Journal articles: 'Psychology, child – history'

1

Hooper, Frank H. "The History of Child Psychology as Seen through Handbook Analysis." Human Development 31, no. 3 (1988): 176–84. http://dx.doi.org/10.1159/000275805.

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Gay, James E., and Robert Williams. "Contributions to the History of Psychology: XLI. Daniel A. Prescott 1898–1970." Psychological Reports 59, no. 3 (December 1986): 1321–22. http://dx.doi.org/10.2466/pr0.1986.59.3.1321.

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The professional activities and publications of Daniel A. Prescott, first Director of the Institute for Child Study at the University of Maryland are reviewed. Prescott's contributions were in the areas of child study, education, and human development. He was especially interested in synthesizing research findings on child and adolescent development from a variety of areas, e.g., genetics, physiology, endocrinology, anatomy, pediatrics, sociology, psychology, psychiatry, education, etc., and communicating them in nontechnical language to educators, parents, and others.

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Hewes, Dorothy. "More on early child history." International Journal of Early Childhood 17, no. 1 (March 1985): 9–13. http://dx.doi.org/10.1007/bf03176752.

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Jackson, D. Joyce. "Contributions to the History of Psychology: XL. The Hampstead Wartime Nurseries." Psychological Reports 58, no. 1 (February 1986): 127–30. http://dx.doi.org/10.2466/pr0.1986.58.1.127.

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To learn the fate of the Hampstead Wartime Nurseries established by Anna Freud and Dorothy Burlingham during World War II, the writer visited the sites 40 yr. later. Although she found they no longer exist, she learned they served as the precursor to the existing Hampstead Therapy and Child Clinic, the largest training center in the world offering a subspecialty of child psychoanalysis. Some of Anna and Dorothy's major findings about children are included. Their burial sites demonstrate the friendship, dedication and devotion the two had.

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Mause, Lloyd de. "The history of child abuse." Sexual Addiction & Compulsivity 1, no. 1 (January 1994): 77–91. http://dx.doi.org/10.1080/10720169408400029.

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Robboy, Juliet, and Kristen G. Anderson. "Intergenerational Child Abuse and Coping." Journal of Interpersonal Violence 26, no. 17 (May 20, 2011): 3526–41. http://dx.doi.org/10.1177/0886260511403758.

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Many studies have investigated the consequences of child sexual abuse (CSA) but few have examined the intergenerational effects of poly- victimization and maladaptive coping. The purpose of this investigation was to examine patterns of maltreatment and maladaptive coping among second-generation CSA survivors. It is hypothesized that: (a) maternal CSA history would be associated with a higher incidence of poly-victimization and maladaptive coping and (b) experiencing more forms of abuse would mediate the relation between maternal CSA history and maladaptive coping behaviors. The method used was a chart review of 139 sexually abused females aged 12 to 17, examining maternal abuse history, maladaptive coping behaviors, and child maltreatment. The results showed that poly-victimization differed as a function of maternal CSA history but maladaptive coping did not. Experiencing more types of abuse was associated with both self-injurious behaviors and substance use. In conclusion, results support the hypothesis that second generation CSA survivors are more likely to experience poly-victimization. Future research should address how intergenerational patterns of abuse might affect presenting symptomatology and treatment outcome.

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Dehli, Kari. "Doing histories of education and psychology." Encounters in Theory and History of Education 15 (November 10, 2014): 103–20. http://dx.doi.org/10.24908/eoe-ese-rse.v15i0.5396.

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This paper examines changing relations between education and psychological knowledge about children. I discuss some of the ways in which relations between education and psychology have been approached in historical research in education, ranging from social history to genealogical approaches, influenced Michel Foucault. Rather than viewing these approaches as mutually exclusive, I suggest that they can enrich each other. I illustrate this argument by tracing how two kinds of psychology – mental measurement and child study – constructed the child as object in the practice of psychologists working at the University of Toronto in the first half of the twentieth century. DOI:http://dx.doi.org/10.15572/ENCO2014.06

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Hassan, Dr Abida, and Muhammad Arif Saeed. "Historic Conjunction of Juvenile Law and Child Psychology." Journal of Law & Social Studies 3, no. 1 (June 30, 2021): 44–47. http://dx.doi.org/10.52279/jlss.03.01.4447.

