct “achievement” on their own terms via linguistic practice, they are not always successful because they are not empowered in the classroom, situationally or in the long term. It concludes by recommending ways in which educational practitioners and theorists can better understand how academically marginalized students engage with schooling and how they can support these students’ negotiated achievements.
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Gutiérrez, Juárez Tania Libertad. "AUTOEFICACIA PERCIBIDA PARA EL CONTROL DE PESO EN PREADOLESCENTES ESCOLARES." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2015. http://hdl.handle.net/20.500.11799/49984.
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En este trabajo, se abordarán elementos que justificarán la percepción de autoeficacia percibida para el control de peso en preadolescentes escolares diferenciado por género, planteando algunas interrogantes que guiaron la investigación: ¿cómo se perciben las mujeres para realizar actividades que beneficien su salud?,¿para las mujeres, qué actividades físicas consideran que son capaces de realizar?,¿qué actividades físicas consideran los hombres que pueden realizar con seguridad?, ¿Cuáles son las conductas alimentarias que consideran poder realizar, tanto hombres como mujeres?¿existen diferencias entre hombres y mujeres para adoptar conductas saludables que ayuden a mantener y/o bajar su peso corporal?. Los resultados ayudarán a obtener una caracterización con respecto a estas diferencias y a formular un conjunto de recomendaciones que promuevan el avance por la equidad de género en la población.La presente investigación se planteó a nivel descriptivo, de campo, con un diseño de investigación no experimental de tipo trasversal, teniendo como objetivo principal describir la Autoeficacia Percibida para el Control de Peso de preadolescentes estudiantes de una escuela primaria pública ubicada en Zinacantepec, Estado de México. La muestra fue de carácter no probabilístico, conformada por 65 preadolescentes escolares del 4to, 5to y 6to grado de primaria entre 9 y 12 años de edad, de los cuales 23 fueron niños y 42 fueron Mujeres. Para lograr el objetivo planteado se aplicó el “Inventario de Autoeficacia Percibida para el Control de Peso” (AP-CP) de Román, Díaz, Cárdenas y Lugli (2007).
Universidad Autónoma del Estado de México
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Casuso, Liliana, Rafael Gargurevich, den Noortgate Wim Van, and den Bergh Omer Van. "Urban life stress in preadolescents: a longitudinal assessment in Lima." Escuela Profesional de Psicología de la Facultad de Ciencias de la Comunicación, Turismo y Psicología de la Universidad de San Martín de Porres, 2013. http://hdl.handle.net/10757/324727.
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Este estudio tiene como objetivo explorar longitudinalmente los eventos estresantes en preadolescentes de una zona urbana de Lima. Una muestra no clínica (N = 170, 9-11 años) proveniente de niveles socioeconómicos (SES) alto y bajo en la zona urbana de Lima, fue evaluada en cuatro momentos a lo largo de dos años. El análisis multinivel mostró que la intensidad de estrés percibido disminuyó durante los dos años. Los preadolescentes de SES bajo, mostraron más estrés sobre sí mismos y sobre sus familia en comparación con los de SES alto. Las niñas se estresaban más por sus familias y amigos que los niños. Finalmente se describen los estresantes más frecuentes encontrados en este grupo de preadolescentes limeños que viven en una zona urbana.Revisión por pares
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Packman, Jill. "Group activity therapy with learning disabled preadolescents exhibiting behavior problems." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.
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This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental group (n=12) and to the control group (n=12). The treatment group preadolescents were divided into groups of three and participated in group activity therapy one hour per week for 12 weeks. The participants were assigned to groups according to individual needs and personality traits. The control group received no treatment during the study. Pre and post test data were collected from parents using the Child Behavior Checklist (CBC) and the Behavior Assessment Scale for Children (BASC).
Analysis of Covariate (ANCOVA) was utilized to determine statistical significance between the treatment group and the control group on the post-test means for each hypothesis. In each case, the post-test specified in each hypothesis was used as the dependent variable and the pre-test as the covariate. Specifically, the preadolescents in the treatment group showed statistically significant decreases in total behavior problems on the BASC (p=.05) and decreases in internalizing problems on both the BASC and CBC (p=.03, p=.05, respectively). While not statistically significant, positive trends were noted on the CBC total behavior scale (p=.08) and on the CBC externalizing scale (p=.09). In addition, Cohen's d effect size was calculated for each hypothesis and post hoc analysis of the subscales to determine practical significance of the treatment on the experimental group when compared to the control group. A large treatment effect size was found on the BASC (d=.91) and CBC (d=.82) total behavior problems scales and on the BASC (d=1.03) and CBC (d=.90) internalizing problems scales. A moderate to large treatment effect size (d=.78) was found on the CBC externalizing problems scale and a medium treatment effect size (d=.53) was found on the BASC externalizing problems scale. Qualitative data was also examined to determine clinical significance of the intervention. This study determined that group activity therapy is an effective intervention for preadolescents diagnosed with a learning disability.