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In any developed nation, the way law is implemented is a seen as a reflection of what the statute or article was intended for, since modern society is a complex blend of different societal layers, it is necessary to make distinctions based on certain criteria in order to satisfy the ulterior motive of law: to maintain peace and harmony in society. One such distinction is that between the law applicable to adults and that applicable to minors, or in legal terms, juveniles. Pakistan also shared its history of juvenile justice with India, up until its independence in 1947. Even then it took Pakistan fifty-three years to formulate a uniform piece of legislation for juveniles, and then another eighteen to update and revise it considerably. By virtue of the procedure of independence, Pakistan inherited a lot of laws that had been introduced by the British in the subcontinent during their rule. Several of these laws were oriented towards juveniles and the need for their separation from adult, either wholly or partially and some of them survive to this day as well.

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Aguzumtsyan, R. V. "Scientific Heritage of Professor O.M. Tutunjyan (to the 105th Anniversary of Birth)." Psikhologicheskii zhurnal 44, no. 5 (2023): 103. http://dx.doi.org/10.31857/s020595920027728-6.

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The multifaceted scientific contribution to psychological science of the famous Armenian scientist O.M. Tutunjyan is considered (1918–1994). The main directions of his research are highlighted — the history of foreign and Armenian psychology, educational, child and sports psychology. Research on the history of foreign psychology has received international recognition, including the election of O.M. Tutunjyan is an honorary member of the French Society of Psychologists, the Academic Council of the Institute of Psychosomatics (Sao Paulo, Brazil), and a number of other foreign Societies of Psychologists and Academic Councils.

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Fallace, Thomas D. "From the German Schoolmaster's Psychology to the Psychology of the Child: Evolving Rationales for the Teaching of History in U.S. Schools in the 1890s." Journal of the Gilded Age and Progressive Era 10, no. 2 (March 29, 2011): 161–86. http://dx.doi.org/10.1017/s1537781410000174.

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The rationale for teaching history proposed by most professional historians in the 1890s was based on faculty psychology—the theory that the mind was composed of mental faculties such as memory and will that could be strengthened like muscles. However, over the course of the decade this approach was gradually replaced by a functional approach to mind and society, which had roots in the new psychology of Wilhelm Wundt. This development was accompanied by a pedagogical shift in learning theory from an emphasis on exertion of the students' will to engaging students' interest. John Dewey, William James, and the American followers of German pedagogical theorist, Johann Frederich Herbart, directly challenged the faculty psychology of the German-inspired professional historians but still placed history at the center of their pedagogical schemes. As a result, history gained a central place in U.S. elementary and secondary curriculum during these years, but paradoxically the new psychology gradually eroded the influence of professional historians on the curriculum, because they failed to acknowledge these emerging pedagogical and psychological theories.

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Berger, Michael, and Lionel Hersov. "JCPP - The Journal of Child Psychology and Psychiatry: a history from the inside." Journal of Child Psychology and Psychiatry 50, no. 1-2 (January 2009): 2–8. http://dx.doi.org/10.1111/j.1469-7610.2008.02036.x.

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Vetö, Silvana. "Child delinquency and intelligence testing at Santiago’s Juvenile Court, Chile, 1929–1942." History of Psychology 22, no. 3 (August 2019): 244–65. http://dx.doi.org/10.1037/hop0000123.

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Krause, Elizabeth D., and Susan Roth. "Child Sexual Abuse History and Feminine Gender-Role Identity." Sex Roles 64, no. 1-2 (October 1, 2010): 32–42. http://dx.doi.org/10.1007/s11199-010-9855-6.

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Bates, John E., Denny Marvinney, Timothy Kelly, Kenneth A. Dodge, and et al. "Child care history and kindergarten adjustment." Developmental Psychology 30, no. 5 (1994): 690–700. http://dx.doi.org/10.1037/0012-1649.30.5.690.

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15

Laing, Roisín. "Candid Lying and Precocious Storytelling in Victorian Literature and Psychology." Journal of Victorian Culture 21, no. 4 (December 1, 2016): 500–513. http://dx.doi.org/10.1080/13555502.2016.1233904.

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Abstract By comparing Frances Hodgson Burnett’s A Little Princess (1905) with contemporaneous psychology and canonical literature, this article suggests that children’s literature complicates our understanding of nineteenth-century discourse about precocity. In much canonical literature of the Victorian period, the precocious child is an agent in a narrative of adult redemption. In Victorian child psychology, childhood storytelling was associated with lying and with moral insanity; adult stories are, implicitly, true by contrast. Both discourses thus reduce the precocious child to the role of agent in the tacit truth of adult stories; many such nineteenth-century scientific and literary studies of precocity are therefore, more essentially, studies of the adult reflected in the precocious child. A Little Princess, in contrast, is concerned with the experiences and perspective of its precocious child protagonist, Sara Crewe. Through this focus on the child herself, A Little Princess suggests that the position of the precocious child in contemporary discourse is a result of the threat she represents to the adult, and to the supposed truth of adult stories. Sara Crewe obviates the moral difference between adults’ stories and children’s stories, and between truth and deceit, upheld in contemporary psychology. She therefore undermines the difference between adult and child which informed debate about precocity in canonical fiction and psychology of the Victorian period. In A Little Princess, this transgression of boundaries is a productive, enabling, and even moral act.

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Dmitrieva, Julia, Laurence Steinberg, and Jay Belsky. "Child-Care History, Classroom Composition, and Children's Functioning in Kindergarten." Psychological Science 18, no. 12 (December 2007): 1032–39. http://dx.doi.org/10.1111/j.1467-9280.2007.02021.x.

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Tenenbaum, Harriet R., Jess Prior, Catherine L. Dowling, and Ruth E. Frost. "Supporting parent-child conversations in a history museum." British Journal of Educational Psychology 80, no. 2 (June 2010): 241–54. http://dx.doi.org/10.1348/000709909x470799.

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Moore, Kelsey, Victoria Talwar, Carlos Gomez-Garibello, Sandra Bosacki, and Linda Moxley-Haegert. "Children’s spirituality: Exploring spirituality in the lives of cancer survivors and a healthy comparison group." Journal of Health Psychology 25, no. 7 (November 6, 2017): 888–99. http://dx.doi.org/10.1177/1359105317737605.

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This study found that children with a history of cancer had higher scores on certain measures of spirituality compared to their healthy peers. Health history was found to significantly moderate the relations among spirituality and outcome variables, such as depression and anxiety. Furthermore, parent–child dyadscancerhad more highly correlated scores than parent–child dyadshealthyon both the Depression subscale and the Existential Well-Being subscale, whereas parent–child dyadshealthyhad more highly correlated scores than parent–child dyadscanceron the Duality factor. Limitations and future directions are discussed.

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Clark, Penney, Mona Gleason, and Stephen Petrina. "Preschools for Science: The Child Study Centre at the University of British Columbia, 1960–1997." History of Education Quarterly 52, no. 1 (February 2012): 29–61. http://dx.doi.org/10.1111/j.1748-5959.2011.00372.x.

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Although not entirely neglected, the history of preschool reform and child study in Canada is understudied. Historians have documented the fate of “progressivism” in Canadian schooling through the 1930s along with postwar reforms that shaped the school system through the 1960s. But there are few case studies of child study centers and laboratory schools in Canada, despite their popularity in the latter half of the twentieth century. Histories of child study and child development tend to focus on the well-known Institute of Child Study directed by the renowned William E. Blatz in the Department of Psychology at the University of Toronto (U of T). Yet there were over twenty other child study centers established in Canadian universities during the 1960s and 1970s directed by little-known figures such as Alice Borden and Grace Bredin at the University of British Columbia (UBC).