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Strong, Cynthia D. "Addressing the gender gap : teaching preadolescent girls computer networking concepts /." Online version of thesis, 2010. http://hdl.handle.net/1850/12239.
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Lott, Mark A. "Aerobic Fitness, Executive Control, and Emotion Regulation in Preadolescent Children." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5869.
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The present study evaluated direct and indirect associations between aerobic fitness, executive control, and emotion regulation among a sample of children aged 8-12 years. To evaluate these associations, the study employed a cross-sectional design and full-information maximum likelihood (FIML) structural equation modeling. Although the hypothesized factor analytic model failed to converge, an alternative exploratory model allowed for the evaluation of associations between primary study variables. Results supported a moderate direct association between childhood aerobic fitness and executive control, a strong direct negative association between executive control and emotion regulation, and a moderate indirect association between aerobic fitness and emotion regulation through executive control. These findings provide preliminary evidence that executive control functions as a mediator between aerobic fitness and emotion regulation and may help explain the means by which aerobic exercise exerts its influence on emotional wellbeing among preadolescent children.
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Schneiderman, Brett, Erin Dula, and Saravanan Elangovan. "Preadolescent Musical Training Influences Spatial Listening and Temporal Processing Skills." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1571.
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We examined the hypothesis that neural plasticity following preadolescent musical training improves spatial listening and temporal processing. Two groups of children with (>2 years) and without (< 6 months) significant musical training were assessed on binaural processing, spatial memory, and gap detection. Results demonstrated the musician group had an advantage in spatial listening and auditory memory. These findings suggest an early emergence of listening benefits and also support musical training as a rehabilitative strategy to ameliorate specific auditory processing deficits.
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Weekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.
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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.
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Ardington, Angela Mary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Languages and Linguistics. "In and out of play : negotiated activity in preadolescent girls' talk." THESIS_CAESS_LLI_Ardington_A.xml, 2001. http://handle.uws.edu.au:8081/1959.7/209.
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This thesis examines how playful language functions in the friendship talk of preadolescent girls.By experimentation and manipulation of language, speakers negotiate turbulence to accomplish a variety of actions which highlight the talk-as-play function.The analytical focus is on speaker's negotation of talk in and out of play and non play. The methodology is synthesised from interactional sociolinguistics, ethnographic and Conversational Analysis approaches. Findings demonstrate that alliance building is accomplished in a diversity of forms which contribute to the overall game-like key of preadolescent girls' talk.Findings are relevant to applied linguistic and development psychology.The study offers new insights into the acquisition of gendered language practice.Doctor of Philosophy (PhD)
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Cabré-Riera, Alba 1991. "Radiofequency electromagnetic fields exposure, sleep, and neurodevelopment in preadolescents and adolescents." Doctoral thesis, Universitat Pompeu Fabra, 2011. http://hdl.handle.net/10803/670279.
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The use of mobile communication devices (e.g. mobile phones, tablets, and laptops) increased during the last few years, especially in preadolescents and adolescents. In order to function, mobile communication devices require a constant exchange of information achieved using radiofrequency electromagnetic fields (RF-EMF). Evidence is limited for potential effects of RF-EMF exposure to the brain and epidemiological studies that assessed RF-EMF exposure and its relationship with sleep and neurodevelopment are scarce.
This thesis aimed to better understand the potential association between RF-EMF exposure and sleep, and RF-EMF exposure and neurodevelopment by: i) using a comprehensive RF-EMF exposure assessment (i.e. distinguish between sources with different patterns of RF-EMF exposure to the brain such as phone calls, screen activities, and environmental sources, ii) estimating the amount of RF-EMF the brain absorbs from each source and overall, ii) assessing sleep using objective measures collected with actigraphy, and iii) assessing neurodevelopment as cognitive function and brain volumes.
The use of some mobile communication devices such as the tablet and problematic mobile phone use were associated with poorer sleep quality and less favourable objective sleep measures. Moreover, evening whole-brain RF-EMF dose from phone calls was associated with less favourable objective sleep measures. Regarding neurodevelopment, overall whole-brain RF-EMF dose and whole-brain RF-EMF dose from phone calls were not associated with brain volumes but whole-brain RF-EMF dose from screen activities was associated with smaller caudate volume. Finally, overall whole-brain RF-EMF dose and whole-brain RF-EMF dose from phone calls was associated with non-verbal intelligence.