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Zenderland, Leila. "Education, evangelism, and the origins of clinical psychology: The child-study legacy." Journal of the History of the Behavioral Sciences 24, no. 2 (April 1988): 152–65. http://dx.doi.org/10.1002/1520-6696(198804)24:2<152::aid-jhbs2300240203>3.0.co;2-6.

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Priolo-Filho, Sidnei R., and Lúcia C. A. Williams. "Child Abuse as a Predictor of Alcohol Consumption Among Brazilian University Students." Journal of Interpersonal Violence 34, no. 2 (April 1, 2016): 270–86. http://dx.doi.org/10.1177/0886260516640775.

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Alcohol use among university students has received considerate attention in recent years due to its serious consequences. There is insufficient data in terms of the relationship between child abuse history and future use of alcohol in such a group. In addition, little is known about the effects of polyvictimization (lifetime multiple victimization experiences) on the consumption of these young adults. This study has examined whether a history of exposure to intimate partner violence (IPV) and/or child abuse is related to alcohol consumption. Particular attention was given to different forms of victimization (physical, psychological, sexual abuse, and exposure to IPV) occurring over the life of the individual. A questionnaire that underwent a process of adaptation in two pilot studies, incorporating the Alcohol Use Disorders Identification Test (AUDIT) and questions about child abuse history, was used. The questionnaire was applied to 1,452 students in Brazil. Child abuse and polyvictimization were related to higher alcohol intake and binge consumption in the last 3 months. Physical, psychological, and exposure to IPV were polyvictimization forms with the most impact on alcohol consumption. The study points out the need to initiate prevention strategies among Brazilian university students for a decrease of harmful alcohol consumption, as well as prevention of family violence.

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Duke, Carla, Stephen Fried, Wilma Pliley, and Daley Walker. "Contributions to the History of Psychology: LIX. Rosalie Rayner Watson: The Mother of a Behaviorist's Sons." Psychological Reports 65, no. 1 (August 1989): 163–69. http://dx.doi.org/10.2466/pr0.1989.65.1.163.

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Rosalie Rayner Watson (1899–1936), John Watson's second wife, assisted her husband in the development of applied behavioral psychology. Not only did Rayner Watson co-author the seminal paper on conditioned emotional reactions, she also assisted Watson in preparing the most popular child care book of the time. Curiously, in the only article under her sole authorship, Rayner Watson described behaviorism in the home somewhat negatively.

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23

Graus, Andrea. "Child prodigies in Paris in the belle époque: Between child stars and psychological subjects." History of Psychology 24, no. 3 (August 2021): 255–74. http://dx.doi.org/10.1037/hop0000192.

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Pols, Hans. "Taming the troublesome child: American families, child guidance, and the limits of psychiatric authority." Journal of the History of the Behavioral Sciences 37, no. 3 (2001): 292–93. http://dx.doi.org/10.1002/jhbs.1046.

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Burlakova, Natalia S., and Valery I. Oleshkevich. "SOCIAL-PSYCHOLOGICAL THERAPEUTICDEVELOPMENTAL ENVIRONMENT FOR A PROBLEM CHILD: HISTORY AND CONTEMPORARY DESIGN POSSIBILITIES." Moscow University Psychology Bulletin, no. 3 (2020): 262–90. http://dx.doi.org/10.11621/vsp.2020.03.12.

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Relevance. It can still be seen in contemporary studies that the difficulties of problem children are explored in an isolated manner, without any connection to the research on social-psychological practices of aid and correction. The goal of the article is to integrate the approaches aimed at understanding a problem child with main organizational practices of medical, psychological and pedagogical help. The phenomenon of a problem child is being looked at in the context of developing a project-oriented approach in cultural-historical psychology. Methods. The article uses the method of analyzing historically formed views on understanding a difficult child together with studying major views on organizing and structuring practical medical, psychological and educational help. The research was aimed at finding common features both in studies on different groups of problem children and that of different types of practices. Results and conclusions. In the course of the historical-analytical study the authors highlighted main principles in structuring the rehabilitation of problem children and adolescents, showed the directions of the latest research. These principles are described as social structures and may serve as basis for designing and later constructing required social-psychological and therapeutically-developing environments for problem children. These social structures are actively involved in shaping the child’s mental organization. They are expressed in the external social relations which can be described and later organized in a particular way to help a child to overcome the existing difficulties. These social relations can be described on different levels: microsocial (interpersonal relations) and macrosocial (different social groups and stratas, subcultures, mass social processes in the society). It allows to integrate the existing research in a cross-disciplinary field. In such systematic studies, one language can be used to describe difficulties of problem children as well as therapeutic environments most suitable for their correction. Thus, it opens up a new possibility to elaborate on project-oriented approach constructed on the basis of cultural-historical psychology.

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Tonkov, Dmitriy E. "Child’s Illusion of Legal Certainty in Jerome Frank’s Legal Psychology." History of state and law 3 (March 18, 2021): 38–44. http://dx.doi.org/10.18572/1812-3805-2021-3-38-44.

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Publication of the book “Law and the Modern Mind” in 1930 by J. Frank became one of the starting points in the history of American legal realism. The problem of legal certainty is central in the work of J. Frank. For him the vital question was why lawyers, judges and general public “believe in” and “rely on” the myth of certainty and exactness of the legal rules. One of the reasons J. Frank finds in our childish way of thinking that is tend to fixed, stable and immutable set of mechanical rules. According to the works of child psychologists, J. Frank elaborated and described the childish illusion of world’s clarity, the important element of which is the connection of the child with his father, and its counterpart in adult’s desire for legal certainty.

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Bakker, Nelleke. "Child guidance, dynamic psychology and the psychopathologisation of child-rearing culture (c. 1920-1940): a transnational perspective." History of Education 49, no. 5 (August 13, 2020): 617–35. http://dx.doi.org/10.1080/0046760x.2020.1748727.

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White, Sue. "A Developmental History of the Society of Pediatric Psychology." Journal of Pediatric Psychology 16, no. 4 (1991): 395–410. http://dx.doi.org/10.1093/jpepsy/16.4.395.

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المباشر, فاطمة, and أنصاف الياسري. "The impact of the desert dwelling on the psyche of the Bedouin child." Kufa Journal of Arts 1, no. 16 (November 19, 2013): 385–414. http://dx.doi.org/10.36317/kaj/2013/v1.i16.6265.

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Throughout recorded and documented human history, each civilized and cultural entity has developed its own distinctive urban environment, which is consistent with its beliefs and ways of life in this entity, and no urban environment is devoid of containing distinctive urban characteristics that express a specific heritage, and these characteristics are often generated and inspired by the social and cultural environment of this heritage. 2007).The follower of environmental psychology studies during the past two decades notices a clear interest in the psychology of the physical place (the natural environment), and some of these studies tended to focus on the spirit of the place and interact with it in a positive way.

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Cameron, Claire E., and John W. Hagen. "Women in child development: Themes from the SRCD Oral History Project." History of Psychology 8, no. 3 (2005): 289–316. http://dx.doi.org/10.1037/1093-4510.8.3.289.

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Elhammoumi, Mohamed. "Ape, primitive man and child: Essays in the history of behavior." Journal of the History of the Behavioral Sciences 32, no. 3 (July 1996): 285–87. http://dx.doi.org/10.1002/(sici)1520-6696(199607)32:3<285::aid-jhbs23>3.0.co;2-l.

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32

No authorship indicated. "Review of The History of Childhood: The Untold Story of Child Abuse." Contemporary Psychology: A Journal of Reviews 34, no. 5 (May 1989): 517. http://dx.doi.org/10.1037/028095.