Given that the biological mechanism behind the observed associations between RF-EMF exposure and sleep, and RF-EMF exposure and neurodevelopment is unknown, that we found small effects sizes, and that we could not entirely disentangle between minutes of use and RF-EMF dose, our results should be interpreted with caution. We cannot discard chance finding, reverse causality, or that other non-RF-EMF factors related to the use of mobile communication devices are behind the observed associations (e.g. blue light, addiction, mental arousal or sleep displacement).El uso de dispositivos móviles de comunicación como los teléfonos móviles, tabletas y ordenadores portátiles ha aumentado en los últimos años, especialmente en preadolescentes y adolescentes. Los dispositivos móviles de comunicación utilizan los campos electromagnéticos de radiofrecuencia (CEM-RF) para el intercambio constante de información necesario para su funcionamiento. La evidencia científica de los efectos que tiene la exposición a CEM-RF al cerebro es limitada y los estudios epidemiológicos que evalúan la exposición de CEM-RF y su relación con el sueño y el neurodesarrollo son escasos. Esta tesis tiene como objetivo entender mejor las asociaciones entre la exposición a CEM-RF y el sueño y la exposición a CEM-RF y el neurodesarrollo: i) haciendo una evaluación completa de la exposición de CEM-RF al cerebro, es decir, distinguiendo entre fuentes de CEM-RF con diferentes patrones de exposición al cerebro como las llamadas telefónicas, el uso de aparatos móviles de comunicación para actividades con pantalla y las fuentes ambientales, ii) estimando la cantidad de CEM- RF que el cerebro absorbe de cada fuente y en total, iii) evaluando el sueño utilizando medidas objetivas recogidas con actigrafia y iv) evaluando el neurodesarrollo como función cognitiva y volúmenes cerebrales. El uso de algunos dispositivos móviles de comunicación como por ejemplo la tableta y el uso problemático del teléfono móvil están associados con peor calidad y medidas objetivas del sueño. Además, hemos observado una asociación entre la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas por la tarde y peores medidas objetivas del sueño. En cuanto al neurodesarrollo, la dosis total de CEM-RF al cerebro y la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas no están asociadas con los volúmenes cerebrales, en cambio, la dosis de CEM-RF al cerebro proveniente de usos de aparatos móviles de comunicación para actividades con pantalla está asociada con un volumen más pequeño del núcleo caudado. Finalmente, la dosis total de CEM-RF al cerebro y la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas están asociadas con peor inteligencia no verbal. Teniendo en cuenta que se desconoce el mecanismo biológico que hay detrás de las asociaciones observadas entre la exposición a CEM-RF y el sueño y la exposición a CEM-RF y el neurodesarrollo, que los efectos que hemos encontrado son pequeños y que no hemos podido separar completamente entre los minutos de uso y la dosis de CEM-RF, nuestros resultados deben interpretarse con precaución. No podemos descartar hallazgo casual, causalidad inversa o que otros factores relacionados con el uso de dispositivos móviles de comunicación estén detrás de las asociaciones observadas. Por ejemplo, exposición a la luz azul, adicción a los dispositivos móviles de comunicación, excitación mental o desplazamiento del sueño.
L’ús de dispositius mòbils de comunicació com els telèfons mòbils, tauletes i ordinadors portàtils ha augmentat els darrers anys, especialment en preadolescents i adolescents. Els dispositius mòbils de comunicació utilitzen els camps electromagnètics de radiofreqüència (CEM-RF) per l’intercanvi constant d’informació necessari pel seu funcionament. L’evidència científica dels efectes que té l’exposició de CEM-RF al cervell és limitada i els estudis epidemiològics que avaluaven l’exposició de CEM-RF i la seva relació amb el son i el neurodesenvolupament són escassos. Aquesta tesi té com a objectiu entendre millor les associacions entre l’exposició a CEM-RF i el son i l’exposició a CEM-RF i el neurodesenvolupament. Per fer-ho: i) hem fet una avaluació completa de l’exposició de CEM-RF al cervell, és a dir, distingint entre fonts de CEM-RF amb diferents patrons d’exposició al cervell com les trucades telefòniques, l’ús d’aparells mòbils de comunicació per activitats amb pantalla i les fonts ambientals, ii) hem estimat la quantitat de CEM-RF que el cervell absorbeix de cada font i en total, iii) hem avaluat el son utilitzant mesures objectives recollides amb actigrafia i iv) hem avaluat el neurodesenvolupament com a funció cognitiva i volums cerebrals. L’ús d’alguns dispositius mòbils de comunicació com per exemple la tauleta i l’ús problemàtic del telèfon mòbil estan associats amb pitjor qualitat i mesures objectives del son. A més a més, hem trobat una associació entre la dosi de CEM-RF al cervell provinent de les trucades telefòniques al vespre i pitjors mesures objectives del son. En relació amb el neurodesenvolupament, la dosi total de CEM-RF al cervell i la dosi de CEM-RF al cervell provinent de les trucades telefòniques no estan associades amb els volums cerebrals, en canvi, la dosi de CEM-RF al cervell provinent d’usos d’aparells mòbils de comunicaió per activitats amb pantalla està associada amb un volum més petit del nucli caudat. Finalment, la dosi total de CEM-RF al cervell i la dosi de CEM-RF al cervell provinent de les trucades telefòniques estan associades amb pitjor la intel·ligència no verbal. Tenint en compte que es desconeix el mecanisme biològic que hi ha darrere de les associacions observades entre l'exposició a CEM-RF i el son i l'exposició a CEM-RF i el neurodesenvolupament, que els efectes que hem trobat són petits i que no hem pogut separar completament entre els minuts d'ús dels dispositius mòbils de comunicació i la dosi de CEM-RF al cervell, els nostres resultats s’han d’interpretar amb precaució. No podem descartar que les troballes siguin casuals, causalitat inversa o que altres factors relacionats amb l’ús de dispositius mòbils de comunicació estiguin darrere de les associacions observades. Per exemple, exposició a la llum blava, addicció als aparells mòbils de comunicació, excitació mental o desplaçament del son.
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Fong, Wai-tsz Ricci. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39872798.
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Fong, Wai-tsz Ricci, and 方蔚子. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007925.
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Carrison, Amy L. "Treadway| A diversionary program for preadolescents at risk for substance use." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164044.
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The purpose of this project was to develop a flexible, adaptable curriculum (Treadway) designed to meet the specific developmental needs of preadolescents who have been identified as being high risk for developing a substance use problem. Substance use among preadolescents has been reported with increasing frequency. Preadolescents (individuals ages 11 to 13) differ from their older adolescent counterparts behaviorally, cognitively, emotionally, and socially; differences which impact how to approach the preadolescent?s use of alcohol and drugs. Stakeholders are inclined to help younger clients, but have limited information on how to intervene effectively with preadolescents. In the space between substance abuse prevention and substance abuse treatment, there exists a strong need for a diversionary curriculum targeting preadolescents. The Treadway program was designed to meet this need. Key Words: Preadolescents, adolescents, substance use interventions, substance abuse, treatment manuals
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Flahive, Mon-hsin Wang. "Group sandtray therapy at school with preadolescents identified with behavioral difficulties." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4878/.
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Sandtray therapy, a modality of play therapy, has been used in a variety of ways as the treatment intervention with different theoretical approaches; however, there is a very limited amount of empirical research. The purpose of this research is to examine the effectiveness of group sandtray therapy at school with preadolescents identified with behavioral difficulties. This is a pretest-posttest control group design. Participants in the experimental group received sandtray therapy in group for ten weeks, and participants in the wait-list control group received no treatment intervention. The researcher compared two groups to examine the overall effectiveness of sandtray therapy as determined by the scores of the Child Behavior Checklist-Teacher Report Form (CBC-TRF), Parent Report Form (BASC-PRF), and Self Report of Personality (BASC-SRP). Based on teachers' reports, statistically significant difference existed between the two groups in terms of preadolescents' overall behaviors, externalizing behavior problems, and internalizing behavior problems after the ten week treatment intervention. The effect sizes were medium (d= .52-.59). According to parents' reports, a statistically significant difference was found regarding preadolescents' externalizing behavior problems, and the effect size was medium (d=.63). No statistically significant differences were found regarding preadolescents' total behaviors and internalizing behavior problems based on BASC-PRF. The effect sizes arranged from medium to small (d=.55 and .35, respectively). In terms of the total behavior on BASE-SRP, no statistical significant difference was found and the effect was small (d=.18). A case example was included to illustrate the process and effect of group sandtray therapy. Based on the results of this study, it is determined that group sandtray can be an effective treatment intervention for preadolescents identified with behavioral problems. The primary contribution of this study is to present empirical support for the effectiveness of using sandtray therapy.