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Rellini, Alessandra H., and Cindy M. Meston. "Psychophysiological Sexual Arousal in Women with a History of Child Sexual Abuse." Journal of Sex & Marital Therapy 32, no. 1 (January 2006): 5–22. http://dx.doi.org/10.1080/00926230500229145.

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Andreevna Korniushkina, Kseniia, and Alla Arkad’evna Salnikova. "ANTIRELIGIOUS CAMPAIGN OF THE SOVIET POWER DURING LATE 1920S AND "PIONERSKAYA PRAVDA" NEWSPAPER." Humanities & Social Sciences Reviews 7, no. 6 (November 24, 2019): 292–96. http://dx.doi.org/10.18510/hssr.2019.7652.

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Purpose: The article made in the framework of such a new, but dynamically developing trend for post-Soviet historiography, that is the history of Soviet childhood, aims to identify and study the role and the place of periodicals for children in Soviet educational practices. Methodology: The work also used the methods of historical psychology, in particular, child psychology, in order to identify specific ways of educational impact on target reading group among children. Result: The results of the study are represented not only by potential informational capability description of such a historical source that is poorly studied by domestic and foreign source science, as the Soviet periodicals for children (in particular, the newspaper "Pionerskaya Pravda"), but also by the determination of the Soviet child media space possibilities concerning the education of "militant atheists". The materials of the article can be used in the process of the Soviet history of Russia, the history of religion, the history of childhood teaching, as well as the history and source study of periodicals in the USSR. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of the Antireligious campaign of the Soviet power during late 1920s and "Pionerskaya Pravda" newspaper is presented in a comprehensive and complete manner.

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Shulman, Shmuel, Ada Becker, and L. Alan Sroufe. "Adult-Child Interactions as Related to Adult’s Family History and Child’s Attachment." International Journal of Behavioral Development 23, no. 4 (December 1999): 959–76. http://dx.doi.org/10.1080/016502599383621.

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The objective of this study was to investigate separately the contribution of mother characteristics and child characteristics in dyadic interactions. This study was conducted in a unique setting, a co-operative nursery school in which each mother assumed the role of an assistant teacher once every three weeks. At the first stage, mother’s family history and child’s attachment were evaluated. Later on during school, mothers’ and children’s interactions were videotaped. The data allowed the analysis of interactions between mothers with different family histories and children from other families with different attachment types, as well as children’s interactions with different mothers. Results showed a complex interplay of mother and child characteristics within an adult-child interaction. Mothers were observed to be more involved with, and to express more anger toward, insecurely attached children, especially when their own child was classified as insecure. Inspection of children’s initiatives revealed that children preferred to turn to adults whose family history corresponded to the family history of their own mother. Results are discussed within the framework of attachment and family systems theories.

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Fridlund, Alan J., Hall P. Beck, William D. Goldie, and Gary Irons. "Little Albert: A neurologically impaired child." History of Psychology 15, no. 4 (November 2012): 302–27. http://dx.doi.org/10.1037/a0026720.

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Ford, Julian D., Kerry Gagnon, Daniel F. Connor, and Geraldine Pearson. "History of Interpersonal Violence, Abuse, and Nonvictimization Trauma and Severity of Psychiatric Symptoms Among Children in Outpatient Psychiatric Treatment." Journal of Interpersonal Violence 26, no. 16 (February 28, 2011): 3316–37. http://dx.doi.org/10.1177/0886260510393009.

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In a clinical sample of child psychiatry outpatients, chart review data were collected for 114 consecutive admissions over a 1-year period at a Child and Adolescent Outpatient Psychiatry Clinic. Data included history of documented maltreatment, potentially traumatic domestic or community violence, neglect or emotional abuse, and noninterpersonal stressors as well as demographics, psychiatric diagnoses, and parent-rated child emotional and disruptive behavior problems. On a bivariate and multivariate basis, any past exposure to interpersonal violence—but not to noninterpersonal traumas—was related to more severe disruptive behavior problems, independent of the effects of demographics and psychiatric diagnoses. Noninterpersonal trauma and psychiatric diagnoses were associated with emotional problems; exposure to interpersonal violence appeared to partially account for this relationship despite not being independently associated with emotional problem severity. History of exposure to interpersonal violence warrants clinical and research attention as a severity marker and potential treatment focus in psychiatric outpatient services for children, particularly those with disruptive behavior problems.

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Burgess, Ann Wolbert, and Carol R. Hartman. "On the Origin of Grooming." Journal of Interpersonal Violence 33, no. 1 (December 13, 2017): 17–23. http://dx.doi.org/10.1177/0886260517742048.

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The concept of grooming has long been identified with language in child sexual abuse. This article reviews a brief history of child sexual abuse with regard to efforts to identify and classify abuserand victim behavior. We examine the evolution of terms used to label different behaviors particularly those used to obtain initial control over the chlid victim including grooming.

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Holzscheiter, Anna, Jonathan Josefsson, and Bengt Sandin. "Child rights governance: An introduction." Childhood 26, no. 3 (June 18, 2019): 271–88. http://dx.doi.org/10.1177/0907568219854518.

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In this special issue, we explore child rights governance as the intersection between the study of governance and the study of children, childhood, and children’s rights. Our introduction puts forward a set of theoretical points of departure for the study of child rights governance, engaging with scholarship on human rights, international relations, history, and governance. It links the individual contributions to this special issue with four central dimensions of child rights governance, namely: temporality, spatiality, subjectivity, and normativity.

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Pence, Alan R. "Towards an enabling history for the child day care profession in Canada." Early Child Development and Care 57, no. 1 (January 1990): 31–39. http://dx.doi.org/10.1080/0300443900570105.

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Jackson, D. Joyce. "Contributions to the History of Psychology: LXXXI. The Friendship of Anna Freud and Dorothy Tiffany Burlingham." Psychological Reports 68, no. 3_suppl (June 1991): 1176–78. http://dx.doi.org/10.2466/pr0.1991.68.3c.1176.

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Anna Freud and Dorothy Tiffany Burlingham, pioneers in child psychoanalysis, were soulmates for 55 years. They lived and worked together until their deaths, Dorothy in 1979, Anna in 1982. Theirs was a deep and caring relationship, Anna serving as a surrogate parent for Dorothy's four children. It was a bonded friendship likened to those which women cherished in the nineteenth and early twentieth centuries. Their hope was to spend eternity together.

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Benzzaquén, Adriana Silvia. "Kamala of Midnapore and Arnold Gesell's Wolf Child and Human Child: Reconciling the extraordinary and the normal." History of Psychology 4, no. 1 (2001): 59–78. http://dx.doi.org/10.1037/1093-4510.4.1.59.

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B.M., Ubaydullaeva. "Traditions Of Child Raising In Uzbek Rural Family." American Journal of Interdisciplinary Innovations and Research 03, no. 06 (June 8, 2021): 81–94. http://dx.doi.org/10.37547/tajiir/volume03issue06-13.

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The study of the issue of child socialization is one of the current problems of ethnology. Because through the upbringing of children, one can learn a lot about the lifestyle, spiritual outlook, psychological image and socio-economic history of the people. This article aims to study the features of child socialization in a modern Uzbek village on the example of a village. The information in the article was collected during the author's expeditions to the village of Mindon in 2012-2014. Research methods: direct observation, in-depth interview-based interviews and questionnaires. Theoretically, it was based on T. Parsons' structural functional theory on the study of socialization [26, p.58.]. In this theory, the family is shown as the first major stage of socialization. The study shows that the traditional method of upbringing in the family depends on the lifestyle of the people and is based on the experience of the people in child psychology, taking into account the mental and physical aspects of the mother from pregnancy to childbirth and adulthood. The data presented in the study can be used to study the culture, ethnography, spiritual and moral characteristics of the Uzbek people and to theoretically enrich such areas as ethnopsychology, ethnopedagogy, gender socialization, sociology of education.

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Sporer, Karyn. "Aggressive Children With Mental Illness: A Conceptual Model of Family-Level Outcomes." Journal of Interpersonal Violence 34, no. 3 (April 13, 2016): 447–74. http://dx.doi.org/10.1177/0886260516641283.

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The purpose of this research was to examine how families adapt and respond to an aggressive child with mental illness. This article presents findings from a qualitative study of four families, which were selected as typifying the experiences of a larger sample of 14 families; each family included a child with mental illness and a history of violent behavior. The analysis revealed a five-stage pattern in how families perceived and responded to victimization and their child or sibling’s mental illness. The study suggests that families with a violent child with mental illness and other healthy children cannot live through episodes of violence without removing the child with mental illness from the home or suffering considerable damage to the family. The article concludes with recommendations for mental health practitioners and family intervention specialists.

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T, P. E. "Child Psychiatry and the History of Medicine in America." Journal of the American Academy of Child & Adolescent Psychiatry 27, no. 4 (July 1988): 408. http://dx.doi.org/10.1097/00004583-198807000-00003.

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White, Sheldon H. "Child study at Clark University: 1894–1904." Journal of the History of the Behavioral Sciences 26, no. 2 (April 1990): 131–50. http://dx.doi.org/10.1002/1520-6696(199004)26:2<131::aid-jhbs2300260205>3.0.co;2-z.

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Brooks-Gunn, Jeanne, and Anna Duncan Johnson. "G. Stanley Hall's Contribution to Science, Practice and Policy: The Child Study, Parent Education, and Child Welfare Movements." History of Psychology 9, no. 3 (August 2006): 247–58. http://dx.doi.org/10.1037/1093-4510.9.3.247.

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Caliso, John A., and Joel S. Milner. "Childhood history of abuse and child abuse screening." Child Abuse & Neglect 16, no. 5 (September 1992): 647–59. http://dx.doi.org/10.1016/0145-2134(92)90103-x.

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Hobbs, Sandy. "Little Albert: Gone But Not Forgotten." History & Philosophy of Psychology 12, no. 2 (2010): 79–83. http://dx.doi.org/10.53841/bpshpp.2010.12.2.79.

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A recent study appears to have established the identity of the child referred to as “Albert B” in the famous study by Watson and Rayner (1920). That child died only a few years after participating in the research. This paper deals not with “Little Albert’s” personal history but his subsequent role in what may be termed the lore of psychology. In the late 1970s, several papers pointed out that secondary accounts of the experiment frequently contain errors. A decade later Paul and Blumenthal (1989) found that misrepresentations of the experiment were still common. A further twenty years on, this paper examines the extent of reporting and misreporting of this “classic” study in psychology textbooks. Possible reasons for the continued prominence of Watson and Rayner’s study and for inaccuracies in psychologists’ recall of that work are explored.

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Simanullang, Pernandus. "APPLICATION OF INTRODUCTION TO PERSONALITY PSYCHOLOGY 5 GENETIC INTELLIGENCE THROUGH THE CONCEPT OF STIFIn TEST." ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya 3, no. 1 (December 7, 2022): 100–109. http://dx.doi.org/10.37304/enggang.v3i1.5214.

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Humankind continuously changes over time, whether as a result of environmental changes or human-driven inspiration. This includes everything from how people dress to how frequently they use the most recent technology. Many parents want to make their child the best child in history. Due to this, elders recommend that their children attend a school where they can receive a top-notch education that will be useful in the future. Older people value education more currently, but does this mean that enrolling them in the best schools will cost more money in the future? The best course of action is to see the potential of their child from the beginning and to motivate them to take care of them as adults. The most important thing for today's generation of children and youth is in school. However, the most important factor is the need for each person to be motivated and to use their full potential.

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Journal articles on the topic 'Psychology, child – history'

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